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