DAILY LESSON LOG
School: SAN RAFAEL ELEMENTARY SCHOOL Grade Level: 5
Teacher VERONICA C. CRUZ Learning Area MATHEMATICS
Teaching Date FEBRUARY 19, 2024 Quarter 3 WEEK 3
Teaching Time Section 1
MONDAY
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of percent; polygons, circles, and solid
figures; and the concept of sequence and solving simple equations, time and
circumference.
B. Performance Standards The learner is able to apply percent, construct and describe polygons, circles,
and solid figures, apply the knowledge of sequence in various situations, use
different problem solving strategies, and apply knowledge of time and
circumference in mathematical problems and real-life situations.
C. Learning The learner visualizes, names, and describes polygons with 5 or more sides
Competencies/ (M5GE-IIIc-19)
objectives
Write the LC code for each
D. CONTENT VISUALIZING, NAMING, DESCRIBING AND DRAWING POLYGONS WITH 5
OR MORE SIDES
E. LEARNING RESOURCES
A. Reference
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials form
Learning Resource (LR) portal
B. Other Learning Resources MATH5_Q3_W3 MODULE
F. PROCEDURES
A. Review previews lesson or Direction: Match Column A with Column B. Write your answer on a sheet of
presenting a new lesson paper.
B. Establishing a purpose for the Polygons are closed plane figure formed by line segments that meet at a
lesson common point. These line segments also known as sides meet at a common
point which is called vertex.
nd
C. Presenting examples/ instances of Jasmin, a grade 5 student, was walking her way to her school, Look 2
new lesson Elementary School, suddenly, rain started to pour. Luckily, she brought her
umbrella.
Directions: Answer the following questions. Write your answer on a sheet of
paper.
1. What type of polygon is her umbrella?
2. How many sides does this polygon have?
D. Discussing new concepts and Take a closer look at the figure below.
practicing new skills #1
One common polygon that we use is the umbrella. This polygon is called an
octagon. The capital letters written at each vertex are used to name each side of
the polygon. It is also used to name the angles and the polygon itself.
E. Discussing new concepts and Discuss the types of Polygons.
practicing new skills #2 Discuss the Classification of Polygon According to Number of Sides
F. Developing mastery Directions: Name the following polygon according to its sides.
(Leads to formative assessment
G. Finding practical applications Draw at least 5 polygons that you can see inside your home.
of concepts and skills in daily living
H. Making generalizations and
*How do regular polygons differ from irregular polygons?
abstractions about the lesson
I. Evaluating learning Directions: Identify the type of polygon presented by each of the following figures.
J. Additional activities for application Draw your own robot using different types of polygons.
or remediation Show the rubrics for drawing a robot.
G. REMARKS
H. REFLECTION
A. No. of learners who earned
70% on the formative assessment
B. No of learners who require
additional activities for
remediation
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 this
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.
Prepared by:
VERONICA C. CRUZ
Substitute Teacher
Noted by:
EDELUISA M.
GUEVARRA
Principal I
DAILY LESSON LOG
School: SAN RAFAEL ELEMENTARY SCHOOL Grade Level: 5
Teacher VERONICA C. CRUZ Learning Area MATHEMATICS
Teaching Date FEBRUARY 20, 2024 Quarter 3 WEEK 3
Teaching Time Section 1
TUESDAY
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of percent; polygons, circles, and solid
figures; and the concept of sequence and solving simple equations, time and
circumference.
B. Performance Standards The learner is able to apply percent, construct and describe polygons, circles,
and solid figures, apply the knowledge of sequence in various situations, use
different problem solving strategies, and apply knowledge of time and
circumference in mathematical problems and real-life situations.
C. Learning The learner visualizes, names, and describes polygons with 5 or more sides
Competencies/ (M5GE-IIIc-19)
objectives
Write the LC code for each
D. CONTENT VISUALIZING, NAMING, DESCRIBING AND DRAWING POLYGONS WITH 5
OR MORE SIDES
E. LEARNING RESOURCES
A. Reference
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials form
Learning Resource (LR) portal
B. Other Learning Resources MATH5_Q3_W3 MODULE
F. PROCEDURES
A. Review previews lesson or Show their drawings and identify the different polygons.
presenting a new lesson
B. Establishing a purpose for the Recall the different polygons.
lesson
C. Presenting examples/ instances of Show some objects and classify the different types of polygons.
new lesson Let learners explain their answers.
