GRADE 1 to 12 Paaralan HWCS Baitang/Antas I-OLIVE

DAILY LESSON LOG Guro JULIE R. GALLETO Araw LunES- Biyernes

Linggo/ Petsa WK34 FEBRUARY 5-9,2018 Markahan IKAAPAT NA MARKAHAN

MATH MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1.OBJECTIVES Objectives must be met over the week and connected to the curriculum standards.To meet the objectives,necessary procedures must be followed and if needed,additional lessons,exercises, and remedial
activities maybe done for developing content knowledge and competencies.These are assessed using Formative Assessment strategies.Valuing objectives support the learning of content competencies and
enable children to find significance and joy in learning the lessons.Weekly objectives shall be derived from the curriculum guides.
A. CONTENT The Learner. . . The Learner. . . The Learner. . . The Learner. . . The Learner. . .
STANDARDS demonstrates understanding of time and demonstrates understanding of time and demonstrates understanding of time and demonstrates understanding of time and demonstrates understanding of time and
non-standard units of length, mass and non-standard units of length, mass and non-standard units of length, mass and non-standard units of length, mass and non-standard units of length, mass and
capacity. capacity. capacity. capacity. capacity.
B.PERFORMANCE The Learner. . . The Learner. . . The Learner. . . The Learner. . . The Learner. . .
STANDARDS is able to apply knowledge of time and is able to apply knowledge of time and is able to apply knowledge of time and is able to apply knowledge of time and is able to apply knowledge of time and
non-standard measures of length, mass, non-standard measures of length, mass, non-standard measures of length, mass, non-standard measures of length, mass, non-standard measures of length, mass,
and capacity in mathematical problems and capacity in mathematical problems and capacity in mathematical problems and capacity in mathematical problems and capacity in mathematical problems
and real-life situations and real-life situations and real-life situations and real-life situations and real-life situations
C.LEARNING M1ME-IVf-22 M1ME-IVf-22 M1SP-IVg-1.1 M1SP-IVg-1.1
COMPETENCIES Estimates and measures capacity using Estimates and measures capacity using Collects data on one variable through Collects data on one variable through
non-standard unit. non-standard unit. simple interview. simple interview.
(Write the LC code for
each.)
II.CONTENT

LEARNING
RESOURCES

A. References

1.Teacher’s Guide Pages

2.Learner’s Material
pages
B.Other Learning
Resources
III.PROCEDURES

A. Reviewing Ipangkat sa dalawa ang klase.Bigyan Ano ang pinag-aralan natin kahapon? Ipangkat ang klase sa dalawa.Bigyan ng Ano ang pinag-aralan natin kahapon?
previous lesson or ang bawat pangkat ng tigdadalawang tally sheet ang bawat pangkat. Ang
presenting the new transparent na garapon, ang isa ay unang pangkat ay tatanungin isa-isa ang
lesson
puno ng buhangin ang isa naman ay miyembro ukol sa paboriitong gulay
walang laman.Bigyan ang unang samantalang ang ikalwag pangkat ay
pangkat ng plastik na baso bilang ukol sa paboritong prutas. Bawat sagot
panukat at plastic na tasa sa ng miyembro ay katumbas ng isang
pangalawang pangkat. Ipasukat sa marka sa tally sheet. Itatally ng lider ang
bawat pangkat kung ilang baso at tasa sagot ng mga miyembro at sasabihin ito
ang laman ng isang transparent na sa harap ng klase.
garapon na buhangin.Ipasabi sa bawat
lider ng pangkat ang resulta ng knilang
ginawang pagsusukat.
B. Establishing a Nagtimpla ang guro ng isang pitsel na Pagpapakita muli kung ilang baso ang Pakuhanin ng kapareha ang bawat mag- Pakuhanin ng kapareha ang bawat mag-
purpose for the kalamansi juice . Gusto niyang malaman isang pitsel. aaral. Hayaang magtanungan ang aaral. Hayaang magtanungan ang
lesson kung ilang basong kalamansi juice ang magkapareha ukol sa laruang mayroon magkapareha ukol sa paborito nilang
laman ng isang pitsel upang matantiya sila at itally ng bawat isa ang kanilang pagkain at itally ng bawat isa ang
niya kung ilang pitsel ng kalamansi kanilang
juice ang kailangang timplahin para sa Laruan Tally Kabuu
apatnapu niyang mag-aaral. an Pagkain Tally Kabuu
an
Paano kaya malalaman ng guro kung Manika
ilang baso ng kalamansi juive ang laman
ng isang pitsel. Robot

