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KINDERGARTEN SCHOOL: TEACHING DATES:

DAILY LESSON LOG TEACHER: WEEK NO. WEEK 1


CONTENT FOCUS: I belong to a Kindergarten Class. QUARTER: 1ST QUARTER

BLOCKS OF TIME Indicate the following:


Learning Area (LA) MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Content Standards (CS)
Performance Standards
(PS)
Learning Competency
Code (LCC)
ARRIVAL TIME LA: LL Daily Routine: Daily Routine: Daily Routine: Daily Routine: Daily Routine:
(Language, Literacy and National Anthem National Anthem National Anthem National Anthem National Anthem
Communication) Opening Prayer Opening Prayer Opening Prayer Opening Prayer Opening Prayer
CS: The child demonstrates Exercise Exercise Exercise Exercise Exercise
an understanding of: Kamustahan Kamustahan Kamustahan Kamustahan Kamustahan
increasing his/her Attendance Attendance Attendance Attendance Attendance
conversation skills Balitaan Balitaan Balitaan Balitaan Balitaan
paggalang
PS: The child shall be able
to:
confidently speaks
and expresses
his/her feelings and
ideas in words that
makes sense
LCC: LLKVPD-Ia-13
KAKPS-00-14
KAKPS-OO-15
MEETING TIME 1 LA: SE (Pagpapaunlad sa Message: Message: Message: Message: Message:
Kakayahang Sosyo-
Emosyunal) Welcome to There are children and We have different Our classroom has Our classroom
CS: Ang bata ay Kindergarten! adults in the classroom. jobs in the classroom. different areas. is part of the
nagkakaroon ng pag- I am now in Questions: Questions: Each area can be school. The name of
unawa sa: Kindergarten. used in different my school is_____.

21st Century Teacher DLL Kindergarten SY 2017-2018 Page 1


konsepto ng Who are the people in What is a job? ways.
pamilya, paaralan at Questions: our
komunidad bilang classroom? Why do we need to do Questions: Questions:
kasapi nito Who are in school for our jobs inside the
PS: Ang bata ay the first time? Song: Who are the classroom? What are the What is the name of
nagpapamalas ng: people in (i.e. why do we need to different areas in our school?
pagmamalaki at our classroom? clean our classroom? the classroom?
kasiyahang What can you do in Song: S-C-H-O-O-L
makapagkwento ng school? Why do we need to What do you see in
sarling karanasan throw our garbage each area?
bilang kabahagi ng Why do you go to into the trash can?
pamilya, paaralan at school? What can we do in
komunidad. Why do we need to each area?
LCC: KMKPAar-00-2 Sing Hello/ Kumusta wipe our desks,
KMKPAar-00-3 songs, welcome cabinets, bookshelves,
songs, nursery and tables?
rhymes
What will happen if we
do not do the job
assigned to us?

Song: The Children in


Kinder
WORK PERIOD 1 LA: SE (Pagpapaunlad sa Teacher- Teacher-Supervised: Teacher-Supervised: Teacher- Teacher-
Kakayahang Sosyo- Supervised: Supervised: Supervised:
Emosyunal) PEOPLE PUPPET JOB CHART
NAME TAG KMKPAra-00-2 KMKPAra-00-3 LABELING AREAS SCHOOL BANNER
KP (Kalusugang pisikal SEKPSE-IIIc-6 KPKFM-00-1.3 SEKPSE-IIa-4 /THINGS IN THE AND DIORAMA
SKMP-00-2 SKMP-00-2 KPKFM-00-1.4
at pagpapaunlad ng CLASSROOM KPKFM-00-1.3
SKMP-00-4 LLKH-00-3
kakayahang motor) KPKFM-00-1.4 KPKFM-00-1.5
LLKH-00-5
Independent LLKV-00-1 KPKFM-00-1.6
Independent LLKC-00-1
Activities LLKV-00-8 SKMP-00-3
L (Logic) Activities LLKC-00-1 SKMP-00-4
CS: Ang bata ay Independent SKMP-00-6
nagkakaroon ng pag- 1. Color Cover All Activities LLKV-00-1
MKAT-00-1 1. Color Cover All Independent LLKV-00-8
unawa sa: MKSC-00-6 MKAT-00-1 Activities
sariling MKSC-00-6 1. Color Cover All

