DLL_MATHEMATICS 5_Q4_W1 GUIDE IN TEACHING THE LESSON

GRADES 1 to 12
DAILY LESSON LOG
School: FILIPINO-CHINESE FRIENDSHIP ELEMENTARY SCHOOL Grade Level: V
Teacher: LEAH LORAINE O. COBANBAN Learning Area: MATHEMATICS
Teaching Dates and Time: FEBRUARY 11-14, 2025 (WEEK 1) Quarter: 4TH
QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Identify the diameter and radius of the circle
A. Content Standards demonstrates understanding of area, volume and temperature.
B. Performance Standards is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.
C. Learning
Competencies/Objectives
Write the LC code for each
visualizes area of a circle.
Identify the diameter and radius of
the circle
Illustrates circle with different radii
Find enjoyment in doing the activity
M5ME-IVa-72 / Page 63 of 109
Derives a formula in finding the
area of a circle
Illustrates circle with
different orientation
Find enjoyment in doing
the activity
M5ME-IVa-73/ Page 63 of 109
derives a formula in finding the area of
a circle .
M5ME-IVa-73
Finds the area of a given circle
Code: M5ME-IVa-74
Finds the area of a given circle
Code Page: M5ME-IVa-74
II. CONTENT •Visualizing the area of a circle
•Knowledge about measuring
instrument
•Deriving a formula in finding the
area of a circle
instrument
•Deriving a formula in finding the area
of a circle
instrument
Finding the area of a given circle Finding the area of a given circle
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages CG p.63 CG p.63 CG p.63 CG p.63 CG p.63
2. Learner’s Material pages BEAM LG Gr. 5 Module 14 -
Area
DLP Gr. 5 Module 49
BEAM LG Gr. 5 Module 14

– Area
Lesson Guide in Elem.

Math Gr. 5 p.382
MISOSA Gr. 5 Module –

Area of a Circle
3. Textbook pages XL Excelling in Mathematics 5
Mathematics 5 &6 Lesson Guides
http://www.slideshare.net/
GradeSix1/lp-circle
M5ME –Iva 72
XL Excelling in Mathematics 5
Mathematics 5 &6 Lesson
Guides
XL Excelling in Mathematics 5
Mathematics 5 &6 Lesson Guides
Code: M5ME –IVa 73
Chart, flashcards Growing Up With Math 5 pp. 254-
255
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources chart, ruler, real circle objects, pencil,
compass
A large, heavy-paper or cardboard
circle, about 12" in diameter,
scissors, rulers,
5 pieces of hundred square grid
cardboard and crayons
real circular objects, circular cut
outs, flash cards DLP

