LESSON PLAN IN MATHEMATICS 5

Third Quarter

Week 5 – Day 1
Lesson: Visualizing and describing solid figures

I. Objective:
A. Content Standard: Demonstrates understanding of polygons, circles, and solid figures.
B. Performance Standard: Constructs and describes polygons, circles, and solid figures.
C. Learning Competency: Visualizes and describes solid figures. (M5GE-IIIe-25)

II. Content: Visualizing and describing solid figures

III: References: Curriculum Guide p. 62

IV. Procedure:
A. Reviewing previous lessons or presenting the new lesson.
What are the steps in drawing a circle with different radii?
B. Establishing a purpose for the lesson
At this moment, we you will be dealing with spatial figures.
C. Presenting examples/instances of the new lesson
Study the illustrations below:

D. Discussing new concepts and practicing new skills #1

66
 Spatial figure is a three dimensional figure. It is made up of plane figure whose all sides are
joined together to form a close figure. Some examples of spatial figures include cubes, cylinders,

E. Discussing new concepts and practicing new skills #2

Name the objects that resemble to the following Spatial Figures shown on the picture.

F. Developing Mastery (Leads to formative Assessment 3)

How will you describe each of the spatial figures?

G. Finding practical applications of concepts and skills in daily living

Identify the spatial figure represented by the following:

1) ball ______ 3) funnel ______ 5) tent ______

2) globe _______ 4) test tube _______ 6) dice ______

H. Making generalizations and abstraction about the lesson

What is Spatial Figure?

Spatial figure is a three dimensional figure. It is made up of plane figure whose all sides are
joined together to form a close figure. Some examples of spatial figures include cubes, cylinders,

I. Evaluating Learning
Match Column A with Column B.

A
B
1. The base is a polygon and its faces are a) rectangular prism
triangles
2. A spatial figure with a polygonal base b) cone
whose edges meet at a common vertex.
3. A spatial figure having a circular base c) pyramid
and one vertex.
4. A spatial figure with 2 parallel congruent d) cylinder
faces called bases and the other face are
parallelograms. e) triangular prism
5. A spatial figure with 2 circular bases, no
edge and no vertex.
J. Additional activities for application or remediation
Give 5 objects that are models of the following spatial figures:

1. cone 2. cylinder 3. cube 4. prism 5. sphere

67
 LESSON PLAN IN MATHEMATICS 5
Third Quarter

Week 5 – Day 2

Lesson: Making models of different solid figures: cube, prism, pyramid, cylinder, cone, and
sphere using plane figures

I. Objective:
A. Content Standard: Demonstrates understanding of polygons, circles, and solid figures.
B. Performance Standard: Constructs and describes polygons, circles, and solid figures.
C. Learning Competency: Making models of different solid figures: cube, prism, pyramid,
cylinder, cone and sphere using plane figures. (M5GE-IIIe-26)

II. Content: Making models of different solid figures: cube, prism, pyramid, cylinder, cone, and
sphere using plane figures

III: References: Curriculum Guide p. 62

IV. Procedure:
A. Reviewing previous lessons or presenting the new lesson.
Name all the spatial figures that you have learned yesterday.
B. Establishing a purpose for the lesson
Today you will be constructing models of some spatial figures.
C. Presenting examples/instances of the new lesson

D. Discussing new concepts and practicing new skills #1

Complete the table.

Spatial Figure No. of Faces No. of Edges No. of Vertices

1. cube

2. rectangular prism

3. sphere

4. cylinder

5. triangular pyramid

6. rectangular pyramid

7. cone
 E. Discussing new concepts and practicing new skills #2

= Rectangular Prism

= Cylinder

=Cone

=cube

F. Developing Mastery (Leads to formative Assessment 3)

Make models of each spatial figure using used folder:

1. rectangular prism
2. cylinder
3. cone
4. cube
G. Finding practical applications of concepts and skills in daily living

Matching Game: Using your models:

1) Blindfold a volunteer member in your group.

2) Let him/her hold a spatial figure.

3) Let him/her identify and describe it.

H. Making generalizations and abstraction about the lesson

To make a cone:
Step 1: Make a cardboard circle. Using a compass, draw a circle on cardboard. ...

Step 2: Cut the wedge. Draw a straight line from the center point to the circle's edge. ...

Step 3: Make the cone. Press the sides of the wedge together and glue or tape the
cardboard to maintain the cone shape.

