MATHEMATICS V

Date: ___________ I. Objective: Derive the formula for finding the circumference of a circle Value: Creativity; Resourcefulness

II. Subject Matter: Deriving a formula for finding the circumference References: Materials: BEC-PELC A1.1 p. 36 Enfolding Mathematics V Cut-outs of circles of different sizes Protractors

III. Subject Matter: A. 1. Preparatory Activities: a. Exercises in OBFAD/4Fs (One Basic Fact a Day) b. Drill: Convert the following to m 100 cm = _______ m 125 cm = _______ m Convert the following m to cm .7 m = _________ cm 8 m = _________ cm c. Review: Conduct a review of the different kinds of plane figures. Recall the parts of a circle. Have them tell something about circle. d. Checking of Assignment 2. Lesson Proper: Motivation: Give examples of things that are round. Give their uses. Do they add beauty? B. Presentation: a. Present this story problem written on a chart. Mayor Ople of Hagonoy, Bulacan built a fountain in front of the town plaza. The fountain stands on a circular pond with a diameter of 20 meters. Find the distance around the pond. b. Distribute individual cut outs of circles of different sizes to the pupils. c. Explain the meaning of: circumference distance radius pi

C. Generalization: What is the meaning of circumference? What is diameter? Radius? What is the formula in finding the circumference of a circle? D. Practice Exercises: Find the circumference by using the formula

IV. Evaluation: Find the circumference: 1. Radius 5 meters 2. Radius 7 cm 3. Diameter 12 cm V. Assignment: Analyze the problem then solve using the formula. The wheel of Paolo's bicycle has a diameter of 20 cm. How far can it travel when the wheel makes 10 complete turns?

MATHEMATICS V
Date: ___________ I. Objective: Find the circumference of each circle using the formula. Value: Show respect in making ones home beautiful and orderly

II. Subject Matter: Circumference of a Circle References: Materials: BEC-PELC III A.1 p.36 Enfolding Mathematics V Cylindrical figures like cans, wheels and bottle cups, cut outs of circle of different sizes, protractors

III. Subject Matter: A. 1. Preparatory Activities: a. Exercises in OBFAD/4Fs (One Basic Fact a Day) b. Drill: Identify polygon drown bellow

c. Review: What is the name of the part of the circle drawn bellow?

d. Checking of Assignment 2. Lesson Proper: Motivation: Have you seen plants named crotons? Describe them. Discuss with the pupils how they can help in beautifying their school. Have them give examples of plants that can beautify one's school, house or yard. B. Presentation:

1. Present this problem written on the chart. Mrs. Ramiro planted dwarf crotons around her circular flower garden which has a diameter of 8 meters. How many meters will be planted with dwarf crotons? 2. Have them analyze the word problem. Lead them to discover the circumference by placing a meter-marked string around the circle and counting the meter marking. Let them study how to find the circumference by computation. C = 8 x 3.14 = 25.12 m C. Generalization: What is the formula in computing the circumference, if the diameter is given? If the radius is given? D. Practice Exercises: Copy and complete the table. Use pi = 3.14 Radius Diameter Circumference 1 3 cm 2 10 m 3 12 cm 4 8m IV. Evaluation: Find the circumference of each circle.

2. Radius = 14 m V. Assignment: Read and solve. 1. The girl scouts helped plant medicinal herbs around the circular town plaza with a 40 m diameter. Find the circumference of the town plaza? 2. The diameter of a circular garden in the park is 18 m. Find the circumference of the garden.

MATHEMATICS V
Date: ___________ I. Objective: Tell what is asked/are given/word clues/operation(s) to solve the problem Value: Critical Thinking

II. Subject Matter: Problem Solving References: Materials: BEC III A.2.1.1.1. p.36 Enfolding Mathematics V Chart on problem solving

III. Subject Matter: A. 1. Preparatory Activities: a. Exercises in OBFAD/4Fs (One Basic Fact a Day) b. Drill: Identify the following polygons

c. Review: What is the formula for finding circumference? d. Checking of Assignment 2. Lesson Proper: Motivation: Your mother asked you to buy a kilo of avocado. When you reached the market, you saw class A avocado for P 40.00 a kilo. Overly ripped avocados cost P 20.00 a kilo. Which would you buy? Infuse the value of critical thinking. B. Presentation: 1. Present this story problem written on a chart. (Discuss critically) Sta. Monica Elementary School has a circular playground with a radius of 18 meters. How many meters of wire are needed to enclose the playground? 2. Call on the pupils to answer each step in analyzing the word problem. For step 1 have the pupils read the problem aloud. For step 2, have the pupil repeat the question to be answered. For step 3 have a pupil relate what information(s) is/are given. For step 4 in dealing which process to use, have the pupil reread the word problem for key words to give them the clue.

C. Generalization: How do we analyze word problems? Give the steps that must be followed in solving word problems. D. Practice Exercises: Analyze this problem. Tell what is asked/ is/are given and the operation to be used. One day, Justin and Joseph made a kite. They placed a big circle on the body of the kite. The circle is trimmed around with colorful strings. How long is the string if the radius of the circle is 40 cm? IV. Evaluation: Read carefully. Give your answers to a. What is asked? b. What are given? c. What operation is needed in solving the problem? 1. Mr. Villanueva wants to fence his circular bamboo field with cyclone wire. How much cyclone wire does he need to use if the field has a radius of 15 meters? 2. Find the circumference of a circular lagoon if the radius is 8 meters. V. Assignment: Read the problem your answers to 1. What is asked? 2. What are given? 3. Operation needed problem Trina and Paulo painted the scenery for the class play. For the moon, they drew a circle. Then they trimmed it around with a string of sequins. If the diameter of the moon is 120 cm., how long was the string of sequins that they used?

MATHEMATICS V
Date: ___________ I. Objective: Analyze the word problem Value: Initiate in doing things

II. Subject Matter: Analyzing Word Problems References: Materials: BEC-PELC A2.1.1 p. 36 Enfolding Mathematics V chart with steps in problem solving

III. Subject Matter: A. 1. Preparatory Activities: a. Exercises in OBFAD/4Fs (One Basic Fact a Day) b. Drill: Drill on giving names to the different polygons c. Review: Recall how to find the circumference of a circle. Find the circumference: 1. Radius = 5 cm 2. Radius = 3 cm d. Checking of Assignment 2. Lesson Proper: Motivation: Show to the class a sample of a crochet circular doily. Ask there if they have also crocheted items at home. Discuss with the pupils how they can initiate projects at home and in school. Infuse the value of having initiative in doing things. B. Presentation: Alice is making a circular table cloth. It has a diameter of 1.4 meters. How many meters of lace are needed to decorate the sides of the table-cloth? Let them read and analyze the problem. Ask a pupil to read the question and another to answer it. C. Generalization: What are the steps in analyzing word problems? D. Practice Exercises: Read carefully and answer each question.

