DAILY LESSON LOG
I.
Teacher:
LOLY JOY C. BARACLAN
Teaching
Dates and
Time:
April 4, 2023
Grade
V
Level:
Learning
MATHEMATICS
Area:
Quarter:
2nd QUARTER,
OBJECTIVES
A. Content Standard
The learners will be able to demonstrate an
understanding of decimals.
B. Performance Standard The learners will be able to recognize and
represent decimals in various forms of
context.
C. Learning
Adds and subtracts decimal numbers
Competency/Objectives through thousandths without and with
regrouping. (MELC 22)
II.
CONTENT
Numbers and Number Sense
Topic/Title:
1. Adding and subtracting decimal
numbers
through
thousandths
without and with regrouping
III.
LEARNING
RESOURCES
A. Reference
1. Teacher’s Guide
CG p. 61/ Mathematics for Better Life ™5
pages
pp.226-228
2. Learner’s Materials
pages
3. Textbook pages
21st Century Mathletes pp232-235
4. Additional Materials
from Learning
Mathematics 5 Module, pages 14-15
Resources
B. Other Learning Resource Visual aids, whiteboard, marker, illustration
board, PPT, video clip
C. Value Integration:
Indicator 1
Health – practice good health habits
and apply the proper health
KRA 1: Objective 1
protocols throughout the activities.
English – reading
Applied knowledge of
Music - singing
content within and
across the curriculum
teaching areas.
IV.
PROCEDURES
A. Reviewing the previous
lesson or presenting the
new lesson
ELICIT
1.Drill
(Traveling Game)
Mechanics:
a. Divide the class into 2 groups. One
representative from each group stands at
the back of the classroom.
b. Flash the cards on addition and
subtraction. The representative from each
group will go to the board to solve and
compete to give the correct answer.
c. The first one who gives the correct answer
will get the point.
Indicator 5
KRA 2: Objective 5.
Managed learner behavior
constructively by applying
positive and non-violent
discipline to ensure learningfocused environments.
d. The game continues until all the pupils
from each group have participated.
e. The group with the most number of points
wins.
2. Review
Group the class into 3 groups. Give them
activity card and let them write their answers
on meta cards.
Activity Card I- Draw three objects with a
circle shape.
Activity Card II Label the parts of the circle.
Indicator 1
KRA 1: Objective 1
Applied knowledge of
content within and
across curriculum
teaching areas.
Activity Card III- Cutout and paste the figure
that are circle.
B. Establishing a purpose for
the lesson
(The class will finish the task in 2 minutes)
(Give the rules for doing the task and
emphasize the healthy protocols)
ENGAGE
3. Motivation
Group the class into 5.
Indicator 2
KRA 1: Objective 2.
Each group will be given a piece of paper Used a range of teaching
with a picture of different objects that has a strategies that enhance
circle.
learner achievement in
literacy and numeracy skills.
Then the class will identify and cut out the
circle objects and tell the number of a circle
in the picture.
Instill the value of Cooperation
C. Presenting
examples/instances of the
new lesson
1. Presentation
a. Strategy: Paper Folding Activity
Indicator 3
KRA 1: Objective 3
Mechanics: (Let the learners read and
understand
the
mechanics
to Applied a range of teaching
strategies todevelop critical
determine if can follow instructions.)
and creative thinking, as
1) Give each pupil a piece of circular cut-out.
well as other
2) Let them fold it in half.
higher-orderthinking skills.
(Focus the pupils’ attention on the line
segment formed by the fold.
Introduce the term Diameter to name the
line segment).
3) After that, let them fold the cut-out such
that the diameter is halved.
Indicator 4
KRA 2: Objective 4
(Introduce the term radius to the name of
the new line segment
Managed
classroom
structure to engage learners,
formed). How the length of the radius individually or in groups, in
meaningful
exploration,
compares with the diameter?
discovery and hands-on
What is a diameter? What is a radius?
activities within a range of
4) let them mark the center of the circle physical
learning
using a marker.
environments.
(Specify that a center named the circle).
5) Fold once the cut-out in any way you want
without hitting the center.
Ask pupils what line is being formed. (so we
called it chord whose endpoints lie on a
circle.) How will you the describe it?
Indicator 8
KRA 3: Objective 9
Selected,
developed,
organized and used
Look at the circle that is shown in the PPT.
appropriate
teaching
How can we name the circle? Can you give
and learning resources,
the lines in a circles?
including
ICT,
to
address learning goals.
A diameter is a line segment which passes
through the center of a circle and whose
endpoints are on the circle.
Radius is a line segment from the center to
a point on the circle.
The center of a circle is the point
equidistant from the points on the edge.
A chord is a line segment which do not
through the center where the two endpoints
are on the circle.
A semicircle is simply half of a circle.
D. Discussing new concepts
and practicing new skills
#1
EXPLORE
Indicator 6
Directions: Group the class into four. Use
KRA 2: Objective 6
the illustrated circle below in answering the
items in the activity.
Used
differentiated,
(Give the rules for doing the task after giving developmentally appropriate
them to the learners)
learning experiences to
address
1. The circle is named as ______.
learners’ gender, needs,
strengths, interests, and
2. OT is a _________.
experiences.
3. EO is a _________.
4. HEO is a _________.
5. The center of the circle is ____.
6.Name the chords: ____,____
7. Half of a circle is called_____.
E. Discussing new concepts
and practicing new skills
#2
2. Performing the Activities
Presentation of each group on their
output in 2 minutes.
F. Developing mastery (leads EXPLAIN
to formative assessment
3. Processing the Activities
3)
Directions: Refer to the circles on the
PowerPoint presentation to answer the
following.
1. Name the diameters and radii in the
circle.
2. Name the following:
a. chord
b. center
G. Finding practical
application of concepts
and skills in daily living
ELABORATE
Indicator 7
KRA 3: Objective 7.
4. Applying to New and Other Situations
Directions: Form five groups. Let each
group draw their own circle.
Have them illustrate a radius, diameter and
chord, tangent, arc, and semi-circle and
label it. Each group will present their output
for 2 minutes.
Planned, managed, and
implemented
developmentally
sequenced teaching and
learning processes to meet
curriculum requirements
and varied teaching
contexts.
H. Making Generalization
and abstraction about the
lesson
I.
Evaluating Learning
Indicator 3
KRA 1: Objective 3.
How will you identify the radius, diameter, Applied a range of teaching
chord, center, tangent, arc, and semi-circle strategies todevelop critical
of a circle?
and creative thinking, as
well as other
higher-orderthinking skills.
EVALUATE
Indicator 9
Directions: Use circle O at the right to
KRA 4: Objective 9
identify the terms related to the circle.
1. AG
2. AF
3. GAD
4. KH
5. CGB
6. Point A
7. AB
J. Additional activities for
application or remediation
1. REMARKS
2. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter that my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
Designed,
selected,
organized and used
diagnostic,
formative
and
summative
assessment strategies
consistent
with
curriculum
requirements.
EXTEND
Indicator 3
KRA 1: Objective 3.
Directions: Construct a circle with the
following conditions.
Applied a range of teaching
1. Radius is 10 cm
strategies todevelop critical
2. With center O
and creative thinking, as
3. With radii OP and OQ
well as other
4. With diameter PQ
higher-orderthinking skills.
5. With chord PR
Prepared by:
Observed by:
LOLY JOY C. BARACLAN
Teacher I
GUILLERMA P. BAGAS
Master Teacher I
Noted by:
HILARIO J. MOQUERA
ESP III