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School: GUITNANGBAYAN ELEMENTARY SCHOOL Grade Level: V
DAILY
Teacher: MARIA KATRINA C. PEOLLO Quarter: 4TH QUARTER
LESSON PLAN Teaching Date: JANUARY 28, 2019 (Monday) CHECKED BY:
Learning Area: MATHEMATICS Learning Area: SCIENCE
WEEK 2 6:00 – 6:50 CHEERFUL

7:00 – 7:50 HOPE
9:30 – 10:20 CHEERFUL
10:20 – 11:10 INDUSTRIOUS
I. OBJECTIVES
The Learners demonstrate understanding of…
A. Content Standards  weathering and soil erosion shape the Earth’s surface and affect
 area, volume and temperature.
living things and the environment
The Learners should be able to…
B. Performance Standards  apply knowledge of area, volume and temperature in mathematical
 participate in projects that reduce soil erosion in the community
problems and real-life situations.
 Communicate the data collected from the investigation on soil
erosion
C. Learning  Visualize the Volume of a Cube and Rectangular Prism
Competencies/Objectives  Identify ways on how to reduce the harmful effects of soil erosion
M5ME-IVc-77 /Page 64 of 109
on living things and environment.
S5FE-IVc-3/ Page 33of 66
II.CONTENT Visualizes the Volume of a Cube and Rectangular Prism Weathering and Soil Erosion
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages K to 12 Grade 5 Curriculum Curriculum Guide for grade 5 Code:S5FE-IV-C-3
2. Learners’s Materials pages TM Math Grade 4 pages 298 - 307
3. Textbook pages Science and Health 5, Science 4 TG and LM lesson 57
4. Additional materials from www.landscapeplanet.com., www.omatra.gov.on.ca.,
learning resource (LR) www.landscapeplanet.com., www.erosionpollution.com.
portal www.landscapeplanet.com., www.erosionpollution.com
cubes (big and small), rectangular prism, ruler, flash cards, marbles, Day 1- “Shower Them All”
B. Other Learning Resource
worksheet, 1 transparent rectangular container Sand, plastic, water, strainer, mini houses, trees and grasses
IV.PROCEDURES
Drill. Have a drill on the multiplication facts using the activity sheets. Observe cleanliness in the area Engagement
1) 5 x 5 6) 7 x 7 Set standards on suggested instructions to be observed before taking the
2) 9 x 11 7) 11 x 11 class outside of the classroom. (If not applicable set standards in video
A. Reviewing previous lesson 3) 10 x 12 8) 9 x 12 viewing or you may do the activity inside the classroom)
or presenting the new 4) 4 x 4 9) 8 x 5 1. Avoid unnecessary noise in getting in and out of the classroom.
lesson 5) 6 x 8 10) 4 x 12 2. Be with the group
Review 3. Bring notebook and pen
Have a review on the meaning of volume. 4. Work on the assigned Task
Volume is the amount of space occupied by any quantity. 5. Be mindful on the allotted time
B. Establishing a purpose for
Motivation After setting the standards do the following.
the lesson
 Show a transparent cube and rectangular prism filled with marbles. 1. Allow the pupils to go outside the classroom where they can go
Ask pupils to guess the number of marbles inside the cube and outside and walk on the uncemented school ground.
rectangular prism. Let a volunteer count the marbles to find out the 2. If the weather is not good, just stay in the classroom where they
answer. Elicit from them how they can make a good guess of the can still see the school ground.
total number of marbles. Instill the value of patience and 3. Let them observe for 3-5 minutes.
orderliness. Relate this to the concept of volume. 4. Ask them to observe the part of the school which are prone to soil
erosion and think of the possible ways on how to reduce it.
Preparatory Activity
Say: Let us learn more about soil erosion as we perform the next activity.
C. Presenting Examples/ Day 1 – LM Activity
Tell the class that the number of small cubes that make up the Rubik’s
instances of the new lesson “Shower Them All”
cube is its volume.
1. Check the materials ahead of time
2. Provide manila paper, tape and marker for group output.
3. Emphasize the use of senses in doing the activity.
Activity – Group Work
Materials: worksheet, 1 transparent rectangular container, small cubes
Procedure: Fill the container with small cubes until its upper portion.
Example
Guide Questions:
1. What kind of solid figure is the container?
2. How many cubes did you put inside the rectangular container?
3. How can you find the number of cubes in the container without
counting them all? What to do:
a) Count the cubes in one layer. 1. Make a sand pyramid on top of the plastic cover.
2. Design the toy houses, trees and grasses around the sand
D. Discussing new concepts
pyramid.
and practicing new skills #1
3. Make a rain using the strainer and water on the pyramid for 5
Example seconds, then 10 seconds.
4 x 2 = 8 cubes
b) Count the layers. Ex.: 3 layers
c) How many cubes in all? 8 x 3 = 24 cubes
4. When we get the total number of cubes that the container has,
what have we looked for? (Answer: Volume)
5. What kind of polygon is the base of the container? What are its
dimensions?
6. How many cubes fit the length? the width?
7. What other dimension does the rectangular container have? How
many cubes fit the height?
8. Can you give the volume of the rectangular prism by just using the
dimensions (length, width, height)? How?
(Note: Teacher must tell the pupils that by multiplying the length x
width x height will give the volume thus, Volume = L x W x H))
Group the pupils into 4 working teams and have them perform the task.
Activity 1. They need small cubes, big cubes and rectangular prism. 1. What happens to the set up when you pour water on it for 5
Refer to LM seconds? For 10 seconds?
2. What made the soil erode or wear away?
3. When the soil loosens up and erode, what happens to the houses
and trees?
If each is a cubic unit, how many cubic units are in the figures? 4. What are the effects of soil erosion made by water or rain?
How many cubic units are there in one row? 5. How would you reduce soil erosion caused by water or rain?
How many cubic units are there in one layer? 6. Complete the tables based on the activity.
How many layers are there?
E. Discussing new concepts
What have you notice in the number of layers and rows of cube and prism? SOIL EROSION BY RAIN OR WATER
What can you say about the number of layers and rows of a cube?
Harmful Effects Ways to Prevent/ Reduce the Harmful Effects
What have you notice in the length, width and height of a cube?
to Living Things
What can you say about the number of layers and rows of a prism? and
What have you notice in the length, width and height of a prism? Environment
1. Have pupils count the number of cubes in the figures.
1. 1.
2. Define volume as the number of unit cubes in the solid figure.
2. 2.
Mention the correct label (cubic units)
3. 3.
3. Have them imagine filling up the classroom with such cubes. Then
we find the volume of the classroom. Elicit similar application of
volume in daily situations.
Processing the Activities
Ask the groups to present and discuss their answers on the board. As soon as you have completed the assigned task, gather all your
F. Developing Mastery Expected answer: used materials and go back to your classroom to finalize your output for
 Cube is a solid whose length, width and height are equal. posting and reporting.
 Rectangular prism whose length, width and height are not equal
Now that you have learned the harmful effects of soil erosion to living
G. Finding Practical Applying to New and Other Situations things and environment, how would you show your concern to our
application of concepts and  Have the pupils do the exercises under Apply Your Skills on page 3 environment? What are the things you can do to show love and concern to
skills in daily living LM Math your environment?
Summarize the lesson by asking:

