DETAILED LESSON PLAN

(Week 1 – Day 2)
School : LUNAO CENTRAL SCHOOL Grade/Section : FIVE
Teacher : Mrs. Norma T. Lozano Subject : Mathematics V
Date/Time : ________________ Quarter : Fourth
OBJECTIVE:
A. Content Standards: Demonstrates understanding of area, volume and temperature.
B. Performance Standards: The learner is able to apply knowledge of area, volume and temperature in mathematical
problems and real-life situations.
I. Learning Competencies/Objective:
• Derives a formula in finding the area of a circle.
M5ME-IVa- 73
Materials: cardboard circle, cut-outs circle, real objects , scissors, ruler, colored markers or crayons
Integration: Science
Strategy: Direct Instruction
II. Content: Measurement

III. Learning Resources

A. References
1. Teacher’s Guide pages : 21st Century Mathletes page 114
2. Learner’s Materials pages
3. Textbook pages : 21st Century Mathletes page 302
4. Learning Resources (Additional Materials from Learning Resource (LR) portal)
B. Other Learning Resources :
IV. PROCEDURES:
A. Preliminary Activity Teacher’s Activity Pupil’s Activity
A. Reviewing previous lesson A. Preliminary Activities:
or presenting the new Drill: Have the pupils cut the circle in any
lesson orientation.

What kind of shape did you cut? Circle

2. Reviewing Previous Lesson

Directions: Have a review about the parts of

the circle.

1. A circle is a set of all points in a plane that • Center

are at fixed distance from a point called
______
• Radius
2. A ____is a line segment from the center to a
point on the circle.
• Diameter
3. A _________ is a line segment which passes
through the center of a circle whose endpoints
are on the circle.
• ½ or ( one half )
4. The length of radius is ________ the length
of a diameter of a circle.
• Compass
5. A ________ is an instrument used to draw
circles.

.
B. Establishing a purpose for Motivation:
the lesson Ask the pupils, If the shape of the circle can
be parallelogram.

C. Presenting examples/
instances of the new lesson Developmental Activities:

Presentation:

1. Discuss with pupils practical applications for

finding the area of a circle. Explain the
problems associated with partitioning a circle
into unit squares to find its area. Elicit
suggestions on how the area might be
determined.

2. Pass out the paper circles, scissors, rulers

and colored markers or crayons.

3. Have pupils draw a diameter (it does not

need to be exact), and use two different colors
to fill in resulting semicircles.

4. Instruct pupils to cut the circle in half along

the diameter. Then have them cut each of the
resulting semicircles in half again, There are
now a total of four pieces, two of each color.

5. Ask pupils to assemble the four pieces,

alternating colors, so that they form a shape
which resembles a parallelogram.

D. Discussing new concepts Performing the Activities:

and practicing new skills ♯ 1
Divide the class into two groups. Distribute the
activity card and let them the direction written
in the activity card.

Group 1: Expected answer of the pupils.

Have the pupils cut each of the sectors in half,
once more, resulting in a total of 8 equal
sectors, four of each color. Ask pupils to
assemble the eight pieces, alternating colors,
so that they form a shape which resembles a
parallelogram.
 Group 2:
Have the pupils cut each of the sectors in half,
once more, resulting in a total of 16 equal
sectors, eight of each color. Ask pupils to
assemble the sixteen pieces, alternating
colors, so that they form a shape which
resembles a parallelogram.

E. Discussing new concepts Explain the following points:

and practicing new skills ♯2
• Now we can use the area formula for a
parallelogram to help us find the area of the
circle.
What is the formula of a parallelogram?
(A=b • h)
♦ (A=b • h)
The next question is, “How long are the base
and height of the parallelogram we made from
the parts?”

