Mathematics 5
LESSON 13
Quarter 3 Week 6 Day 1
I. OBJECTIVES
A. Content
The learner demonstrates understanding of polygons,
Standards
circles, and solid figures.
B. Performance
The learner is able to construct and describe polygons,
Standards
circles and solid figures.
C. Learning
The learner makes models of different solid figures:
Competencies or
cube, prism, pyramid, cylinder, cone, and sphere using
Objectives
plane figure.
Code: M5GE-IIIe-26
II. CONTENT
Making models of different solid figures: cube, prism,
pyramid, cylinder, cone, and sphere using plane figure.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
K to 12 Curriculum Guide, Lesson Guide 6 pp.363
pages
2. Learners Materials
LM/Week 2 /DLP Gr. 5 Module 1, 12
pages
3. Textbook pages
4. Additional materials
from Learning
Resource (LR) Portal
B. Other Learning
Division Contextualized Curriculum Matrix ARTCUL-
Resources
INDMAT-IV
Division Local Heritage matrix
flash cards, pocket chart, problem written on the chart,
empty gift box
IV. PROCEDURE
115
A. Review previous
1. Drill
lesson or presenting
The teacher will flash pictures of real objects
the new lesson
that are models of space figures and the pupils
will tell what kind of solid figures each pictures
resembles.
2. Review
Ask: What are the different kinds of solid
figures? How does solid figure differ from plane
figure?
B. Establishing a purpose
for the lesson
Ask the pupils what special gifts did they received
during special occasions like birthdays or Christmas
day. Show different empty gift box. Ask the pupils what
are those, what solid figures they are similar with and if
they want to learn how to make them. Stress the
importance of gift giving.
C. Presenting
Present the chart to the class.
examples/instances of
the new lesson
Say: Using the nets we can make our own models of
solid figures.
D. Discussing new
concepts and practicing
new skills #1
The teacher will discuss the chart presented to the
pupils, this time he/she will also use his/her own made
nets of solid figures. He/she will have each pupils
touch and describe the nets of solid figures presented
by the him/her.
116
E. Discussing new
concepts and practicing
new skills #2
Group Activity
Advance
Average
Task: Divide the class
Task: Divide the class
into 4 groups. Each
into 4 groups. Each
group will be assigned to
group will be provided
make their own model of
nets of solid figures.
solid figures using the
Using the nets, they will
nets that they will also
make the model of solid
make.
figures assigned to each
Group 1 – pyramid
group.
Group 2 – cube
Group 1 – pyramid
Group 3 – rectangular
Group 2 – cube
prism
Group 3 – rectangular
Group 4 - cylinder
prism
Group 4 - cylinder
2. Group Reporting
Let them show the space figures they made that are
different from the other group. Have them describe
each and identify its parts.
F. Developing mastery
Ask: How did you find the activity?
How did you make space figures?
Were you able to create space figures correctly?
Were you able to give the description of particular
space figures?
G. Finding practical
applications of concepts
and skills in daily living
Have the pupils find the nets of the following figures:
117
H. Making
generalizations and
abstractions about the
lesson
I. Evaluating learning
Ask: How do we make models of solid figures: cube,
prism, pyramid, cylinder, cone, sphere using plane
figures?
Make each solid figure using art paper:
1. red pyramid
2. yellow rectangular prism
3. green cone
4. violet cylinder
5. orange cube
J. Additional activities for Construct at least one solid figure using card board or
application or remediation
cheap board.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for remediation
who scored below 80%.
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 these work?
F. What difficulties did I
encounter which 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?
118
Mathematics 5
LESSON 13
Quarter 3 Week 6 Day 2
I. OBJECTIVES
A. Content
The learner demonstrates understanding of polygons,
Standards
circles, and solid figures.
B. Performance
The learner is able to construct and describe polygons,
Standards
circles and solid figures.
C. Learning
The learner makes models of different solid figures:
Competencies or
cube and rectangular prism using plane figure.