D. Discussing new concepts and *Discuss how polygons be classified.
practicing new skills #1 *Provide examples.
E. Discussing new concepts and Supply the missing words. Choose your answer from the box
practicing new skills #2 below. Write your answer on a sheet of paper.
1. A closed plane figure formed by line segments that meet at a common point
is a ____________. These line segments also known as 2.___________ meet at
a common point which is called 3.__________.
4. A polygon with all equal sides is ________.
5. A polygon with an unequal side or angle is ________.
6. A polygon with every interior angle less than 180° is ____________.
7. A polygon with at least one angle greater than 180° is ___________.
8. A polygon with only one boundary and does not intersect the area of the
polygon is ________.
9. A polygon that intersects itself is ________.
F. Developing mastery *Play the game: “What Am I?”
(Leads to formative assessment Directions: Choose the best answer.
1. “I am a shape with 4 equal length of sides.” What Am I?
A. Circle B. Rectangle C. Square D. Triangle
2. “I have no straight lines and I am made of curves.” What Am I?
A. Circle B. Rectangle C. Square D. Triangle
3. “I have four sides but with unequal lengths.” What Am I?
A. Circle B. Rectangle C. Square D. Triangle
4. “I am a 3- sided shape.” What Am I?
A. Circle B. Rectangle C. Square D. Triangle
5. “I have a rounded shape combined with triangle.” What Am I?
A. Heart B. Rectangle C. Square D. Triangle
G. Finding practical applications Draw at least 5 polygons that you can see inside your home.
of concepts and skills in daily living
H. Making generalizations and
*What are the different types of polygon?
abstractions about the lesson
I. Evaluating learning Directions: Count the number of sides of each polygon and classify what
type of polygon is it based on its number of sides.
J. Additional activities for application Make a polygon out of a recyclable material.
or remediation
Example: Fiesta Banderitas made from cut-out wrappers of fruit juices.
G. REMARKS
H. REFLECTION
A. No. of learners who earned
70% on the formative assessment
B. No of learners who require
additional activities for
remediation
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 this
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.
Prepared by:
VERONICA C. CRUZ
Substitute Teacher
Noted by:
EDELUISA M.
GUEVARRA
Principal I
DAILY LESSON LOG
School: SAN RAFAEL ELEMENTARY SCHOOL Grade Level: 5
Teacher VERONICA C. CRUZ Learning Area MATHEMATICS
Teaching Date FEBRUARY 21, 2024 Quarter 3 WEEK 3
Teaching Time Section 1
WEDNESDAY
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of percent; polygons, circles, and solid
figures; and the concept of sequence and solving simple equations, time and
circumference.
B. Performance Standards The learner is able to apply percent, construct and describe polygons, circles,
and solid figures, apply the knowledge of sequence in various situations, use
different problem-solving strategies, and apply knowledge of time and
circumference in mathematical problems and real-life situations.
C. Learning The learner describes and compares properties of polygons (regular and irregular
Competencies/ polygons) (M5GE-IIIc-20)
objectives
Write the LC code for each
D. CONTENT DESCRIBING AND COMPARING PROPERTIES OF POLYGONS (REGULAR
AND IRREGULAR POLYGONS)
E. LEARNING RESOURCES
A. Reference
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials form
Learning Resource (LR) portal
B. Other Learning Resources MATH5_Q3_W3 MODULE
F. PROCEDURES
A. Review previews lesson or Show different figures of polygon. Identify the different polygons.
presenting a new lesson
B. Establishing a purpose for the As we have learned on our previous lesson, there are three types of polygon.
lesson One type of polygon is regular and irregular polygon. Regular polygon has all
equal sides and angles while the irregular polygon has an unequal side or angles.
In this lesson, we will describe and compare the properties of polygons.
nd
C. Presenting examples/ instances of During their Mathematics Class, Renz, a Grade 5 learner from Look 2
new lesson Elementary School, noticed that the section of the beehive is shaped like a
hexagon.
D. Discussing new concepts and A beehive section has 6 sides, therefore, it can be classified as a hexagon. Let’s
practicing new skills #1 enumerate all the sides of the beehive section:
We can also observe that the beehive section has equal sides and equal angle.
We can classify it as a regular polygon. Given that angle A measures 120°. Let’s
give the measure of all the angles.
E. Discussing new concepts and On the other hand, one example of an irregular polygon is a trapezoid like the
practicing new skills #2 figure below. Observe the unequal sides and angles of the trapezoid.
Remember, irregular polygon has an unequal sides and angles.