To make a cube:

Step 1: Make sure all sides of each square are the same size, as well as making the
flaps more or less similar.

Step 2: Cut out the cube template with scissors.

To make a cylinder:

Purchase a long sheet of chipboard. Chipboard is a thin type of cardboard that is

often found on the backs of notebooks. Paper Source stores sell the chipboard in large
sizes up to 48 inches long.
Cut two pieces of chipboard into two rectangles with scissors. The short side of each
rectangle should be the same as the length of the cylinder. For this example, cut the
length 3 times the length of the short side.
Measure the top of each chipboard at half its length and mark this spot as A. Mark
the top right corner as B.
Mark the bottom left corner as C. Measure the bottom of each chipboard at half its
length and mark this spot as D.
Draw a line between A and C. Cut along this line. Draw a line between D and B. Cut
along this line.
Take corner B of one chipboard and curl it under toward the left until B touches D.
Use a paper clamp to clamp these two points together. Take corner C of the same
chipboard and curl it under and toward the right until C touches A. Use a paper clamp to
clamp these two points together.
 Moisten brown paper tape with water and tape along the seam where the cylinder
touches. Use rubber bands to help the cylinder hold its shape while the paper tape
cures. Allow the tape to dry for one hour.
Remove the clamps and spray the outside of the cylinder with spray adhesive. Glue
your second piece of cut chipboard over the first chipboard with the seams opposite.
This will strengthen the cylinder.
Cut paper tape longer than the length of the cylinder seam. Moisten and place your
tape so that you can tuck each end inside the cylinder. Use rubber bands over the tape
to hold the tape and the chipboard in place while both dry.
To make a rectangular prism:
-Copy this rectangular prism template on paper, construction paper or cardboard
by printing it and/or tracing it.
-Cut out the prism template with scissors.

Fold along all the lines of the template. Try to put together the prism before adding
glue to be sure where each tab will go.

Put glue on one of the tabs and paste it into place. Press it with your fingers so that
it is well attached. Do the same with the others.

I. Evaluating Learning

J. Additional activities for application or remediation

Give 5 objects that are models of the following spatial figures:

1. cone 2. cylinder 3. cube 4. prism 5. sphere

 LESSON PLAN IN MATHEMATICS 5
Third Quarter

Week 5 – Day 3

Lesson: Making models of different solid figures: cube, prism, pyramid, cylinder, cone, and
sphere using plane figures
I. Objective:
A. Content Standard: Demonstrates understanding of polygons, circles, and solid figures.
B. Performance Standard: Constructs and describes polygons, circles, and solid figures.
C. Learning Competency: Making models of different solid figures: cube, prism, pyramid,
cylinder, cone and sphere using plane figures. (M5GE-IIIe-26)

II. Content: Making models of different solid figures: cube, prism, pyramid, cylinder, cone, and
sphere using plane figures
III: References: Curriculum Guide p. 62

IV. Procedure:
A. Reviewing previous lessons or presenting the new lesson.
What are the different spatial figures?
Give examples of real objects that are models of spatial figures.
B. Establishing a purpose for the lesson
Today you will be constructing models of some spatial figures.
C. Presenting examples/instances of the new lesson
1) Group the pupils into Learning Barkadas.
2) Provide each group pieces of used folders, pair of scissors, and paste.
3) Let them make some spatial figures out of these materials.
4) The first to make 3 will be declared the winner.

D. Discussing new concepts and practicing new skills #1

Present the lesson through this activity:
a) Call the winner
1) Let them show their finished products to the class.
2) Have them describe each and identify its parts.
b) Call the 2nd placer.
1) Let them show the spatial figures they made that are different from the first group.
2) Have them describe each and identify its parts.
c) Do the same with the other group.
Valuing: Did you make use your materials wisely? How?
What are the things you have that can still be recycled? Why? In what
way can you recycle them?
E. Discussing new concepts and practicing new skills #2

= Rectangular Prism

= Cylinder

=Cone

=cube

F. Developing Mastery (Leads to formative Assessment 3)

Make models of each spatial figure using used folder:

1. rectangular prism
2. cylinder
3. cone
4. cube
G. Finding practical applications of concepts and skills in daily living

Matching Game
1) Divide the class into 2 groups.
2) The first group will be given activity cards with the name of spatial figures.
3) The second group will be given activity cards with descriptions of particular spatial
figures.
4) Let the activity card holders raise the activity cards they holding.
5) Each of them will try to find their partner.
6) The first to match their cards correctly wins.
7) Let each pair stand in front and read their activity cards.