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kakayahang sumubok MKAT-00-1 Independent
gamitin nang maayos 2. Color Match 2. Color Match MKSC-00-6 1. Color Cover All Activities
ang kamay upang MKAT-00-1 MKAT-00-1 MKAT-00-1
MKSC-00-6 MKSC-00-6 2. Color Match MKSC-00-6
lumikha/lumimbag MKAT-00-1 1. Color Cover All
pagpapahayag ng MKSC-00-6 MKAT-00-1
3. How I Feel on the 3. How I Feel on the 2. Color Match MKSC-00-6
kaisipan at First Day First Day MKAT-00-1
imahinasyon sa SEKPSE-IIIc-6 SEKPSE-IIIc-6 3. How I Feel on the MKSC-00-6 2. Color Match
malikhain at SEKPSE-00-11 SEKPSE-00-11 First Day MKAT-00-1
malayang SEKPSE-IIIc-6 3. How I Feel on MKSC-00-6
4. Clay Molding 4. Clay Molding SEKPSE-00-11 the First Day
pamamaraan.
KPKFM-00-1.5 KPKFM-00-1.5 SEKPSE-IIIc-6 3. How I Feel on
objects in the SKMP-00-6 SKMP-00-6 4. Clay Molding SEKPSE-00-11 the First Day
environment have LLKAK-Ic-1 LLKAK-Ic-1 KPKFM-00-1.5
properties or SKMP-00-6 SEKPSE-IIIc-6
4. Clay Molding SEKPSE-00-11
attributes (e.g., 5. Picture Match 5. Picture Match LLKAK-Ic-1
KPKFM-00-1.5
color, size, shapes, MKAT-00-1 MKAT-00-1 SKMP-00-6
LLKVPD-Id-1 LLKVPD-Id-1 5. Picture Match 4. Clay Molding
and functions) and LLKAK-Ic-1
MKAT-00-1 KPKFM-00-1.5
that objects can be LLKVPD-Id-1 SKMP-00-6
5. Picture Match LLKAK-Ic-1
manipulated based MKAT-00-1
on these properties LLKVPD-Id-1 5. Picture Match
and attributes MKAT-00-1
LLKVPD-Id-1
PS: Ang bata ay
nagpapamalas ng:
kakayahang
gamitin ang kamay
at daliri
kakayahang
maipahayag ang
kaisipan,
damdamin,
saloobin at
imahinasyob sa
pamamagitan ng
malikhaing
pagguhit/pagpinta
manipulate

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objects based on
properties or
attributes
MEETING TIME 2 LA: SE (Pagpapaunlad sa What did you do Why do you need to What are the different Show the Why do you need
Kakayahang Sosyo- during the summer know the people in the jobs in our classroom? Classroom Map to know the name
Emosyunal) vacation? school? and discuss the of our school?
CS: Ang bata ay Show the job chart, activities that can
nagkakaroon ng pag- Where did you go? Show People Puppets discuss job details, be done in each
unawa sa: and describe the and assign the jobs to area. Also discuss
sariling ugali at Sharing of person the learners rules in each area.
damdamin childrens
PS: Ang bata ay experiences during Why do you go to
nagpapamalas ng: vacation the different areas
kakayang kontrolin ang inside the
sariling damdamin at classroom?
pag-uugali, gumawa ng
desisyon at How will you make
magtagumpay sa use of the different
kanyang mga gawain materials in each
LCC: SEKPSE 00-1 area in the
SEKPSE Ia 1.1 classroom
SEKPSE Ia 1.2
SEKPSE Ia 1.3
NAP TIME
SUPERVISED LA: PKK Pangangalaga sa SNACK TIME
RECESS Sariling Kalusugan at
Kaligtasan
CS: Ang bata ay
nagkakaroon ng pag-
unawa sa:
* kakayahang
pangalagaan ang sariling
kalusugan at kaligtasan
PS: Ang bata ay
nagpapamalas ng:
* pagsasagawa ng mga

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pangunahing kasanayan
ukol sa pansariling
kalinisan sa pang-araw-
araw na pamumuhay at
pangangalaga para sa
sariling kaligtasan
LCC: KPKPKK-Ih-1
STORY LA: BPA (Book and Print Story: Ayokong Story: Bakit Matagal ang Story: Si Inggolok Story: Si Paula Story: Si Monica
Awareness) Pumasok sa Sundo Ko? at ang Planetang Oink-Oink Dalos-Dalos
CS: The child demonstrates Paaralan Pakaskas
an understanding of:
book familiarity,
awareness that there
is a story to read
with a beginning and
an en, written by
author(s), and
illustrated by
someone
PS: The child shall be able
to:
use book handle
and turn the pages;
take care of books;
enjoy listening to
stories repeatedly
and may play
pretend-reading and
associates
him/herself with the
story
LCC: LLKBPA-00-2 to 8
WORK PERIOD 2 LA: M (Mathematics) Teacher- Teacher-Supervised: Teacher- Teacher- Teacher-
Supervised: Supervised: Supervised: Supervised:

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CS: CS: The child ORGANIZING THINGS
demonstrates an ATTENDANCE KAKPS-00-9 CLASSROOM CLASSROOM MAP NUMBER
understanding of: CHART MKSC-00-6 INVENTORY SKMP-00-2 STATIONS
* Objects in the Independent Activities MKSC-00-5 LLKSS-00-2 MKC-00-7
MKSC-00-6 LLKC-00-1 MKSC-00-23
environment have MKC-00-7
Shape Match MKC-00-7 LLKV-00-1
properties or attributes MKC-00-8
MKC-00-8 LLKV-00-8
MKAT-00-3 MKAT-00-1 Independent
(e.g., color, size, shapes, MKAT-00-8 MKSC-00-6
and functions) and that Independent Activities
MKAT-00-14 MKSC-00-1 Independent
objects can be MKSC-00-2 Activities Activities
manipulated based on Independent Shape Match
Shape Connect All MKAT-00- MKAT-00-1
these properties and Activities Shape Match Shape Match MKSC-00-6
1 MKAT-00-1
attributes MKSC-00-6 MKAT-00-1 MKSC-00-1
Shape Match MKSC-00-6
*concepts of size, length, MKSC-00-1 MKSC-00-6
MKSC-00-1
MKSC-00-2
weight, time, and money MKAT-00-1 MKSC-00-2 MKSC-00-1
MKSC-00-2
MKSC-00-6 MKSC-00-2 Shape Connect All
PS: The child shall be able MKSC-00-1
I Spy Shapes MKAT-00-1
to: MKSC-00-2 Shape Connect All Shape Connect All MKSC-00-6
MKSC-00-1 MKAT-00-1
* manipulate objects MKAT-00-1 MKSC-00-1
MKSC-00-2 MKSC-00-6
based on properties or Shape Connect All MKSC-00-3 MKSC-00-6 MKSC-00-2
MKSC-00-1
attributes MKAT-00-1 MKSC-00-1
MKSC-00-2
MKSC-00-6 MKSC-00-2 I Spy Shapes
*use arbitrary measuring Shape Hunting
MKSC-00-1 MKSC-00-1
tools/means to MKSC-00-2
MKSC-00-5
I Spy Shapes I Spy Shapes
MKSC-00-6 MKSC-00-2
determine size, length, MKSC-00-1
MKSC-00-1
MKSC-00-3
MKSC-00-1 MKSC-00-2
weight of things around I Spy Shapes MKSC-00-2 MKSC-00-2
MKSC-00-3
him/her. MKSC-00-1 MKSC-00-3 MKSC-00-3 Shape Hunting
LCC: MKSC- 00-4 MKSC-00-2 MKSC-00-5
MKSC-00-3 Shape Hunting Shape Hunting MKSC-00-6
MKME -00-1 MKSC-00-5
MKSC-00-5 MKSC-00-1
MKC-00-2 TO 6 Shape Hunting MKSC-00-6
MKSC-00-6
MKSC-00-2
MKSC-00-1
MKSC-00-5 MKSC-00-1 MKSC-00-3
MKSC-00-2
MKSC-00-6 MKSC-00-2
MKSC-00-3
MKSC-00-1 MKSC-00-3
MKSC-00-2
MKSC-00-3
INDOOR/ LA: KP (Kalusugang Name Chain Unstructured Free Play Unstructured Free Unstructured Free Count and Turn
OUTDOOR Pisikal at Pagpapaunlad SEKPSE-00-1 Play Play (1, 2, 3)
ng Kakayahang Motor) SEKPSE-Ia-1.1 KPKPF-00-1
KAKPS-00-13 KPKGM-Ig-3
CS: Ang bata ay LLKVPD-Ia-13 KPKGM-00-4
nagkakaroon ng pag-

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unawa sa: MKSC-00-12
* kanyang kapaligiran at
naiuugnay ditto ang
angkop na paggalaw ng
katawan
PS: Ang bata ay
nagpapamalas ng:
* maayos na galaw at
koordinasyon ng mga
bahagi ng katawan
LCC: KPKGM-Ia-1 to 3
MEETING TIME 3 DISMISSAL ROUTINE

REMARKS
REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What
works? What else needs to be done to help the students learn? Identify what help your instructional supervisors
can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the
evaluation.
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 dis 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?