Objectives
Code: M5GE-IIIe-26b
II. CONTENT
Making models of different solid figures: cube, prism,
pyramid, cylinder, cone, and sphere using plane figure.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
K to 12 Curriculum Guide, Lesson Guide 6 pp.363
pages
2. Learners Materials
LM/Week 2 /DLP Gr. 5 Module 1, 12
pages
3. Textbook pages
4. Additional
materials from
Learning Resource
(LR) Portal
B. Other Learning
Division Contextualized Curriculum Matrix ARTCUL-
Resources
INDMAT-IV
Division Local Heritage matrix
flash cards, pocket chart, problem written on the chart
IV. PROCEDURE
A. Review previous
3. Drill
lesson or presenting
The teacher will flash pictures of real objects
the new lesson
that are models of space figures and the pupils
119
will tell what kind of solid figures each pictures
resembles.
4. Review
Have the pupils describe the cube and
rectangular prism.
B. Establishing a purpose
for the lesson
Ask the pupils about the boxes of gifts they receive on
Christmas or even on birthdays if they are all wrapped
in the same size of boxes.
C. Presenting
Present the picture to the class.
examples/instances of
the new lesson
Say: These are nets/patterns of cube and rectangular
prism. Using these, we can make our own models of
cube and rectangular prism.
D. Discussing new
concepts and practicing
new skills #1
Ask: What is a geometry net?
(A geometry net is a plane figure that can be folded to
form a solid figure. Or a net is a pattern made when
the surface of a solid figure is laid out flat showing
each face of the figure. A solid figure may have
different nets.)
What is the plane figure of cube’s faces? Rectangular
prism? How many?
(A cube consists of six square faces, twelve edges,
and eight vertices. The rectangular prism is made of
two rectangular bases and four rectangular sides.)
120
E. Discussing new
concepts and practicing
new skills #2
Group Activity
Advanced
Average
Task: Divide the class
Task: Divide the class
into 4 groups. Each
into 4 groups. Each
group will be assigned to
group will be provided
make their own model of
nets of cube and
cube and rectangular
rectangular prism. Using
prism using the nets that
the nets, they will make
they will also make.
the model of cube and
rectangular prism.
2. Group Reporting
Let them show the cubes and rectangular prisms they
made. Have them describe each and identify its parts.
F. Developing mastery
Ask: How did you find the activity?
How did you make the cube and rectangular prism?
Were you able to create them correctly?
Were you able to give the description of particular solid
figures?
G. Finding practical
applications of concepts
and skills in daily living
Choose which is the correct net for the given solid
H. Making
generalizations and
abstractions about the
lesson
Ask: How do we make models of cube and rectangular
figure.
prism using plane figures?
(We can make models of cube and rectangular prism
using nets or patterns.)
121
I. Evaluating learning
Make your own cube and rectangular prism using used
folders or cardboard.
J. Additional activities for Make your own gift box. Apply what you have learned
application or remediation
from making cube and rectangular prism. Be ready to
present it to the class.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for remediation
who scored below 80%.
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 these work?
F. What difficulties did I
encounter which 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?
122
Mathematics 5
LESSON 14
Quarter 3 Week6 Day 3
I.
OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
II.
The learner demonstrates understanding of polygons,
circles, and solid figures.
The learner is able to construct and describe polygons,
circles and solid figures.
The learner makes models of different solid figures:
Competencies or
cone and pyramid using plane figure.
Objectives
M5GE-IIIe-26c
CONTENT
Making models of different solid figures: cone and
pyramid using plane figure.
III.
LEARNING
RESOURCES
A. References
1. Teacher’s Guide
K to 12 Curriculum Guide, Lesson Guide 6 pp.363
pages
2. Learners Materials
LM/Week 2 /DLP Gr. 5 Module 1, 12
pages
3. Textbook pages
4. Additional
materials from
Learning Resource
(LR) Portal
B. Other Learning
Resources
Division Contextualized Curriculum Matrix ARTCULINDMAT-IV
Division Local Heritage matrix
flash cards, pocket chart, problem written on the chart,
picture of pyramid
IV.
