GRADES 1 to 12 School SABANG ELEMENTARY SCHOOL Grade Level 5

DAILY LESSON LOG Teacher JOSELITO P. MANALO Learning Areas MATH

Teaching Dates and Time March 6- 10, 2017 Quarter 4TH

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Creates problems (with reasonable answers) involving volume of a cube and rectangular prism in real-life situations

A. Content Standards demonstrates understanding of demonstrates understanding of demonstrates understanding of demonstrates understanding of Weekly Test
area, volume and temperature. area, volume and temperature. area, volume and temperature. area, volume and temperature.

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

C. Learning Competencies/Objectives creates problems (with reasonable creates problems (with reasonable reads and measures temperature reads and measures temperature
Write the LC code for each answers) involving volume of a cube answers) involving volume of a cube using thermometer (alcohol and/or using thermometer (alcohol and/or
and rectangular prism in real and rectangular prism in real digital) in degree Celsius. digital) in degree Celsius.
situation situation

M5ME-IVf-85 M5ME-IVf-85
M5ME-IVe-84 M5ME-IVe-84

II. CONTENT Measurement Measurement Measurement measurement

III. LEARNING RESOURCES

A. References

1. Teachers Guide pages

2. Learners Material pages

3. Textbook pages Mathematics for a better life 5,
pages 264-265
Guide in Elementary Mathematics
Grade VI pages 403 and 405
Curriculum Guide 5,
Mathematics for a better life 5,
pages 264-265
Guide in Elementary Mathematics
Grade VI pages 403 and 405
Curriculum Guide 5,
K to 12 Curriculum for Grade 5,
M5ME-IVf-85
Lesson Guide in Math V p.405
Mathematics For a Better Life 5 p.
266- 267
K to 12 Curriculum for Grade 5,
M5ME-IVf-85
Lesson Guide in Math V p.405
Mathematics For a Better Life 5 p.
266- 267
 4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources real object
IV. PROCEDURES
A. Reviewing previous lesson or Have a review on solving problems
presenting the new lesson
on volume.
Ask: What are the steps in solving
word problems?
Let the pupils solve this problem.
Leo has a box measuring 15 cm long,
20 cm wide and 10 cm high. Find its
volume?
B. Establishing a purpose for the Creates problems (with reasonable
lesson answers) involving volume of a cube
and rectangular prism in real-life
C. Presenting examples/instances of Group the pupils into four and let
the new lesson
them read the problem and ask
them to draw the solid figure
described in the problem.
A rectangular garden is 25 cm long,
15 cm wide and 10 cm thick. What
its volume?
Ask: Can you create a problem on
volume similar to the one given?
Say: This time you will create
problems involving the volume of a
real object real objects real objects
Have a review on solving problems Give the equivalent. Conversion of Give the equivalent. Conversion of
on volume. linear measure. linear measure.
Ask: What are the steps in solving
word problems?
Let the pupils solve this problem.
Leo has a box measuring 15 cm long,
20 cm wide and 10 cm high. Find its
volume?
Creates problems (with reasonable Reads and measure temperature Reads and measure temperature
answers) involving volume of a cube
using thermometer (alcohol and/ or using thermometer (alcohol and/ or
and rectangular prism in real-life
Digital) in degree Celsius. Digital) in degree Celsius.
Group the pupils into four and let Mother wants to find out if her son Mother wants to find out if her son
them read the problem and ask has a fever. has a fever.
them to draw the solid figure What is the best thing mother can What is the best thing mother can
described in the problem. use to find the body temperature of use to find the body temperature of
her sick son? her sick son?
A rectangular garden is 25 cm long,
15 cm wide and 10 cm thick. What
its volume?
Ask: Can you create a problem on
volume similar to the one given?
Say: This time you will create
problems involving the volume of a

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
cube and a rectangular prism.
Each group will present the solid
figure formed.
Ask: What is asked in the problem?
What are the given data?
What process is needed to solve the
problem?
What is the number sentence?
What is the correct answer?
Divide the class into four groups. Let
each group discuss how they will
make a problem based on the given
situations. The first two groups will
discuss situation 1 and the
remaining two groups will focus on
situation 2.
Situation 1:
Ana has a front yard measuring 15 m
long and 8 m wide.
1 1
She wants to elevate it by meter.
2 2
Situation 2:
cube and a rectangular prism.
Each group will present the solid
figure formed.
Ask: What is asked in the problem?
What are the given data?
What process is needed to solve the
problem?
What is the number sentence?
What is the correct answer?
Divide the class into four groups. Let
each group discuss how they will
make a problem based on the given
situations. The first two groups will
discuss situation 1 and the
remaining two groups will focus on
situation 2.
Situation 1:
Ana has a front yard measuring 15 m
long and 8 m wide.
She wants to elevate it by meter.
Situation 2:
Present a model of an improvised
thermometer. It has a movable red
ribbon which resembles the mercury
in an actual thermometer.
Ask:
What does the red ribbon
represents?
Give each group an improvised
thermometer, announce the
temperature
The pupils will reflect it in their
thermometer model.
Check if the temperature reading
each group is showing is correct.
Divide the class into four groups.
Distribute activity sheets in each
group.
Provide group 1 with digital
thermometer, Group 2 with set of
pictures showing temperature
readings and Group 3 using
pictorials, Group 4 with alcohol
thermometer.
Group 1 - Using digital thermometer
Group 2 - Using pictures of
temperature readings
Group 3 - Using pictorials
Group 4 Using alcohol
thermometer
Let them discuss how they read and
Present a model of an improvised
thermometer. It has a movable red
ribbon which resembles the mercury
in an actual thermometer.
Ask:
What does the red ribbon
represents?
Give each group an improvised
thermometer, announce the
temperature readings, readings,
The pupils will reflect it in their
thermometer model.
Check if the temperature reading
each group is showing is correct.
Divide the class into four groups.
Distribute activity sheets in each
group.
Provide group 1 with digital
thermometer, Group 2 with set of
pictures showing temperature
readings and Group 3 using
pictorials, Group 4 with alcohol
thermometer.
Group 1 - Using digital thermometer
Group 2 - Using pictures of
temperature readings
Group 3 - Using pictorials
Group 4 Using alcohol
thermometer
Let them discuss how they read and

