Grade
School Grade 5
Level
Detailed
Learning
Lesson Plan in Teacher Mathematics
Area
Mathematics
Teaching
5
Date and Quarter Third
Time
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the parts of
a circle, including their definitions and real-life
applications.
B. Performance The learner is able to apply knowledge in solving real
Standards life problems/ situations.
C. Most Essential
Learning Identifies the terms related to a circle (M5GE-IIId-23.2).
Competency
D. Learning Objectives: In a 60mins. discussion, 80% of the students will be able
to:
Identify the parts of the circle (center, radius,
Knowledge diameter, and circumference).
Mark the parts of a circle, and label these parts on a
Skill drawn on printed paper.
Attitude Recognize the importance of circles in real life.
II. CONTENT Circle and its Parts
III. LEARNING RESOURCES
A. References
K-12 MELCS with CG Codes”. Dep Ed Commons.
Accessed 21 December 2020.
1. Teacher’s Guide
[Link]
[Link].
2. Learner’s
Materials
Mathematics for the New Generation 3; Math Hour 3;
3. Textbook pages
Math Journeys 3, MISOSA Math Resources
4. Additional
Materials from
Learning Resource
(LR) Portal
B. Other Learning
Resources
C. Materials Charts, Flash cards, Rubrics, Multimedia Devices,
scotch tapes, boards, construction papers, Visual aids,
cutters, rulers, chalk, chalkboard, Laptop, Projector/TV,
LM, TG, MELC
IV. PROCEDURES
Teacher’s Activity Student’s Activity
Preliminary Activities
Good morning, class! Good morning, Teacher!
How are you today? We’re fine, teacher.
Before we start, let’s all
stand up and pray. Annie, Annie: Our Father who
please lead the prayer. art in heaven,
hallowed be thy name.
Thy kingdom come.
Thy will be done
on earth as it is in
heaven.
Give us this day our
daily bread,
and forgive us our
trespasses,
as we forgive those who
trespass against us,
and lead us not into
temptation,
but deliver us from evil.
For thine is the kingdom
and the power, and the
glory,
forever and ever.
Amen.
Please sit down. Who is/are
absent today? None, teacher.
Very good!
We should remember our
classroom rules. And what
are those?
H- Be Honest
E- Be Engaged
A- Be Appropriate
R- Be Responsible
Very good everyone!
T- Treat Everyone with
Respect
A. Reviewing of the [Link]
previous lesson or
presenting the new Guessing Game
lesson
Think of a number from 1-9.
Add two to the number you
are thinking, then multiply it
by 3.
Now tell me the result then I
will tell the number that you
were thinking a while ago. 12, teacher.
The number that you were Yes, teacher.
thinking is 2, am I correct?
Next what is your answer? 24, teacher.
You were thinking the Yes, it is number 6,
number 6, isn’t it? teacher!
Are you amazed by our Yes, teacher!
game class?
2. Review
Last time we learn the
different angles according to
triangles. Again how do we
differentiate triangles
Teacher, we can
according to angles?
differentiate triangles
according angles by
measuring the angles of
a triangle. Right triangle
has 90 degrees’ angle,
acute has 3 acute angles
and obtuse triangle has
more than 90 degrees’
angle.
Excellent! Let’s do what a
nice clap.
Are you ready for another
activity?
Yes, teacher!
Activity: Find the Lost (Students are listening
Circle and participating.)
The pupils will identify the
circular objects (coin, ball,
plate) somewhere in the
classroom. Give students
hints like:
1. I am small and shiny.
People use me to buy Coin, teacher!
things. What am I?
2. You throw, kick, or
bounce me when you Ball.
play sports. What am
I?
B. Establishing a
purpose for the lesson 3. I hold your food when
you eat. I am round
and found on the Plate, teacher.
table.
What am I?
They are all round and
What do you notice about smooth. They don’t have
these objects? corners!
They all look like a circle,
teacher.
What shape do they have?
Excellent!
C. Presenting "Design Your Dream
examples / instances Playground"
of the new lesson.
Objective: Create a (The students will listen
playground design using a to the teacher
secret shape and discover attentively.)
its features.
Materials (per group):
• Large paper or
cardboard
• Colored pencils or
markers
• String or yarn
• Round objects (coins,
lids, bottle caps)
Directions:
1. Think of a playground.
What equipment should it (The students will do the
have? (Swings, slides, activity in their
merry-go-rounds, etc.) respective groups.)
