DETAILED LESSON PLAN

School LUNAO CENTRAL SCHOOL Grade/Section FIVE

Teacher Mrs. Norma T. Lozano Subject Mathematics 5
Date/Time Quarter FOURTH
OBJECTIVE: At the end of 50 minutes, 100% of the learner are expected to:
Identify the diameter and radius of the circle.

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. Learnining Competencies/Objective:
• Derives a formula in finding the area of a circle.
• Illustrates circle with different orientation.
• Find the enjoyment in doing the activity.
M5ME-IVa- 73
Materials: cardboard circle, cut-outs circle, real objects , scissors, ruler, colored markers or crayons
Integration: Science, Math
Strategy: Direct Instruction
II. Content: Measurement

III. Learning Resources

A. References
1. Teacher’s Guide pages : CG p. 63
2. Learner’s Materials pages
3. Textbook pages : Mathematics 5 & 6 Lesson Guides
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 A. Preliminary Activities:
lesson or presenting Drill: Have the pupils cut the circle in
the new lesson any orientation.

Expected answers:
2. Reviewing Previous Lesson

Directions: Have a review about the

parts of the circle
• Center
1. A circle is a set of all points in a
plane that 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 • ½ or ( one half )
circle.

4. The length of radius is ________ the • Compass

length of a diameter of a circle.

5. A ________ is an instrument used to

 draw circles.

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

C. Presenting
examples/ instances Developmental Activities:
of the new lesson
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 Performing the Activities:
concepts and
practicing new skills ♯ Divide the class into two groups.
1 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 Explain the following points:

concepts and
practicing new skills • Now we can use the area formula for
♯2 a parallelogram to help us find the area
of the circle.

♦ (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:

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 Processing the Activities: Expected answers:
(Leads to Formative
Assessment 3) After the presentations of each group, • A little bit confusing
ask: how did you find the activity? Did
you able to derive a formula in finding • Yes, by listening to the teacher
the area of the circle? What value is explanation
developed in performing the activity?
• Enjoyment and cooperation
within the group
G. Finding practical Application: Expected answers:
applications of Direction: Solve each problem. ( Use
concepts and skills in the ∏ = 3.14) 1.) A = ∏ x r²
daily living = 3.14 x 23.5 x 23.5
1. The radius of circular flower bed is = 3.14 x 552.25
23.5 meter. What is its area? = 1,734.065 m²

2. What is the area of a circular garden 2.) A = ∏ x r²

whose diameter is 20 meters? = 3.14 x 10 x 10
= 3.14 x 100
3. A circular park has a radius of 15 A = 3.14 m²
meters. 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

H. Making Summarizing the Lesson:

generalization and How do we derive the formula for the
abstractions about the area of a circle?
lesson ♦ Now we can use the area formula for
a parallelogram to help us find the area
of the circle.

♦ The original circle’s outside perimeter

was the distance around, or the
circumference of the circle.

♦ Half of this distance around goes on

the top of the parallelogram and the
other half of the 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.

I. Evaluating learning Evaluation: Using the formula of the Expected Answers:

circle. Find the area of the following
circles. 1.) A = 50.24 cm²

1. Diameter =8 cm ; A = ________ 2.) A = 490.625 cm²

2. Diameter = 25 cm ; A = ________
3. Radius = 15 m ; A = ________ 3.) A = 706.50 m²
4. Radius = 3.5 m ; A = ________
5. Radius = 12 cm ; A = ________ 4.) A = 38.465 m²

5.) A = 452.16 cm²

J. Additional activities Home Activity/ Assignment:
for application or Direction: Complete the table below. Expected Answers:
remediation 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 20 m
D. A = 314 m²
E 153.86 m² E. A = 7 m
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
School LUNAO CENTRAL SCHOOL Grade/Section FIVE
Teacher Mrs. Norma T. Lozano Subject Mathematics 5
Date/Time Quarter FOURTH
OBJECTIVE: At the end of 50 minutes, 100% of the learner are expected to:
A. Visualize the area of a circle.
B. Identify the diameter and radius of a circle.
C. Find the enjoyment in doing the activity
M5ME-IVa – 72

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: • Identify the diameter and radius of the circle
• Illustrates circle with different radii
• Find enjoyment in doing the activity
M5ME – IVa – 72
Materials: chart, ruler, real circle objects, pencil, compass
Integration: Science, EPP , Math
Strategy: Direct Instruction

II. Content:
Measurement
III. Learning Resources
A. References
1. Teacher’s Guide pages :
2. Learner’s Materials pages
3. Textbook pages : Mathematics 5 & 6 Lesson Guides
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 A. Preliminary Activities
lesson or presenting Pupils identify the picture of a
the new lesson 1. Drill: circle
Have the pupils identify which
Of these picture is a circle.

2. 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.

