Mathematics 5

LESSON 8
Quarter 3 Week 4 Day 1

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
( Write the LC code for each)
II. CONTENT
( Subject Matter)
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 visualizes, names, and describes
polygons with 5 or more sides.
M5GE-IIIc-20a
Describing properties of polygons
(regular and irregular polygons)

III. LEARNING
RESOURCES K to 12 Grade 5 Curriculum Guide page 163
A. References
B. Teacher’s Guide pages
C. Learner’s Material pages
D. Textbook pages 21st Century Mathletes Textbooks pages 220-225
E. Additional Materials from
Learning Resource LR
portal
F. Other Learning Cutouts, pictures
Resources
IV. PROCEDURE
A. Reviewing previous Game. “ Where I belong”
Lesson or presenting new Group the following picture into 2 groups.
lesson Group 1 Group 2

66

B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson.
Ask.
Are they grouped accordingly?
How did you group the picture/figure?
What made you think that it is grouped accordingly?
Distribute meta cards to the pupils.
10 cm 10 cm
10 cm 10 cm
10 cm
Look at this figure on the board.
How will you describe the figure?
Write your answer in the meta cards and post it on the
board below the figure.
Group Activity.
You will be divided into 4 groups. (2 groups for
average and 2 groups for advance)
Average Advance
The members of the a.) The group will
group will match the receive an
name of the polygon to envelope.
its figure. b.) In each envelope
there is a figure
67
 that you will
describe.
c.) Write your
answer below
the figure.
d.) You will do the
activity for only 5
minutes.
e.) After five
minutes you will
post it on the
board and read
it.
.
D. Discussing new concepts Name each figure and describe them.
and practicing new skills.#1
a.) _________________

b.) _________________

_________________
c.)

d.) _________________

e.) ________________

E. Discussing new concepts Match column A to Column B. Connect

and practicing new skills #2. them with a line according to their side.
A B

68

F. Developing Mastery
(Lead to Formative
Assessment 3)
G. Finding practical
application of concepts and
skills in daily living
H. Making Generalizations
and Abstraction about the
Lesson.
Lead the pupils to distinguish regular polygons
from irregular polygons.
Ask.
How did you find the activity?
What can you say about polygons?
Look around our classroom and identify objects that
describes the following figure.b
1.) Pentagon ________________________
2.) Hexagon ________________________
3.) Heptagon ________________________
4.) Octagon ________________________
5.) Nonagon ________________________
6.) Decagon ________________________
What is a polygon?
What are the two classification of polygon? Describe
each?
Name the different kinds of regular polygon you learn
and describe each.
69
I. Evaluating Learning Complete the sentence.
1. This polygon is a ___________ and it has
______ sides.
2. A nonagon has ______ sides.
This is a _______ with ____ sides.

3. If a decagon has 10 sides, a hexagon has _____.

4. A polygon with 7 sides is called ________.
J. Additional Activities for Draw “Poly City” using the different kinds of regular
Application or Remediation and irregular polygon. Do this in a long bond paper.
V. REMARKS
VI. REFLECTION
A. No. of learners earned
80%in the evaluation.
B . No. of learners who
required additional activities
for remediation who scored
below 80%

C. Did the remedial lesson

work? No. of learners who
have caught up with the
lesson.

D. No. of learner 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
used/discover which I wish
to share with other
teachers?

