Grade 5 Teachers Guide | K to 12 Curriculum

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Effective Language Use

There are three major applications of the macro-skills of the language (Understanding of Cultures; Understanding Language; and Processes and Strategies). They are
described as the knowledge and skill areas which are essential to effective language use demonstrated through the language macro-skills.

1. UNDERSTANDING CULTURES. Learning language through text types and literary appreciation exposes learners to different cultures of the world, including one’s culture. Learners develop sociolinguistic and sociocultural understandings and apply them to their use of the language (Mother Tongue, Filipino, and English).

Sociolinguistic understanding refers to appropriate language use. It is defined in this document as taking into account the social significance of linguistic forms and the linguistic implications of social facts. Language is a complex social practice that reflects and reinforces shared understandings about appropriate actions, values, beliefs and attitudes within a community. These shared understandings determine not only what is communicated and when and how it is communicated, but also who does the communicating. These collectively constitute the sociolinguistic features of language.

Sociocultural understanding refers to knowing about the language speaking communities. It means taking into account the non-linguistic features in the life of a society.

Grade 5 teachers guideLearners broaden their frame of reference beyond their own social and cultural experiences. They gain insights into different values and belief systems and acknowledge the cultural contexts which underpin them. They make sense of the social fabric of the target language community. They understand that the natural and physical environments – as well as the social, economic, historical and political environments – influence the language speaking groups and their cultural traditions.

2. UNDERSTANDING LANGUAGE. Learners apply their knowledge of the system of the language to assist them to make meaning and to create meaning. They come to recognize the patterns and rules of the language which emerge as they interact with a plethora of texts (literary and informational) to make meaning. They apply this knowledge and understanding to create their own spoken, written and visual texts. Differences in language systems are expressed in a variety of ways: for example, in grammatical differentiations, variations in word order, word selection, or general stylistic variations in texts. By comparing the system of the language with the systems of other languages, students understand that each language is different, but has identifiable patterns within its own system.

3. PROCESS AND STRATEGIES. Learners select from a repertoire of processes and strategies by reflecting on their understanding of the way language works for a variety of purposes in a range of contexts. They deliberate on how they use language and apply different language strategies, depending on their purpose, context and audience. They use language as a way of coming to grips with new ideas, resolving difficulties or solving problems. They use strategies such as brainstorming and discussion as a way of developing ideas. They experiment, take risks and make approximations with language as a way of developing their language skills. They clarify what they need to know when seeking information for particular purposes. They use key-word searches and their understanding of the conventions of informational texts such as tables of contents, headings, indexes, forewords and glossaries as aids in locating information. They assess the usefulness of information for particular purposes.

They treat information and ideas critically and evaluate information in terms of its reliability and currency. They make notes and graphic representations of information and combine information from different sources into a coherent whole by summarizing, comparing and synthesizing.

Learners reflect on ethical considerations in the use of ideas and information. They recognize the importance of attributing sources of ideas and information, and of presenting or representing ideas and information in ways which are not misleading. They use quotation and sourcing conventions appropriately. They take into account the possible effects of and responses to the presentation of ideas and information.



Grade 5 Teachers Guide | K to 12 Curriculum

Grade 5 Teachers Guide – 1ST QUARTER


Grade 5 Teachers Guide – 2nd Quarter




  1. Antas ng Katayuan ng mga Pilipino
  2. Bahaging Ginagampanan ng Kababaihan sa Lipunan
  3. Pagbabago Sa Lipunan Sa Ilalim ng Pamahalaang Kolonyal
  4. Pagbabago sa Panahanan ng mga Pilipino sa Panahon ng Español
  5. Pagpupunyaging Katutubong Pangkat na Mapanatiliang Kalayaan sa Kolonyal
  6. Pamahalaang Lokal
  7. Pamahalaang Sentral

4TH Quarter

  1. GRADE 5 Teachers Guide in ARALING PANLIPUNAN – 4TH Quarter




  1. Tungkulin sa Sarili sa Panahon ng Pagdadalaga o Pagbibinata
  2. Pagbabagong pisikal sa panahon ng Pagdadalaga at Pagbibinata
  3. Pagsasaayos ng Sirang Kasuotan
  4. Pangangalaga sa Sariling Kasuotan
  5. Iba’t Ibang Paraan ng Pag-aayos ng Tahanan, mga Kagamitan at Kasangkapan
  6. Pag-aayos ng Tahanan
  7. Mga Palamuti sa Tahanan

4TH Quarter

  1. GRADE 5 Teachers Guide in EPP-INDUSTRIAL ARTS – 4TH Quarter




  1. TG_ENGLISH 5 (Q3 W1)
  2. TG_ENGLISH 5 (Q3 W2)
  3. TG_ENGLISH 5 (Q3 W3-W4)
  4. TG_ENGLISH 5 (Q3-W5-D1)
  5. TG_ENGLISH 5 (Q3-W5-D3)
  6. TG_ENGLISH 5 (Q3-W5-D5)
  7. TG_ENGLISH 5 (Q3 W7-W8)
  8. TG_ENGLISH 5 (Q3 W9-W10)




  1. TG_FILIPINO 5 (Q3_W1)
  2. TG_FILIPINO 5 (Q3_W2)
  3. TG_FILIPINO 5 (Q3_W3)
  4. TG_FILIPINO 5 (Q3_W4)
  5. TG_FILIPINO 5 (Q3_W5)
  6. TG_FILIPINO 5 (Q3_W6)
  7. TG_FILIPINO 5 (Q3_W8)
  8. TG_FILIPINO 5 (Q3_W9)
  9. TG_FILIPINO 5 (Q3_W10)

4TH Quarter

  1. GRADE 5 Teachers Guide in FILIPINO – 4TH Quarter




  1. TG_ESP 5 (Q3_W1)
  2. TG_ESP 5 (Q3_W2)
  3. TG_ESP 5 (Q3_W3)
  4. TG_ESP 5 (Q3_W4)
  5. TG_ESP 5 (Q3_W5)
  6. TG_ESP 5 (Q3_W6)
  7. TG_ESP 5 (Q3_W7)
  8. TG_ESP 5 (Q3_W8)
  9. TG_ESP 5 (Q3_W9)
  10. TG_ESP 5 (Q3_W10)

4TH Quarter

  1. GRADE 5 Teachers Guide in ESP – 4TH Quarter




  1. Lesson 56: Visualizing Percent and Its Relationship to Fractions, Ratios and Decimal Numbers Using Models
  2. Lesson 57: Defining Percentage, Rate or Percent, and Base
  3. Lesson 58: Identify the Base, Percentage, and Rate in the Problem
  4. Lesson 59: Finding the Percentage in a Given Problem
  5. Lesson 60: Solving Routine and Non-routine Problems Involving Percentage Using Appropriate Strategies and Tools
  6. Lesson 61: Creating Problems Involving Percentage with Reasonable Answers
  7. Lesson 62.Visualizing, Naming and Describing Polygons with 5 or More Sided Polygons
  8. Lesson 63.Describing and Comparing Properties of Polygons ( Regular and Irregular Polygons )
  9. Lesson 64.Drawing Polygons with 5 or More Sides
  10. Lesson 65: Visualizing Congruent Polygons
  11. Lesson 66: Visualizing and describing a circle.
  12. Lesson 67: Identifying terms related to a circle.
  13. Lesson: 68 Drawing of circles with different radii using a compass
  14. Lesson: 69 Visualizing and describing solid figures
  15. Lesson: 70 Making models of different solid figures: cube, prism, pyramid, cylinder, cone, and sphere using plane figure.
  16. Lesson 71 :Formulating the Rule in Finding the Next Term in a Sequence
  17. Lesson 72 :Using Different Strategies ( Looking for a Pattern, Working Backwards, etc ) to Solve for the Unknown in Simple Equations Involving One or More Operations on Whole Numbers and Fraction
  19. Lesson 74: Calculating Time in the Different World Time Zones in Relation to the Philippines
  21. Lesson 76: Visualizing the Circumference of a Circle
  22. Lesson 77: Measuring the Circumference of a Circle Using Appropriate Tools
  23. Lesson 78: Deriving a Formula in Finding the Circumference of a Circle
  24. Lesson 79: Finding the Circumference of a Circle
  25. Lesson 80: Solving Routine and Non- Routine problems Involving Circumference of a Circle

4TH Quarter

  1. GRADE 5 Teachers Guide in MATH – 4TH Quarter


4TH Quarter

  1. GRADE 5 Teachers Guide in MUSIC – 4TH Quarter
  2. GRADE 5 Teachers Guide in ARTS – 4TH Quarter
  3. GRADE 5 Teachers Guide in PE – 4TH Quarter
  4. GRADE 5 Teachers Guide in HEALTH – 4TH Quarter



3RD QUARTER: Force and Motion

  1. S5FE- IIIa-1: Describing the Motion of an Object by Tracing and Measuring its Change in Position (distance travelled) over a Period of Time.
  2. S5FE- IIIb-2: Using Appropriate Measuring Tools and Correct Standard Units in Measuring Time and Distance of Objects in Motion.
  3. S5FE-IIIc-3: Conductors of Heat and Electricity
  4. S5FE-IIId-4: Effects of Heat and Electricity
  5. S5FE-IIIe-5: Ability of the Materials to Block, Absorb or Transmit Light to Its Use
  6. S5FE-IIIf-6: What is Static Electricity?
  7. S5FE-IIIh-8: Electromagnet
  8. S5FE-III i-j-9: Electricity and Magnetism

4TH Quarter

  1. GRADE 5 Teachers Guide in SCIENCE – 4TH Quarter

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