Republic of the Philippines

Department of Education
Region X - Northern Mindanao
Division of Lanao del Norte
Kapatagan Central District
KALINAW-KALILINTAD INTEGRATED PEACE SCHOOL

CLASSROOM OBSERVATION
DAILY LESSON PLAN

Date: November 26, 2019 Time: 8:10:9:00AM

Subject: Mathematics 5 Observer: MRS. JESILY AMOR B. DERAMA

I. OBJECTIVES
The learner demonstrates understanding of polygons, circles, and solid figures.
A. Content Standards
B. Performance The learner is able to construct and describe polygons, circles, and solid figures.
Standards
C. Learning
1. Visualize congruent polygons. (M5GE-IIId-22)
Competencies/
2. Draw congruent polygons
Objectives (Write the
3. Show enthusiasm in performing any assigned task
code for each LC)
II. CONTENT GEOMETRY

Visualizing Congruent Polygons

A. Subject Matter
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 91-94
Pages
2. Learner’s
Material Pages
226-231
3. Textbook Pages
4. Additional K – 12 Curriculum Guide
Materials from File:///E:/Math9620LG_gr5_grayscale.pdf,
LR Portal https://www.youtube.com/watch?v=86iU3fypTd4&t=16s
Grade 5 TG Math Q3 Lesson, Lesson 65
21st Century MATHletes
B. Other Learning
Mathematics for Better Life
Resources
Cutouts of different polygons, graphing paper,ruler, pencil,scissors,
Charts, flashcardS
Learner’s Expected
IV. PROCEDURES Teacher’s Activity/ies
Response/s

A. Reviewing Guessing game- What am I? a. Triangle

previous lesson or a. I am 3-sided polygon with congruent sides. b. Square
presenting the new b. I am a 4-side polygon with congruent sides. c. Decagon
lesson c. I have 10 sides. d. Trapezoid
d. I am a four sided polygon with one pair of parallel e. Octagon
side. f. Hexagon
e. I have 8 sides.
f. I have 6 sides.

B. Establishing a Look at our boards. Do they have the same size and
purpose for the shape? Look around the room. What objects have the
lesson same size and shape?

C. Presenting Materials: cut outs of polygons, ruler, protractor

examples/ Mechanics:
instances of the a. Group the pupils into 4’s.
new lesson b. Distribute envelopes with cut outs
 of polygons.
c. Let the pupils trace the polygons inside the envelope
and cut it with scissors. Let them measure the sides
and the angles. Let them paste the polygons in pair on
the board.

Some polygons have the same

d. Ask the pupils: What kind polygons have you traced size, shape and angles
and cut? What can you say about the size, shape and
angles? Triangles, pentagons

What are the names of the polygons that are Triangles have 10 cm on its
congruent? sides, and pentagon have 6 cm
on its sides
What are their measurements?
What do you call the polygons that have the same size Congruent Polygons
and shape?
After the activity, ask the pupils what did they Ruler and protractor
use to measure the a congruent polygons?

D. Discussing new Group the pupils into 4 and do the following activities:
concepts and
practicing new 1. Look at the things inside the classroom and identify
skills #1 the congruent sides or faces.
a. books
b. doors
c. cabinets
d. tables
e. walls

2. Find pair of figures in your classroom that shows

congruent polygons.
The measurement of their
3. Differentiate identical objects. How are they sides are the same.
similar?
E. Discussing new In their respective group of pupils let them answer the  Yes, they are. These
concepts and following questions. polygons are regular, and
practicing new Are these polygons similar? Why or why not? all regular polygons are
skills #2 similar.
 They have the same
angles.

Arlene’s grandmother made a sash for her. The

F. Developing pattern of the sash is shown below.
mastery

a. Identical Triangles
a. What type of triangles are shown in the pattern?
Classify each type by their sides and their angles.
______________________ b. Yes, they are congruent
because they have the
b. Are the 2 triangles in the pattern congruent? measurement on their
________ Why? sides and angles.

c. Are the 2 squares similar? ________ c. Yes, they are similar. No

Are they congruent? Why? because they don’t have
the same size.
G. Finding practical Drawing Congruent Polygons Willingness to do assigned task
applications of
concepts and skills Materials: graphing paper, ruler
in daily living Mechanics:
a. Group the pupils into 4 groups.
b. Let them bring out their ruler and graphing paper.
c. Instruct the pupils to draw the different polygons
using the graphing paper. Draw 1 pair of polygons
with the same side and shape.
Group 1 – all 3 sided polygons like equilateral,
isosceles and scalene
Group 2 – all 4 sided polygons
Group 3 – 5 to 8 sided polygons
Group 4 – 9 to 12 sided polygon

Example: Group II

d. Let the pupils compare the rectangle formed as the

case may be. Ask: What can you say about the
rectangles?

e. Guide the pupils to answer that the pair of rectangle

has the same size and that they are congruent.

f. Let the pupils post their work on the board to see if

the polygons that they have drawn are all correct.

g. How do the members of the group perform the

assigned task? What values is shown when you
performed the activity?

H. Making How can two polygons be congruent to each other? Two polygons are congruent if:
generalization and a. Both have the same shape
abstractions about and size.
the lesson b. Tracing of one fits the other.
c. Their corresponding angles
and sides are congruent.
I. Evaluating learning Write the letter of the figure that is congruent to the
first figure.
1. C
1.

2. C

2. 3. B

3. 4. A

4.
5. B
5.

Enhancement

Draw 2 congruent figures of the following

polygons.
J. Additional activities 1. trapezoid
for application or 2. octagon
remediation 3. pentagon
4. isosceles
5. decagon
 Remediation

Which figures appear to be congruent? Name

the pairs.

V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment

B. No. of learners who

require additional
activities for
remediation

C. Did the remedial

lessons 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 work?

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: Observer:

EMILY G. MAG-ALASIN JESILY AMOR B. DERAMA

Master Teacher – 1 School Principal