70

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
4. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning
Resources
IV. PROCEDURE
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new
concepts and practicing
new skills #1
Mathematics 5
LESSON 5
Quarter 3 Week 4 Day 2
The learner demonstrates the understanding of percent.
The learner is able to apply percent in mathematical
problems and real-life situations.
The learner solves non-routine problems involving
percentage using appropriate strategies and tools.
M5NS-IIIb-140b
Solving non-routine problems involving percentage
using appropriate strategies and tools
Teacher’s Guide: CG p.131, Mathletes 5 pp. 204
Learner’s Materials: 21st Century Mathematics
Mathletes Textbook pages 204
Flashcards/drill cards, slate board pocket chart, strips of
cartolina, story problem written on the chart
Drill: Using your slate board solve for N.
3% of 35=N
25% o 450 =N
105% of 55 =N
Review: Solve using the 4-step plan.
The result of the reading assessment showed that 72%
of 330 pupils can read independently. How many are
independent readers?
Show a picture of child helping his/her parents sell fruits
in the market.
Ask: What do you see in the picture? Describe the child
in the picture? Is it good to help your parents? Why?
What do you feel when you help other people? (Call
several pupils to share their experiences)
Present the short story problem.
Adelfa is girl who helps her mother sell fruits in the
market. She was able to sell 32% of the 50 apples, 28%
of the 25 mangoes and 20% of the 40 pineapples. How
many apples were sold? Mangoes? Pineapples?
Ask:
What is asked in the problem?
What are the given facts?
71
 Let the pupils list down the fruits sold and their
corresponding rating.
Apple sold 32% of 50
Mango sold 28% of 25
Pineapple sold 20% of 40
What is the operation to be used?
How can we solve the problem?
Let the pupils use the 4-step plan in solving the
problem.
E. Discussing new This problem can also be solved in other ways.
concepts and practicing  Using table.
new skills #2 Name of Number
Number Rating
fruits sold
apple 50 32% 16
mango 25 28% 7
pineapple 40 40% 16

 Using a pie graph

 Using illustration/drawing
 Acting out
 Using manipulatives, etc.

Advance Learners Average

Learners
F. Developing Mastery Divide the class into 3 groups. Each will be given an
activity to work on. Explain the rubrics to be used.
Group 1 Group 1
Solve for the percentage Solve by acting out the
using a pie graph. problem.
Mrs. Lazaro’s monthly Mother bought 2 dozen of
expenses are as follows: balloons, 25% popped
25% for paying the electric during the party. How
bills, 50% for food, 15% for many balloons were left?
transportation and 10% for
savings. If she earned P8
000 monthly, how much is
allotted for food and
transportation?
Group 2
Group 2
Solve for the percentage
Solve the problem using
using a pie graph.
table/listing.
In a box containing 250 cup Mrs. Lazaro’s monthly
noodles, 18% are beef expenses are as follows:
flavoured, 62% are chicken 25% for paying the
flavoured and 20% are pork electric bills, 50% for
flavoured? How many cup food, 15% for
noodles are chicken transportation and 10%
flavoured? How about beef? for savings. If she earned
Pork? P8 000 monthly, how
much is allotted for food?
Group 3
Solve using Group 3
Illustration/drawing.

72

G. Finding practical
application of concepts and
skills in daily living
H. Making generalization
and abstraction about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
IV. Remarks
V. 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
In a cell phone repair shop, Solve using
there were 25 damaged manipulatives.
phones to be repaired. If Marco took a 10 item test
60% has been repaired, how in English. He got 83% of
many are still damaged? the test. What is his
score?
Presentation and checking of the group outputs.
Solve the problem using appropriate strategy or tool.
Rachel got 72% of the 25-item spelling test correctly.
How many items were wrong?
To solve non-routine problems involving percentage,
keep in mind the following:
 Read and analyze the problem carefully.
 Tell what is asked and what are given.
 Then, use other strategies like act out the
problem, listing/table method, guess and test,
drawing/ making a diagram, using patterns,
working backwards, etc. to solve
Directions: Solve the following percentage problems
using appropriate tools and strategies.
1. The price of rice increased by 12%. If the
regular price was P45.00, how much was the
increase?
2. Lorna has joined 35 singing contests. If she won
80% of the completion, how many did she lose?
3. In a barangay, there are 595 registered voters.
Due to work related activities, 15% of them were
not able to vote. How many were not able to
vote?
4. If Jasmin scored 75% on a 20 item test, How
many items did she miss?
5. Nena is saving 25% of her P5 400 monthly.
How much money can she save monthly?
A group of female senior citizens goes to the park to join
the Zumba dance class for exercise. There are 58
attendees daily. Most of them exercise for 3-4 hours
daily, only 15% of them exercise for only an hour. How
many of the female senior citizen spent an hour
exercising?
73
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?