dollhouse

Yoyo

Brick
game

Anong laruan kaya ang mas madami

ang bilang/ ang mas kakaunti ang
bilang?

Paano malalaman ang kabuang bilang

ng mga laruana ayon sa isinagawang
interview.

C. Presenting Ilang baso mayroon ang isang pitsel? Pagpapakita ng mga bata ng kanilang
examples/instances ginawang talaan.
of the new lesson

D. Discussing the new a. Ilang basong gatas ang laman Ang dami ng laman ng isang malaking Paano malalaman ang kabuuang bilang Anong paboritong pagkain kaya ang
concepts and ng isang garapon? lagayan ay maaaring maipakita sa bilang ng bawat bagay? mas madami ang bilang/ ang mas
practicing new b. Ilang tasang kalamansi juice
skills #1 ang laman ng isang pitsel? Ilan ang bilang ng bawat agay ayon sa
c. Ilang tabong tubig ang laman ng maliliit na lagayan o panukat. marks? kakaunti ang bilang?
ng isang timba?
Paano malalaman ang kabuang bilang
ng mga laruana ayon sa isinagawang
interview?

E. Discussing the new Tingnan ang larawan.Bilangin ang Pangkatang gawain Tingnan ang talahanayan at punan ang Tingnan ang talahanayan at punan ang
concepts and practicing maliit na lagayan bilang panukat upang kabuuang bilang ng bagay ayon sa tally kabuuang bilang ng bagay ayon sa tally
new skills # 2 malaman ang dami ng laman ng Pangkat 1 – Ilang basong tubig ang laman marks na nakasulat marks na nakasulat.
malaking lagayan.Isulat ang sagot sa ng isang garapon/
loob ng kahon. Bulaklak Tally Kabu
uan

Pangkat 2 – Ilang tasang tubig ang laman

ng isang pitsel?

Pangkat 3 – Ilang tabong tubig ang laman

ng isang timba?

F.Developing mastery Iguhit ang panukat ayon sa Apat na baso ng gatas ang kailangan Ilagay ang naaayong tally Ilagay ang naaayong tally
bilang na tinutukoy sa bawat pahayag. upang marks mula sa kabuuang bilang ng marks mula sa kabuuang bilang ng
sagot sa interview ukol sa paboritong sagot sa interview ukol sa paboritong
mapuno ang isang karton. Pag-ugnayin ng gulay. gulay
linya ang unang hanay patungo sa
ikalawang hanay. Gawin ito sa inyong Kulay Tally Kabuuan
kuwaderno.
Nakikibahagi k aba sa gawain ng iyong Punan ang talahanayan B ukol sa Masaya ka bang ginagawa ang iyong
G.Finding practical pangkat? sagot ng sampung mag-aaral mula sa pagtatanong sa iyong mga kamag-aral?
applications of concepts interview ukol sa paborito nilang subject
and skills in daily living Masaya ka bang nakikiisa sa mga kasapi o aralin mula sa talahanayan A.Itally
ng iyong pangkat? ang sagot at isulat ang kabuuang bilang.
Nakikinig k aba ng mabuti sa kanilang
mga sagot?

H. Making Ang dami ng laman ng isang malaking Ang dami ng laman ng isang malaking Upang mabilang ang bawat bagay nang Upang mabilang ang bawat bagay nang
generalizations and lagayan ay maaaring maipakita sa bilang lagayan ay maaaring maipakita sa bilang may kaayusan maaaring gumamit ng may kaayusan maaaring gumamit ng
abstraction about the ng maliliit na lagayan o panukat. ng maliliit na lagayan o panukat. tally marks.Ang bawat tally marks ay tally marks.Ang bawat tally marks ay
lesson
katumbas ng isang bilang ng bagay. katumbas ng isang bilang ng bagay.

