St. Michael’s School, Inc.

Grade/Subject MATHEMATICS 5 Big Idea: KNOWLEDGE CREATION

Las Piñas City

Stage 1- Desired Results

ESTABLISHED Transfer
GOALS G Students will be able to independently use their learning to…
T
 Extends his/ her - The pupils in the long run apply knowledge of area, volume and temperature n
understanding mathematical problems and real- life situations.
on concept of
volume and Meaning
temperature UNDERSTANDINGS ESSENTIAL QUESTIONS
measure and Students will understand that… U Q
enjoys making  Why is it important to have standard
and using  The area, volume, and temperature in units of measure?
measurement in applying in mathematical problems and
real- life situations.
everyday life.  Why is it important to have knowledge
of line graphs?

 shows
Acquisition
appreciation of
Students will know… Students will be skilled at…
line graph
through reading, K S
- Identify the different kinds of Space - Identifying the different kinds of Space
interpreting, figures figures
constructing and - Find the Volume of Cube - Finding the Volume of Cube
finding average - Find the Volume of a Rectangular Prism - Finding the Volume of a Rectangular
of data Prism
- Give the body temperature using degree - Giving the body temperature using degree
Celsius Celsius
- Convert Celsius to Fahrenheit - Converting Celsius to Fahrenheit
- Convert Fahrenheit to Celsius - Converting Fahrenheit to Celsius
- Identify the Different Kinds of Graphs - Identifying the Different Kinds of
- Read and Interpret Data Presented in a Graphs
line Graph - Reading and Interpreting Data Presented
- Describe experimental probability in a line Graph
-
U
Describing experimental probability
St. Michael’s School, Inc. Grade/Subject MATHEMATICS 5 Big Idea: KNOWLEDGE CREATION
Las Piñas City

Stage 2 – Evidence
Evaluative Criteria Assessment Evidence
TRANSFER TASK(S):
TT
Goal: To create a Three Dimensional Space Figures.

Role: Architecture Student

Audience: The Head of the Department of Architecture

Situation: You are asked by your department to create a three -

dimensional figure to be presented to your head as part of your
requirement to your course.

Product: The three dimensional figure.

Standards and Criteria for Success: Your work will be judged by: rubrics

OTHER EVIDENCE(S):
OE
 Quizzes
 Long test
 Periodical test

Stage 2 – Evidence
St. Michael’s School, Inc. Grade/Subject MATHEMATICS 5 Big Idea: KNOWLEDGE CREATION
Las Piñas City

Evaluative Criteria Assessment Evidence

TRANSFER TASK(S):
TT
Goal : To discuss recorded temperature of the city in a week

Role: Weather analyst

Audience: Teacher and classmates

Situations: You are one of the employees in PAG-ASA. You are in

charge to analyze the recorded temperature in Las Pinas City

Performance: Report about the temperature in Las Pinas

Standards: Rubrics

OTHER EVIDENCE(S):
OE
 Quizzes
 Long test
 Periodical test

Stage 3 – Learning Plan

Summary of Key Learning Events and Instruction
St. Michael’s School, Inc. Grade/Subject MATHEMATICS 5 Big Idea: KNOWLEDGE CREATION
Las Piñas City

CORRECTIVE TEACHING
LC: IDENTIFYING THE DIFFERENT KINDS OF SPACE FIGURES
LT: I CAN IDENTIFY THE DIFFERENT KINDS OF SPACE FIGURES

ENGAGE: ELECTRONIC FLASHCARDS

Sets of Addition, subtraction, multiplication and division.

EXPLORE: PICTURE ANALYSIS

Show pictures of a real life object of different space figures and let the students
Identify each object.

EXPLAIN: DISCUSSION

Different types of Space Figures

- Pyramid
- Prism
-

Cylinder
- Cone
- Sphere
St. Michael’s School, Inc. Grade/Subject MATHEMATICS 5 Big Idea: KNOWLEDGE CREATION
Las Piñas City

EXTEND: ONE BY ONE APPROACH

Call each student one by one and let them give an example of space figures that can
be seen in their classroom.

EVALUATE: ELECTRONIC FLASHCARDS

Flash different pictures of space figures and Let the students identify on what
kinds of space figures are they.

Remarks:

QUIZ
-
IDENTIFYING THE DIFFERENT KINDS OF SPACE FIGURES
-
LC: FINDING THE VOLUME OF A CUBE
LT: I CAN FIND THE VOLUME OF A CUBE

ENGAGE: ELECTRONIC FLASHCARDS

Sets of Addition, subtraction, multiplication and division.