74
 Mathematics 5
LESSON 9
Quarter 3 Week 4 Day 3

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of polygons,
circles and solid figures.

B. Performance Standards The learner is able to construct describe polygons,

circles, and solid figures.

C. Learning Competencies/ The learner draws polygons with 5 or more sides

Objectives
( Write the LC code for M5GE-IIIc-21
each)
II. CONTENT Drawing polygons with 5 or more sides
( Subject Matter)
III. LEARNING RESOURCES
A. References K to 12 Grade 5 Curriculum Guide page 163
B. Teacher’s Guide pages
C. Learner’s Material pages
D. Textbook pages 21st Century Mathletes Textbooks pages 220-225
E. Additional Materials from
Learning Resource LR
portal
A. Other Learning Pictures, cutouts
Resources
IV. PROCEDURE
A. Reviewing previous Ask.
Lesson or presenting What polygons did you learn from the previous
new lesson lesson and describe each?

B. Establishing a purpose Look at the picture on the board.

for the lesson How will you describe it?

75
 What are things/polygons found in the picture?

Are there also shapes that are not polygon?

Which are non –polygons?

C. Presenting examples/ These are some of the polygons found in the

instances of the new picture. Name them.
lesson.

D. Discussing new
concepts and practicing Discuss the regular polygon and irregular polygon. By
new skills.#1 using cut outs like ,
,
Have the class differentiate and compare them.
E. Discussing new Group Activity.
concepts and practicing You will be divided into 2 groups.
new skills #2.
Average Advance
a.) The group will a.) The group will
receive an draw regular and
envelope with irregular
polygons. polygons such
b.) The polygons as : pentagon,
will be grouped hexagon,
into two groups. heptagon,
One group for .octagon,
regular polygons nonagon and
and the other decagon

76
 group for
irregular
polygons.
F. Developing Mastery Ask.
(Lead to Formative How would you compare the two kinds of polygon?
Assessment 3) The measurement of the sides of the regular
polygons are equal. The measurement of the sides
in an irregular polygons are not equal.
G. Finding practical
application of concepts In real life, what sample situation could you compare
and skills in daily living to regular polygons? to irregular polygons?

H. Making Generalizations What are important things to be remembered in

and Abstraction about drawing regular/irregular polygons?
the Lesson.
In drawing regular polygon we have to remember
that measurement of each sides must be equal.

I. Evaluating Learning Draw regular and irregular polygons with 5-10 sides
using graphing paper.

J. Additional Activities for Make a journal about the polygons that you had
Application or learned.
Remediation

V. REMARKS
VI. REFLECTION
A. No. of learners earned
80%in the evaluation.
B . No. of learners who
required additional activities
for remediation who scored
below 80%
C. Did the remedial lesson
work? No. of learners who

77
have caught up with the
lesson.
D. No. of learner 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
used/discover which I wish
to share with other
teachers?

78
 Mathematics 5
LESSON 9
Quarter 3 Week 4 Day 4

I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of polygons,

circles and solid figures.

B. Performance Standards The learner is able to construct describe polygons,

circles, and solid figures.