How can we visualize the volume of cube and rectangular prism?
Lead the pupils to give the generalization
 Volume is the amount space a solid figure occupies.
Remember These:
 We can visualize volume of cube and rectangular prism
 Erosion is the wearing away of soil by wind, water, gravity, or
H. Making generalization and a) using more units to fill the container (like the used of
human impact. It occurs naturally but can be made worse by
abstraction about the marbles, pebbles, rice grains, seed, etc) this is what we
human activities such as farming, logging, and mining. The most
lesson called non-standard units. Non standard units do not give
common type of erosion happens when soil is washed off a slope
consistent and accurate measure of the volume of a
by rainwater.
container.
b) Using standard units, to find the volume o a space figure,
count the number of cubic units needed to fill the space.
Standard units are consistent and accurate.
Assessment
I. Evaluating learning Ask the pupils to find the volume of each figure by counting the cubes.
Refer to Lm
J. additional activities for Find the volume.
application or remediation Refer to Lm
 Re – teaching  Re – teaching
 Lack of time  Lack of time
V.REMARKS  No class  No class
 Transfer of lesson to the following day  Transfer of lesson to the following day
 Achieved  Achieved
VI.REFLECTION
_ Lesson carried. Move on to the next objective. _ Lesson carried. Move on to the next objective.
A. No. of learners who earned
_ Lesson not carried. _ Lesson not carried.
80% in the evaluation
_ % of the pupils got 80% mastery _ % of the pupils got 80% mastery
_ Pupils did not find difficulties in answering their lesson. _ Pupils did not find difficulties in answering their lesson.
_ Pupils found difficulties in answering their lesson. _ Pupils found difficulties in answering their lesson.
_ Pupils did not enjoy the lesson because of lack of knowledge, skills _ Pupils did not enjoy the lesson because of lack of knowledge, skills
and interest about the lesson. and interest about the lesson.
B. No.of learners who require _ Pupils were interested on the lesson, despite of some difficulties _ Pupils were interested on the lesson, despite of some difficulties
additional activities for encountered in answering the questions asked by the teacher. encountered in answering the questions asked by the teacher.
remediation _ Pupils mastered the lesson despite of limited resources used by _ Pupils mastered the lesson despite of limited resources used by
the teacher. the teacher.
_ Majority of the pupils finished their work on time. _ Majority of the pupils finished their work on time.
_ Some pupils did not finish their work on time due to unnecessary _ Some pupils did not finish their work on time due to unnecessary
behavior. behavior.
C. Did the remedial work?
No.of learners who have ___ of Learners who earned 80% above ___ of Learners who earned 80% above
caught up with the lesson
D. No. of learners who
continue to require ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation
remediation
E. Which of my teaching
___Yes ___No ___Yes ___No
strategies worked well?
____ of Learners who caught up the lesson ____ of Learners who caught up the lesson
Why did these work?
F. What difficulties did I
encounter which my
___ of Learners who continue to require remediation ___ of Learners who continue to require remediation
principal or supervisor can
helpme solve?
G. What innovation or
Strategies used that work well: Strategies used that work well:
localized materials did
used/discover which I wish _ Metacognitive Development: Examples: Self-assessments, note _ Metacognitive Development: Examples: Self-assessments, note
to share with other
taking and studying techniques, and vocabulary assignments. taking and studying techniques, and vocabulary assignments.
teachers?
_ Bridging: Examples: Think-pair-share, quick-writes, and _ Bridging: Examples: Think-pair-share, quick-writes, and
anticipatory charts. anticipatory charts.
_ Schema-Building: Examples: Compare and contrast, jigsaw _ Schema-Building: Examples: Compare and contrast, jigsaw
learning, peer teaching, and projects. learning, peer teaching, and projects.
_ Contextualization: Examples: Demonstrations, media, _ Contextualization: Examples: Demonstrations, media,
manipulatives, repetition, and local opportunities. manipulatives, repetition, and local opportunities.
_ Text Representation: Examples: Student created drawings, videos, _ Text Representation: Examples: Student created drawings, videos,
and games. and games.
_ Modeling: Examples: Speaking slowly and clearly, modeling the _ Modeling: Examples: Speaking slowly and clearly, modeling the
language you want students to use, and providing samples of language you want students to use, and providing samples of
student work. student work.
_ Other Techniques and Strategies used: _ Other Techniques and Strategies used:
___ Explicit Teaching ___ Explicit Teaching

___ Group collaboration ___ Group collaboration
___Gamification/Learning throuh play ___Gamification/Learning throuh play
___ Answering preliminary activities/exercises ___ Answering preliminary activities/exercises
___ Carousel ___ Carousel
___ Diads ___ Diads
___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method
Why? Why?
___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s collaboration/cooperation in doing their tasks ___ Group member’s collaboration/cooperation in doing their tasks
___ Audio Visual Presentation of the lesson ___ Audio Visual Presentation of the lesson
DAILY
LESSON PLAN Teaching Date: JANUARY 22, 2019 (Tuesday) CHECKED BY:

7:00 – 7:50 HOPE
9:30 – 10:20 CHEERFUL
I. OBJECTIVES
 demonstrates understanding of area, volume and temperature.
B. Performance Standards  apply knowledge of area, volume and temperature in mathematical
C. Learning Solves routine and non-routine problems involving the area of a circle.
Investigate extent of soil erosion in the community
Competencies/Objectives M5ME-IVb-75
II.CONTENT Solving Routine and Non-Routine Problems Involving the Area of a Circle Weathering and Soil Erosion
A. References
1. Teacher’s Guide pages
2. Learners’s Materials pages
- Science for Daily Use 4
3. Textbook pages Growing up with Math 5 pages 299-301
- Science and Health 5
4. Additional materials from
learning resource (LR) pictures , videos
portal
B. Other Learning Resource cutouts of circles, chart, flashcards, real objects
IV.PROCEDURES
Engagement:
Note: Below are suggested are suggested instruction to be observed
before taking the class before taking the class outside the classroom.
Set standards on:
Review  Avoiding unnecessary noise in getting in and out the classroom.
A. Reviewing previous lesson  Checking of Assignment  Not to go out empty-handed. Bring notebook and pen.
or presenting the new
 Identify the parts of a circle  Working on the assignment task.
lesson
 Review the steps in solving word problems.  Not to run around the campus.
 Wearing of cap or use umbrella.
 Being mindful of the time allotted for the activity.
 Observing cleanliness in the area.
Name any round objects inside the classroom or any round object that you
Background Information for Teachers: Science for Daily Use 4 pp.192-193
the lesson brought. Show the diameter and the radius.
Present the situation under Explore and Discover on page ___, LM Math
C. Presenting Examples/
instances of the new lesson Grade 5. Discuss the situation with the class.
Performing the Activities
 Divide the class into four groups and instruct them to bring out the
materials that they brought like paper plate, ice cream cup cover or
any round object. Let the pupils measure the diameter. Divide the Exploration:
D. Discussing new concepts diameter by 2 to get the radius. Tell the pupils that the value of π is Preparatory Activity, Setting of Standards.
approximately 3.14 and that the formula in finding the area of a  Day 2- LM Activity 2 Describe their present condition
circle is A= πr^2
 Solve for the area of the circle. Ask the leader to report their
answers.
Processing the Activities After all the groups have posted their output.
After the presentation of the groups, ask: Have the group representative present the results of the activity.
E. Discussing new concepts  How did you find the activity? Check the group’s responses to the activity questions as you discuss the
and practicing new skills #2  How did you go about the task? answers to the following questions.
 What did you do with the objects before getting their areas?  What is being shown in the activity?
 How did you solve the area?  What agents of soil erosion were shown in the activity?
 Why is it easier to grow plants on topsoil than on the subsoil?
 Why does the land become barren?
 Why do you think few grow along the coastline?
Activity Card 3
 Problem 3: Carlo has a circular window with an area of
approximately 4069.44 〖cm〗^2. Find the radius of the window
F. Developing Mastery
Activity Card 4
 Problem 4: What is the area of a circular garden whose diameter is
15 meters?
G. Finding Practical For more exercises, ask pupils to do the exercises under Apply Your Skills
application of concepts and
on page ___, LM Math Grade 5
skills in daily living
 A circle is a set of all points in a plane that are at fixed distance
from a point called center.
H. Making generalization and  A radius is a line segment from the center to a point on the circle.
Summarize the different concepts developed by the pupils using graphic
abstraction about the  A diameter is a line segment which passes through the center of a
organizer.
lesson 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.
To further check the comprehension of the learners, let them fill-out the
graphic organizer below ( Concept Map)
Note:
Solve each problem.  Give instruction to the class if they are not familiar in using graphic
1. Every time it rains, Mrs. Lapis saves water in a big clay jar called organizer.
‘tapayan’. She covers them with a circular galvanized iron with a  Shapes can be modified as long as they will still show hierarchy of
I. Evaluating learning concepts.
radius 14 m. What is the area of the circular cover?
 Provide time for the pupils to fill-out the organizer
2. Find the area of a circular clock that has a radius of 13 cm.
1. Write the main concept of the lesson on the topmost box.
3. What is the area of a circular pool with the diameter of 15 m? 2. On the second layers of boxes, write subtopics or the
secondary concepts.
3. On the last layer of the boxes, write in each box words or
phrases that describe.
Assignment:
 Make a list of places in your community where you have noticed a
J. additional activities for situation related to erosion. It may be along roads exposed to
application or remediation
running water, along riverbanks, along canal or drainage, or in
some parts of the school yards.
V.REMARKS  Lack of time  Lack of time
 No class  No class
VI.REFLECTION
behavior. behavior.
remediation
Why did these work?
encounter which my
help me solve?
_ Metacognitive Development: Examples: Self-assessments, note _ Metacognitive Development: Examples: Self-assessments, note
G. What innovation or _ Bridging: Examples: Think-pair-share, quick-writes, and _ Bridging: Examples: Think-pair-share, quick-writes, and
localized materials did anticipatory charts. anticipatory charts.
used/discover which I wish _ Schema-Building: Examples: Compare and contrast, jigsaw _ Schema-Building: Examples: Compare and contrast, jigsaw
to share with other learning, peer teaching, and projects. learning, peer teaching, and projects.
teachers? _ Contextualization: Examples: Demonstrations, media, _ Contextualization: Examples: Demonstrations, media,
___ Diads ___ Diads
Why? Why?

DAILY
LESSON PLAN Teaching Date: JANUARY 23, 2019 (Wednesday) CHECKED BY:

7:00 – 7:50 HOPE
9:30 – 10:20 CHEERFUL
I. OBJECTIVES
 demonstrates understanding of area, volume and temperature.
B. Performance Standards  knowledge of area, volume and temperature in mathematical
C. Learning creates problems involving a circle, with reasonable answers. M5ME-IVb-
Investigate extent of soil erosion in the community
Competencies/Objectives 76
II.CONTENT Creating Problems Involving a Circle, with Reasonable Answers Weathering and Soil Erosion
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages Growing up with Math 5 pages 299-301
portal
cutouts of circles, chart, flashcards, real objects, manila paper,
ruler/meter stick, pentel pen, show me board
IV.PROCEDURES
Engagement:
Note: Below are suggested are suggested instruction to be observed
before taking the class before taking the class outside the classroom.
Set standards on:
A. Reviewing previous lesson  Avoiding unnecessary noise in getting in and out the classroom.
Drill  Not to go out empty-handed. Bring notebook and pen.
or presenting the new
Have a drill on the multiplication facts
lesson  Working on the assignment task.
 Not to run around the campus.
B. Establishing a purpose for Let the pupils find any circular objects inside the classroom. Ask them to
the lesson record the area of each object.
Let the pupils present their answers. Ask them how they got the area. Background Information for Teachers: Science for Daily Use 4 pp.192-193
instances of the new lesson
Divide the class into four groups. Let each group discuss how will they
make a problem based on the given situations. The groups 1 and 2 will
discuss situation 1, while groups 3 and 4 will focus on Situation 2. Exploration:
D. Discussing new concepts
Situation 1: Preparatory Activity, Setting of Standards.
 Inside the classroom, find any circular objects, create a problem  Day 3 – LM Activity 3 Erosion Carries Away Topsoil
involving area of a circle. Use a ruler/meter stick as the measuring
tool.
After all the groups have posted their output.
Have the group representative present the results of the activity.
Processing the Activities Check the group’s responses to the activity questions as you discuss the
After the activities have been done, let the groups post their formulated answers to the following questions.
E. Discussing new concepts  What is being shown in the activity?
problems in each of the situations given and let them do the tasks below.
1. Read the problem and ask the class to solve the problem.  What agents of soil erosion were shown in the activity?
2. Illustrate and solve the problem with the solution.  Why is it easier to grow plants on topsoil than on the subsoil?
 Why does the land become barren?
Reinforcing the Concept and Skill
a. Class Activity
(Leads to Formative
A. Ask the pupils to do the exercises in the Get Moving and Keep
Assessment 3)
Moving pages_____ and ____, LM Math Grade 5.
B. Ask the pupils to work by groups. Check the pupils answers
G. Finding Practical Applying to New and Other Situations
application of concepts and Let the pupils do Apply Your Skills on pages ___, LM Grade 5. Check the
skills in daily living pupils’ work.
Lead the pupils to give the generalization by asking: How did you create
problems involving area of a circle?
Steps in Creating Problems
H. Making generalization and 1. Familiarize yourself with the mathematical concepts. Think of the Summarize the different concepts developed by the pupils using graphic
abstraction about the application to everyday life situations. organizer.
lesson 2. Think of the type of the problem you want to make and the formula
to be used.
3. Read and study more on math problems. Study the solutions.
4. Make your own styles/strategies to justify the solutions.
Note:
 Give instruction to the class if they are not familiar in using graphic
organizer.
Assessment  Shapes can be modified as long as they will still show hierarchy of
I. Evaluating learning Let the pupils do the exercises in Keep Moving on page ___, LM Math concepts.
Grade 5. Check pupils’ work.  Provide time for the pupils to fill-out the organizer
5. On the second layers of boxes, write subtopics or the
secondary concepts.
Assignment:
