Lesson Plan in MathematicsGrade 5

Grade V – Acacia (7:50-8:50) Molave (8:50-9:50)

I. Learning Objectives

Cognitive: Name the unit of measure used for measuring the volume of cubeAnd rectangular prism

Psychomotor: Convert one cubic unit of measure to larger or smaller unitAffective: Work cooperatively with the other members of the group

II. Learning Content

Skills: Naming an appropriate unit of volume finding the volume of cube and rectangular prism.Converting one cubic unit of measure to a smaller unit, and vice versa

Reference: BEC-PELC III.3 Mathematics 5: Mathematics for a Better life, Coronel And Bamba, pp. 260-261

Materials: PPT presentation of the units for measuring volumeValue: Accuracy

III. Learning Experiences

A. Preparatory Activities

1. Drill a. Have the pupils identify the different kinds of figures.

2. Review a. Identify the parts of a circle.

1 2

1 23

4 5

3 b. Review on finding the diameter and radius of a circle. Game: Flash and Tell

5 representatives from the boys, and 5 from girls. As the teacher flashes card with the diameter d, a pupil in

line will give the value of the radius r. If the card flashed has the value of radius, pupils will give the value of diameter.

The pupil who can give the correct answer first earns point. The group with the most number of points wins the game.

1. d = 7 6. r = 1502. r = 9 7. r = 753. r = 24 8. d = 404. d = 36 9. d = 725. d = 42 10. r = 300

3. MotivationAsk the pupils: What shape is the lot on which your house stands?

Do you have any idea how large your lot is?

B. Developmental Activities

1. Presentation

a. Have the pupils read the problem below.

Tado wants to find the distance around their circular table. He measured its diameter to be 2.8 m. Can you help

him?

Ask the pupils: What are given? What is asked?

2.8 m

c. Group the class into 4. See to it that each group has all the required materials for the activity. Have them record their findings on the table below. Let the pupils measure the distance around the circular objects.(See to it that pupils get the correct measure for the diameters by letting them trace the circular object on a piece of paper and fold the circle in half).

Circle Circumference Diameter C ÷ d (ratio of c/d)

A

B

C

Ask the pupils: What have you observed from the quotient/ratio derived from their

varied measurements? (For any circle, the ratio of the circumference to the diameter is about 3 1/7 or 22/7).

d. Point out a Greek Mathematician used the Greek letter π (pi) to name q this number, and it has a decimal value whose digits do not end

and repeat.

e. Using this relationship c/d= 3.14 or c/d = π, elicit from the pupils the formula. C = 3.14 x d or C = πd, and the ration of the circumference to the diameter.

Ask the pupils: what if the ratio is given? What formula will you have

for the circumference? (Elicit from the pupils, that if the radius is given, multiplying pi and twice the radius is equal to the circumference, too. C =2πr

Now that you know the formula for finding the circumference of a circle, can you help Tado solve his problem?

Given the d = 2.8, let the pupils solve for the circumference of the round table. Have them write the formula first then substitute values before computing the answer.

2. Fixing Skills

Using 3.14 for π find the circumference of the circle with.1. d = 12 cm2. d = 5 cm3. r = 2 cm4. r = 1.5 cm5. d = 3.5 cm

3. Generalization

Ask the pupils: What is the formula for the circumference of thecircle?

4. Application

Using 22/7 for π, find the circumference of:a. r = 2 m b. d = 42 cm c . r = 5 m

IV. Evaluation

A. Find the circumference of these circles using π = 3.14

1. 2. 3.

V. Assignment

A. Find the circumference:

o Barky, a puppy, made a path by walking at the end of his chain,

which is 6 meters long. What is the distance around a Barky’s path?

What is asked? What is given? Use either C = 2πr, or C = πd formula.

8 cm 5 cm 12 cm

Prepared by:

RENEL R. SITON Intern

Checked:LYNARD BOBBY L. ASIRIT

Critic Teacher