PAGALUNGAN

School: ELEMENTARY SCHOOL Grade Level: FIVE

Learning
Teacher: MARY GRACE C. ONGCOY Area: MATH
DAILY Teaching Dates 4th
LESSON LOG and Time: May 23, 2023 Quarter: Quarter

WEEK 2 TUESDAY
I.OBJECTIVES  Reads and measure temperature using thermometer (alcohol and/ or digital) in degree
Celsius.
 Show curiosity and engagement in exploring different types of thermometers and their
applications.
 Use appropriate techniques to handle a thermometer, ensuring that it is held properly and
not shaken or disturbed during measurement
A.Content Standards The learner demonstrates understanding of polygons, circles, and solid figures.
B.Performance Standards is able to construct and describe polygons, circles, and solid
figures.
C.Learning
visualizes, names, describes and draws polygons with 5 or more sides.
Competencies/Objectives
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages K to 12 Curriculum for Grade 5, M5ME-IVf-85
Lesson Guide in Math V p.405
2.Learners’s Materials pages
3.Textbook pages Mathematics For a Better Life 5 p. 266- 267
4.Additional materials from learning
resource (LR) portal
B.Other Learning Resource https://www.youtube.com/watch?v=bir6E-q0tOs
IV.PROCEDURES
A. Reviewing previous lesson or Drill:
presenting the new lesson Rearrange the jumbled words to form science terms
a. EPATMERETRU c. THEREMOMRTEE
b. RURMCYE d. CSALE

Review:
Give the equivalent. Conversion of linear measure.

B. Establishing a purpose for the Motivation

lesson Mother wants to find out if her son has a fever.
What is the best thing mother can use to find the body temperature of
her sick son?

C. Presenting Examples/ instances https://www.youtube.com/watch?v=UeKN5-ogFTs

of the new lesson
D. Discussing new concepts and Ask questions about the video
practicing new skills #1  What is temperature?
 What do we used to measure temperature?
 What is the part of the thermometer that shows temperature?
 What is the room temperature? Normal body temperature?
E. Discussing new concepts and Group Activity
practicing new skills #2 Divide the class into four groups. Distribute activity sheets in each group. Provide group 1
with digital thermometer, Group 2 with set of pictures showing temperature readings and
Group 3 using pictorials, Group 4 with alcohol thermometer.
Group 1 - Using digital thermometer
Group 2 - Using pictorials
Group 3 - Using infrared thermometer
Group 4 – Using alcohol thermometer
Group 1- Measure and read the pupils’ body temperature by putting the digital thermometer
under their armpits. Record and compare the results with the other pupils.
Group 2 - Read and record each thermometer reading
Group 3 -Give pictures of hot coffee, a person with fever, iced cold tea, bread I toaster, ice
drop. Classify whether if it is HOT or COLD. Identify the correct temperature
for the pictures given.
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Group 4 - Give 2 glasses of water, one has cold water and the other has hot water, using
alcohol thermometer measure the temperature of each glasses. Read and record.
F. Developing Mastery Group Reporting

G. Finding Practical application of Group Game: "Thermometer Challenge: Temperature Showdown"

concepts and skills in daily Step 1: Divide the class into four groups.
living Step 2: Show a picture of a thermometer on a screen or board. Make sure it displays
different temperature readings.
Step 3: Provide each group with a small whiteboard or paper and a marker for writing their
answers.
Step 5: Ask the students to discuss within their groups and write down the correct
temperature for each thermometer shown.
Step 6: Instruct the groups to hold up their whiteboards or papers simultaneously to display
their answers.
Step 7: Identify the first group to show the correct answer for each thermometer and give
them 1 point.
Step 8: Repeat steps 5 to 7 with different thermometer images, allowing each group to
participate and earn points.
Step 9: Conclude the activity by announcing the group with the highest number of points as
the winner.
(By following this simplified and rephrased guide, you can conduct an engaging and easy-to-
follow activity where students practice their temperature reading skills in a game-like setting. The use
of whiteboards or papers for writing answers and the element of competition adds excitement and
participation, making it enjoyable for the students.)
H. Making generalization and  How can the skill of reading a thermometer be applied in everyday life beyond the
abstraction about the lesson classroom setting?
 Can you think of any instances where misinterpreting a temperature reading could have
negative consequences?
 How does understanding temperature measurements on a thermometer help us make
informed decisions?
I. Evaluating learning

J. additional activities for 1. A kettle of water was made to boil for 5 minutes more than after it reached its boiling
application or remediation point. What is the temperature of the water?
2. What is the room temperature if the red liquid (mercury) rose to 30◦ above the freezing
point?
3. The level of liquid in a thermometer is 22◦C lower than the boiling point of water. What
is the thermometer reading?
V.REMARKS
VI.REFLECTION
A. No. of learners who earned 80% ___Lesson carried. Move on to the next objective.
in the evaluation ___Lesson not carried.
_____% of the pupils got 80% mastery
B. No.of learners who require ___Pupils did not find difficulties in answering their lesson.
additional activities for ___Pupils found difficulties in answering their lesson.
remediation ___Pupils did not enjoy the lesson because of lack of knowledge, skills and interest about
the lesson.
___Pupils were interested on the lesson, despite of some difficulties encountered in
answering the questions asked by the teacher.
___Pupils mastered the lesson despite of limited resources used by the teacher.
___Majority of the pupils finished their work on time.
___Some pupils did not finish their work on time due to unnecessary behavior.

C. Did the remedial work? No.of ___ of Learners who earned 80% above
learners who have caught up
with the lesson
D. No. of learners who continue to ___ of Learners who require additional activities for remediation
require remediation

E. Which of my teaching strategies ___Yes ___No

worked well? Why did these ____ of Learners who caught up the lesson
work?
F. What difficulties did I encounter ___ of Learners who continue to require remediation
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which my principal or
supervisor can helpme solve?
G. What innovation or localized Strategies used that work well:
materials did used/discover ___Metacognitive Development: Examples: Self assessments, note taking and studying techniques, and
vocabulary assignments.
which I wish to share with other
___Bridging: Examples: Think-pair-share, quick-writes, and anticipatory charts.
teachers?
___Schema-Building: Examples: Compare and contrast, jigsaw learning, peer teaching, and projects.
___Contextualization: 
Examples: Demonstrations, media, manipulatives, repetition, and local opportunities.
___Text Representation: 
Examples: Student created drawings, videos, and games.
___Modeling: Examples: Speaking slowly and clearly, modeling the language you want students to use, and
providing samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s collaboration/cooperation in doing their tasks
___ Audio Visual Presentation
of the lesson

Prepared by:
MARY GRACE C. ONGCOY
Teacher III

Checked:
JHUN REE M. DESCARTIN
Master Teacher II

Noted:

ESTER G. MONDARES
Principal I

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