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DLL Mathematics 5 q4 w6
DLL Mathematics 5 q4 w6
B. Performance Standards is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations
C. Learning Reads and measure temperature Estimate the Temperature (e.g. inside the classroom) Solves routine and non- routine problems involving temperature in
Competencies/Objectives using thermometer (alcohol and/ or M5ME- IVf-86/ Page 65 of 109 real-life situations.
Write the LC code for each Digital) in degree Celsius. , M5ME- IVf-87/ Page 65 of 109
M5ME-IVf-85/ Page 65 of 109
II. CONTENT Reading and measuring •Estimating temperature Solves routine and non- routine problems involving temperature in
temperature using thermometer real-life situations
(alcohol and/ or
Digital) in degree Celsius.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages K to 12 Curriculum for Grade 5 : K to 12 Grade 5 Curriculum K to 12 Grade 5 Curriculum Guide,
2. Learner’s Material pages DLP Gr. 5 Module 57 BEAM LG Gr. 5 Module 19 – Temperature
Lesson Guide in Elem. Math Gr. 5 p.409
MISOSA Gr. 5 Module – Temperature
3. Textbook pages Mathematics For a Better Life 5 p. Mathematics For A Better Life 5
266- 267 p.268- 269
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources picture, thermometer, activity activity sheets, thermometer improvised thermometer, digital or liquid thermometer, activity
sheets, improvised thermometer, a sheets/cards
glass of hot water
and cold water
IV. PROCEDURES
A. Reviewing previous Drill Drill Drill
lesson or presenting the Using improvised thermometer, show the following temperature
Rearrange the jumbled words to Estimate each sum.
new lesson readings.
form science terms Review a. 32.5◦C 18.6◦C 39◦C
Match the parts of the thermometer with their function. b. 57.3◦C 20◦C 59.2◦C
EPATMERETR THEREMOMRTEE
Column A Column B c.
RURMCYE d. CSALE 1. Mercury A. holds the tube that contains Review
the liquid Give the temperature when the liquid or digital thermometer is:
2.Review
2. Glass tube B. rises and fall when there is a 1.at the freezing point of water
Give the equivalent. Conversion of change 2.10◦C below the normal body temperature
3. Glass bulb in temperature 3.25◦C above the boiling point of water
linear measure.
4. Scale 4.between 30◦C to 40◦C
C. tells how far the liquid goes up and down D. 5.at the boiling point of water
holds the liquid
F. Developing mastery 4.Reinforcing the Concept and Skill Reinforcing the Concept and Ask the pupils to do the 4.Reinforcing the Concept and Skill.
(Leads to Formative exercises under Get Moving on A.Discuss the presentation under Explore and Discover on page
Discuss the presentation under Skill
Assessment 3) page _______ ______ of LM
Explore and Discover on page _____ Let the pupils study of LM Math Grade 5. Math 5. Then ask the learners to think of ways on how to solve the
Give more activities. following problems.
of LM Math Grade 5. Then, ask the Explore and Discover on page
Group the class into two. The
pupils to do the activity under Get ________of the LM first group do set A 1.At 1:00 pm, the air temperature was 31.9◦C. By 5:30 pm, it was
and group 2 will do set B. recorded to be 20.6◦C. Is there a change in temperature? By how
Moving on page____ of Math Grade Math Grade 4. Emphasize the
SET A much?
5. For more practice, ask them to do estimating of temperature 1. Look at the chart of
temperature readings in a day. 2.Enzo’s temperature lowered by 1.75◦c after he was given a sponge
the activity under Keep Moving on
6:00 a.m.- 24.5 ◦C bath.
page _______ of LM Math Grade 5. 8:00 a.m. - 28◦C Before the bath, his body temperature was 40.25◦C.What is his body
10.00 a.m. - 30.4◦C temperature now?
12:00 a.m. - 31◦C
C. Did the remedial lessons ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned
work? No. of learners who above above 80% above above 80% above
have caught up with the
lesson
D. No. of learners who continue ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
to require remediation additional activities for remediation additional activities for additional activities for additional activities for remediation additional activities for
remediation remediation remediation
E. Which of my teaching ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
strategies worked well? Why ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught
did these work? lesson the lesson the lesson lesson up the lesson
F. What difficulties did I ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue
encounter which my principal require remediation to require remediation to require remediation require remediation to require remediation
or supervisor can help me
solve?