PROCEDURE
123
A. Review previous
Have the pupils present the gift boxes they
lesson or
made, applying the skills learned in making
presenting the new
cube and rectangular prism.
lesson
How do we make models of cube and
rectangular prism?
B. Establishing a purpose
for the lesson
Show pictures of pyramids of Giza. Let the pupils
describe it. Ask: Have you ever wondered how the
Egyptians made it?
C. Presenting
Present models of cone and pyramid.
examples/instances of
Have the pupils describe each of them.
the new lesson
Ask: How many edges, vertices and faces cone and
pyramid has? How does the cone and pyramid differ
from each other?
D. Discussing new
concepts and practicing
new skills #1
Ask: What shapes makes up a cone and pyramid?
(A cone has a curved face and a flat face. The flat face
is a circle; the curved face is a curved triangle. A
pyramid consists of one rectangle and four triangles.)
Show the nets of cone and pyramid.
Say: using these net we can make models of cone and
pyramid.
124
E. Discussing new
concepts and practicing
new skills #2
Group Activity
Advanced
Average
Task: Divide the class
Task: Divide the class
into 4 groups. Each
into 4 groups. Each
group will be assigned to
group will be provided
make their own model of
nets of cone and
cone and pyramid using
pyramid. Using the nets,
the nets that they will
they will make the model
also make.
of cone and pyramid.
2. Group Reporting
Let them show the cones and pyramids they made.
Have them describe each and identify its parts.
F. Developing mastery
Ask: How did you find the activity?
How did you make the cone and pyramid?
Were you able to create them correctly?
Were you able to give the description of particular solid
figures?
G. Finding practical
applications of concepts
and skills in daily living
Ask: Is a cone a pyramid?
(No. A pyramid is a special case of a cone and
therefore you can refer a pyramid as a cone but not
the other way around. It is easy to see the close
relationship between pyramids and cones. The only
difference is the base--a pyramid is a cone with a
polygonal base.)
H. Making
generalizations and
abstractions about the
lesson
Ask: How do we make models of cone and pyramid
using plane figures?
(We can make models of cone and pyramid using nets
or patterns.)
I. Evaluating learning
Make your own cone and pyramid using used folders
or cardboard.
125
J. Additional activities for Make your own Pyramids of Giza. Apply what you
application or remediation
have learned from making cone and pyramid. Be
ready to present it to the class.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for remediation
who scored below 80%.
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 these work?
F. What difficulties did I
encounter which 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?
126
Mathematics 5
LESSON 14
Quarter 3 Week6 Day 4
I. OBJECTIVES
A. Content
The learner demonstrates understanding of polygons,
Standards
circles, and solid figures.
B. Performance
The learner is able to construct and describe polygons,
Standards
circles and solid figures.
C. Learning
The learner makes models of different solid figures:
Competencies or
cylinder and sphere using plane figure.
Objectives
M5GE-IIIe-26d
II. CONTENT
Making models of different solid figures: cylinder and
sphere using plane figure.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
K to 12 Curriculum Guide, Lesson Guide 6 pp.363
pages
2. Learners Materials
LM/Week 2 /DLP Gr. 5 Module 1, 12
pages
3. Textbook pages
4. Additional materials
from Learning
Resource (LR) Portal
B. Other Learning
Division Contextualized Curriculum Matrix ARTCUL-
Resources
INDMAT-IV
Division Local Heritage matrix
flash cards, pocket chart, problem written on the chart
IV. PROCEDURE
A. Review previous
Have the pupils present their own Pyramids of Giza
lesson or presenting
they made, applying the skills learned in making cone
the new lesson
and pyramid.
How do we make models of cone and pyramid?