♦ The original circle’s outside perimeter was

the distance around, or the circumference of
the circle:
By the way, what is the formula of a
circumference of a circle? C=2•∏•r

♦ Half of this distance around goes on the top

of the parallelogram and the other half of the
goes on the bottom. This is known as the base
of the parallelogram.

b= 2 • ∏ • r or b = ∏ • r
2
♦ The height of the parallelogram is just the
radius of the original circle.

H=r

♦ Now let’s substitute the information into

the formula for the parallelogram.

A=b•h
A=(∏•r)•h
A = ∏ • r • (r)
A = ∏ • r²
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalization
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
Processing the Activities:
After the presentations of each group, ask: • A little bit confusing
how did you find the activity? Did you able to
derive a formula in finding the area of the • Yes, by listening to the teacher
circle? What value is developed in performing explanation
the activity?
• Enjoyment and cooperation within the
group
Application: Expected answers:
Direction: Solve each problem. ( Use the ∏ =
3.14) 1.) A = ∏ x r²
= 3.14 x 23.5 x 23.5
1. The radius of circular flower bed is 23.5 = 3.14 x 552.25
meter. What is its area? A = 1,734.065 m²
2. What is the area of a circular garden whose 2.) A = ∏ x r²
diameter is 20 meters? = 3.14 x 10 x 10
= 3.14 x 100
3. A circular park has a radius of 15 meters. A = 3.14 m²
What is the area of a circular park?
3.) A = ∏ x r²
= 3.14 x 15 x 15
= 3.14 x 225
A = 706.50 m²
Summarizing the Lesson: ♦We can use the area formula for a
How do we derive the formula for the area of parallelogram to help us find the area of
a circle? the circle.
♦ Now we can use the area formula for a
parallelogram to help us find the area of the ♦ The original circle’s outside perimeter
circle. was the distance around, or the
circumference of the circle.
♦ The original circle’s outside perimeter was
the distance around, or the circumference of ♦ Half of this distance around goes on
the circle. the top of the parallelogram and the
other half of the circle goes on the
♦ Half of this distance around goes on the top bottom. This is known as the base of the
of the parallelogram and the other half of the parallelogram.
circle goes on the bottom. This is known as
the base of the parallelogram. ♦ The height of the parallelogram is just
the radius of the original circle.
♦ The height of the parallelogram is just the
radius of the original circle.
Evaluation: Using the formula of the circle. 1.) A = 50.24 cm²
Find the area of the following circles.
2.) A = 490.625 cm²
1. Diameter =8 cm ; A = ________
2. Diameter = 25 cm ; A = ________ 3.) A = 706.50 m²
3. Radius = 15 m ; A = ________
4. Radius = 3.5 m ; A = ________ 4.) A = 38.465 m²
5. Radius = 12 cm ; A = ________
5.) A = 452.16 cm²
Home Activity/ Assignment:
Direction: Complete the table below.
Circle Radius Diameter Area A. A = 1,661.06 cm²
A 23 cm B. A = 706.50 m²
B 30 m C. A = 19.625 cm²
C 2.5 cm D. A = 314 m²
D 20 m E. A = 7 m
E 153.86 m²
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?
 DETAILED LESSON PLAN
(Week 1- Day 1)
School : LUNAO CENTRAL SCHOOL Grade/Section : FIVE
Teacher : Mrs. Norma T. Lozano Subject : Mathematics V
Date/Time Quarter : Fourth
OBJECTIVE:
A. Content Standards: Demonstrates understanding of area, volume and temperature.
B. Performance Standards: The learner is able to apply knowledge of area, volume and temperature in mathematical
problems and real – life situations.
C. Learning Competencies/Objectives: Visualize area of a circle.
M5ME – IVa – 72
Materials: chart, ruler, real circle objects, pencil, compass
Integration: Science, EPP
Strategy: Direct Instruction

II. Content:
Measurement
III. Learning Resources
A. References
1. Teacher’s Guide pages : 21st Century Mathletes page 302
2. Learner’s Materials pages
3. Textbook pages : 21st Century Mathletes page 302
4. Learning Resources (Additional Materials from Learning Resource (LR) portal)
B. Other Learning Resources :
IV. PROCEDURES:
A. Preliminary Activity Teacher’s Activity Pupil’s Activity
A. Reviewing previous lesson A. Preliminary Activities
or presenting the new Pupils identify the picture of a circle
lesson 1. Drill:
Have the pupils identify which
Of these picture is a circle.