F. Developing mastery
(Leads to Formative Assessment 3)
Litos business is to deliver water to
schools.
Her water tank measures 4 meters
long, 2 meters wide, and 2 meters
high.
Every morning, he delivers a tank full
of water to each of the schools
Guide and assist the pupils when
doing the activity. Ask each group to
show its work and to explain its
output.
After the activities are done, let the
groups post their created problems
from the given situations and let
them follow the task below.
Read the problem and ask the class
to solve the problem.
Illustrate and solve the problem with
its solution.
Litos business is to deliver water to
schools.
Her water tank measures 4 meters
long, 2 meters wide, and 2 meters
high.
Every morning, he delivers a tank full
of water to each of the schools
Guide and assist the pupils when
doing the activity. Ask each group to
show its work and to explain its
output.
After the activities are done, let the
groups post their created problems
from the given situations and let
them follow the task below.
Read the problem and ask the class
to solve the problem.
Illustrate and solve the problem with
its solution.
measure the temperature
Group 1- Measure and read the
pupils body temperature by putting
the digital
thermometer under their armpits.
Record and compare the results with
the other pupils.
Group 2 - Read and record each
thermometer reading
Group 3 - Give pictures and write if it
is HOT or COLD
Picture of Baguio city
Picture of a dessert
Picture of a glass of cold glass of
water
Picture of cup of coffee
Group 4 - Give 2 glasses of water,
one has cold water and the other
has hot
water, using alcohol thermometer
measure the temperature of each
glasses. Read and record.
How did you find the activity? How
were you able to read and measure
the temperature? Discuss.
Emphasize that C is read as degree
Celsius it is used to express
temperature. Discuss the difference
between an alcohol and a digital
thermometer.
measure the temperature
Group 1- Measure and read the
pupils body temperature by putting
the digital
thermometer under their armpits.
Record and compare the results with
the other pupils.
Group 2 - Read and record each
thermometer reading
Group 3 - Give pictures and write if it
is HOT or COLD
Picture of Baguio city
Picture of a dessert
Picture of a glass of cold glass of
water
Picture of cup of coffee
Group 4 - Give 2 glasses of water,
one has cold water and the other
has hot
water, using alcohol thermometer
measure the temperature of each
glasses. Read and record.
How did you find the activity? How
were you able to read and measure
the temperature? Discuss.
Emphasize that C is read as degree
Celsius it is used to express
temperature. Discuss the difference
between an alcohol and a digital
thermometer.
 Ask: How did you create problems?
G. Finding practical applications of Discuss the presentation under
concepts and skills in daily living Explore and Discover on page , LM
Math Grade 5.
H. Making generalizations and Ask the following questions:
abstractions about the lesson
What did you do to be able to create
problems involving the volume of
cube and a rectangular prism?
What are the steps in creating
problems?
I. Evaluating learning Let the pupils make problems
involving the volume of
rectangular prism
corresponding answers based on the
given situations.
In constructing a new building, a
hole 4 m deep, 10 m wide, and 115
m long was dug in the ground.
A room is 15 m high, 4 m wide and
10 m long.
A bar of gold is 25 dm long, 3 dm
wide, and 2 dm high.
J. Additional activities for application Let the pupils create problems
or remediation
involving volume, then provide
solutions.
Anas sewing box is 7 dm long, 4 dm
Ask: How did you create problems?
Discuss the presentation under Discuss the presentation under Discuss the presentation under
Explore and Discover on page , LM
Explore and Discover on page _____ Explore and Discover on page _____
Math Grade 5.
of LM Math Grade 5 of LM Math Grade 5
Ask the following questions: Ask the following questions: Ask the following questions:
What is a temperature? What is a temperature?
What did you do to be able to create
How can we measure temperature? How can we measure temperature?
problems involving the volume of
What are the parts of a What are the parts of a
cube and a rectangular prism?
thermometer? thermometer?
What are the steps in creating What is the metric unit for What is the metric unit for
problems? measuring temperature? measuring temperature?
Let the pupils make problems Ask the pupils to find the Ask the pupils to find the
a involving the volume of a temperature of the following. temperature of the following.
with rectangular prism with A kettle of water was made to boil A kettle of water was made to boil
corresponding answers based on the for 5 minutes more than after it for 5 minutes more than after it
given situations. reached its boiling point. What is the reached its boiling point. What is the
temperature of the water? temperature of the water?
In constructing a new building, a
What is the room temperature if the What is the room temperature if the
hole 4 m deep, 10 m wide, and 115
red liquid (mercury) rose to 30 red liquid (mercury) rose to 30
m long was dug in the ground.
above the freezing point? above the freezing point?
A room is 15 m high, 4 m wide and
10 m long.
A bar of gold is 25 dm long, 3 dm
wide, and 2 dm high.
Let the pupils create problems Record your body temperature Record your body temperature
involving volume, then provide every hour. every hour.
solutions.
Anas sewing box is 7 dm long, 4 dm
 wide and 3 dm high. wide and 3 dm high.

An antique wooden chest is in the An antique wooden chest is in the

form of a cube. Its edge is 20 cm. form of a cube. Its edge is 20 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?