colored markers or
crayons
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Have a review on solving problems
involving circumference of a circle.
Review the formula, give examples,
and then give exercises for the pupils
to do.
Directions: Have the pupils cut the
circle in any orientation
2. Reviewing Previous Lesson
Directions: Shade the region that
refers to the area of the circle.
How will you describe the area of a
circle?
1. Drill/Review
Mental computation/drill on finding
the area of missing side
of a parallelogram
Strategy- Square Off!
Materials: flash cards containing
questions on finding area of
parallelogram (square, rectangle,
rhombus, parallelogram)
Finding the missing side on the given
area.
1. Drill
a. Group the class into 5. Use
flashcards. Let the pupils think and
solve. The group with the most number
of correct answer wins.
Directions: Evaluate the following.
a. 42 d. 142
b. 72 e. 252
c. 52
2. Review
Count the number of square
units in the following figures
1. Drill: Conduct a drill on
multiplying number by itself.
Strategy: “Passing the Ball”
a) Pupils sing a Mathematics song
b) Teacher will pass the ball as the
pupils sing. Teacher will clap three
times as a sign that they will stop
singing and the one who holds the
ball will be given a chance to
answer
Directions: Find the product. Do it
by pair.
1) 9 X 3.14 =
2) 11 X 3.14 =
3) 5 X 3.14 =
4) 3.14 X 5 =
5) 3.4 X 3.14 =
B. Establishing a purpose for the
lesson
Ask the pupils Is a circle a polygon?
Why? and why not?
Present a picture of a circular flower
garden
What can you say about this
garden? Describe it.
Who among you plants flowering
ornaments at home?
How wide is your flower garden at
home?
Show pupils a tangram. Ask the pupils
to form different figures
using the pieces. What are the figures
that you’ve formed?
What are the planets in our solar
system?
What is the twin planet of Earth?
Values Integration
How do you show your love and care to
our planet Earth?
Original File Submitted and
Formatted by DepEd Club Member
- visit depedclub.com for more
Get any round object from your
bag. Measure the diameter and
find its radius.
Recall the formula in finding the
area of a circle
C. Presenting examples/instances of
the new lesson
1.Presentation
A.Have the pupils observe the circles
below
Take a look at each of the circles. Do
you find any line segments?
A circle is a plane closed figure. That
trategy: Direct Instruction (TGA
Activity)
Tell: Ask the pupils to have a paper
cut forming circular shape.
Guide: Ask them to draw equal
sectors inside the circle
Activity: Let them cut the guide.
Arrange the pieces of papers
alternately forming like the one
below
Activity 1
Materials: circular cutouts
Mechanics:
1) Group the class into 4.
2) Cut a circle into equal parts.
3) Arrange the parts to form a
parallelogram as shown below.
Teacher tells them that this principle is
called area conservation.
Present the situation below to the
class.
Problem:
Angela has a report in her Science
class. She will discuss the about the
planets Earth and Venus. So, she made
an illustration of Earth in the form of a
circle with a diameter of 13 cm. He also
made an illustration of Venus in a
circular form with a diameter of 12 cm.
How much larger was the area of the
illustration of Earth than that of Venus?
Materials:
real objects such as plate, ice
cream cup cover of any size or
any round object, ruler, tape
measure.
Mechanics:
a. Instruct pupils to measure the
diameter of the round object they
have.
b. Divide the diameter by 2 to get
the radius
c. Ask each group to find the area
using the formula
𝐴=𝜋𝑟2

is not made out of line segments so,
it is not a polygon. A circle is named
by its center.
d. Call as many pupils in front and
solve for the area of the circle.
e. What value is developed when
you perform the activity?
D. Discussing new concepts and
practicing new skills #1
2.Performing the Activities
Group Activity
Divide the class into five groups.
Distribute the cue card and let them
answer the cards. Let them discuss.
Use circle cero to complete the
following statements:
1.The distance from point O to point
F is __________.
M is __________.
G is __________.
4.If point G, O and F lie on one line,
the distance from point G to F is
_______.
B.Have the pupils observed the circle.
Introduce the Radius and Diameter
of a circle. Show examples of radius
that are connected to the tangent
and from a center. Use compass in
drawing a circle.
How do you find the activity?
What shape was formed after
putting the pieces of papers
together?
(Parallelogram)
Strategy: Direct Instruction
What is the base of the parallelogram?
Its height?
Note that ½ of the circumference is
equal to the base of the
parallelogram. The radius of a circle to
height of the parallelogram.
Wherein;
Area of Parallelogram: A = b x h
Area of Circle A = ½ x C x r
Since the circumference C of a circle is
C = 2 x π x r, we have
A = ½ x C x r = ½ x 2 x π x r x r = π x r x r
= π x r².
So, A= πr²
Direction: Find the area of each circle.
What did Angela make?

What is the diameter of the garden?

What kind of girl is Angela?

Group pupils into four groups.
Then distribute the activity card.
Directions: Find the area of the
following circles and report the
output afterwards.
After the presentations of each
group, ask: how did you find the
activity? Did
you able to find the area of the
circle? What value is developed in
performing the
activity?
Expected Answers:
Happy and curious

Yes by solving the area of a

circle using the given formula
Cooperation and camaraderie

E. Discussing new concepts and
practicing new skills #2
Group Activity
Divide the class into five groups.
Distribute the cue card and let them
answer the cards. Let them discuss.
Use circle cero to complete the
following statements:
Strategy: Direct Instruction
The area of a circle is the region that is
bounded by the circumference of the
circle. It is denote by the capital letter
A and its formula is A= 𝑟2.
Since the diameter of Earth is 13 cm,
divide 13 cm by 2 to obtain the radius.
So 13 cm ÷ 2 = 6.5 cm.
We use the formula : A= 𝑟2.
A = 3.14 x (13.5 𝑐𝑚2)
= 3.14 x 182.25 𝑐𝑚2
= 572.265 𝑐𝑚2
The area of the Earth’s illustration is
following circles whose diameter
or
radius are:

The distance from point O to point F
is __________.
The distance from point O to point M
is __________.
The distance from point O to point G
is __________.
If point G, O and F lie on one line, the
distance from point G to F is
_______.
1. The distance from point O
to point F is __________.
to point M is __________.
to point G is __________.
4. If point G, O and F lie on
one line, the distance from point G to
F is _______.
B. Have the pupils observed
the circle. Introduce the Radius and
Diameter of a circle. Show examples
of radius that are connected to the
tangent and from a center. Use
compass in drawing a circle.
572.265 𝑐𝑚2.
F. Developing mastery
(Leads to Formative Assessment
3)
After the presentations of each
group, ask: how did you find the
activity? Did you able to visualize the
area of the circle? What value is
developed in performing the activity?
Expected Answers:
A little bit confusing
Yes by listening to the teacher
explanation
Enjoyment and Cooperation
Directions: Follow the steps that
follow.
1. Using the diagram. Label the
parts of the parallelogram
2. Elicit the formula for the area of a
parallelogram
Area of parallelogram = b x h
3. Rename the base and height of
the parallelogram.
Since the Circumference C of a
circle is C = 2πr, rename C in the
formula as 2πr.
Area of Circle = x r
= (2πr) x r
Area of Circle = πr2
Directions: Complete the table.
Circle Diameter
A
B
C
Let the pupils compute the area of the
illustration of Venus.
Then subtract their areas
A. Get any circular object. Measure
its diameter. Find the radius and
its area
B. Problem Opener (Maximum
participation)
Directions: Solve this problem
individually
Every time it rains, Mrs. Flores
saves water in a big clay jar called
‘tapayan’. She covers them with a
circular galvanized iron with a
radius of 5 dm. What is the area of
the circular cover?
G. Finding practical applications of
concepts and skills in daily living
Ask the pupils to answer the activity Directions: Solve each problem
1. A circular park has a radius of 60
Directions: Solve for the area of circle.
1) What is the area of a circular clock
Do the following:
a. What is the shape of the cover of the
What is the answer in the
problem?

under Get Moving on page ___ LM
Math Grade V. Ask them also to
answer the activity under Keep
Moving on page ____ LM Math
Grade V.
meters. What is its area?
2. What is the area of a circular
garden whose diameter is 20
meters?
3. The circumference of a circular
flower bed is 47.1 m. What is its
area?
that has a radius of 6 dm?
2) A round carpet has a diameter of 16
feet. What is its area?
3) Can a round table whose diameter
is 34 inches fit in the dining room that
measures 5 feet by 8 feet?
pail in your school?
Draw the cover of the pail in your
notebook. Using a meter
stick or ruler, measure the diameter
and the radius.
Indicate these measures on the
drawing. Then, compute
the area of the cover.
b. Do you have a circular wall clock in
your classroom? Or
any circular objects? Draw it in your
notebook. Using a
ruler or meter stick measure the
diameter and the radius
and indicate these on your drawing.
Using an appropriate
formula, find the area
Valuing: What value is developed
in performing the activity?
What value is developed when you
save water?
H. Making generalizations and
abstractions about the lesson
A circle is a set of all points in a plane
that are at fixed distance from a
point called center.
A radius is a line segment from the
center to a point on the circle.
A diameter is a line segment which
passes through the center of a circle
whose endpoints are on the circle.
The length of radius is one half the
length of a diameter of a circle.
A compass is an instrument used to
draw circles.
How do we derive the formula for
the area of circle?
The formula for finding the area of a
circle can be derived from the
formula for finding the area of a
parallelogram.
To find the area A of a circle of
radius r, use the formula
A = πr2
How do we derive the formula for the
area of circle?
How do we find the area of a given
circle?
Help pupils generalize the concept
by asking:
How do we find the area of a circle
I. Evaluating learning Use a real compass or an improvised
one to draw circle with these given
radii.
1 cm
1.5 cm
2.5 cm
6 cm
5 cm
Directions: Using the formula of the
circle. Find the area of
the following circles.
1. Radius = 12 cm ; A = ________
2. Radius = 31.6 cm ; A = ________
3. Radius = 18 mm ; A = ________
4. Diameter = 0.5 km ; A = ________
5. Diameter = 2.50 km ; A =
________
Directions: Find the circumference of
each circle. Use 3.14 for π.
following circles whose
radius/diameter is given
Directions:Find the area of the
circles.