H. Making generalizations and abstraction about the lesson

To make a cone:
Step 1: Make a cardboard circle. Using a compass, draw a circle on cardboard. ...
Step 2: Cut the wedge. Draw a straight line from the center point to the circle's edge. ...
Step 3: Make the cone. Press the sides of the wedge together and glue or tape the
cardboard to maintain the cone shape.

To make a cube:
Step 1: Make sure all sides of each square are the same size, as well as making the
flaps more or less similar.

Step 2: Cut out the cube template with scissors.

To make a cylinder:
Purchase a long sheet of chipboard. Chipboard is a thin type of cardboard that is often
found on the backs of notebooks. Paper Source stores sell the chipboard in large sizes
up to 48 inches long.
Cut two pieces of chipboard into two rectangles with scissors. The short side of each
rectangle should be the same as the length of the cylinder. For this example, cut the
length 3 times the length of the short side.
Measure the top of each chipboard at half its length and mark this spot as A. Mark the
top right corner as B.
Mark the bottom left corner as C. Measure the bottom of each chipboard at half its length
and mark this spot as D.
Draw a line between A and C. Cut along this line. Draw a line between D and B. Cut
along this line.
Take corner B of one chipboard and curl it under toward the left until B touches D. Use a
paper clamp to clamp these two points together. Take corner C of the same chipboard
and curl it under and toward the right until C touches A. Use a paper clamp to clamp
these two points together.
 Moisten brown paper tape with water and tape along the seam where the cylinder
touches. Use rubber bands to help the cylinder hold its shape while the paper tape
cures. Allow the tape to dry for one hour.
Remove the clamps and spray the outside of the cylinder with spray adhesive. Glue your
second piece of cut chipboard over the first chipboard with the seams opposite. This will
strengthen the cylinder.
Cut paper tape longer than the length of the cylinder seam. Moisten and place your tape
so that you can tuck each end inside the cylinder. Use rubber bands over the tape to
hold the tape and the chipboard in place while both dry.
To make a rectangular prism:
-Copy this rectangular prism template on paper, construction paper or cardboard by
printing it and/or tracing it.
-Cut out the prism template with scissors.
Fold along all the lines of the template. Try to put together the prism before adding glue
to be sure where each tab will go.
Put glue on one of the tabs and paste it into place. Press it with your fingers so that it is
well attached. Do the same with the others.

I. Evaluating Learning
Construct each spatial figure using art paper:

1) blue pyramid 4) green rectangular prism

2) black cone 5) red cylinder

3) yellow cube 6) violet sphere

J. Additional activities for application or remediation

Cut out pictures of objects from newspapers or magazines that are models of spatial
figures.
Describe each

a. 1. Hexagon 2. Hexagon 3. Hexagon 4. Pentagon 5. Decagon

b. 1. 2cm
2. 2cm
3. 2cm
4. 4cm
Week 5 Day 4
Mathematics 5
Third Assessment Unit Test

Name:________________________ Score:____________

A. Name the spatial figures that resemble the following objects below:

1) box 6) tin can

2) ball 7) camping tent

3) dice 8) funnel

4) ice cream cone 9) water pipe

5) globe 10) glass

B. On the space provided before each number, write the name of each spatial figures.

______________1. ______________ 2.

______________ 3. _________________4.

_________________5. ________________ 6.

C. Fill in the blanks. Get your answer from the box below.

1.-2. A _____________ is a set of points in a ______________ that are the same distance from
a fixed point (called the centre). These set of points form the perimeter of the circle.

3. The __________________ is the distance from the centre of the circle to any point on its
perimeter.

4. The _________________ of a circle is the perimeter of the circle.

5. A _______________ is an instrument used to draw circles or the parts of circles called arcs.
It consists of two movable arms hinged together where one arm has a pointed end and the other
arm holds a pencil.

compass radius circle

plane circumference

D. What is the radius and diameter of the following

E. Write the letter of the figure that is congruent to the first figure.

1.

2.

3.
 4.

5.

