School DASMARIÑAS ELEMENTARY SCHOOL Grade FIVE

Teacher ALELI S. TOLEDO Learning Area MATHEMATICS

Teaching Date November 29, 2019 Quarter THIRD QUARTER
Day Friday Week / Day Week 5 / Day 5
DAILY 11:10 – 12:00 Love 3:30 – 4:20 Wisdom
Time 12:20 – 1:10 Hope 4:20 – 5:10 Faith
LESSON LOG 2:20 – 3:10 Patience

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must
be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and
competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and
I. Objective
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.

The learner…
A. Content Standards A. Demonstrates understanding of polygons, circles, and solid figures.

The learner is able to…

B. Performance Standards A. Is able to apply construct and describe polygons, circles, and solid figures.

C. Learning Competencies or The learner…

Objectives (Write the LC Visualize and describe solid figures
Code for each) (M5GE – llle – 25.2)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be
tackled in a week or two.
II. Content
Visualizing and Describing Solid Figures with No Flat Surfaces
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.
Ensure that there is a mix of concrete and manipulative materials as well as paper based materials. Hands-on learning promotes
III. Learning Resources concept development.

A. References
1. Teacher’s Guide Curriculum Guide, page 164
Pages
2. Learner’s Materials
Pages
Our World of Math, pp. 273 – 274
3. Textbook pages
21st Century Mathematics 5, pages 300-302
You Tube: Learn 3D Shapes Fun Lesson for Kids
countryliving.com
4. Additional Materials
handmadecharlotte.com
from Learning
walmart.ca
Resource (LR) portal
thoughtco.com
greenmoxie.com
Graphic Organizers, television/laptop, video of math song, video presentation of 3D figures (cylinder/cone/sphere),
B. Other Learning Resources real objects similar to 3D figures, show-me-boards, Activity Sheets, “tarpapel”, laboratory equipment, ice,
water, illustrations of 3D figures, models of cone , cylinder, and sphere, and old bottles
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided
by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically
by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw
IV. Procedures conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.

a. Drill: Game
Strategy: Naming the Baby
A. Reviewing previous lesson
Identifying different kinds of solid figures with flat surfaces like cube, prism and pyramid
or presenting the new
b. Review:
lesson
What are spatial figures?
Name the different spatial or solid figures with flat surfaces. (cube, prism, and pyramid)
B. Establishing a purpose for Today, we are going to visualize and describe other types of solid figures with NO flat surfaces.
the lesson
a. Vocabulary:
congruent – having the same size and shape
circular – shaped like a circle or part of a circle
surface – the flat, top part of something
fragile – breakable or easily broken
b. (Math Song through AVP)
The learners will sing the song.
c. Motivation:
C. Presenting examples/ Show a picture of a pupil doing an experiment.
instances

thoughtco.com
Ask: What do you see in this illustration?
 Strategy: Scaffold-Knowledge Information ( 4 A’s Activity)
Activitv: (Build on students ideas)
Analysis: (Make thinking visible)
Abstraction: (Encourage listening to others
Application: (Promote autonomy /lifelong learning)

SIMPLE EXPERIMENT on Physical Change

Now, we will be doing a simple experiment.
Present the materials to be used in the simple experiment.

Materials: ice, water, graduated cylinder, beaker, stirring rod, funnel, clear glass
Procedure:
1. Set all the materials carefully on the table.
D. Discussing new concepts 2. Pour the water on the beaker.
and practicing new skills 3. Put some ice into the water.
#1 4. Gradually, stir the water with ice using the stirring rod.
5. Using the funnel, pour the liquid on a clear glass.

Questions to Ponder:
What did we do with the ice and water?
What happened to ice when it was mixed with the water?
What is Physical Change? (There is no change in its composition).
In performing an experiment, do we need to be careful? Why?
Show the different fragile laboratory instruments used in the experiment.

What are the different laboratory instruments used in the experiment?

(beaker, stirring rod, graduated cylinder, funnel)
What do these materials made of?
Why do we need to handle fragile objects carefully?
Strategy - Explicit Instructions (Direct Instruction) through Modelling
Some solid figures (Spatial Figures) or 3-dimensional (3D) figures have NO flat surfaces.
A cylinder has two congruent circular bases and a curved surface.
A cone has one circular base and curved surface with a vertex.
A sphere is a set of all points in space that has the same distance from a fixed point called the center.

Cylinder Cone Sphere

What are the different spatial figures that you can see?
Why do we call them 3-dimensional figures or 3D figures?

Video Clip Presentation: (You Tube: Learn 3D Fun Lesson for kids - Cylinder)
Give the mechanics in watching the video clip presentation.
Pupils will watch comfortably on their seats as they watch the video presentation.