 Make a list of places in your community where you have noticed a
J. additional activities for
Ask the pupils to create problems involving area of a circle. situation related to erosion. It may be along roads exposed to
running water, along riverbanks, along canal or drainage, or in
some parts of the school yards.
VI.REFLECTION
behavior. behavior.
remediation
Why did these work?
encounter which my
helpme solve?
G. What innovation or learning, peer teaching, and projects. learning, peer teaching, and projects.
localized materials did _ Contextualization: Examples: Demonstrations, media, _ Contextualization: Examples: Demonstrations, media,
used/discover which I wish manipulatives, repetition, and local opportunities. manipulatives, repetition, and local opportunities.
to share with other
teachers?
___ Diads ___ Diads
Why? Why?
DAILY
LESSON PLAN Teaching Date: JANUARY 31, 2019 (Thursday) CHECKED BY:

7:00 – 7:50 HOPE
9:30 – 10:20 CHEERFUL
I. OBJECTIVES
The Learners demonstrate
understanding of…
A. Content Standards demonstrates understanding of area, volume and temperature.
weathering and soil erosion shape the Earth’s surface and affect living
things and the environment
The Learners should be able
is able to apply knowledge of area, volume and temperature in
B. Performance Standards to…
mathematical problems and real-life situations.
participate in projects that reduce soil erosion in the community
1. Communicate the data collected from the investigation on soil
a.Derive a formula for finding the volume of a cube and a rectangular prism
erosion
C. Learning using cubic centimeter and meter.
2. Identify ways on how to reduce the harmful effects of soil erosion
Competencies/Objectives b.Appreciation of application of volume in daily life situations.
on living things and environment.
M5ME-IVc-79
S5FE-IVc-3/ Page 33of 66
II.CONTENT Weathering and Soil Erosion
A. References
1. Teacher’s Guide pages K to 12 Grade 5 Curriculum
3. Textbook pages
4. Additional materials from www.landscapeplanet.com., www.omatra.gov.on.ca.,
flash cards containing questions on finding area of parallelogram (square,
learning resource (LR) www.landscapeplanet.com., www.erosionpollution.com.
rectangle, rhombus, parallelogram)
portal www.landscapeplanet.com., www.erosionpollution.com
Day 4-“What Would You Do?”
Pentel pen, pencil, color, manila paper, bond paper.
IV.PROCEDURES
1.Drill A. Observe cleanliness in the area Engagement
Set standards on suggested instructions to be observed before taking the
Mental computation/drill on finding the area or missing side of a class outside of the classroom. (If not applicable set standards in video
A. Reviewing previous lesson parallelogram viewing or you may do the activity inside the classroom)
or presenting the new 1. Avoid unnecessary noise in getting in and out of the classroom.
lesson Materials: flash cards containing questions on finding area of parallelogram 2. Be with the group
(square, rectangle, rhombus, parallelogram) 3. Bring notebook and pen
4. Work on the assigned Task
Finding the missing side on the given area 5. Be mindful on the allotted time
Mechanics:
a. Divide the class into 3 groups. Have members of the group count off.
Pupils remember their #s in the team.
b. Teacher shows card to pupils for 10 seconds or depending on the level
of difficulty of questions.
1) A=?
4 cm
5cm
3) A=?
8cm 6 cm
2) L?
4) Rectangle:
Width 2 cm,
Area 10 cm2
L=?
5) Square A = 1 unit2, S = ?
c. Teacher calls out a number randomly. The three pupils having that
number stand up and call out the answer with correct units. The
pupil who gives the correct answer first gets the point for the team.
d. Teacher may do drawings first before shifting to pure numerical
problems. Teacher may also include finding area of trapezoids making
sure that the dimensions can be solved mentally.
2.Review
Memory Game
Materials: pocket chart, flash cards
Mechanics:
a. Teacher prepares flash cards with figure and dimensions on a set of
cards and the corresponding area of the figure on another set of cards.
Teacher then place the shuffled cards into pocket chart slots. At the back of
each card, label them with letters.
Ex. front back