EXPLORE: PROBLEM SOLVING

After playing with her blocks, Lyka wants to pack her cube-shaped blocks into
Two boxes. If each of the cubes measures 1 cm on each side, how many cubes will fit in
St. Michael’s School, Inc. Grade/Subject MATHEMATICS 5 Big Idea: KNOWLEDGE CREATION
Las Piñas City

each of the boxes?

EXPLAIN: DISCUSSION
St. Michael’s School, Inc. Grade/Subject MATHEMATICS 5 Big Idea: KNOWLEDGE CREATION
Las Piñas City

EXTEND: Compute for the volume of the following cube.

EVALUATE : ASSIGNMENT:

FIND THE VOLUME OF THE FOLLOWING CUBE.

1.) S = 7.5 CM
2.) S = 20 M
3.) S = 17 IN.
4.) S = 5 M
5.) S = 18 CM
LC: FINDING THE VOLUME OF A RECTANGULAR PRISM
LT: I CAN FIND THE VOLUME OF A RECTANGULAR PRISM

ENGAGE: ELECTRONIC FLASHCARDS

Sets of Addition, subtraction, multiplication and division.

EXPLORE: PROBLEM SOLVING

After playing with her blocks, Lyka wants to pack her cube-shaped blocks into
Two boxes. If each of the cubes measures 1 cm on each side, how many cubes will fit in
each of the boxes?
St. Michael’s School, Inc. Grade/Subject MATHEMATICS 5 Big Idea: KNOWLEDGE CREATION
Las Piñas City

EXPLAIN: DISCUSSION

EXTEND: Compute for the volume of the following rectangular prism.

EVALUATE: ASSIGNMENT:

FIND THE VOLUME OF THE FOLLOWING RECTANGULAR PRISM.

1. L=12cm W=13cm H=12.5cm
2. L=16ft W=7ft H=12
3. L=2.4m W=1.4m H=3.6m

Remarks:
St. Michael’s School, Inc. Grade/Subject MATHEMATICS 5 Big Idea: KNOWLEDGE CREATION
Las Piñas City

MORE SEATWORKS ABOUT FINDING THE VOLUME OF A RECTANGULAR PRISM

PRODUCT MAKING

Goal: To create a Three Dimensional Space Figures.

Role: Architecture Student

Audience: The Head of the Department of Architecture

Situation: You are asked by your department to create a three - dimensional figure to be
presented to your head as part of your requirement to your course.

Product: The three dimensional figure.

Standards and Criteria for Success: Your work will be judged by: rubrics

Review for Long Test

4TH LONGTEST
Product and Performance day.

Goal : To discuss recorded temperature of the city in a week

Role: Weather analyst

Audience: Teacher and classmates

Situations: You are one of the employees in PAG-ASA. You are in charge to analyze the

recorded temperature in Las Pinas City

St. Michael’s School, Inc. Grade/Subject MATHEMATICS 5 Big Idea: KNOWLEDGE CREATION
Las Piñas City

Performance: Report about the temperature in Las Pinas

Standards: Rubrics

LC: CONVERTING CELSIUS TO FAHRENHEIT

LT: I CAN CONVERT CELSIUS TO FAHRENHEIT

ENGAGE: ELECTRONIC FLASHCARDS

Sets of Addition, subtraction, multiplication and division.

EXPLORE: VIDEO ANALYSIS

Show a video about Celsius to Fahrenheit.

EXPLAIN: DISCUSSION

Formula for Converting Celsius to Fahrenheit is

Degree Fahrenheit = (9/5 x degree Celsius) + 32 degrees

EXTEND: PEN AND PAPER

Convert The following

1. 23 degrees Celsius
2. 50 degrees Celsius
3. 212 degrees Cellsius
St. Michael’s School, Inc. Grade/Subject MATHEMATICS 5 Big Idea: KNOWLEDGE CREATION
Las Piñas City

EVALUATE: Assignment

Convert The following

1. 10 degrees Celsius
2. 69 degrees Celsius
3. 101 degrees Cellsius

Remarks:

QUIZ
- Converting Celsius to Fahrenheit

LC: CONVERTING FAHRENHEIT TO CELSIUS

LT: I CAN CONVERT FAHRENHEIT TO CELSIUS

ENGAGE: ELECTRONIC FLASHCARDS

Sets of Addition, subtraction, multiplication and division.