G. What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
materials did I use/discover ___Metacognitive Development: ___Metacognitive ___Metacognitive ___Metacognitive Development: well:
which I wish to share with Examples: Self assessments, note Development: Examples: Self Development: Examples: Self Examples: Self assessments, note ___Metacognitive
other teachers? taking and studying techniques, and assessments, note taking and assessments, note taking and taking and studying techniques, and Development: Examples: Self
vocabulary assignments. studying techniques, and studying techniques, and vocabulary assignments. assessments, note taking and
___Bridging: Examples: Think-pair- vocabulary assignments. vocabulary assignments. ___Bridging: Examples: Think-pair- studying techniques, and
share, quick-writes, and anticipatory ___Bridging: Examples: Think- ___Bridging: Examples: Think- share, quick-writes, and anticipatory vocabulary assignments.
charts. pair-share, quick-writes, and pair-share, quick-writes, and charts. ___Bridging: Examples:
anticipatory charts. anticipatory charts. Think-pair-share, quick-
writes, and anticipatory
___Schema-Building: Examples: ___Schema-Building: Examples:
charts.
Compare and contrast, jigsaw ___Schema-Building: Examples: ___Schema-Building: Compare and contrast, jigsaw
learning, peer teaching, and Compare and contrast, jigsaw Examples: Compare and learning, peer teaching, and
projects. learning, peer teaching, and contrast, jigsaw learning, peer projects. ___Schema-Building:
projects. teaching, and projects. Examples: Compare and
___Contextualization: ___Contextualization: contrast, jigsaw learning, peer
teaching, and projects.
Examples: Demonstrations, media, ___Contextualization: ___Contextualization: Examples: Demonstrations, media,
manipulatives, repetition, and local
Examples: Demonstrations, Examples: Demonstrations,
manipulatives, repetition, and local
opportunities. media, manipulatives, media, manipulatives, opportunities. ___Contextualization:
repetition, and local repetition, and
local Examples: Demonstrations,
___Text Representation: opportunities. opportunities. ___Text Representation: media, manipulatives,
repetition, and local
Examples: Student created Examples: Student created
opportunities.
drawings, videos, and games. ___Text Representation: ___Text Representation: drawings, videos, and games.
___Text Representation:
___Modeling: Examples: Speaking Examples: Student created Examples: Student created ___Modeling: Examples: Speaking
slowly and clearly, modeling the drawings, videos, and games. drawings, videos, and games. slowly and clearly, modeling the Examples: Student created
language you want students to use, language you want students to use, drawings, videos, and games.
___Modeling: Examples: ___Modeling: Examples:
and providing samples of student Speaking slowly and clearly, Speaking slowly and clearly, and providing samples of student ___Modeling: Examples:
work. modeling the language you want modeling the language you work. Speaking slowly and clearly,
students to use, and providing want students to use, and modeling the language you
Other Techniques and Strategies samples of student work. providing samples of student Other Techniques and Strategies want students to use, and
used: work. used: providing samples of student
___ Explicit Teaching Other Techniques and ___ Explicit Teaching work.
___ Group collaboration Strategies used: Other Techniques and ___ Group collaboration Other Techniques and
___Gamification/Learning throuh ___ Explicit Teaching Strategies used: ___Gamification/Learning throuh Strategies used:
play ___ Group collaboration ___ Explicit Teaching play ___ Explicit Teaching
___ Answering preliminary ___Gamification/Learning ___ Group collaboration ___ Answering preliminary ___ Group collaboration
activities/exercises throuh play ___Gamification/Learning activities/exercises ___Gamification/Learning
___ Carousel ___ Answering preliminary throuh play ___ Carousel throuh play
___ Diads activities/exercises ___ Answering preliminary ___ Diads ___ Answering preliminary
___ Differentiated Instruction ___ Carousel activities/exercises ___ Differentiated Instruction activities/exercises
___ Role Playing/Drama ___ Diads ___ Carousel ___ Role Playing/Drama ___ Carousel
___ Discovery Method ___ Differentiated Instruction ___ Diads ___ Discovery Method ___ Diads
___ Lecture Method ___ Role Playing/Drama ___ Differentiated Instruction ___ Lecture Method ___ Differentiated Instruction
Why? ___ Discovery Method ___ Role Playing/Drama Why? ___ Role Playing/Drama
___ Complete IMs ___ Lecture Method ___ Discovery Method ___ Complete IMs ___ Discovery Method
___ Availability of Materials Why? ___ Lecture Method ___ Availability of Materials ___ Lecture Method
___ Pupils’ eagerness to learn ___ Complete IMs Why? ___ Pupils’ eagerness to learn Why?
___ Group member’s ___ Availability of Materials ___ Complete IMs ___ Group member’s ___ Complete IMs
collaboration/cooperation ___ Pupils’ eagerness to learn ___ Availability of Materials collaboration/cooperation ___ Availability of Materials
in doing their tasks ___ Group member’s ___ Pupils’ eagerness to learn in doing their tasks ___ Pupils’ eagerness to learn
___ Audio Visual Presentation collaboration/cooperation ___ Group member’s ___ Audio Visual Presentation ___ Group member’s
of the lesson in doing their tasks collaboration/cooperation of the lesson collaboration/cooperation
___ Audio Visual Presentation in doing their tasks in doing their tasks
of the lesson ___ Audio Visual Presentation ___AudioVisual Presentation
of the lesson of the lesson
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