b. Divide class into 3 groups.
c. Have a member of group 1 choose 2 letters corresponding to 2 cards.
Teacher turns over the cards. If the cards match (figure and its area), then
the team gets the point and the cards taken out of the pocket chart. If the
cards do not match, then the cards are turned over again in the same
place/position in the pocket chart.
d. Have a member of group 2 call out another pair of cards. Continue the
game until all the cards have been used up. Team with the most number of
points wins.
e. Teacher may divide set of cards into a) finding area of parallelograms
and trapezoid making sure that the dimensions given are manageable by
the pupils, or b) finding the missing side/dimension given the area.
After setting the standards do the following.
1. Allow the pupils to go outside the classroom where they can go
3.Motivation
outside and walk on the uncemented school ground.
Show a transparent plastic container filled with balls. Ask pupils to guess
B. Establishing a purpose for 2. If the weather is not good, just stay in the classroom where they
the number of balls inside the container. Let a volunteer count the balls to
the lesson can still see the school ground.
find out the answer. Elicit from them how they can make a good guess of
3. Let them observe for 3-5 minutes.
the total number of balls. Relate this to the concept of volume.
4. Ask them to observe the part of the school which are prone to soil
erosion and think of the possible ways on how to reduce it.
Day 4- LM Activity
“What Would You Do?”
Let a pupil fill a rectangular box with cubes. For purposes of having exact
1.Group the class into 3.
C. Presenting Examples/ measurements and no half-cubes, it is ideal that teacher prepares boxes/
2.Allow them to choose their leaders.
instances of the new lesson rectangular prisms that have corresponding measurements as the cubes
3.Ask the leader to get the activity assigned.
that are going to be used in the activity.
4.Set the standards in performing an activity.
5.Allow the pupils to perform their assigned task for 15 minutes.
Ask the pupils the following questions:
a. How many cubes did it take to fill the prism? How many cubic units is the
length? The width? The height?
b. What similar situations require you to fill up a solid such as the
rectangular prism?
.
c. Define these situations as finding the volume of solids. Define volume as
What to do:
the number of cubic units (unit cubes) used to fill up a space. Use
Group 1 (Poster Making)
correct unit of measure.
1. Using the manila paper draw ways on how to reduce soil erosion caused
d. Using this definition, ask the pupils the volume of the rectangular prism.
by rainfall
e. Ask: Without actually counting the number of unit cubes in the solid how
2. The leader will report their work.
can you find its volume? What formula can we use to find the
D. Discussing new concepts Group 2 (Jingle/Song)
number of cubic units in it or the volume of the rectangular prism?
and practicing new skills #1 1. Using the tune of a familiar song, create its lyrics on ways on how to
f. Elicit from the pupils that
reduce soil erosion caused by wind.
→ To find the volume of an object means to find the number of
2. The group will sing it to the class.
cubic units it contains or holds
Group 3 (News Report)
g. Lead them to state the formula for the volume of a rectangular prism as
1. Make a news report on ways of how to reduce soil erosion caused
V = l x w x h.
by humans and animals
h. Define volume as the number of unit cubes in the solid figure. Mention
2. Present it to the class acting as if each member is a tv reporter.
the correct label (cubic units).
i. Using this definition, ask the pupils the volume of the cube.
j. Ask: Without actually counting the number of unit cubes, how can you
find the volume of the cube? What formula can we use to find the
number of cubic units in it?
k. Try to elicit from the pupils that to find the volume of a cube, the length of
its side is multiplied by itself three times.
l. Lead them to state the formula for the volume of a cube as
V = S x S x S or V = S³
m. Let pupils apply the rule by actually measuring and finding the volume of
some rectangular prisms and cube inside the room.
n. Present situations like how much water does it take to fill the aquarium,
how far does it take to run around the park, etc. and distinguish perimeter/
circumference from area and volume. Elicit similar applications of volume in
daily life situations.
Guide Questions:
1. What are the causes of soil erosion?
2. What are the harmful effects of soil erosion on living things and
environment?
3. What are the different ways on how to reduce soil erosion caused by
rainfall?
4. What are the different ways on how to reduce soil erosion caused by
wind?
5. .What are the different ways on how to reduce soil erosion caused by
Performing the Activities
Group the pupils into 4 working teams and have them perform the task. humans and animals?
E. Discussing new concepts 6. How did each group present their task?
Find the Volume write the Given, Formula and Answer
Refer to LM Effects of Soil Erosion on Ways to Prevent the
Soil Erosion
living things and Harmful Effects of Soil
Because of
environment Erosion
1. 1.
Rain/Water 2. 2.
3. 3.
1. 1.
Wind/Air 2. 2.
3. 3.
1. 1.
Human
2. 2.
Activities
3. 3.
3.Processing the Activities
Ask the groups to present and discuss their answers on the board.
Expected answer:
1. Given:L = 6 cm W = 10 cm
F. Developing Mastery H = 12 cm Answer : V = 23 100 cm3 .
2. Given:L = 25 cm W = 3 cm H = 7 cm
Answer : V = 525 cm3
3. Given:S = 9 cm Answer : V = 729 m3
4. Given:S = 6m Answer : V = 324 m3
Now that you have learned the harmful effects of soil erosion to living
G. Finding Practical 6.Applying to New and Other Situations things and environment, how would you show your concern to our
application of concepts and Find the volume of the following figures environment? What are the things you can do to show love and concern to
skills in daily living Refer to LM your environment?
Summarize the lesson by asking:

Remember These:
How can you find the volume of a cube and a rectangular prism?
Soil erosion impacts the agricultural industry as well as the natural
•The formula in finding the Volume of a cube is;
environment. The effects of soil erosion can be felt both on-site, meaning at
H. Making generalization and Volume = side x side x side or V = S x S x S or V = S3
the site of soil disruption, or off-site, meaning the location where the eroded
abstraction about the •In rectangular prism we need L = Length, W = Width and H = Height, the
soil deposits. Let's start by building our understanding of the impact of soil
lesson formula in finding the Volume of a rectangular prism is;
erosion on-site. When the topsoil is eroded from an area, that area loses its
Volume = Length x Width x Height V=LxWxH
most nutrient-rich layer, and therefore soil quality is reduced.
•Volume is measured in cubic units, such as cubic centimeters ( cm3),
Refer to Lm
cubic meters (m3), and millimeters (mm3)
B.Assessment
Find the volume of these solid figures
E.Evaluation
Fill in the box with the correct answer.
1.the wearing away of soil or the transferring of soil from place to place
2. 3. 4. causes of soil erosion
I. Evaluating learning
5.-6 Give two ways to prevent soil erosion caused by rain/water.
7-8 Give two ways to prevent soil erosion caused by wind/air.
9-10. Give two ways to prevent soil erosion caused by human activities
Draw the figure with their measurements and find their volume.
1. L=9m W=4m H=3m
IV.Assignment
J. additional activities for 2. L = 10 m W=7m H = 15 m
Cut and paste 5 pictures on how to prevent soil erosion.
application or remediation 3. L = 14 m W = 10 m H=9m
4. S = 12 cm
5. S = 7 cm
 Re – teaching
 Re – teaching
 Lack of time
 Lack of time
V.REMARKS  No class
 No class
 Transfer of lesson to the following day
 Transfer of lesson to the following day
 Achieved
 Achieved
VI.REFLECTION
behavior. behavior.
remediation
Why did these work?
encounter which my
help me solve?
G. What innovation or _ Schema-Building: Examples: Compare and contrast, jigsaw _ Schema-Building: Examples: Compare and contrast, jigsaw
localized materials did learning, peer teaching, and projects. learning, peer teaching, and projects.
used/discover which I wish
to share with other _ Contextualization: Examples: Demonstrations, media, _ Contextualization: Examples: Demonstrations, media,
teachers? manipulatives, repetition, and local opportunities. manipulatives, repetition, and local opportunities.
___ Diads ___ Diads
Why? Why?

DAILY
LESSON PLAN Teaching Date: JANUARY 25, 2019 (Friday) CHECKED BY:

7:00 – 7:50 HOPE
9:30 – 10:20 CHEERFUL
I. OBJECTIVES
A. Content Standards demonstrates understanding of area, volume and temperature. The Learners demonstrate understanding of…
 weathering and soil erosion shape the Earth’s surface and affect
is able to apply knowledge of area, volume and temperature in mathematical The Learners should be able to…
B. Performance Standards
problems and real-life situations. participate in projects that reduce soil erosion in the community
 describe how rocks turn into soil;
C. Learning Finds the area of a given circle  Identify the forces that break down rocks.
Competencies/Objectives M5ME-IVa-74  Explain how rocks are broken down
S5FE-IVa-1/ Page 33of 66
II.CONTENT Finding the area of a given circle Weathering and Soil Erosion
A. References
1. Teacher’s Guide pages CG p.63
3. Textbook pages Chart, flashcards
portal
B. Other Learning Resource 5 pieces of hundred square grid cardboard and crayons
IV.PROCEDURES
Engagement:
Drill Note: Below are suggested are suggested instruction to be observed
a. Group the class into 5. Use flashcards. Let the pupils think and solve. before taking the class before taking the class outside the classroom.
The group with the most number of correct answer wins. Set standards on:
Directions: Evaluate the following.  Avoiding unnecessary noise in getting in and out the classroom.
A. Reviewing previous lesson a. 42 d. 142  Not to go out empty-handed. Bring notebook and pen.
or presenting the new b. 72 e. 252
lesson  Working on the assignment task.
c. 52
 Not to run around the campus.
2. Review
Count the number of square units in the following figures
What are the planets in our solar system?
What is the twin planet of Earth?
Values Integration Background Information for Teachers: Science for Daily Use 4 pp.192-193
the lesson
How do you show your love and care to our planet Earth?
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
instances of the new Background Information for Teachers: Science for Daily Use 4 pp.192-193
Earth in the form of a circle with a diameter of 13 cm. He also
lesson
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?
Exploration:
What did Angela make?
D. Discussing new concepts Preparatory Activity, Setting of Standards.
What is the diameter of the garden?
What kind of girl is Angela?  Day 5 – Activity 5 A negative Branch of Soil Erosion
Explanation:
Strategy: Direct Instruction After all the groups have posted their output.
The area of a circle is the region that is bounded by the circumference of 1. Have the group representative present the results of the activity.
the circle. It is denote by the capital letter A and its formula is A= 𝑟2.
2. Check the group’s responses to the activity questions as you
Since the diameter of Earth is 13 cm, divide 13 cm by 2 to obtain the
E. Discussing new concepts radius. So 13 cm ÷ 2 = 6.5 cm. discuss the answers to the following questions.
and practicing new skills #2 We use the formula : A= 𝑟2.  What is being shown in the activity?
A = 3.14 x (13.5 𝑐𝑚2)  What agents of soil erosion were shown in the activity?
= 3.14 x 182.25 𝑐𝑚2  Why is it easier to grow plants on topsoil than on the subsoil?
= 572.265 𝑐𝑚2  Why does the land become barren?
The area of the Earth’s illustration is 572.265 𝑐𝑚2.
Let the pupils compute the area of the illustration of Venus. Then subtract
their areas
Do the following:
1. What is the shape of the cover of the pail in your school? Draw the
cover of the pail in your notebook. Using a meter stick or ruler,
G. Finding Practical measure the diameter and the radius. Indicate these measures on
application of concepts and the drawing. Then, compute the area of the cover.
skills in daily living 2. 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
H. Making generalization and Summarize the different concepts developed by the pupils using graphic
abstraction about the How do we find the area of a given circle? organizer.
lesson
Note:
 Give instruction to the class if they are not familiar in using graphic
organizer.
 Shapes can be modified as long as they will still show hierarchy of
Directions: Find the area of the following circles whose concepts.
I. Evaluating learning
radius/diameter is given
 Provide time for the pupils to fill-out the organizer
8. On the second layers of boxes, write subtopics or the
secondary concepts.
J. additional activities for Directions: Find the area of these circles whose radius is:
1. 86 km Assignment:
2. 5.3 m  Make a list of places in your community where you have noticed a
3. 72 dm situation related to erosion. It may be along roads exposed to
4. 9.5 cm running water, along riverbanks, along canal or drainage, or in
5. 64 mm some parts of the school yards.
VI.REFLECTION
behavior. behavior.
remediation
Why did these work?
encounter which my
help me solve?
G. What innovation or
localized materials did Strategies used that work well: Strategies used that work well:
used/discover which I wish _ Metacognitive Development: Examples: Self-assessments, note _ Metacognitive Development: Examples: Self-assessments, note
to share with other taking and studying techniques, and vocabulary assignments. taking and studying techniques, and vocabulary assignments.
teachers?
learning, peer teaching, and projects. learning, peer teaching, and projects.
_ Contextualization: Examples: Demonstrations, media, _ Contextualization: Examples: Demonstrations, media,
___ Diads ___ Diads
Why? Why?

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School: GUITNANGBAYAN ELEMENTARY SCHOOL Grade Level: V

Learning Area: MATHEMATICS Learning Area: SCIENCE

WEEK 2 6:00 – 6:50 CHEERFUL

Summarize the lesson by asking:

_ Explicit Teaching _ Explicit Teaching

Learning Area: MATHEMATICS Learning Area: SCIENCE

WEEK 2 6:00 – 6:50 CHEERFUL

School: GUITNANGBAYAN ELEMENTARY SCHOOL Grade Level: V

Learning Area: MATHEMATICS Learning Area: SCIENCE

WEEK 2 6:00 – 6:50 CHEERFUL

Learning Area: MATHEMATICS Learning Area: SCIENCE

WEEK 2 6:00 – 6:50 CHEERFUL

Ex. front back

Summarize the lesson by asking:

School: GUITNANGBAYAN ELEMENTARY SCHOOL Grade Level: V

Learning Area: MATHEMATICS Learning Area: SCIENCE

WEEK 2 6:00 – 6:50 CHEERFUL

Present the situation below to the class.

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