127
B. Establishing a purpose
Ask: What is your favorite sports? Why?
for the lesson
Show different kinds of ball to the class and let the
pupils identify each of them. (balls for basketball,
volleyball, soccer and baseball.) Tell them the
importance of engaging to sports.
C. Presenting
Present models of cylinder and sphere.
examples/instances of
Have the pupils describe each model.
the new lesson
Ask: Do you want to know how to make a model of
cylinder and sphere?
D. Discussing new
concepts and practicing
new skills #1
Show the nets of cylinder and sphere.
Say: These are the nets of cylinder and sphere. It is
impossible to make a perfect sphere (ball or globe)
from a flat sheet of paper. Paper can curve in one
direction, but cannot curve in two directions at the
same time. Another way to make a sphere is with
pointed ellipses. Globes can be made this way, since
the edges of the net run along longitudes. The net of a
cylinder consists of three parts: One circle gives the
base and another circle gives the top. A rectangle
gives the curved surface.
128
E. Discussing new
concepts and practicing
new skills #2
Group Activity
Advanced
Average
Task: Divide the class
Task: Divide the class
into 4 groups. Each
into 4 groups. Each
group will be assigned to
group will be provided
make their own model of
nets of cylinder and
cylinder and sphere
sphere. Using the nets,
using the nets that they
they will make the model
will also make.
of cylinder and sphere.
2. Group Reporting
Let them show the cylinder and sphere they made.
Have them describe each and identify its parts.
F. Developing mastery
Ask: How did you find the activity?
How did you make the cone and pyramid?
Were you able to create them correctly?
Were you able to give the description of particular solid
figures?
G. Finding practical
applications of concepts
and skills in daily living
Ask: What is the difference between cylinder, cone
and sphere?
(A cylinder is similar to a prism, but its two bases are
circles, not polygons. Also, the sides of a cylinder are
curved, not flat. A cone has one circular base and a
vertex that is not on the base. The sphere is a space
figure having all its points an equal distance from the
center point.)
H. Making
generalizations and
abstractions about the
lesson
Ask: How do we make models of cylinder and sphere
using plane figures?
(We can make models of cylinder and sphere using
nets or patterns.)
J. Evaluating learning
Make your own cylinder and sphere using used folders
or cardboard.
129
J. Additional activities for Make your own models of balls for basketball,
application or remediation
volleyball, and soccer. Apply what you have learned
from making cylinder and sphere. Be ready to present
it to the class.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for remediation
who scored below 80%.
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 these work?
F. What difficulties did I
encounter which 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?
130
Mathematics 5
LESSON 15
Quarter 3 Week6 Day 5
I. OBJECTIVES
A.
Content Standard
B.
Performance
Standard
C.
Learning
Competencies / Objectives
II. CONTENT
III. LEARNING
RESOURCES
A.
References
1.
Teacher’s Guide
pages
2.
Learner’s Materials
pages
3.
Textbook pages
The learner demonstrates understanding of the concept
of sequence and solving simple equations.
The learner is able to apply the knowledge of sequence
in various situations.
The learner formulates the rule in finding the next term in
a sequence.
M5AL-IIIf-6
Formulating the rule in finding the next term in a
sequence involving one operation
21st Century Mathletes, p.233 & p. 235




Exploring Math Possibilities 5, pp. 250-251,
pp.255-256
Charts or tarpapel or Powerpoint
presentation(with laptop, projector/TV screen)
picture
Manila paper and marker for group work
4.
Additional Materials
from Learning Resource
(LR) Portal
B.Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Identify the following solid figures.
B. Establishing a purpose
for the lesson
Look at the picture on page 250 of the LM.
Tell what is on the picture.
131
Have you receive a gift from a special someone or from
your love ones? What gifts did you receive from
them?Describe the feeling when a person was given a
gift from love ones.
C. Presenting
Examples/Instances of new
lesson
Engage,page 250 of LM
Seven days before his mother’s birthday, Clark planned
to give her gifts. On the first day , he sent one gift. On
the second day, he sent three gifts.On the third day, he
sent five gifts, and so on. How many gifts did Clark send
his mother on the seventh day?