C. Learning Competencies/ The learner visualizes and describes a circle.

Objectives
( Write the LC code for each) M5GE-IIId-23.1
II. CONTENT visualizing and describing a circle
( Subject Matter)
III. LEARNING
RESOURCES K to 12 Grade 5 Curriculum Guide page 163
A. References
B. Teacher’s Guide pages
C. Learner’s Material pages
D. Textbook pages 21st Century Mathletes Textbooks pages 232-235
E. Additional Materials from
Learning Resource LR
portal
F. Other Learning
Resources
IV. PROCEDURE
A. Reviewing previous Ask:
Lesson or presenting new What do the following objects have in common? If you
lesson will be asked to draw them perfectly, how will you do
it?
1. Wheel rim
2. hullahop
3. bangles
4. ring

79
 5. round earrings

B. Establishing a purpose for Individual Activity.

the lesson Needed Materials:
 Short coupon bond
 Compass
Mechanics:
1. Draw a circle.
2. Highlight the center of the circle and write A.
3. Using a ruler make a horizontal straight line
that pass through the center of the circle. Write
B and C at the endpoints of the line.
4. Using a ruler make a vertical straight line that
pass through the center of the circle. Write D
and E at the endpoints of the line.

C. Presenting examples/ Ask.

instances of the new lesson. Do we have the same output?

A
B C

How will you describe a circle?

D. Discussing new concepts From the words in the box, identify the following parts
and practicing new skills.#1 of a circle. Write your answer on the space provided
for.
Chord Diameter Radius

Central Angle Inscribed angle

____________1.

80
 ____________ 2.

____________ 3.

____________ 4.

____________ 5.

The teacher will check the answer of the pupils.

Explain to the pupils each part of the circle.

E. Discussing new concepts
and practicing new skills #2.
If I have this circle let us identify and name its parts.
D E
C
A
B F

G
H

Complete the table.

Chord Diameter Radius Central Inscribed
angle angle

1.) 3.) 4.) 8.) 11.)

2.) 5.) 9.)
6.) 10.)
7.)

81
F. Developing Mastery Group Activity:
(Lead to Formative Mechanics:
Assessment 3)  The class will be divided into 4 groups.
 Each group will receive an activity card where
to write your answer.
 The activity is good for 5 minutes.
 After 5 minutes the output of each group will
be presented in the class by the leader of the
group.

The figure at the left is a circle with center at M. Name

the following.

E a. Center: __________
N
b. 4 radii: __________
M
F D c. diameter: __________
F
d. 4 central angles:
__________
I
L e. inscribed angle:

__________

f. 3 chords: __________

The teacher will check the work of the pupils and

make some necessary corrections if needed.
G. Finding practical Read and answer.
application of concepts and Dina measures a circular pond and finds that its
skills in daily living diameter is 26 meters. What is its radius?

H. Making Generalizations Ask:

and Abstraction about the How will you describe the following?
Lesson. a. Circle
b. Chord
c. Diameter
d. Radius/radii
e. Central angle
f. Inscribed angle

82

I. Evaluating Learning
J. Additional Activities for
Application or Remediation
V. REMARKS
VI. REFLECTION
B. No. of learners earned
80%in the evaluation.
B . No. of learners who
required additional activities
g. Center of the circle.
 A circle is the set of all points in a plane with
the same distance from a certain point. The
point is called the center of the circle.
 A chord is a line segment joining two points on
the circle.
 A diameter is a chord that connects two points
on the circle and passes through the center of
the circle. Every diameter is a chord.
 A radius is a line segment from the center of
the circle to any point on the circle. The radius
of a circle is one-half the diameter.
 A central angle is an angle formed by two
radii.
 A inscribed angle is an angle whose vertex is
on the circle.
Describe the parts of the circle below.
C
E
E
F B
D
G
Construct a circle with the following condition.
a. Radius is 10 cm.
b. With center O.
c. With Radii OP and OQ
d. With diameter PQ
e. With chord PR.
83
for remediation who scored
below 80%
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
D. No. of learner 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
used/discover which I wish
to share with other
teachers?