I.Evaluating learning Basahin at unawain ang suliranin. Isulat Limang basong tubig ang kailangan upang Basahin at unawain ang suliranin. Basahin at unawain ang suliranin.
ang sagot sa loob ng kahon. Punan ang talahanayan. Punan ang talahanayan.
mapuno ang isang pitsel. Sipiin sa inyong
Magtitimpla si nanay ng Nagkaroon ng interview sa Nagkaroon ng interview sa
gatas para sa kanyang anim na kuwaderno ang talahanayan. paaralan ukol sa paboritong gawain ng paaralan ukol sa paboritong flavor ng
anak.Tatlong baso lang ang laman ng mag-aaral sa loob ng klase. Sampu ang icecream ng mag-aaral. Sampu ang
isang pitsel. Ilang pitsel kaya ng gatas sumagot na paborito nila ang pag- sumagot na paborito nila ang
ang kailanagang timplahin ni nanay aawitan, dalawamput – apat naman ang chocolate, dalawamput – apat naman
upang makainom lahat ang kanyang may gusto ng pagbabasa, at labinglima ang may gusto ng mangga, at
anim na mga anak. ang may gusto ng pagguhit. Ipakita sa labinglima ang may gusto ng ube.
pamamagitan ng talahanayan ang Ipakita sa pamamagitan ng talahanayan
resulta ng interview. ang resulta ng interview.
Mga Tally Kabuuan Flavor ng Tally Kabuuan
Gawain Marks g Bilang icream Marks g Bilang
sa
Paaralan 4.

1. 5.

2. 6.

3.

J.Additional activities Gawin ang sumusunod sa Sampung baso ng juice ang kailangan ni Tanungin ang bawat
for application or tahanan bilang takdang aralin. Punan Katrina miyembro ng pamilya kung anu-anong
remediation ang talahanayan. Sukatin ang gulay ang paborito ng bawat isa. Itala sa
sumusunod ayon sa nakatalang panukat. sa kanyang kaarawan. Kung ang isang talahanayan gamit ang tally marks
pitsel ay upang malaman ang kabuuan.
Susukatin Panukat Bilang
naglalaman ng 5 baso ng juice ilang pitsel Gulay Tally Kabuuan
Isang pitsel baso ang Marks
na gatas
gagamitin nya?
Isang tabo
timbang
tubig

Isang kutsara
basong
tubig

Isang pitsel tasa

na tubig

Isang pitsel
timbang
tubig

IV.REMARKS

V.REFLECTION
A.No. of learners who Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
earned 80% in the ____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
evaluation lesson lesson lesson lesson
B.No. of learners who ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
require additional ____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
activities for remediation lesson lesson lesson lesson
C.Did the remedial ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
lessons work? No. of remediation remediation remediation remediation remediation
leraners who have
caught up with the
lesson
D.No. of learners who ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
continue to require remediation remediation remediation remediation remediation
remediation

E.Which of the teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategies worked well? ___ Group collaboration __ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
Why did these work? ___ Games ___ Games ___ Games ___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in
doing their tasks doing their tasks doing their tasks doing their tasks doing their tasks
F.What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
principal or supervisor __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
can help me solve? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
Instructional Materials Instructional Materials Instructional Materials Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition

G.What innovations or The lesson have successfully delivered The lesson have successfully delivered due The lesson have successfully delivered The lesson have successfully delivered The lesson have successfully delivered
localized materials did I due to: to: due to: due to: due to:
use/discover which I ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn
wish to share with other ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs
teachers? ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson
___ worksheets ___ worksheets ___ worksheets ___ worksheets ___ worksheets
___ varied activity sheets ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in
doing their tasks doing their tasks doing their tasks doing their tasks doing their tasks

Prepared by: CHECKED BY:

JULIE R. GALLETO GRACE JOY M. SOLIS Ed. D.
TEACHER III PRINCIPAL II