Rita made a circular placemat which has a radius of 3 cm. How many centimeters of lace trimmings are needed to put around the placemat? IV. Evaluation: Analyze the problem carefully. The members of the Barangayette are helping the teachers plant medicinal plants around the circular Science Garden of the school. The Science Garden has a diameter of 2 meters. Find the circumference of the Science Garden. V. Assignment: Analyze the problem. Follow the steps learned in analyzing word problems. Joan would like to out ribbon around a centerpiece that is circular in shape. If it has a diameter of 20 cm, how long will the ribbon be?

MATHEMATICS V
Date: ___________ I. Objective: Transform the word problem into number sentence Value: Wise use of leisure time

II. Subject Matter: Problem Solving References: Materials: BEC-PELC A 2.1.2 p.36 Enfolding Mathematics V Cut-outs of circles of different sizes Protractors

III. Subject Matter: A. 1. Preparatory Activities: a. Exercises in OBFAD/4Fs (One Basic Fact a Day) b. Drill: Identifying plane figures c. Review: Steps in analyzing word problems d. Checking of Assignment 2. Lesson Proper: Motivation: You were already in school when classes were suspended due to very inclement weather condition. What will you do to make your time worthwhile? Infuse the value of using the using the leisure time wisely B. Presentation: 1. Present this word problem for analysis. Mr. de Rivera sewed a white round veil for her daughters first communion. She needs a five lace around the veil. How long was the lace that she used if the radius of the veil was 80 cm? 2. Have the pupils analyze the word problem orally. 3. Provide additional practice exercises as may be needed. C. Generalization: How would you be able to give the mathematical sentence of certain word problem? D. Practice Exercies: Give the mathematical sentence for each problem. 1. Angel would like to put lace around a circular centerpiece. If the centerpiece has a diameter of 15 cm, how long will the lace be? 2. What is the circumference of a table with a 25.5 cm diameter? IV. Evaluation: Give the mathematical sentence.

1. Mrs. Lazaro crocheted the top cover of their dining table, then she sewed the trimmings on the edges. If the diameter of the finished table cloth cover is 3 meters, how many meters of trimmings were used? 2. Mr. Ramiro fenced his circular vegetable garden with chicken wire. The radius of the garden is 7.5 meters. How many meters of chicken wire did he use? V. Assignment: Give the mathematical sentence. 1. A circular swimming pool has a diameter of 18 m. Find the distance the pool. 2. The wheel of Paolo's bicycle has a diameter of 20 cm. How far can it travel when the wheel makes 10 compete turns?

MATHEMATICS V
Date: ___________ I. Objective: Use the correct operation Value: Cleanliness, Orderliness

II. Subject Matter: Problem Solving References: Materials: BEC-PELC A 2.1.3 p.36 Enfolding Mathematics V Chart on problem solving

III. Subject Matter: A. 1. Preparatory Activities: a. Exercises in OBFAD/4Fs (One Basic Fact a Day) b. Drill: Drill on the identification of the different polygons. c. Review: Review the steps in Problem Solving d. Checking of Assignment 2. Lesson Proper: Motivation: You are a member of Family I assigned to clean the H.E.'s kitchen. How can you help to make the task easier? Infuse the value of cleanliness and orderliness in the discussion. B. Presentation: Go over the different word problems involving finding the circumference that have been presented on the chart. Call pupils to analyze each problem. Then let them solve the problem using the correct operation either on the board or in their seats. Have them show their solution to the problem. Remind the pupils to label the given facts correctly. C. Generalization: What must you remember in order to analyze and solve word problems correctly? D. Practice Exercises: Solve by using the correct operation. Show your solutions. 1. The diameter of a circular garden is 18 meters. Find its circumference. 2. A telescope has a lens with a diameter of 102 cm. What is the distance around the lens? IV. Evaluation: Read carefully. Solve the problem by using the correct operation. Label the numbers properly. 1. The boy scouts helped plant medicinal herbs around the circular town plaza which has a diameter of 40 meters. Find the circumference of the town plaza. V. Assignment:

Read carefully. Then answer the questions. Nanette's circular garden is 5 meters in diameter. How many meters of chicken wire are needed to fence it? 1. The problem asks for the of meters of chicken wire needed to put a fence around the garden. 2. The given facts are 5 m and _______. 3. The mathematical sentence is _______. 4. The solution is _______. 5. The answer is _______.

MATHEMATICS V
Date: ___________ I. Objective: State the complete answer Value: Initiate in doing things

II. Subject Matter: Stating the Complete Answer References: Materials: BEC-PELC A. 2.1.4 p.36 Enfolding Mathematics V Chart, flashcards, show-me-card

III. Subject Matter: A. 1. Preparatory Activities: a. Exercises in OBFAD/4Fs (One Basic Fact a Day) b. Drill: Multiplication facts (using flashcards) c. Review: Read and answer the questions after this problem. A circular garden has a radius of 4.5 m. What is its circumference? What is asked? What is/are given? The word clue/s? What is the operation to be use? What is the number sentence? d. Checking of Assignment 2. Lesson Proper: Motivation: Have some pupils describe a circular table cloth they may have at home or in school. Discuss with the pupils how they can initiate projects at home or in school. B. Presentation: 1. Present this -problem on the board Nice is making a circular table cloth. It has a diameter of 1.4 meters. How many meters of lace are needed to decorate the sides of the table cloth? 2. Discussion What is asked in the problem? What are the given facts? How do you make the diagram for the problem? What is the formula for finding the circumference? What is the mathematical sentence? What is the complete answer? C. Generalization: How will you state the complete answer in solving word problems?

D. Practice Exercises: Solve. State the complete answer. 1. Patricia made a circular cloth placemat as her project in H.E. It has a diameter of 30 centimeters. How many centimeters of bias binding are needed to put around the cloth? 2. A telescope has a lens with a diameter of 102 cm. What is the distance around the lens? IV. Evaluation: Solve each problem. State the complete answer. 1. Mr. Cabral wants to fence his circular bamboo field with cyclone wire. How much cyclone wire does he need to use if the field has a radius of 15 m? 2. Marina wants to measure the circumference of her dinner plate. She got a ruler and found its radius. The plate's radius is 12 cm. What is the circumference? V. Assignment: 1. Mrs. Caparas crocheted the top cover of their round dining table. Then she sewed trimmings on the edges. If the diameter of the finished table cover is 3 meters, how many meters of the trimmings were used? 2. Mr. Bautista fenced his circular vegetable garden with chicken wire. The radius of the garden is 15 meters. How many meters of chicken wire did he use?