Explore, pages 250-251 of LM
D.
Discussing new
concepts and practicing new
The table shows the number of gifts given by Clark
skills #1
rd
Day
No
of
Gift
s
E.
Discussing new
concepts and practicing new
skills #2
1st
1
2nd
3
3
5
4th
5th
6th
7th
?
?
?
?
Upon observing the number of gifts, the pattern shown is
+2.
Explain how to get the term on the 7th day.
There are problems in Math that can be solved by
observing sequences and patterns.
Differentiate a Sequence from a pattern.
(A sequence is a list of numbers or objects in a defined
or logical order.)p. 251
(Patterns are repetitive sequences and can be found in
nature, shapes, events, set of numbers and almost
everywhere.) p. 251
See example 1, p. 251
Find the next three terms of the sequence
2,5,8,_____,_____,_____,…
Answer is 11,14,17
We find the answers by adding 3.
Rule: +3
See example 2, p. 251
Find the next three terms of the sequence
3,6,9,12,24,____,_____,_____
The answer is 48,96,192
We find the answers by multiplying by 2.
Rule: x2
132
Present other example and determine the rules applied:
100,98,96,94,92,90,88
(rule is -2)
4,20,100,500,2500,…
(rule is x5)
2000,1000,500,250,125
(rule is ÷2)
25,28,31,34,37,40,43,46,… (rule is +3)
There are many rules that may apply using one
operation
+, - , x , or ÷
Rules are determined through observing the
patterns.
Developing mastery
(Leads to Formative
Assessment)
AVERAGE LEARNERS
Find the next three terms in a sequence and state the
rule
GROUP 1:
1.) 2,4,6,8,_____,______,_____
Rule__________
2.) 3,6,8,10,_____,_____,_____
Rule__________
3.) 5,10,15,20,_____,______,____
Rule__________
GROUP 2:
1) 2,4,8,16,_____,_____,_____
Rule__________
2) 3,9,27,_____,______,_____
Rule__________
3) 1,5,25,______,______,_____
Rule__________
GROUP 3:
1) 21, 25,29,33,_____,______,_____,…
Rule__________
2) 11,44,176, _____,_____,_____,…
Rule__________
3) 105,100,95,90,_____,_____,___
Rule__________
ADVANCE LEARNERS
Find the missing terms to complete the sequence. Write
the rule being used.
GROUP 1:
1) 3,18, 24,30,_____,_____,48,…
Rule__________
2) 4,_____,_____,32,64,128,…
Rule__________
3) 1,4,16,______, 256,1024,…
Rule__________
GROUP 2:
1) ______, 500,440,380,______
Rule__________
2) 90, 140,190,_____,______,340
Rule__________
3) ____, 36,108,324,_____,2916
Rule__________
133
G.
Finding practical
applications of concepts and
skills in daily living
H.
Making
generalizations and
abstractions about the
lesson
I. Evaluating Learning
J. Additional activities for
application and remediation
V.REMARKS
VI.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 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 these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did you
use/discover which I wish to
share with other teachers?
GROUP 3:
1) 27054,_______,3006,1002,______
2) 109,134,_____,______,_____,_____,259
3) 910,960,______,_____,1110,1160
Rule__________
Solve:
1. Nicole is writing a poem. She writes 6 words on
the first liNe, 12 words on the second line, 24
words on third line and 48 words on the fourth
line. If this continues, how many words will Nicole
on the fifth line?
How do you formulate rule in finding the next term in a
sequence?
A sequence is a list of numbers or objects in a defined or
logical order.Rules are determined through observing the
next terms.
State the rule in the following sequence.
1. 2,3,4,5
2. 2,4,8,16
3. 7,14,21,28
4. 6,11,16,21
5. 10,16,22,28
Solve Evaluate, letter A,1-8 only on page 255 of the
LM
134