F. Developing mastery Directions: Observe the regular polygon below. If CR measures 12 cm,
(Leads to formative assessment what are the measures of the other sides?
G. Finding practical applications Cut and paste pictures of an object that are regular polygon and an irregular
polygon.
of concepts and skills in daily living
H. Making generalizations and 1. A polygon with all equal sides and equal angles is _________.
2. A polygon with an unequal side or angles is ________.
Directions: Based on the octagon above, if ∠C= 135°, what are the measures of
abstractions about the lesson
I. Evaluating learning
the other angles?
J. Additional activities for application Using old newspapers, create your own puzzle with the puzzle pieces shaped
or remediation into regular and irregular polygons.
G. REMARKS
H. REFLECTION
A. No. of learners who earned
70% on the formative assessment
B. No of learners who require
additional activities for
remediation
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 this
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.
Prepared by:
VERONICA C. CRUZ
Substitute Teacher
Noted by:
EDELUISA M.
GUEVARRA
Principal I
DAILY LESSON LOG
School: SAN RAFAEL ELEMENTARY SCHOOL Grade Level: 5
Teacher VERONICA C. CRUZ Learning Area MATHEMATICS
Teaching Date FEBRUARY 22, 2024 Quarter 3 WEEK 3
Teaching Time Section 1
THURSDAY
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of percent; polygons, circles, and solid
figures; and the concept of sequence and solving simple equations, time and
circumference.
B. Performance Standards The learner is able to apply percent, construct and describe polygons, circles,
and solid figures, apply the knowledge of sequence in various situations, use
different problem-solving strategies, and apply knowledge of time and
circumference in mathematical problems and real-life situations.
C. Learning The learner visualizes congruent polygons (M5GE-IIId-22)
Competencies/
objectives
Write the LC code for each
D. CONTENT VISUALIZING CONGRUENT POLYGONS
E. LEARNING RESOURCES
A. Reference
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials form
Learning Resource (LR) portal
B. Other Learning Resources MATH5_Q3_W3 MODULE
F. PROCEDURES
A. Review previews lesson or 1. A polygon with all equal sides and equal angles is _________.
presenting a new lesson 2. A polygon with an unequal side or angles is ________.
B. Establishing a purpose for the We already know how to describe and compare the properties of polygons. In this
lesson lesson, we will now know how to visualize the congruent polygons.
sides and angles. To illustrate congruency, it is represented by the symbol ≅
C. Presenting examples/ instances of Congruent polygons are the comparison of two alike polygons with corresponding
new lesson
which means “congruent to”.
D. Discussing new concepts and Mang Jun is a carpenter. He builds houses and buildings. His daughter,
practicing new skills #1 Gabby, visits his father to work and observes that the floor tiles have the same
shape and size like congruent polygons.
The hexagon floor tiles observed by Gabby were placed by his father on a
pattern. Take a closer look at the section of the tiles.
Congruent polygons are two polygons that have corresponding sides and
corresponding angles with one another. In the figures above, the hexagon tiles
are congruent polygons. Let’s take a look at their sides:
E. Discussing new concepts and The sides of Figure 1 are congruent to the sides of Figure 2.
practicing new skills #2
The angles of Figure 1 are congruent to the angles of Figure 2.
Therefore, Figure 1 is congruent to Figure 2.
Remember, the vertex at each figure is important. You should bear in
mind that the vertex of Figure 1 is corresponding to the vertex of Figure 2. For
example, Vertex A is corresponding to Vertex G and so on.
F. Developing mastery Directions: Fill in the blanks.
(Leads to formative assessment
G. Finding practical applications Here are ways this lesson gets into our daily lives:
a) Leaves of paper in a pad or notebook are congruent to one another.
of concepts and skills in daily living
b) Wheels of a bicycle are congruent to one another.
c) Pages of a particular book always congruent to one another.
d) Body organs like kidneys and lungs are congruent.
e) Mirror image is congruent to real image.
H. Making generalizations and
*How can polygons be congruent?
abstractions about the lesson
I. Evaluating learning Direction: Find the measurement of the corresponding sides and angles of the
congruent polygon.
J. Additional activities for application
or remediation
G. REMARKS
H. REFLECTION
A. No. of learners who earned
70% on the formative assessment
B. No of learners who require
additional activities for
remediation
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 this
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.
Prepared by:
VERONICA C. CRUZ
Substitute Teacher
Noted by:
EDELUISA M.
GUEVARRA
Principal I