The pupils will watch the video showing the different solid figures with NO flat surfaces like CYLINDER.

E. Discussing new concepts Now, let us describe and give the characteristics of a cylinder.
and practicing new skills CYLINDER:
#2 What can you say about a cylinder?
Show the graduated cylinder, stirring rod and the beaker to the class.
Describe its bases and surface.
What do we mean by two congruent circular bases?

Video Clip Presentation: (You Tube: Learn 3D Fun Lesson for kids - Cone)
The pupils will watch the video showing the different solid figures with NO flat surfaces like CONE.
CONE:
Now, let us describe and give the characteristics of a cone.
Show the funnel to the class.
Describe the cone/funnel.
What can you say about its base and surface?
What is difference between the cylinder and cone?

Video Clip Presentation: (You Tube: Learn 3D Fun Lesson for kids - Sphere)
The pupils will watch the video showing the different solid figures with NO flat surfaces like SPHERE.
SPHERE:
Now, let us describe and give the characteristics of a sphere.
Show the Florence flask (Laboratory instrument) and the 3D Model for sphere.
Describe the sphere.
What can you say about its surface?

Are cylinder, cone, and sphere similar to cube, prism and pyramid? Why? Why not?
Do they cylinder, cone and sphere have flat surfaces like cube, rectangular solids and pyramid?
Let the pupils describe the cylinder, cone and sphere.

Look around or think of any object or even places that you know that are similar to solid figures with no flat surfaces.

Now, let us travel around the world and name some objects that are similar to the 3D figures with NO flat surfaces.

Present other examples/illustrations for each solid figure to the class – can be seen all over the world
Cylinder – battery, drums, tanks, rolling pin, glass, tin can, pencil holder, and other examples
Cone – Mayon volcano (perfect cone), dog cone, baritone, salakot, orange traffic cone, and other examples
Sphere – World’s Perfect Sphere, Endangered Philippines fruits like mabolo/granada, balls used in sports
like sepak takraw ball, solar system, and other examples

Group Dynamics
Strategy: Cooperative Learning Style
Setting the Standards
The teacher sets the rules to be followed by the pupils while doing the activity.
Ask: What are the rules to be followed while performing the task given to your group?
In this activity, the pupils will read carefully and analyze the activity written on the Task Card to be given to each group
and perform the assigned activity as fast as they can.
• The leader and the members must work cooperatively to get the final answer correctly.
• Clean the working place after the group activity.
• Be sure that all the members are working together and comfortably in their places (free from any harm)
• Discuss your answers with other members, give them equal chances of sharing their idea about the word
problem.
• The answers will be posted on the board for checking.
• The leader of each group will discuss and explain their output.
• The teacher checks their solution.

Mechanics of the Activity

 Group the pupils into 3.
 Allow each group to choose their group leader, assistant leader, group writer, time keeper, materials’ keeper,
floor keeper and peace officers.
 Let the materials’ keeper gets the worksheet.
 Pupils will answer the assigned activity.
 Consolidated answers will be posted on the board for checking and discussion.
Group 1 will answer Worksheet No. 1 Strategy: (Parade of Characters)
Group 2 will answer Worksheet No. 2 Strategy: (Art Activity)
Group 3 will answer Worksheet No. 3 Strategy: (Project Making)

The teacher will explain the answers after the leader of each group explain his/her output
and give positive comments to each group as a reward.

GROUP 1
(Parade of Characters)

DIRECTIONS: Name the solid figure that resembles the following pictures.
Describe each solid figure.

1. mega phone
2. Happy New Year hat
3. cone-shaped trees

GROUP 2
(Art Activity)

DIRECTIONS: Paint or draw 2 objects that are similar to sphere inside the box.
Then, describe your output.
 Sphere

GROUP 3
(Project DIY)
“Do-It-Yourself Christmas Tree”
DIRECTIONS: Read and follow the procedure in making a Christmas tree carefully.

Materials: art papers, glue, pair of scissors, old canister/can, glue, masking tape
and Christmas decors
Procedure:
1. Get all the materials inside the box.
2. Decorate the old canister/can
3. Explain your output and describe the solid figure that you use in your project.

Strategy: THINK – PAIR - SHARE:

(Using show-me-boards)

A. DIRECTIONS: Identify the space figure represented by the following objects. Describe each.

1. 2. 3.

F. Developing mastery
(Leads to Formative
Assessment)

B. Directions: Complete the sentence below by supplying the missing word/words in each sentence.
1. A ___________ is a space figure that has two congruent _________ bases and a ___________ surface.
2. A ___________ is a space figure that has _____ circular base and a curved __________ with a vertex.
3. A ___________ is a space figure that consists of points in space that are of the same ___________
from a fixed point called the __________.

