School: INANAMA ELEMENTARY Grade Level: FIVE

DAILY LESSON SCHOOL

LOG Teacher: MARIA ANGELICA T. Learning Area: MATH
BERMILLO
Teaching Quarter: 3
Dates/Time: 10:00-10:50

I. OBJECTIVES
A. Content Standards The learner is expected to demonstrate understanding of circles
B. Performance Standards Identify the Terms Related to a Circle
Code: M5GE-IIId-23
C. Learning Competencies Geometry
II. CONTENT
Identifying the Terms Related to a Circle

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages CG p. 61/ Mathematics for Better Life ™5 pp.226-228
2. Learner’s Material pages
3. Textbook pages Mathematics for Better Life TX pp234-236
4. Additional Materials from
LRMDS
B. Other Learning Resources Activity card, pictures of diff. circular objects, circular cut-outs
IV. PROCEDURES
A. Reviewing past lesson or
presenting the nw lesson 1.Drill

Drill on visualizing circle

The teacher uses pictures or real objects and let the pupils identify
whether it is a circle or not.

Directions: Clap your hands twice if the object is a circle and stamp
your feet thrice if it is not.

2. Review

Group the class into 3 groups. Give them activity card and let
them write their answers on meta cards.

Activity Card I- Draw three objects that has a shape of a circle.

Activity Card II- What are the 3 common parts of a circle?

Activity Card III- What is the difference between a circle and polygons?

Activity Card IV- Label the parts of the circle.

Activity Card V- Cross out the figure that are NOT circle.

B. Establishing a purpose of the new 3. Motivation

lesson ( Motivation)
Group the class into 3.

Each group will be given a piece of paper with a pictures of different

objects that has a circle.

The class will identify and circle the objects that can be found inside
the classroom.

Instill the value of Cooperation

C. Presenting examples/ instances of 1.Presentation

the new lesson
 a. Strategy: Paper Folding Activity
Mechanics:
1) Give each pupil a piece of circular cut-out.
2) Let them fold it in half.
(Focus the pupils’ attention on the line segment formed by the fold.
Introduce the term Diameter to name the line segment).
3) After that, let them fold the cut-out such that the diameter is halved.
(Introduce the term radius to the name of the new line segment
formed). How the length of the radius compares with the diameter?
What is a diameter? What is a radius?
4) Using a marker, let them mark the center of the circle.
(Specify that a center named the circle).
5) Fold once the cut-out in any way you want without hitting the center.
Ask pupils what line is being formed. (so we called it chord whose
endpoints lie on a circle.) How will you the describe it?

Look at the circle that is posted. How can we name the circle? Can
you give the lines in a circles?

A diameter is a line segment which passes through the center of a

circle and whose endpoints are on the circle.
Radius is a line segment from the center to a point on the circle.
The center of a circle is the point equidistant from the points on the
edge.
A chord is a line segment which do not through the center where the
two endpoints are on the circle.
A semicircle is simply half of a circle. 

D. Discussing new concepts and Directions: Group the class into five. Use the illustrated circle at the
practicing new skills no. 1 right in answering the items in the activity.
Directions: Group the class into five. Use the illustrated circle in
answering the items in the activity.
1. The circle is named as ______.
2. OT is a _________.
3. EO is a _________.
4. HEO is a _________.
5. The center of the circle is _____.
6. Name the chords:______,______.
7. Half of a circle is called_____.

E. Discussing new concepts and

practicing new skills no. 2 2. Performing the Activities

Presentation of each group

F. Developing Mastery (Leads to

Formative Assessment) 3. Processing the Activities

Directions: Refer to the circles below to answer the following.

1. Name the diameters and radii in the circle.
2. Name the following:

a. chord b. center

G. Finding Practical Application of

concepts and skills in daily living. 4. Applying to New and Other Situations

Directions: Form five groups. Let each group draw their own
circle.
 Have them illustrate a radius, diameter and a chord, tangent, arc, semi
circle and label it. Each group will present their output.

H. Making Generalization and

abstraction about the lesson How will you identify the radius, diameter, chord, center, tangent, arc
and semi circle of a circle?

I. Evaluating learning Assessment

Directions: Use circle O at the right to identify the terms related to the
circle.
1. AG
2. AF
3. GAD
4. KH
5. CGB
6. Point A

7. AB

J. Additional activities for

application and remediation. Directions:

Work in pairs. They will each fold a circle to show 4 diameters and
name the diameters and the radii formed. Use capital letters to name
the points on the 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 solved?
G. What innovation or localized
materials did I use/ discover which
I wish to share with other
teachers?

Prepared & Demonstrated by:

ARCELLE YUAN
Teacher III

Observed by:
GURO-AKO
MT- I