2. Trace round objects
(coins, lids) to design
different parts of the
playground.
3. Mark the center of big
circles using a dot.
4. Measure using string:
o From the center to the
edge.
o Across the widest
part.
5. Label and decorate
your playground.
6. Share your design
with the class.
Final Question: What shape
did we use the most? (Let
pupils realize it's a circle!)
Today, we will learn about
the circle and its parts!
D. Discussing new Let’s discuss first what a (The students will listen
concepts and circle is, anyone who has to the teacher while
practicing new idea if what a circle is? he/she is discussing the
skills #1 topic)
Yes, Shaira?
Shaira: A circle is a
shape.
Okay very good! That is one
of the definitions of a circle.
In other words, a circle is
the set of all points in a
plane that are the same
distance from a fixed point
called the center.
Now, I have here a circle,
what do you see inside the
circle? A point located at the
center of the circle.
Okay, there is a point at the
center of the circle, this
point is called the center
or central point. Circles
are named through their
central point. So, what is
the name of this circle? Circle A, teacher!
Very good!
Next is the radius. What is a
radius? A radius is a line
segment joining the
Radius- A radius is a line center and a point on
segment joining the center
the circle.
and a point on the circle.
Now, if we write B on the
other end of the radius then
we have now segment AB as
the radius of circle A.
All
radii in a circle have equal
length. Radii is the plural
form for radius.
The other part of a circle is
diameter. What is diameter?
please read.
Students: Diameter a
line segment that passes
Diameter- a line segment through the center of
that passes through the the circle.
center of the circle.
A diameter divides the circle
into two equal parts. Also,
the measurement of the Yes, teacher!
diameter is twice the
measurement of the radius
and the central point is the
midpoint of the diameter.
Anyone who can draw a
diameter in the circle?
Yes, Rey? Me, teacher!
Rey:
Very good!
If we write C and D at the
endpoints of the diameter,
then we have segment CD
as the diameter of circle A.
If we write C and D at the
endpoints of the diameter,
then we have segment CD
as the diameter of circle A.
Yes, teacher.
Do you understand?
Very good class!
Processing
E. Discussing new (The students will listen
concepts and carefully.)
practicing new So, a circle is a unique
skills #2 shape because it has no
corners or edges. Every
point on the circle is the
same distance from the
center. This distance is
called the radius. If we
extend this idea, we can
see that a straight line that
connects one point on the
circle to another while
passing through the center
is called the diameter.
Understanding the Circle’s
Properties
All circles have the same
shape but different sizes.
The only thing that changes
is the length of the radius
or diameter.
Every diameter is made up
of two radii. This means
that if we know the radius,
we can find the diameter
by doubling it.
Circles exist everywhere!
Some examples include:
A wheel: The center is
where the axle is placed,
and the radius determines
the size of the wheel.
A clock: The hands of the
clock move around a fixed
center.
A pizza: When you slice a
pizza, the cut goes from the
center outward, just like a
radius!
Nice one, class! Let’s now
move to our activity.
F. Developing mastery I will group the class into
(leads to formative three small learning groups.
assessment)
Each group has to position (The students will go to
in their respective learning their respective groups)
station.
Materials:
Large cut-out circles
(one per group)
Markers
String or rulers
Flashcards with
different circle-related
terms (center, radius,
diameter, chord)
Coins, lids, bottle
caps, or other circular
objects
Activity: Circle Challenge
Group 1: Label the Circle
Task:
Draw a large circle on a
paper or use the cut-out
circle.
Label the following parts
correctly:
✅ Center
✅ Radius
✅ Diameter
✅ Circumference
Explain each part to the
class.
Group 1
Lady: The center is the
dot in the middle.
Vince: The radius is from
the center to the edge.
Cedric: The diameter is
twice the radius.
Johaina: The
circumference is the
total distance around the
circle!
Group 2: "Circle Puzzles"
Activity
Materials:
Printed image of a pizza.
Scissors
Marker
Task:
The group receives an
image of a circular object.
Cut out the image and
divide it into three parts:
center, radius, and other
parts of the circle.
Rearrange the puzzle and
correctly label the parts of
the circle using markers.
Present the completed
puzzle and explain each
labeled part.
Group 2
Beberly: The center of a
circle is the fixed point
that is equidistant from
all points on the
boundary of the circle.
Angel: The radius is a
straight line segment
that starts from the
center of the circle and
extends to any point on
the circle’s boundary.
Group 3: Find the Circles
Around You
Task:
Search the classroom for
objects that are circular in
shape.
Identify their parts (center,
radius, diameter,
circumference).
List at least three circular
objects and describe how
they are used in real life.
Group 3
Hitomi: The wall clock is
a circle. The center is
where the hands meet!
John Rey: A plate is a
circle! The edge is the
circumference!
Johairrah: A basketball is
also circular. Its
diameter helps
Great job, everyone! Let’s determine its size!
check your answers by
group using our rubric: POP!
(See last page of the Lesson
Plan)
Group 1: Everyone is
participating, on task, and
polite! 8 points for them.
Group 2: Not everyone is
participating but they are on
task and polite! They have 5
points.
Group 3: Everyone is
participating yet not polite
but are on task. They have 5
points!
Nice one, everyone!
G. Finding practical Finding Practical
applications of applications of concepts and
concepts and skills in skills (Application/Valuing)
daily living
Activity:
Coin Spinning Race!
Give each student a coin to
spin on a table.
They will:
✅ Observe how the circle
moves when spinning.
✅ Compare different-sized
coins and their spinning
time.
Because they have a
Why do coins’ spin well? smooth circular edge,
teacher!
What happens if we try to It won’t roll properly!
spin a square object?
Very good, class!
Making generalizations and
abstractions about the
lesson
(Generalization)
For better understanding,
we need to answers these
questions.
A circle is a shape with
What is a Circle? all points equidistant
from its center.
The parts of a circle
What are the parts of a include the center,
H. Making Circle? radius, diameter, and
generalizations and circumference.
abstractions about the
lesson
The radius is a line
What is a radius? segment from the center
to any point on the
circle.
What is diameter? The diameter is twice
the radius and passes
through the center.
Understanding these
concepts helps in real-life
applications such as
designing wheels,
measuring circular objects,
and calculating distances.
I. Evaluating Learning Direction: In a ¼ sheet of
paper, read each question (The students will
carefully and choose the answer the quiz.)
correct answer.
Answer Key:
1. What is the fixed point at
1. c. Center
the middle of a circle called?
2. a. Radius
a. Radius
3. c. Diameter
b. Diameter
c. Center 4. c. Infinite
d. Edge 5. b. 10 cm
6. a. The diameter is
twice the radius.
2. What do you call a
straight line segment from 7. b. OC
the center to any point on
8. b. 7 cm
the circle?
9. b. A basketball
a. Radius
10. c. Radius
b. Diameter
and Diameter
c. Center
d. Chord
3. What is the longest line in
a circle that passes through
the center?
a. Chord
b. Radius
c. Diameter
d. Tangent
4. How many radii can a
circle have?
a. One
b. Two
c. Infinite
d. Four
5. If a radius of a circle is 5
cm, what is the length of the
diameter?
a. 5 cm
b. 10 cm
c. 15 cm
d. 20 cm
6. What is the relationship
between radius and
diameter?
a. The diameter is twice the
radius.
b. The radius is twice the
diameter.
c. They are equal.
d. The diameter is half of
the radius.
7. If the center of the circle
is labeled as "O," which
notation correctly
represents a radius?
a. AB
b. OC
c. XY
d. CD
8. If the diameter of a
circular plate is 14 cm, what
is the radius?
a. 14 cm
b. 7 cm
c. 28 cm
d. 21 cm
9. Which of the following
objects is an example of a
circle?
a. A book
b. A basketball
c. A triangle ruler
d. A pencil box
10. What part of a circle
helps create wheels, coins,
and clocks in real life?
a. Chord
b. Center
c. Radius and Diameter
d. Triangle
Assignment:
Direction: In your
assignment notebook, each
student chooses a circular
object they like (e.g.,
J. Additional activities basketball, donut, clock).
or remediation
They will explain:
✅ Why they like it.
✅ Where they see it in real
life.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% of the
evaluation
B. No. of learners who
require 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 learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why did
these works?
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: Observed by:
Rhea S. Calantina Ronnel P. Davis
Trisha Mae Sedoriosa
Juliet M. Silva
Roxan V. Paguntalan
Groupings Rubric.
Am I POP?
During the
task, I was… 5 3 2
Participating Participating very Participating Not participating as
frequently in frequently in much as he/she
discussions and/or discussions and/or could or should
written work. written work. have in discussion
and/or written
work.
On task On task the entire On task most of Frequently off task.
time. the time.
Polite Respectful and Respectful and Frequently
considerate at all considerate most disrespect and
times. of the time. inconsiderate.