V. REFLECTION
A. No. of learners who earned
80% in the evaluation
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
next objective.
mastery
next objective.
_____% of the pupils got 80% mastery
___Lesson carried. Move on to the next
objective.
_____% of the pupils got 80% mastery
___Lesson carried. Move on to
the next objective.
mastery
B. No. of learners who require
additional activities for
remediation who scored below
80%
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
despite of limited resources used by
the teacher.
their work on time.
behavior.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
their work on time.
behavior.
___Pupils found difficulties in answering
their lesson.
because of lack of knowledge, skills and
interest about the lesson.
encountered in answering the questions
asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___Pupils did not find difficulties
in answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
despite of limited resources used
by the teacher.
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
___ of Learners who earned 80%
above
above
above
___ of Learners who earned 80% above ___ of Learners who earned 80%
above
D. No. of learners who continue to
require remediation
___ of Learners who require
additional activities for remediation
additional activities for remediation
___ of Learners who require additional
activities for remediation
___ of Learners who require additional
activities for remediation
additional activities for
remediation
E. Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No

worked well? Why did these
work?
____ of Learners who caught up the
lesson
lesson
lesson
lesson
____ of Learners who caught up
the lesson
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
___ of Learners who continue to
require remediation
require remediation
require remediation
___ of Learners who continue to require
remediation
require remediation
G. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings,
videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
share, quick-writes, and
anticipatory charts.
learning, peer teaching, and
projects.
opportunities.
Examples: Student created
drawings, videos, and games.
work.
used:
play
___ Carousel
___ Diads
charts.
learning, peer teaching, and projects.
opportunities.
videos, and games.
work.
used:
___Gamification/Learning throuh play
___ Carousel
___ Diads
___ Lecture Method
Why?
Examples: Self assessments, note taking
and studying techniques, and vocabulary
assignments.
charts.
Compare and contrast, jigsaw learning,
peer teaching, and projects.
opportunities.
videos, and games.
language you want students to use, and
providing samples of student work.
Other Techniques and Strategies used:
___Gamification/Learning throuh play
___ Carousel
___ Diads
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
learning, peer teaching, and
projects.
Examples: Demonstrations,
media, manipulatives, repetition,
and local opportunities.
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
used:
play
___ Carousel
___ Diads
___ Lecture Method
Why?

Why?
___ Complete IMs
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Lecture Method
Why?
___ Complete IMs
of the lesson
___ Complete IMs
of the lesson
of the lesson
___ Complete IMs
___AudioVisual Presentation
of the lesson

DLL_MATHEMATICS 5_Q4_W1 GUIDE IN TEACHING THE LESSON

More Related Content

Similar to DLL_MATHEMATICS 5_Q4_W1 GUIDE IN TEACHING THE LESSON (20)

Recently uploaded (20)

DLL_MATHEMATICS 5_Q4_W1 GUIDE IN TEACHING THE LESSON