2. Review:

Have a review on solving word problem

involving circumference of a circle.
Review the formula, give examples,
and then give exercises for the pupils
to do.

Find the circumference of a circle.

1. Mrs. Santos planted a dwarf santan

around her circular flower garden
has a diameter of 8 meters. How
many meters did she plant with dwarf
santan?

Ask the following questions:

● Mrs. Santos
Who planted a dwarf santan? ● Circular flower garden
What kind of flower garden did Mrs. Santos?
What is the measurement of her circular ● 8 meters
flower garden?
What is the answer of the problem?

Solution: C=∏xd
C=∏xd = 3.14 x 8 m
= 3.14 x 8 m C = 25.12 m
 C = 25.12 meters

B. Establishing a purpose for Motivation:

the lesson Group the pupils into two groups, I have here
a letter coding all you have to do is to arrange
the letter corresponding with the number
below. V I S U A L I Z E D
22 9 19 21 1 12 9 26 5 4
22 9 19 21 1 12 9 26 5 4
T H E A R E A
20 8 5 1 18 5 1
20 8 5 1 18 5 1
O F A C I R C L E
15 6 1 3 9 18 3 12 5
15 6 1 3 9 18 3 12 5

C. Presenting examples/ 1.Presentation:

instances of the new lesson We find the area of a circle. To help us
understand the area of a circle better, first
we’ll draw a square so that the circle touches
each side of the square.

._
_--
---
__
We can find the__ area of this square by first
finding the area of _ the four smaller squares
each with sides equal to r, the radius of the
circle and adding them together.
Area of square
= r² + r² + r² + r² = 4r²
Area of the circle < 4r²
Area of the circle lesser than 3r²

Notice that the sides of the square are twice

as long as the radius of the circle. You could
find the area of the square by multiplying the
side times the side, or 2r x 2r, which also
equals 4r².
D. Discussing new concepts
and practicing new skills ♯ 1
E. Discussing new concepts
and practicing new skills ♯ 2
G. Finding practical
applications of concepts and
skills in daily living
2. Performing the Activities:
Group Activity:
Divide the class into three groups. Distribute
the graphing paper and compass for each
group. All you have to do is to measure 2 cm in
radius to form the circle. Then count all the
squares inside the circle. After that all the
groups will have a reporting. (The pupils draw a circle using the
compass in graphing paper)
B. Have the pupils observed the circle.
Introduce the Radius and Diameter of a circle.
Show examples of radius that are connected
to tangent and from a center. Use compass in
drawing a circle.
Radius – is a line segment from the center to a
point on the circle.
Diameter – is a line segment which passes
through the center of a circle whose endpoints
are on the circle.
3. Processing the Activities:
• A little bit confusing
After the reporting of each group, ask: how
did you find the activity?
• Yes by listening to the teacher
Did you able to visualize the area of the circle? discussion and explanation.
• Enjoyment and cooperation with in the
What value is developed in performing the group
activity?
H. Making generalization
and abstractions about the
lesson
Summarizing the Lesson:
How you visualized the area of a circle?
We visualized the area of a circle. Through
drawing a circle using the compass. Then
count the approximate number of squares
occupied by each circle.
We visualized the area of a circle.
Through drawing a circle using the
compass. Then count the approximate
number of squares occupied by each
circle.