84
 Mathematics 5
LESSON 9
Quarter 3 Week 4 Day 5
I. OBJECTIVES
A. Content Standard
The learner demonstrates understanding of polygons,
circles, and solid figures.
B. Performance Standard The learner is able to construct and describe polygons,
circles, and solid figures.
C. Learning The learner identifies the terms related to circle.
Competencies / Objectives M5GEIIId-23b
II. CONTENT Identifying the terms related to circle
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials 21st Century Mathletes, p.233 & p. 235
pages
3. Textbook pages  Exploring Math Possibilities 5, pp. 298-301
 Charts or tarpapel or Powerpoint
presentation(with laptop, projector/TV screen)
 Manila paper and marker for group work

4. Additional Materials
from Learning Resource
(LR) Portal
B.Other Learning
Resources
IV. PROCEDURES

A. Reviewing previous 1.Which of the following is a circle?

lesson or presenting the
new lesson

2. Which of the following is an angle? Define an angle.

An angle is union of two rays with common endpoint

85
 Integration to Science:
B. Establishing a purpose
for the lesson Identify the following parts of the human body and tell its
main function.

C. Presenting
Examples/Instances of new Similar to human body parts, a circle has its parts and
lesson corresponds a function.
A missing part(s) may not function a system properly. In
a circle there are words or terms which are related
primarily to circle.

D. Discussing new Connect the following broken lines on the circle.

concepts and practicing new
skills #1

1. AB
2. AF
3. AD
4. AH
5. BG
6. BF
7. CE
Name the lines being connected.

E. Discussing new Discuss :

concepts and practicing new TERMS RELATED TO THE CIRCLE
skills #2 Center- a point at the center of the circle.

86
 Chord - a line segment joining two points on the circle.
Diameter- a chord that connects two points on the circle
and passes through the center. Every diameter is chord.
Radius- a line segment from the center of the circle to
any point on the circle. A radius is half of the diameter.
Radii- plural of radius.
Central angle-an angle formed by two radii.
Inscribed angle- an angle whose vertex is on the circle.

Going back to Circle A, complete the following data

below:

Center Chord Diamet Radius Centra Inscrib

er or l angle ed
Radii angle

May use example 1 on page 233 of the LM for Grade

5 as another example.

Developing mastery
(Leads to Formative
Assessment) AVERAGE LEARNERS
Group 1:
Connect the following broken lines on the circle and
label all its endpoints with letters A-J.

Group 2:
Write all the terms on strip of papers which are related
to circle.

Group 3:
Paste the strips of papers prepared by Group 2 to the
Circle prepared by Group 1.

ADVANCE LEARNERS
Group 1:
1. Draw a point at the center of a half-sheet of
manila paper. Name it point Z.

87
 2. Draw another point that is four 0.3 meters away
from point Z.name it Point A.
3. Repeat step 2 nine more times. Make it sure the
other 9 points are n different directions. Name
the points B, C,D,E,F,G,H,I and J.
4. Connect all the points A-J in circular direction

Group 2:
1. Write all the terms related to circle . Write it on
strip of papers.
2. Paste all the strips of papers(terms) to the work
of Group 1 in appropriate location.
Group 3:
1. Write on strip of papers the meaning of all terms
related to circle based on your understanding .
2. Paste all the strips of papers(meaning) in
appropriate loation of the circle prepared by
Group 1 after the Group 2 had finished their task.

G. Finding practical Write True if the statement is correct. If not, write the
applications of concepts and correct term or rephrase the statement related to circle.
skills in daily living ___________1. All diameters are chords.
___________2. Twice a diameter is a radius.
___________3. All radii are half of a chord.
___________4. The An angle whose vertex is on the
circle is called central angle.
___________5.Diameter is a line segment from the
center of the circle to any point on the circle.
H. Making The terms related to the circle are: center, chord,
generalizations and diameter, radius, radii, central angle and inscribed angle.
abstractions about the
lesson Read Key Ideas of LM on page 235.

I. Evaluating Learning Identify the term related to circle given the figure.
Choose your answer below.

1.

2.

3.

88
 4.

5.

Center chord diameter

radius central angle inscribed
angle

J. Additional activities for Draw your own circle labelled with different terms .
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?

89