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:

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

B. Establishing a Motivation:
purpose for the
lesson Ask the pupils is a circle a polygon?
Why? and why not?

C. Presenting 1.Presentation
examples/ instances
A. Have the pupils observe the circles
of the new lesson
below
Take a look at each of the circles. Do
you find any line segments?

A circle is a plane closed figure. That is

not made out of line segments so, it is
not a polygon. A circle is named by its
center.
D. Discussing new 2. Performing the Activities:
concepts and practicing
new skills ♯ 1 Group Activity:

Divide the class into three groups.

Distribute the cue card and let them
answer the cards. Let them discuss.

Use circle zero to complete the

following statements:

1.) The distance from point O to point F

is ________.
2.) The distance from point O to point
G is ________. 2 cm
3.) The distance from point O to point
M is ________.
4.) If point G, O and F lie on one line,
the distance from point G to F is
_____________.

E. Discussing new B. Have the pupils observed the circle.

concepts and practicing
new skills ♯ 2 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.
G. Finding practical Expected Answers:
applications of concepts 3. Processing the Activities:
and skills in daily living
After the reporting of each group, ask: • A little bit confusing
how did you find the activity?
• Yes by listening to the teacher
discussion and explanation.
Did you able to visualize the area of
the circle?
• Enjoyment and cooperation with
in the group

What value is developed in performing

the activity?

H. Making Summarizing the Lesson:

generalization and
abstractions about the Lead the pupils to give the following
lesson generalization.

● A circle is a set of all points in plane

that are at fixed distance from a point
called center.
● A radius is a line segment from the
center to a point on the circle.
● A diameter is a line segment which
passes through the center of a 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.
I. Evaluating learning Evaluation: 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
J. Additional activities Home Activity/ Assignment:
for application or
remediation Refer to circle O. Explain why line
segment OP and OQ do not form a
diameter?
P

O●

Remediation

Provide exercises similar to those

given in the lesson. If the problem is
on the mastery of the area of a circle.

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
School LUNAO CENTRAL SCHOOL Grade/Section FIVE
Teacher Mrs. Norma T. Lozano Subject Mathematics 5
Date/Time Quarter FOURTH
OBJECTIVE: At the end of 50 minutes, 100% of the learners are expected to:
• Finds the area of a given circle
• Manipulate and measure the diameter and radius of the circle
• Find enjoyment in doing the activity
M5ME-IVa-74
A. Content Standards:
B. Performance Standards:
C. Learning Competencies/Objectives: ● Finds the area of a given circle
● Mastery in finding the area of a circle
● Knowledge about measuring instrument
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 :
2. Learner’s Materials pages
3. Textbook pages : Mathematics 5 & 6 Lesson Guides
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 A. Preliminary Activities Expected Answers:
lesson or presenting Drill:
the new lesson Have a drill on solving
multiplication, base and exponents.

25 x 2
20 33 50
4x5 11 x 3

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. Circumference

1. The distance around a circle____ 2. Diameter

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

C. Presenting Developmental Activities

examples/ instances Presentation:
of the new lesson 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?

D. Discussing new Ask: How will you solve for the

concepts and practicing
problem?
new skills ♯ 1
1. Look at the figure of the circle.

Radius- is a line segment from the

What is the radius?
center 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.

3. Let the pupils find the area using

A=∏xrxr
the formula: = 3.14 x 5 x 5
= 3.14 x 25
A = ∏r²
Area = 78.50 cm²
Or A = ∏ x r x r
E. Discussing new Performing the Activities Expected Answers:
concepts and practicing
new skills ♯ 2 Group the pupils into five to six Group 1:
members per group. Distribute cut
outs of circle with dimensions and let A = ∏r²
the pupils find the area. Call as many = 3.14 x 3 x 3
pupils to solve for the area of the circle = 3.14 x 9
on the board. A = 28.26 cm²

Group 1: Find the area of a circle use Group 2:

pi as 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

G. Finding practical Application:

applications of concepts
and skills in daily living Direction: Solve each problem.

1.) A circular playground has a radius

of 13 meters. What is its area?

2.) The circumference of a circular

jewelry box is 25.5 cm. What is its
area?

3.) What is the area of a circular

garden whose diameter is 30 meters?

4.) You are making a design for a

circular button. Your design fits on a
circle with a radius of 3 cm. How much
area will be covered by your design?
H. Making How do we find the formula for the
generalization and area of circle?
abstractions about the
lesson •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.

Area of Circle = pi x radius x radius

A = ∏r²
I. Evaluating learning Evaluation: Find the area of a given Expected Answers:
circle.
1.) A = 78.50 cm²
1.)R = 5 cm
2.) D = 9 cm 2.) A = 63.585 cm²
● 3.) R=7cm
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 Home Activity/ Assignment:

for application or
remediation Direction: Find the area of a circle.
Circle Diameter Radius Area
A 20 cm
B 15 m
C 32 cm
D 46 cm
E 7m

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?