I. Evaluating learning Evaluation: Used 1 – peso, 5 – peso, and 10 –

peso coin. Have them trace the circumference
of each coin in a graphing paper. Then count
the approximate number of squares occupied The pupils trace the coins, then count the
by each circle. approximate number of squares occupied
by each circle.
1.) 5 – peso coin

2.) 1 – peso coin

3.) 10 – peso coin

J. Additional activities for Home Activity:

application or remediation Use a real compass or improvised one to draw
circle with these given radii.

1.) 3 cm
2.) 1.5 cm
3.) 4.5 cm
4.) 2.5 cm
5.) 6 cm

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?
 DETAILED LESSON PLAN
(Week 1 – Day 3)
School : LUNAO CENTRAL SCHOOL Grade/Section : FIVE
Teacher : Mrs. Norma T. Lozano Subject : Mathematics V
Date/Time : Quarter : Fourth
OBJECTIVE:

A. Content Standards: Demonstrates understanding of area, volume and temperature.

B. Performance Standards: The learner is able to apply knowledge of area, volume and temperature in mathematical
problems and real – life situations.

C. Learning Competencies/Objectives: Finds the area of a given circle

M5ME – IVa - 74

Integration: Science , EPP

Materials: Chart, ruler, real objects such as plate, ice cream cup cover of any size or any round object, tape measure
Strategy: Direct Instruction, Practical Work- Group Activity

II. Content: Measurement

III. Learning Resources

A. References
1. Teacher’s Guide pages : 21st Century Mathletes page 114
2. Learner’s Materials pages
3. Textbook pages : 21st Century Mathletes page 302
4. Learning Resources (Additional Materials from Learning Resource (LR) portal)
B. Other Learning Resources :
IV. PROCEDURES:
A. Preliminary Activity Teacher’s Activity Pupil’s Activity
A. Reviewing previous lesson A. Preliminary Activities Expected Answers:
or presenting the new Drill:
lesson Have a drill on solving multiplication,
base and exponents.

20 33 50
4x5 11 x 3 25 x 2

5² 8³ 15² 25 512 225

Review:
Have a review on solving problems involving
circumference of a circle. Review the formula,
give examples, and then give exercises for the
pupils to do.

Exercises: Fill in the blanks with the correct

answer.
1. The distance around a circle____ 1. Circumference
2. A line that passes through the center of a
circle is______ 2. Diameter
3. One half of the diameter of a circle
is______ 3. Radius
4. The formula in finding the circumference of
a circle is_____ 4. C = pi x d
B. Establishing a purpose for Motivation:
the lesson Show real circular objects, ask them to
give examples of circular things, ask them how
circle differ from other objects?

C. Presenting examples/ Developmental Activities

instances of the new lesson Presentation:
Present this situation to the class. Ask
the pupils to read and understand it.

Every time it rains, Mrs. Flores saves

water in a big clay jar called

“Tapayan”. She covers them with a

circular galvanized iron with a radius
of 5 cm. What is the area of the
circular cover?

What kind of jar has Mrs. Flores has? A big clay jar called “ Tapayan”
What shape of galvanized iron Mrs. Flores The shape of galvanized iron is a circular.
have?
What is the radius given in the problem? The radius given was 5 cm.

What is the answer in the problem?

Solution:
A = ∏ x r² A = ∏ x r²
= 3.14 x 5 x 5 = 3.14 x 5 x 5
= 3.14 x 25 = 3.14 x 25
A = 78.50 cm² A = 78.50 cm²

D. Discussing new concepts Ask: How will you solve for the problem?
and practicing new skills ♯ 1 1. Look at the figure of the circle.

The figure is a circle with a point in the

center. From the point at the center has a
What can you see in the figure? What do you line.
call for that?
It is called a radius.

Radius- is a line segment from the center

What is meant by the radius?
to a point on the circle. Or half of
diameter.
2. Explain to the pupils that the ratio of the
circumference of a circle to the diameter is the
same for all circles.
The circumference of any circle is about 3.14
times the diameter. The ratio is represented
by the Greek letter ∏ spelled pi and
pronounced as pie.