MATHEMATICS V
Date: ___________ I. Objective: Solves word problems involving circumference measure Value: Wise use of leisure time

II. Subject Matter: Solving Word Problems Involving Circumference Measure. References: Materials: BEC-PELC A.2.1 Enfolding Mathematics V Chart o n problem solving

III. Subject Matter: A. 1. Preparatory Activities: a. Exercises in OBFAD/4Fs (One Basic Fact a Day) b. Drill: What do you call this angle?

c. Review: Find the circumference given the following data. 1. D = 5 cm 2. R = 3 cm 3. R = 8 m d. Checking of Assignment 2. Lesson Proper: Motivation: Classes are suspended due to bad weather. What will you do so that your time will be worthwhile? Infuse the value of using their leisure time wisely. B. Presentation: 1. Present this problem. Trina has a project in EPP-HE. She plans to make a circular table cloth. It has a diameter if 1.4 How many meters of lace will she need to decorate sides of the table cloth? 2. Discuss with the pupils how the problem will be solved. Have them take note of the steps used in analyzing and solving word problems.

C. Generalization: What are the steps that you must remember in analyzing and solving word problems? D. Practice Exercises: Read carefully and solve. 1. Linda is making a circular veil which has a radius of 7 cm. How many centimeters of lace trimmings does she need to put around the veil? 2. The diameter of a circular garden in the park is 15 m. Find its circumference? IV. Evaluation: 1. Tito Celing needs some old tires in making flower pots. What is the circumference of each flower pot if the radius is 25 cm? 2. If the radius of the Ferris Wheel is 12 m, what is its circumference? V. Assignment: Read and solve. 1. Bebs would like to put ribbon around a centerpiece that is circular in shape. If it has a diameter of 23 cm, how long will the ribbon be? 2. The skating rink at a mall has a diameter of 12 m. How many meters of railing are needed to surround the skating rink?

MATHEMATICS V
Date: ___________ I. Objective: Find the area of parallelograms in square meters/centimeters Value: Promote community responsibility

II. Subject Matter: Finding the Area of Parallelogram References: Materials: BEC III B.1 p. 37 Enfolding Mathematics V Flashcards, illustrations

III. Subject Matter: A. 1. Preparatory Activities: a. Exercises in OBFAD/4Fs (One Basic Fact a Day) b. Drill: Multiplication facts (using flashcards) c. Review: What are the different plane figures? d. Checking of Assignment 2. Lesson Proper: Motivation: Talk about the role of farmers in food production. Let them appreciate the role of farmers to our country. Then discuss about the responsibilities of every citizen in the community. B. Presentation: 1. Present this lesson for discussion A field has nearly the shape of a parallelogram in which the base is 65 meters and the height is 48 meters. What is the area of the field? 2. Discussion: Solution:

Base = 65 m Height = 48 m Formula: base x height = area of parallelogram Area of parallelogram = 65 x 48 = 3220 m2 The field has an area of 3220 m2 C. Generalization: What is the formula in finding the area of parallelogram? D. Practice Exercises: Solve for the area of parallelogram. (Group Activity)

1. b = 12 m; h = 15 m 2. b = 18 m; h = 20 m

A = ________ A = ________

3. b = 25 m; h = 8 m A = _______ 4. b = 8.5 cm; h = 4 cm A = _______

IV. Evaluation: Solve for the area of the following. 1. b = 51 m h = 26 m A = _____ 2. b = 15 cm h = 9.5 cm A = _____ 3. b = 12 m h=8m A = _____ V. Assignment: Solve the following problems. 1. Mrs. dela Paz has a sugarcane field in the shape of a parallelogram. Its base is 500 meters and its altitude is 200 meters. What is its area? 2. A parallelogram lot is for sale P 1,200.00 per square meter. How much is the cost of a lot with 320 m base and 210 m height?

MATHEMATICS V
Date: ___________ I. Objective: Find the area of trapezoids in square meters/centimeters Value: Eating fish is good for the body

II. Learning Content: Finding the Area of Trapezoids References: Materials: BEC III B.1 p.37 Enfolding Mathematics V Cut-outs, illustrations, flashcards

III. Subject Matter: A. 1. Preparatory Activities: a. Exercises in OBFAD/4Fs (One Basic Fact a Day) b. Drill: Basic multiplication facts (using flashcards) c. Review:

What is this figure?

Let us place two of these triangles together like this. What figure is formed? Is one triangle equal to one-half of the parallelogram? d. Checking of Assignment 2. Lesson Proper: Motivation: Motivate the children by asking them what kind of food they like to eat. Encourage them to eat fish than meat by discussing the food nutrients we get from fish. Also discuss the money our mothers can save if the family will eat more fish than meat. B. Presentation: 1. Present this example written on the board. Since we know that parallelogram consist of 2 triangles, let us solve for the areas of 2 triangles in the trapezoid. 2. Discussion: (illustrated written on the board) C. Generalization: What is the formula in finding the area of a trapezoid? D. Practice Exercises:

Find the area of these trapezoids.

IV. Evaluation: Find the area of these trapezoids. Base 1 Base 2 Height Area 1. 7 m 8.5 m 4.5 m 2. 12 cm 10 cm 7.5 cm 3. 15 cm 11 cm 6 cm 4. 10 m 15 m 9 cm 5. 25 m 20 m 16 m V. Assignment: Find the area of this trapezoids.

MATHEMATICS V
Date: ___________ I. Objective: Find the area of a circle Value: Show

II. Learning Content: Finding the Area of a Circle References: Materials: BEC III B.1 p.37 Enfolding Mathematics V Cut-outs, illustrations, flashcards

III. Subject Matter: A. 1. Preparatory Activities: a. Exercises in OBFAD/4Fs (One Basic Fact a Day) b. Drill: Basic multiplication facts (using flashcards) c. Review: A circle is a closed plane figure. It is not formed by line segments. Is a circle a polygon? What is the formula in finding the circumference of a circle? d. Checking of Assignment 2. Lesson Proper: Motivation: Discuss the meaning of herbs. Discuss also how to make one's pace beautiful. Let them give examples of plants that can beautify one's home or yard. Let them give other ways to make a certain place beautiful. B. Presentation: 1. Present this problem written on the board. A rectangular lawn is 18 m by 12 m. At each end of the lawn, there is a circular flower plot with a radius of 3 rn. Find the area of the two circular flower plots. 2. Discussion What is asked in the problem? What are the given facts? What is the solution using the formula: A = r 2? 2 Area of the 2 flower is 56.52 m Solution: (illustrated on the board) C. Generalization: Give the formula in finding the area of a circle. D. Practice Exercises: Find the missing data. 1. Radius = 12 cm Area = _______ 2. Diameter = 18 m Area = _______

3. Radius = 31.6 cm

Area = _______

IV. Evaluation: Find the area of these circles: 1. r = 18 cm 2. r = 16.4 cm 3. d = 7.6 cm 4. r = 12 cm 5. d = 19 m V. Assignment: Complete the table. An example is done for you. Radius 12.3 cm 12.25 m _________ 3.5 cm Diameter 24.6 cm _________ 18 dm _________ Circumference 77.244 cm _________ _________ 21.98 Area 475 cm2 _________ _________ _________

MATHEMATICS V
Date: ___________ I. Objective: Analyze the word problem Value: Appreciate Filipino sports and games