F. Name each polygon by the the number of its sides. Tell whether it is regular or not regular.

___________ ____________ _____________ ____________ ____________

G. Use circle zero to complete the following statements.

1. The distance from point O to point F is _______.

2. The distance from point O to point M is _______.
3. The distance from point O to point G is _______.
4. If point G, O and F lie on one line, the distance from point G to point F is
_____.
Key to Correction:

A. 1.rectangular prism 6.cylinder

a. sphere 7.triangular pyramid
b. cube 8.cylinder
c. cone 9.cylinder
d. sphere 10. cylinder

B. 1. rectangular prism D. a. r=5 mm. b.r=6 cm c.r=9m

2. sphere d=10 mm d=12cm d=18m

3. cube d. r=8km e. r=11m f. r=15mm
4. cone d=16km d=22m d=30 mm
5. cylinder g. r=13km h. r=7cm
6. triangular pyramid d=26km d=14cm

C. 1-2. circle, plane

3. radius
4. circumference
5. compass

E. 1.c
2. c.
3. b.
4. a.
5. b.
 LESSON PLAN IN MATHEMATICS 5
Third Quarter

Week 5 – Day 5
Lesson: Formulating the Rule in Finding the Next Term in a Sequence

I. Objective:
A. Content Standard: Demonstrates understanding of the concept of sequence and solving
simple equations.
B. Performance Standard: Apply the knowledge of sequence in various situations.
C. Learning Competency: Formulates the rule in finding the next term in a sequence
(M5AL-IIIf-6)

II. Content: Formulating the Rule in Finding the Next Term in a Sequence

III: References: Curriculum Guide p. 62

IV. Procedure:
A. Reviewing previous lessons or presenting the new lesson.
What are some of the spatial figures that you have leaned? Name some.
B. Establishing a purpose for the lesson
Today, you will be able to formulate a rule in finding the next term in a sequence.
C. Presenting examples/instances of the new lesson
1 3 6 10
2 4 5 7 8 9

15
11 12 13 14 16 17 18 19 20

21 28
22 23 24 25 26 27 29 30

36
31 32 33 34 35 37 38 39 40

45
41 42 43 44 46 47 48 49 50

1, 3, 6, 10, 15, 21, 28, 36, 45

The encircled numbers form a number sequence. A number sequence is a list of

numbers in which successive terms follow a rule or pattern. Each number in a
sequence is called a term.
 Looking at the pattern of the encircled number, to find the 2nd term add 2, for the
3 term add 3, for the 4th term add 4, for the 5th term add 5, for the 6th term add 6, for the
rd

7th term add 7, for the 8th term add 8, and for the 9th term add 9. Therefore. the rule in the
sequence is (+2, +3, +4, +5, +6, +7, +8, +9).

By studying the sequence of numbers, we can find the rule governing the terms.
The rule can tell us what number will come next in the sequence.
D. Discussing new concepts and practicing new skills #1

Find the missing terms in the following situations below:

3 2 9 4 45 16 315 96

Can you find the pattern or sequence used?

The numbers inside the pentagon are multiplied by consecutive odd numbers 3,
5, 7. Starting with 3 x 3 = 9, then 9 x 5 = 45, then 45 x 7 = 315, so the missing number in
the last pentagon is 2 835 ( 315 x 9 = 2 835 ).

The series of numbers inside the hexagon uses even numbers as factors. So, the
missing number inside the last hexagon is 768 ( 96 x 8 = 768 ).

E. Discussing new concepts and practicing new skills #2

A. Find the rule, then, write the missing terms.

1. 12, 17, 22, ____, 32, ____
2. ____, ____, 67, 70, 73
3. 56, ____, 42, 35, 28, ____
4. 3, ____, 27, 81, ____
5. 78, 70, 62, ____, ____

F. Developing Mastery ( Leads to formative Assessment 3)

G. Finding practical applications of concepts and skills in daily living

Why is it important to follow the correct pattern?
H. Making generalizations and abstraction about the lesson
What is a number sequence?
A number sequence is a list of numbers in which successive terms follow a rule or
pattern. Each number in a sequence is called a term.

I. Evaluating Learning
Find the missing terms and write the rules
1. 5, 6, 8, ____, 15, ____
2. 18, 20, 24, ____, 38, ____
3. 55, 54, 51, 46, ____, ____, 19
 4. 25, 28, 3, ____, ____, 70
5. 82, 81, 78, ____, 66, ____

J. Additional activities for application or remediation

Formulate 5 rule or pattern of your own. Write one number sequence for each rule.