G. Finding practical Are solid figures like cylinder, cone and sphere important in our daily living? Why?
applications of concepts Can you give examples or a situations where you experience using these solid figures?
and skills in daily living
A cylinder is a space figure that has two congruent circular bases and a curved surface.
H. Making generalizations
A cone is a space figure that has one circular base and a curved surface with a vertex.
and abstractions about the
A sphere is a space figure that consists of points in space that are of the same distance
lesson
from a fixed point called the center.
DIRECTIONS: If the sentence is correct, write TRUE and FALSE if not. Write your answer on your paper.
_______ 1. A cylinder has two congruent bases and curved surface. (TRUE)
_______ 2. A cone is a space figure that has one triangular base. (FALSE)
I. Evaluating learning _______ 3. A sphere is a space figure that consists of points in a space that are of the same distance from a fixed point
called center. (TRUE)
_______ 4. A sphere has a flat surface.(FALSE)
_______ 5. A cone has a curved surface with a vertex. (TRUE)
A. Draw objects that are represented by sphere, cone, and cylinder. Describe each.
B. Bring materials for constructing models of space figures.
1. card board
J. Additional activities for
2. scissors
application
3. glue
4. pencil
5. ruler
Lesson carried. Move on to the next objective.
V. Remarks
Lesson not carried.
VI. Reflection Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else
needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet
them, you can ask them relevant questions.

Pupils did not find difficulties in answering the lesson.

Pupils found difficulties in answering the 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.
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.
A. No. of learners who ______ of learners who earned 80% above
earned 80% in the
evaluation.
B. No. of learners who ______ of learners who require additional activities for remediation
require additional activities
for remediation who
scored below.
C. Did the remedial lessons Yes No
work? No. of learners who ______ of learners who caught up the lesson
have caught up with the
lesson.
D. No. of learners who ______ of learners who continue to require remediation
continue to require
remediation.
Strategies used that work well:
Tactile, concrete experiences in math: Using three dimensional objects in math instruction such as geometrical
shapes, coins, or blocks used to form various geometrical shapes.
Think-alouds: using explicit explanations of the steps of problem solving through teacher modeling metacognitive
thought. Ex: Reading a story aloud and stopping at points to think aloud about reading strategies/processes or, in
math, demonstrating the thought process used in problem solving.
Model-lead-test strategy instruction (MLT): 3 stage process for teaching students to independently use learning
strategies: 1) teacher models correct use of strategy; 2) teacher leads students to practice correct use; 3) teacher
tests’ students’ independent use of it.
Graphic organizers: visual displays to organize information into things like trees, flowcharts, webs, etc.
E. Which of my teaching Other Techniques and Strategies used:
strategies worked well? Repetition Carousel
Why did these work?
Math games Dyads
Manipulative tools Differentiated Instruction
Pair work Discovery Method
Explicit Teaching / Direct Instruction Lecture Method
Group Collaboration

Why?
Complete IMs Pupils’ eagerness to learn
Availability of Materials Group member’s collaboration /
Audio Visual Presentation of the lesson cooperation in doing their tasks
Bullying among pupils
F. What difficulties did I Pupils’ behavior/attitude
encounter which my Colorful IMs
principal or supervisor can
help me solve? Unavailable Technology Equipment (AVR/LCD), Science/ Computer/ Internet Lab
Additional Clerical works
Planned Innovations:
G. What innovation or Contextualized/Localized and Indigenized IMs
localized materials did I Localized Videos
use/discover which I wish
Making big books from views of the locality
to share with other
teachers? Recycling of plastics / other materials to be used as IMs
Creating local word problems

Prepared by:

ALELI S. TOLEDO
Mathematics Teacher

Noted:

FLORENCE M. LAURELES
Principal III
 GROUP 1
(Parade of Characters)
DIRECTIONS: Name the solid figure that resembles the following pictures.
Describe each solid figure.

1. mega phone
2. Happy New Year hat
3. cone-shaped trees
 GROUP 2
(Art Activity)
DIRECTIONS: Paint or draw two (2) objects that are similar to sphere
inside the box. Then, describe your output.

Sphere
 GROUP 3
(Project DIY)
“Do-It-Yourself Christmas Tree”
DIRECTIONS: Read and follow the procedure carefully

Materials: art papers, glue, scissors, old canister/can and Christmas decors
Procedure:
1. Get all the materials inside the box.
2. Decorate the old canister/can.
3. Explain your output and describe the solid figure that you use in your project.