EXPLORE: VIDEO ANALYSIS

Show a video about Fahrenheit to Celsius

EXPLAIN: DISCUSSION

Formula for Converting Fahrenheit to Celsius is

Degree Celsius = 5/9 x (degree Fahrenheit - 32 degrees)
St. Michael’s School, Inc. Grade/Subject MATHEMATICS 5 Big Idea: KNOWLEDGE CREATION
Las Piñas City

EXTEND: PEN AND PAPER

Convert The following

1. 42 degrees Fahrenheit
2. 59 degrees Fahrenheit
3. 152 degrees Fahrenheit

EVALUATE: Assignment

Convert The following

1. 53 degrees Fahrenheit
2. 98 degrees Fahrenheit
3. 146 degrees Fahrenheit

Remarks:

*SEATWORK ABOUT Converting Celsius to Fahrenheit and vice versa.

Assignment: Bring the following materials on Thursday (March 15, 2018)

- Any color of cartolina
- Marker
- Any coloring materials

LC: IDENTIFYING THE DIFFERENT KINDS OF GRAPHS

LT: I CAN IDENTIFY THE DIFFERENT KINDS OF GRAPHS

ENGAGE: ELECTRONIC FLASHCARDS

Sets of Addition, subtraction, multiplication and division.

EXPLORE: PICTURE ANALYSIS

Let them Identify the different types of graphs based on the pictures that the teacher will
show and asked them the difference on each one.

EXPLAIN: DISCUSSION
GRAPHS - a diagram representing a system of connections or interrelations among two or more
St. Michael’s School, Inc. Grade/Subject MATHEMATICS 5 Big Idea: KNOWLEDGE CREATION
Las Piñas City

things by a number of distinctive dots, lines, bars.

TYPES OF GRAPHS

 BAR GRAPH

 The purpose of a bar graph is to display and

compare data.
 Bar graphs use bars to show the data.
 A bar graph must include:
- a title
- labeled X and Y axes
- equal intervals are used on the Y axis
- the bars are evenly spaced apart from each
other

 PICTOGRAH GRAPH

 All pictographs have a title.

 Rows and columns shape the pictograph.
 Label each row and column.
 Use pictures to show the data.
 Each picture equals a certain amount of data.
St. Michael’s School, Inc. Grade/Subject MATHEMATICS 5 Big Idea: KNOWLEDGE CREATION
Las Piñas City

 CIRCLE / PIE GRAPH

 Circle graphs are used to display parts of the

data in relation to the entire amount of data.
 All circle graphs need a title.
 Each part is called a sector and is labeled.

 LINE GRAPH

 A line graph is used to illustrate change over

time.
 Line graphs need:
o Title
o Labeled X and Y axes
o Equal Intervals

 Data displayed by points connected into

lines
St. Michael’s School, Inc. Grade/Subject MATHEMATICS 5 Big Idea: KNOWLEDGE CREATION
Las Piñas City

EXTEND: Identify the graphs being shown by the teacher.

St. Michael’s School, Inc. Grade/Subject MATHEMATICS 5 Big Idea: KNOWLEDGE CREATION
Las Piñas City

EVALUATE: ASSSIGNMENT

Print any example of a graph and present it in front of the class.

Remarks:

Product and Performace

Let the students create their own graph (BAR, LINE, PIE, and PICTO GRAPH)

Presentation of their own graph created. (PERFORMANCE)

LC: READING AND INTERPRETING DATA PRESENTED IN A LINE GRAPH
LT: I CAN READ AND INTERPRET DATA PRESENTED IN A LINE GRAPH

ENGAGE: ELECTRONIC FLASHCARDS

Sets of Addition, subtraction, multiplication and division.

EXPLORE: PICTURE ANALYSIS

Let the students describe the Line Graph

St. Michael’s School, Inc. Grade/Subject MATHEMATICS 5 Big Idea: KNOWLEDGE CREATION
Las Piñas City

EXPLAIN: DISCUSSION

A line graph shows changes in the values of a certain quantity over a period.

It has the following parts: TITLE, SCALE, and VERTICAL AXIS AND HORIZONTAL AXIS.

There are four steps to Follow in constructing a line graph:

St. Michael’s School, Inc. Grade/Subject MATHEMATICS 5 Big Idea: KNOWLEDGE CREATION
Las Piñas City

1. Make a grid. Write the values (numbers) along the vertical axis and the period of time
along the horizontal axis.
2. Mark the points for the given data.
3. Connect the points with straight line.
4. Write the title for the graph.

EXTEND: PEN AND PAPER

1. What is the graph all about?

2. What is represented in the vertical axis?

3. What does the horizontal axis reveal?

4. Which Month has the highest sale?

5. What is the total sales of the 6 months?

EVALUATE: SEATWORK
Let them answer the seatwokrs in the book.

Remarks:

Seatwork:
Answer in the Book
GRASPS
Review for the 4th Assessment
4th ASSESSMENT