E. Discussing new concepts
and practicing new skills ♯ 2
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalization
and abstractions about the
lesson
3. Let the pupils find the area using the
A=∏xrxr
formula:
= 3.14 x 5 x 5
A = ∏r² = 3.14 x 25
Area = 78.50 cm²
Or A = ∏ x r x r
Performing the Activities
Group 1:
Group the pupils into five to six members per
group. Distribute cut outs of circle with A = ∏r²
dimensions and let the pupils find the area. = 3.14 x 3 x 3
Call as many pupils to solve for the area of the = 3.14 x 9
circle on the board. A = 28.26 cm²
Group 1: Find the area of a circle use pi as Group 2:
3.14.
A=∏xrxr
Diameter = 6 cm = 3.14 x 7.5 x 7.5
= 3.14 x 56.25
Group 2: Find the area of a circle. A = 176.625 m²
Diameter = 15 m
Group 3:
Group 3: Find the area of a circle.
A=∏xrxr
Radius = 22 cm = 3.14 x 22 x 22
= 3.14 x 484
A = 1, 519.76 cm²
Application: 1.) A = ∏ x r x r
= 3.14 x 13 x 13
Direction: Solve each problem. = 3.14 x 169
A = 530.66 m²
1.) A circular playground has a radius of 13 2.) A = ∏ x r x r
meters. What is its area? = 3.14 x 25.5 x 25.5
= 3.14 x 650.25
2.) The circumference of a circular jewelry box A = 2041.785 cm²
is 25.5 cm. What is its area? 3.) A = ∏ x r x r
= 3.14 x 30 x 30
3.) What is the area of a circular garden whose = 3.14 x 900
diameter is 30 meters? A= 2826 m²
4.) A= ∏ x r x r
4.) You are making a design for a circular = 3.14 x 3 x 3
button. Your design fits on a circle with a = 3.14 x 9
radius of 3 cm. How much area will be A = 28.26 cm²
covered by your design?
How do we find the formula for the area of a
circle? •The area of a circle with pi, radius or
diameter can be solved by the formula.
• Always remember that radius is half of
the diameter.
What is the formula used in finding the area of Formula:
a circle?
Area of Circle = pi x radius x radius
A = ∏r²
I. Evaluating learning Evaluation: Find the area of a given circle. Expected Answers:

1.)R = 5 cm 1.) A = 78.50 cm²

2.) D = 9 cm
● 3.) R=7cm 2.) A = 63.585 cm²

● 3.) A= 153.86 cm²

4.) A = 113.04 m²
5.)D= 15 m 4.) R= 6 m
5.) A = 176.625 m²
●

J. Additional activities for Home Activity/ Assignment:

application or remediation
Direction: Find the area of a circle.
Circle Diameter Radius Area
A 20 cm A = 78.5 cm²
B 15 m B = 706.50 m²
C 32 cm C = 803.84 cm²
D 46 cm D = 1661.06 cm²
E 7m E = 153.86 m²

D =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?
 Mathematics 5

Summative Test # 1

A. Content Standards:

Demonstrates understanding of area, volume and temperature.

B. Performance Standard:

The learner is able to apply knowledge of area, volume and temperature in mathematical
problems and real – life situations.

C. Learning Competency and Code:

1. Finds the area of a given circle.

2. Mastery in finding the area of a circle.

3. Knowledge about measuring instrument

M5ME-IVa-74

Quarter: 4th Week: 1 Lesson:

I. Objectives:

At the end of 50 minutes, 100% of the learners are expected to answer a 20- item test
correctly.

II. Content:

Summative Test No.

III.Tasks:

A. Setting of Standards

B. Reading Instructions

C. Supervising learners in answering the summative test

D. Checking of papers

IV. Recording of test results:

V. Reflection:

A. No. of learners achieve 80% and above: ___

B. No. of learners who require additional activities for remediation:_____

 SUMMATIVE TEST

Mathematics V

Direction: