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PROBLEM SOLVING

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5 просмотров16 страницPROBLEM SOLVING

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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.

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

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

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

center to a point on the circle. • Diameter

which passes through the center of a

circle whose endpoints are on the • ½ or ( one half )

circle.

length of a diameter of a circle.

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:

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.

rulers and colored markers or crayons.

not need to be exact), and use two

different colors to fill in resulting

semicircles.

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.

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.

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.

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.

long are the base and height of the

parallelogram we made from the

parts?”

was the distance around, or the

circumference of the circle:

C=2•∏•r

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

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

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

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.

was the distance around, or the

circumference of the circle.

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.

circle. Find the area of the following

circles. 1.) A = 50.24 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

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

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:

involving circumference of a circle.

Review the formula, give examples,

and then give exercises for the pupils

to do.

around her circular flower garden

has a diameter of 8 meters. How

many meters did she plant with dwarf

santan?

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?

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:

Distribute the cue card and let them

answer the cards. Let them discuss.

following statements:

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

_____________.

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.

center to a point on the circle.

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

the activity?

generalization and

abstractions about the Lead the pupils to give the following

lesson generalization.

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

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

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

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.

correct answer. 1. Circumference

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?

examples/ instances Presentation:

of the new lesson Present this situation to the

class. Ask the pupils to read and

understand it.

saves water in a big clay jar called

circular galvanized iron with a

radius of 5 cm. What is the area of

the circular cover?

concepts and practicing

problem?

new skills ♯ 1

1. Look at the figure of the circle.

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.

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

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

applications of concepts

and skills in daily living Direction: Solve each problem.

of 13 meters. What is its area?

jewelry box is 25.5 cm. What is its

area?

garden whose diameter is 30 meters?

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.

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

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?

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