II. Learning Content: Analyze the Word Problem References: Materials: BEC III B.2.1.1 p.37 Enfolding Mathematics V Flashcards, chart with word problems

III. Subject Matter: A. 1. Preparatory Activities: a. Exercises in OBFAD/4Fs (One Basic Fact a Day) b. Drill: Basic multiplication facts (using flashcards) c. Review: What are the steps to solve word problems easily? d. Checking of Assignment 2. Lesson Proper: Motivation: What is your a favorite sport or game? Why do you like it? Does it help to make your body strong and healthy? Do you know other Filipino sports and games? Give examples. Lead the children to the appreciation of Filipino sports and games. B. Presentation: 1. Present this problem The bases of a trapezoid are 6.5 cm and 3.7 cm, Find the area if its height is 7.3 cm. 2. Discussion What is asked? What is/are given? What is/are the word clue/s Give the operation to be used? What is the mathematical sentence? 3. Give more word problems to be analyzed by the pupils. C. Generalization: What should we remember in analyzing word problems? D. Practice Exercises: Read and answer the following questions. 1. A circular park has a radius of 70 meters. What is its area? What is asked? . What are the given facts? What is the word clue? What is the operation to be used?

 What is the mathematical sentence? 2. Each morning, Rudy jogs 6 times around the Memorial Circle. If he covers a distance of 2827 m, what is the radius of the Circle? What is its area? What is asked? What are the given facts? What is the word clue? What is the operation to be used? What is the mathematical sentence? IV. Evaluation: Read and analyze the following problems: 1. Manuel cut a circle from a piece of red paper. Its diameter is 3.5 centimeter. What is its area? 2. A lot is in the form of a triangle. The base is 38 rn and the height is 25 m. What is the area of the lot? V. Assignment: Analyze this problem: The area of a circular antenna is 19.625 m2. Find its radius.

MATHEMATICS V
Date: ___________ I. Objective: Solves word problems involving area of plane figures Value: Appreciate the beauty and ways of life in the farm

II. Learning Content: Solving Word Problems Involving Area of Plane Figures References: Materials: BEC B 2.1 p. 37 Enfolding Mathematics V Flashcards, chart with word problems

III. Subject Matter: A. 1. Preparatory Activities: a. Exercises in OBFAD/4Fs (One Basic Fact a Day) b. Drill: Basic multiplication facts (using flashcards) c. Review: What should we remember in analyzing word problems? d. Checking of Assignment 2. Lesson Proper: Motivation: Ask them if they have seen grain stalks swaying in the fields. Have them narrate their experiences in the fields. Ask them if they want to live in the farm? Why and why not? Ask the pupils what beautiful spots can be seen in the farm? Lead them to appreciate the ways of life in the farm. B. Presentation: 1. Present this problem. The bases of a trapezoid are 5.4 cm and 7.2 cm. Find its area if the height is 3.5 cm. 2. Discussion: What is asked? What are the given facts? What is/are the operation/s to be used? What is the formula in finding the area of a trapezoid? What is the mathematical sentence? What is the complete answer? Show the solution on the board. C. Generalization: What would we remember in solving the area of a plane figures? D. Practice Exercises: Read and solve. A dinner plate has a diameter of 25.8 cm. What is its radius, circumference and area?

IV. Evaluation: Read and solve: 1. How many square meters of carpet are needed to cover a room of 7.85 m by 9.5 m? 2. The length of a rectangle is 2.75 m and its width is 3.15 m. What is its area? V. Assignment: Read and solve. A circle graph in the book has a radius of 4.9 cm. Find the area.

MATHEMATICS V
Date: ___________ I. Objective: Tell what is asked given, word clue and operation to be used Value: Industry, Productivity

II. Learning Content: Telling what is asked, given, word clue and operation to be used (problem solving) References: Materials: BEC III B.2.1.1.1 p. 37 Enfolding Mathematics V Word problem chart, flashcards, show me card

III. Subject Matter: A. 1. Preparatory Activities: a. Exercises in OBFAD/4Fs (One Basic Fact a Day) b. Drill: Tell what kind of plane figures are the following.

c. Review: Write the formula in finding the area of the following polygons. 1. circle 2. square 3. trapezoid 4. rectangle 5. triangle d. Checking of Assignment 2. Lesson Proper: Motivation: Who among you have a backyard? Can you describe to us what we can find in your backyard? What can you do to make it Productive? B. Presentation: 1. Mr. Perez wanted to plant some vegetables at his triangular backyard. Together with his brother they cleaned the area with a base of 60 dm and a height of 30 dm. What was the total area that they cleaned? 2. Discussion: What is asked in the problem? What are given? What are the word clues?

What operations will be used to solve the problem?

C. Generalization: How do we analyze word problems? D. Practice Exercises: Read and analyze. Mang Daniel's tilapia fishpond is in the shape of a trapezoid. Its upper base is 6 m, while its lower base is 8 m. What is the area of the trapezoid if its height is 4 m? 1. What is asked? 2. What are given? 3. What are the word clues? 4. What are the operations to be used? IV. Evaluation: Read the problem and supply the needed information. Janica wants to buy a new carpet for their living room which is 9 meters long and 5 meters wide. What is the area of the carpet that she needed? Ask: ________________________ Given: ________________________ Word clues:________________________ Operation: ________________________ V. Assignment: Read and analyze. Mrs. Mariano has a lot which is shaped like a trapezoid. The dimensions of the lot are bl = 12 m; b2 = 17 m; s = 10 m and h = 8 m. What is the area of the lot? Ask: ________________________ Given: ________________________ Word clues:________________________ Operation: ________________________

MATHEMATICS V
Date: ___________ I. Objective: Transform the word problem into a number sentence Value: Creativity

II. Learning Content: Problem Solving References: Materials: BEC IV B.2.1.2; 2.1.3; 2.1.4 p. 37 Enfolding Mathematics V Word problem chart, show-me-card

III. Subject Matter: A. 1. Preparatory Activities: a. Exercises in OBFAD/4Fs (One Basic Fact a Day) b. Drill: Identifying plane figures c. Review: Review the steps in analyzing word problems. d. Checking of Assignment 2. Lesson Proper: Motivation: If you have an old scarf, are you going to throw it away? Use it as rag? (Infuse the value of being creative) B. Presentation: Raiza covered her old triangular scarf with sequins and beads. What is the area covered if the scarf has a base of 130 cm and a height of 70 cm? 1. Discussion: What is asked in the problem? What are the given facts? What are the word clues? What is the formula for finding the area of a triangle? What is the number sentence? What operations are we going to use? What is the complete answer?

C. Generalization: In solving word problems involving area, How do we transform word problem into a number sentence? How are we going to know the operation/operations to be used? How do we state the complete answer in solving word problem? D. Practice Exercises:

Read and analyze Two brothers, Patrick and Dennis inherited a piece of land from their parents. Patrick's lot has a base of 140 m and a height of 80 m., while Dennis' has a base of 125 m and a height of 75 m. What is the area of Patrick's lot? The operation/s needed ___________________ The number sentence ___________________ The complete answer ___________________ IV. Evaluation: A. Read the problem and supply the needed information. Bianca bought a corner lot in the shape of a trapezoid. The upper base is 45 m, the lower base is 60 m and the height is 30 m. What is the area of the lot? The operation/s needed ___________________ The number sentence ___________________ The complete answer ___________________ V. Assignment: Read and answer the questions that follow. Mr. dela Cruz has a triangular field of a palay, the base which is 20 meters and the altitude is 16 meters. Find the area of the triangular field. What is the number sentence? What operations are needed? What is the complete answer?

MATHEMATICS V
Date: ___________ I. Objective: Value: Tell the unit of measure used for measuring the volume of cubes/rectangular prisms Being well organized

II. Learning Content: Telling the unit of measure used for measuring the volume of cubes/rectangular prisms References: Materials: BEC III C.1.1 p. 38 Enfolding Mathematics V ruler, real objects such as dice, shoebox, hollow block, powdered milk box, illustrations, show-me-card

III. Subject Matter: A. 1. Preparatory Activities: a. Exercises in OBFAD/4Fs (One Basic Fact a Day) b. Drill: Tell what spatial figures are the following 1. _______ 3. _______

2.

_______

4.

_______

c. Review: Identify the spatial figure being described. _______ 1. It has 6 equal faces, 12 equal edges and 8 vertices _______ 2. It has 2 bases and 4 lateral faces, 8 vertices and 12 edges d. Checking of Assignment 2. Lesson Proper: Motivation: What are the things or toys that you often play with? After playing, what will you do with the toys? Is it important to keep them in a safe place and to be well-organized? (Infuse the value of being well-organized) B. Presentation: Janna is playing a dice and a shoebox. She wants to know what unit of measure she is going to use in measuring the volume of the dice and the shoe box. Can you help Janna? 1. Show the dice and the shoe box to the class, with the use of their ruler. Ask a pupil to measure the edges of the dice. Ask what unit of measure did he use in measuring the dice. Call another pupil and ask him to measure the shoebox and ask him to measure the edges of the shoebox.

C. Generalization: What unit of measure are we going to use in measuring the volume of smaller cubes and rectangle prisms? D. Practice Exercises: (With the use of show-me-card) What unit of measure are you going to use in measuring the volume of the following? Television box divan lunch box dice

1. 2. 3. 4.

5.

IV. Evaluation: 1. What unit of measure are you going to use in measuring the volume of the following? a. aquarium b. shoebox c. dice d. gulaman bar V. Assignment: Write the unit of measure used in measuring the volume of the following. 1. gift 2. hollow block 3. soap

MATHEMATICS V
Date: ___________ I. Objective: Convert one cubic unit of measure to a larger or smaller unit Value: Be concerned about the health of the family members

II. Learning Content: Converting one cubic unit of measure to a larger or smaller unit References: Materials: BEC III C.1.2 p. 38 Enfolding Mathematics V show-me-card

III. Subject Matter: A. 1. Preparatory Activities: a. Exercises in OBFAD/4Fs (One Basic Fact a Day) b. Drill: Have the children answer their exercises in their show-me-cards. 2 x 100 = 5000 1000 = 4 x 1000 = 7000 1000 = 3.5 1000 = c. Review: What unit of measure in measuring the volume of a solid? d. Checking of Assignment 2. Lesson Proper: Motivation: What do you usually drink at breakfast? Talk about the importance of milk to our body. B. Presentation: Floriane bought a box of milk with a net weight of 250 milliliters, a can of powdered milk with 250 milliliters and another big box of milk with 500 milliliters. How many liters or milk did she buy? 1. Discussion: a. Analyze the word problem b. Ask for the number sentence 250 ml + 250 ml + 500 ml = 1000mIc. To convert milliliters to liters of milk, we divide. Since there are 1000 ml in a liter, divide: 1000 = 1 liter 1000 C. Generalization: How do we convert one cubic unit of measure into a larger on smaller unit?

D. Practice Exercises: Write the missing number for each 1. 2.5 liters = _____ ml 2. 3000 ml = _____ liters 3. 7.8 liters = _____ ml IV. Evaluation: Change each of the following to the unit given in parenthesis. 1. 7 liters (ml) 2. 1250 ml (ml) 3. 8.5 liters (L) V. Assignment: Find the total. Then write the answer in the unit written in parenthesis. 1. 640 ml + 395 ml (L) 2. 3.8 L 8.75 L (mL) 3. 6350 ml + 2765 mL (L)

MATHEMATICS V
Date: ___________ I. Objective: Derive a formula for finding the volume of cube Value: Accuracy

II. Learning Content: Deriving a formula for finding the volume of cubes. References: Materials: BEC III C. 1.3 p.38 Enfolding Mathematics V cube, box, show-me-card

III. Subject Matter: A. 1. Preparatory Activities: a. Exercises in OBFAD/4Fs (One Basic Fact a Day) b. Drill: Giving the name of special figures and describing them. c. Review: Fill in the blanks to complete the equivalent measures. 1) 3.5 L = ______ ml 2) 3.5 L = _____ ml 3) 4000 ml = _____ L d. Checking of Assignment 2. Lesson Proper: Motivation: In Grade IV, you have learned that the measure of the space occupied by a solid is called its volume. Today, we will discover the formula for finding the volume of a cube. B. Presentation: 1. Show a box 4 cm long, 4 cm wide and 4 cm. high. Let them measure the box (the length, width and height) Emphasize the value of accuracy in measuring. Then count the number of cubes. 2. Discussion: a. How many rows of cubes are there? b. How many cubes are there in each row? c. How many layers of cubes are there? C. Generalization: How do we find the volume of a cube? D. Practice Exercises: Divide the class into 3 groups. Make a formula to find the volume of a cube using the given data. 1. side = 3.5 cm 2. side = 83 cm 3. side = 4.28 cm

IV. Evaluation: Make a formula to find the volume of a cube. 1. side = 6 dm. 2. side = 3.2 cm. 3. side = 63 cm. 4. side = 4 m. 5. side = 7.4 cm. V. Assignment: Find the volume of the following cubes with the given sides 1. side = 5.2 cm. 2. side = 4.6 cm. 3. side = 9 cm.

MATHEMATICS V
Date: ___________ I. Objective: Find the volume of cube/rectangle prism Value: Get into the habit of eating fish rather than meat

II. Learning Content: Finding the volume of a cube/rectangular prism References: Materials: BEC III C.1 p. 38 Enfolding Mathematics V show-me-card, real solids (cube and rectangular prism)

III. Subject Matter: A. 1. Preparatory Activities: a. Exercises in OBFAD/4Fs (One Basic Fact a Day) b. Drill: (Using show-me-card) Identifying spatial figures. c. Review: What are the parts of a cube? d. Checking of Assignment 2. Lesson Proper: Motivation: What kind of food do you like to eat? Do you like to eat more fish than meat? Why? What are the food nutrients we get from fish? B. Presentation: Mr. dela Cruz used a square-shaped /and to construct his fish pond which is 5 meters on each side and 5 meters deep. How much soil was dug up to construct the fish pond? 1. Discussion; a. Analyze the word problem b. Ask for the number sentence 3 x 5 x 3 = N c. To find the volume of a cube, multiply the 3 sides. To find the volume of a multiply the length, width and height d. What is the volume of a cube/rectangular prism? C. Generalization: How do we find the volume of a cube/rectangular prism? D. Practice Exercises: Find the volume 1. S = 8 dm 2. 1 = 10 m; w = 5 m h = 8 m 3. s=6m IV. Evaluation: Find the volume of each solid.

1. s = 8 cm 2. s = 4 dm 3. l = 12 dm w = 6 dm h = 8 dm 4. l = 10 m w=6m h=4m V. Assignment: Find the volume 1. l = 9 m w=7m h = 10 m v = ____

2. s = 12 dm v = _____

3. s = 15 m v = ______

MATHEMATICS V
Date: ___________ I. Objective: Analyze the word problem Tell: - What is asked - What is/are given - The word clue/s - The operation to be used Value: Caring for animals/fishes

II. Learning Content: Analyzing word problems References: Materials: BEC III C.2.1.1 p. 38 Enfolding Mathematics V show-me-cards, word problem chart

III. Subject Matter: A. 1. Preparatory Activities: a. Exercises in OBFAD/4Fs (One Basic Fact a Day) b. Drill: (using show-me-card) find the product. 2x2x3= 4x2x3= 6x5x2= c. Review: Finding the volume of cube a/rectangular prism d. Checking of Assignment 2. Lesson Proper: Motivation: Who among you have an aquarium at home? What should you do to protect the fishes in your aquarium? B. Presentation: Janet's rectangular aquarium is 8 dm long, 5 dm wide and 6 dm high. How much water on the aquarium hold? 1. Discussion; a. What is asked in the problem? b. What are the given facts? c. What is the word clue? d. What operation will be used? C. Generalization: How do we analyze word problems involving measurement of volume? D. Practice Exercises:

1. 2. 3. 4.

Read and analyze the word problem. Mrs. Mateo made a box for his sons toys. One of the 4 equal sides of the boxes measures 1.5 m. What is the volume of each box? What is asked? What is given? What is the word clue? What operation will be used?

IV. Evaluation: Read and analyze each word problem. 1. Mr. Lagmay bought a rectangular water tank to collect water during the rainy days. It measures 3m long, 2m wide and 4m high. How many cubic meters of water can it had? 2. At the corner of his yard, Patrick has a tilapia pond which measures 20 dm. long, 12 dm. wide and 9 dm. high. What is its when filled with water? V. Assignment: 1. Tess wants to find the volume of her shoe box. It has a length of 25 cm, width of 14 cm, and height of 8.5 cm. What is the volume of the shoe box? a. what is asked? b. what are given? c. what is the word clue? . d. what operation will be used?

MATHEMATICS V
Date: ___________ I. Objective: Solve word problems involving measurement of volume. Value: Cleanliness

II. Learning Content: Problem solving involving measurement of volume. References: Materials: BEC III C. 2.1 Enfolding Mathematics V show-me-card, word problem chart

III. Subject Matter: A. 1. Preparatory Activities: a. Exercises in OBFAD/4Fs (One Basic Fact a Day) b. Drill: Multiply using show-me-card 23 x 15 = 17 x 5 = 19 x 11 = 13 x 5 = c. Review: What are the steps in analyzing word problems? d. Checking of Assignment 2. Lesson Proper: Motivation: What materials are considered wastes and should be disposed of? Should we disposes of these waste materials properly? How and why? B. Presentation: The dump truck that hauls garbage in 4 m long, 3 m wide and 3 m high. How much garbage can it hold? 1. Discussion: a. What is asked? b. What are given? c. What s-the word clue? d. What is the number sentence? C. Generalization: How do we solve word problems involving measurement of volume? D. Practice Exercises: Read and solve 1. Mrs. Mariano's rectangular water tank is 6m long, 4m wide and 4m. high. What is the total capacity of the water tank? 2. Janna's bed is box-type with a foam which is 178 cm long, 86 cm wide and 14 cm thick. What is the volume of the foam? IV. Evaluation:

Solve each word problems. 1. How much soil is in a hole that is 4 m long, 3 m wide and 7 m deep? 2. Danica placed some ube pastillas in a square box measuring 40 cm long, 30 cm wide and 15 cm high. How many cubes of ube pastillas can the box hold? V. Assignment: Solve: Cherry used a box measuring 5 dm long, 4 dm wide and 3 dm high in packing powdered fruit price mix. Every cubic dm of space can contain 3 packages of powdered fruit mix. How many packages are inside the box?

MATHEMATICS V
Date: ___________ I. Objective: Transform the word problem into number sentence Value: Concern others/Helpfulness

II. Learning Content: Transforming Word Problem Into Number Sentence References: Materials: BEC III C.2.1.2 p. 39 Enfolding Mathematics V flashcards, chart, show me card

III. Subject Matter: A. 1. Preparatory Activities: a. Exercises in OBFAD/4Fs (One Basic Fact a Day) b. Drill: Supply the missing number. 1. 300 cm = _____ dm 2. 4.5 m = _____ cm 3. 250 dm = _____ m c. Review: Review the different steps in analyzing word problem. d. Checking of Assignment 2. Lesson Proper: Motivation: Do you help our brothers and sisters from far places especially the victims of calamities? How? B. Presentation: 1. Present this word problem Jasmin has two big boxes. She will use the bigger box to hold the old clothes that she will give to the poor. The first box is 6 dm long, 5 dm wide and 4.5 dm high the second box has a square bottom 5 dm on each side. Which box should she use? 2. Have pupils read and analyze the problem 3. Have them transform the word problem into number sentence. Use the formula C. Generalization: What makes up a number sentence? D. Practice Exercises: The teacher will dictate the word problems. Have the pupils write the number sentence on their show me card.

IV. Evaluation: Transform the following word problem into number sentence. 1. An aquarium filled with water is 43 cm long, 28 cm wide and 22 cm high. What is the volume of the aquarium? 2. The container part of the garbage truck is 5 meters long, 2.7 m. wide and 1.9 m high. How many cubic meters of garbage can it contain? V. Assignment: Write a word problem involving volume of solid and transform it into number sentence.

MATHEMATICS V
Date: ___________ I. Objective: Use the correct operation State the complete answer Value: Industry, Resourcefulness, Thrift

II. Learning Content: Using the correct operation Stating the complete answer References: Materials: BEC III C.2.1.3, IV C.2.1.4 Enfolding Mathematics V models of geometric figures, flashcards, chart

III. Subject Matter: A. 1. Preparatory Activities: a. Exercises in OBFAD/4Fs (One Basic Fact a Day) b. Drill: Identifying geometric figures using models c. Review: Answering of assignment. d. Checking of Assignment 2. Lesson Proper: Motivation: Which is cheaper, to buy a ready to use material or just make the needed material by yourself? (Infuse the value of industry, being resourcefulness and being thrifty) B. Presentation: 1. Present this problem Jessa made a box for her siopao. The box measures 3.5 dm long 3 dm wide and 2 dm high. What is the volume of the box? Every cubic dm of space can contain 2 siopao. How many siopao are inside the box? 2. Reading and analyzing the problem 3. Have pupils solve the problem using the correct operation. 4. Let them state the complete answer. 5. Give more exercises to achieve mastery. C. Generalization: How do you state the complete answers? D. Practice Exercises: Solve this problem using the correct operation then state the complete answer. A bar of gold is 11 dm long 3 dm wide and 2.5dm high. How many cubic dm of gold are in the bar? IV. Evaluation:

Read and solve. Use the correct operation and state the complete answer. The grade V boys are digging a pit 3 m by 4 m by 7 m. How much soil will be dug from the ground? Value: Did you join your group activity willingly? V. Assignment: Solve this problem using the correct operation and state the complete answer. How many cubic meters of space are there in a room of 9m long 7m wide and Earn high?

MATHEMATICS V
Date: ___________ I. Objective: Identify the parts of a thermometer Value: Interest in learning how and why things work/Curiosity

II. Learning Content: Identifying parts of Thermometer References: Materials: BEC III D.1.1 Enfolding Mathematics V Clinical thermometer, room thermometer, enlarged drawing of thermometer

III. Subject Matter: A. 1. Preparatory Activities: a. Exercises in OBFAD/4Fs (One Basic Fact a Day) b. Drill: Basic multiplication facts (using flashcards) c. Review: What is temperature? What instrument is used to measure temperature? d. Checking of Assignment 2. Lesson Proper: Motivation: What instrument does the doctor put in a patients mouth to determine if he or she has a fever? B. Presentation: (Infuse the value in having interest in learning how and why things work) 1. Show the clinical thermometer and room thermometer. 2. Have the pupils describe the similarities of the two thermometers. 3. Guide them in identifying the parts of the thermometer. 4. Discussion about its parts and functions C. Generalization: What are the parts of a thermometer? D. Practice Exercises: Identify the part described. 1. It goes down the tube when put in a cool place. 2. It helps us tell how far up the mercury rises n how far down it goes. 3. It is a liquid found inside the bulb. 4. Its end in shaped liked a bulb. IV. Evaluation: Draw a thermometer and label the parts

Value: How did you show your interest in learning how and why things work. V. Assignment: Make an improvised thermometer with movable mercury.

MATHEMATICS V
Date: ___________ I. Objective: Read a thermometer Value: Handle materials/tools with care

II. Learning Content: Reading Thermometer References: Materials: BEC III D. 1.2 Enfolding Mathematics V Clinical thermometer, glass with warm water, glass with cold water, cardboard thermometer, show me cards.

III. Subject Matter: A. 1. Preparatory Activities: a. Exercises in OBFAD/4Fs (One Basic Fact a Day) b. Drill: Basic division facts (using flashcards) c. Review: What are the parts of thermometer? d. Checking of Assignment 2. Lesson Proper: Motivation: What instrument is used in measuring the hotness and coldness of a body object? Infuse the value of handling materials/tools with care. B. Presentation: 1. Ask volunteer to soak the bulb of the thermometer in warm water. Let him/her read the temperature. 2. Have other pupil soak the same thermometer in cold water and read the temperature. 3. Have them compare the two readings 4. Discussion on the rising and falling of the mercury when placed on warm and cold water. 5. Give more exercises in reading thermometer C. Generalization: How do we read thermometer? D. Practice Exercises: Contest in reading thermometer using the improvised thermometer? IV. Evaluation: Give the reading of the thermometer if the mercury is 1. 3C above the normal body temperature 2. 15C lower than the boiling point of water 3. 38C above the freezing point of water

4. Three line above the normal body temperature V. Assignment: Do exercises 1 - 5 on page 239 of Grade School Mathematics 5.

MATHEMATICS V
Date: ___________ I. Objective: Give the body temperature using degree Celcius Value: Work independently

II. Learning Content: Giving the Body Temperature Using Degree Celsius References: Materials: BEC III D.1 Enfolding Mathematics V Flashcards, cardboard thermometer with movable mercury

III. Subject Matter: A. 1. Preparatory Activities: a. Exercises in OBFAD/4Fs (One Basic Fact a Day) b. Drill: Contest in reading thermometer c. Review: d. Checking of Assignment 2. Lesson Proper: Motivation: Who was Andres Celcius? What was his contribution to Science? B. Presentation: 1. Present this situation Rogelio has a fever. His temperature is 2.7 0C higher that the normal body temperature. What is his body temperature. What is the body temperature. 2. Reading and analyzing the situation. 3. Call on pupil to give the normal body temperature. 4. Guide pupil in finding/giving the body temperature. 5. Give more exercises /exercises to achieve mastery. C. Generalization: How do you determine the body temperature? D. Practice Exercises: Roque is not feeling well. What is his temperature if it is 1.9 0C higher than normal body temperature? IV. Evaluation: Cris has a fever. His temperature is 39.8C. After 3 hours upon taking medicine his temperature has lowered by 2.5C. What is his body temperature now? Value:

Did you work independently? V. Assignment: 1. Write a word problem involving body temperature. 2. Solve the problem.

MATHEMATICS V
Date: ___________ I. Objective: Solve word problems involving body/water temperature. Value: Promote health and body standards

II. Learning Content: Solving Word Problems References: Materials: BEC-PELC A1.1 p. 36 Enfolding Mathematics V Cut-outs of circles of different sizes Protractors

III. Subject Matter: A. 1. Preparatory Activities: a. Exercises in OBFAD/4Fs (One Basic Fact a Day) b. Drill: Basic Multiplication Facts 4x5= 5x4= 6x7= 7x6= c. Review: What is the normal body temperature? What are the boiling and the freezing points of water? d. Checking of Assignment 2. Lesson Proper: Motivation: Talk about the school personnel who take care of the health of the children. Infuse respect and health care. B. Presentation: 1. Present this problem to the pupils Maricel was sent home by the school doctor because of high fever after giving her some medicine. Her temperature was 38.5C. How many degrees higher is her temperature from the normal body temperature? 2. Analysis/Discussion Ask the pupil to read the question and have another pupil answer it. a. What is asked? Difference between Maricel's temperature and normal body temperature. b. What facts are given? 38.5C 37C c. What operation will you use? Subtraction d. What is the mathematical sentence? C. Generalization: How do we solve word problem involving body/weather involving? D. Practice Exercises: Solve this problem:

It was cold in Tagaytay. The temperature reading in the morning temperature reading in the morning was 20.8 0C. In the afternoon, it rose to 25.4 0C. How many degrees was the change in temperature? IV. Evaluation: Solve this problem: Vilma baked a chicken in the oven with a temperature of 350 C. After 15 minutes, she lowered it to 175 C for slow cooking. What is the difference in temperature? V. Assignment: Solve: The temperature in Baguio is 16C while the temperature in Manila is 30C. How much warmer is it in Manila than in Baguio?

MATHEMATICS V
Date: ___________ I. Objective: Read/Interpret data presented in a line graph. Value: Make time for family get together.

II. Learning Content: Reading/Interpreting Data Presented in a Line Graph References: Materials: BEC III V A.1 p.41 Enfolding Mathematics V chart, graphing paper

III. Subject Matter: A. 1. Preparatory Activities: a. Exercises in OBFAD/4Fs (One Basic Fact a Day) b. Drill: Basic multiplication facts c. Review: Measuring temperature d. Checking of Assignment 2. Lesson Proper: Motivation: Discuss with the children the importance of family reunion. Ask: How, do members of the family share quality time together? B. Presentation: 1. Present the following problems and line graph to the pupils. Mrs. Gonzales save some money to put up a poultry busine3s. She made a monthly deposit for ten months. Below is a graphical report of her monthly deposits.

2. Analysis/Discussion: What is the title of the graph? What information do the vertical axis and the horizontal axis give? How much money did Mrs. Gonzales deposit in January? How many months did she save? In what months did she make the same deposit? In what months did she make the largest deposit? Find the total deposits made in ten months indicated.

C. Generalization: How do we read and interpret data presented in a line graph? D. Practice Exercises: Study the line graph showing Mrs. Cruz monthly sales, then answer the questions below. MRS. CRUZ MONTHLY SALES

1. 2. 3.

Answer the following: In what month did Mrs. Cruz has the biggest sales? In what month did she has the lowest sales? How much did she earn each month?

IV. Evaluation: Use the line graph to answer the questions. REYS VIDEO RENTAL

1. What is the title of the line graph? 2. How many drama tapes were borrowed? 3. How many suspense tapes were rented from the action tapes? V. Assignment: Use the line graph bellow to answer the questions. HABIBS SCORE

MATHEMATICS V
Date: ___________ I. Objective: Read a line paragraph Value: Thoughtfulness

II. Learning Content: Reading a Line Graph References: Materials: BEC V A.2 p.41 Enfolding Mathematics V Chart, graphing paper

III. Subject Matter: A. 1. Preparatory Activities: a. Exercises in OBFAD/4Fs (One Basic Fact a Day) b. Drill: Basic multiplication facts 9x8= 8x9= 7x8= 8x6= c. Review: How can you interpret data presented in a line graph? d. Checking of Assignment 2. Lesson Proper: Motivation: What is your favorite fruit? What vitamins can you get from fruits? Emphasize the vitamins the fruits can give to our body. Explain to them the importance of being thoughtful by giving little things like fruits especially for the family. B. Presentation: 1. Present the following to the pupils. Mr. Tan bought different kinds of fruits in the market. He prepared all of these for his family for food consumption. He listed the cost of each fruit. Cost of the Fruits

2. Analysis/Discussion a. Guide the pupils to read the line graph. b. Tell the children that the line graph presents information through points and lines. c. Ask: What is the cost of pineapple? How about apple? 3. Give more exercises to the pupils. C. Generalization: How do we read the line graph? D. Practice Exercises: Rea the following graph.

IV. Evaluation: Read this line graph.

V. Assignment: Construct a line graph. Be ready to read it in class.

MATHEMATICS V
Date: ___________ I. Objective: Organized data presented in a line graph Value: Neatness and accuracy

II. Learning Content: Organizing Data Presented in a Line Graph References: Materials: BEC V A.3.1 p.41 Enfolding Mathematics V chart, graphing paper

III. Subject Matter: A. 1. Preparatory Activities: a. Exercises in OBFAD/4Fs (One Basic Fact a Day) b. Drill: Basic Multiplication facts 5x9= 9x5= 6x9= c. Review: Reading a line graph d. Checking of Assignment

9x6=

2. Lesson Proper: Motivation: Did you record your scores in spelling for the month of July? Infuse the value of neatness and accuracy in reading scores for the different subject areas. B. Presentation: 1. Present the line graph and the data to the pupils. Cristy's Average Score in Spelling in July Week 1 50 Week 2 48 Week 3 46 Week 4 49

C. Generalization: How do we organize data presented in a line graph? D. Practice Exercises: Organize the following information in a line graph. A construction company building the skyway from Manila to Alabang has this number of workers. Study the table and make a line graph Morning Shift 30 Afternoon Shift 25 Night Shift 20 Foreman 5 IV. Evaluation: Organize the following data in a line graph. A school has a contest on these games. Make a line graph for these data School Contest Game Contestant Sipa 10 Yoyo 8 Table Tennis 4 Tennis 5 V. Assignment: Some tourists visited these places. Construct a line graph for each of the following data. Tourist Spots Scenic Spot Tourist Tagaytay 20 Boracay 25 Hidden Valley 10 Baguio 20 Corregidor 15 Subic 5

MATHEMATICS V
Date: ___________ I. Objective: Contracts a line graph Value: Wise use of leisure time

II. Learning Content: Constructing a Line Graph References: Materials: BEC V. A.3 p.41 Enfolding Mathematics V Chart, graphing paper, chalkboard

III. Subject Matter: A. 1. Preparatory Activities: a. Exercises in OBFAD/4Fs (One Basic Fact a Day) b. Drill: Basic Multiplication Facts 7x8= 7x9= 6x8= c. Review: What is a line graph? What are the parts of line graph? d. Checking of Assignment

8x6=

2. Lesson Proper: Motivation: What do you mean by the acronym DA? Did you know that without framers we can't be able to have a meal in our everyday life? Stress the importance of farmers in our lives. Infuse the value of being industrious. B. Presentation: 1. Present this problem Donna prepared a table of her monthly reading speed. My Reading Speed Month No. of Words/minute June 125 July 129 August 140 September 147 October 150 November 154 December 164 January 168

2. Analysis/Discussion Let the pupils make and analyze a graph. What information can you get from the graph you made? Which is the vertical axis? The horizontal axis? What are the information used to complete the table? C. Generalization: How do we construct a line graph? D. Practice Exercises: Make a line graph using the information given below. Monthly Electric Consumption. Month Electric Consumption January 3149 February 3468 March 3579 April 3680 May 3995 IV. Evaluation: Construct a line graph using the following given data. Height of Tree Height in M Week 0 1st 1 2nd 2 3rd 3 4th 4 5th 5 6th V. Assignment: Construct a survey among your classmates find out their favorite subjects. Construct a line graph using the data gathered. Fill up a table with these headings. Favorite Subject Number