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APPENDIX: WEEK 1

WEEK 1
Content Focus: I belong to a Kindergarten Class.

WORK PERIOD 1
TEACHER-SUPERVISED ACTIVITIES

1. Name Tag

Competencies:
Naipakikita ang kahandaan na sumubok ng bagong karanasan (SEKPSE-IIIc-6)
Nakaguguhit, nakapagpipinta at nakapagkukulay ng ibat ibang bagay o gawain
(dekorasyon sa name tag, kasapi ng mag-anak gawain ng bawat kasapi ng
mag-anak, mga alagang hayop mga halaman sa paligid) (SKMP-00-2)

Materials: pocket chart, cardboard, photos of learners, coloring materials, glue,


scissors, scrapbooking materials such as beads, buttons, dried leaves or
flowers, popsicle sticks, yarn, etc.

Preparation: Cut cardboard into 3x8 rectangles (the length may vary
depending on the name of the learner). Paste the photo of the learner on the
left side. Prepare a pocket chart.

Procedure:
Show each cardboard to the learners and let them get the one with their photo on it.
Let the learners who can write their first name or nickname do so on the
cardboard. If not, guide them or give them a guide to copy.
Allow them to decorate their name tags.
Let them post their decorated name tag on the pocket chart.

2. People Puppet

Competencies:
Nakikilala ang mga tauhan ng paaralan at ang tungkulin nilang ginagampanan
(KMKPAra-00-2)
Naisasagawa ang mga sumusunod na kasanayan: pagpilas/paggupit/pagdikit ng
papel (KPKFM-00-1.3)
Nakaguguhit, nakapagpipinta at nakapagkukulay ng ibat ibang bagay o gawain
(dekorasyon sa name tag, kasapi ng mag-anak , gawain ng bawat kasapi ng
mag-anak, mga alagang hayop, mga halaman sa paligid) (SKMP-00-2)
Nakagugupit at nakapagdidikit ng ibat ibang hugis na may ibat ibang tekstura
(SKMP-00-4)

Materials: cardboard cut into a human figure, popsicle sticks, masking tape,
scissors, colored paper/art paper, crayons

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Procedure:
Ask the learners who are the people they see
in the classroom/school. Tell them to choose
one.
They will design/draw the person
they chose by cutting colored/art
paper into clothes/uniform and
pasting these on the cardboard.
They will also draw the face of
the person and other details.
Attach the puppet to a popsicle
stick using masking tape.
Use the puppets for show and tell
in Meeting Time 2.

Note: For children with disabilities, teachers may


provide cutouts of clothes (school uniform, pants,
shirt, dress, etc.), so that the learners will only
paste these on the cutouts of the human figure, and design it
afterwards.

3. Job Chart

Competencies:
Nakapagkukuwento ng mga ginagawa sa paaralan (KMKPAra-00-3)
Nakasusunod sa mga itinakdang tuntunin at gawain (routines) sa paaralan at
silid-aralan (SEKPSE-IIa-4)
Naisasagawa ang mga sumusunod na kasanayan: pagbakat, pagkopya ng
larawan, hugis, at titik (KPKFM-00-1.4)
Trace, copy, and write the letters of the alphabet:
straight lines (A,E,F,H,I, L,T), combination of straight
and slanting lines (K, M,N, V, W, X, Y, Z), combination
of straight and curved lines (B, C, D, G, J, O, P, Q, R,
S, U), rounded strokes with loops (LLKH-00-3)
Write ones given name (LLKH-00-5)
Express simple ideas through symbols
(e.g., drawings, invented spelling) (LLKC-00-
1)

Materials: job chart, paper strips, pre-


cut 2x4 individual cards labeled with jobs
like table wiper, line monitor, substitute
teacher, floor sweeper, recess helper,
snacks wrappers collector, table and
chair monitor, plant caretaker, flag
bearer, song leader, etc.

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Procedure:
Ask the learners what tasks/jobs they need to do to maintain the orderliness
and cleanliness of the classroom. Allow them to share their ideas. List down
the jobs they say and suggest some more.
They will write or copy their name on the strips of paper.
Some learners will write/copy the name of the job while others will draw the
task on the pre-cut cardboard.
Every day, the learners get to choose a job for the day by putting their name in
the appropriate place in the job chart. (Or the teacher may assign to make sure
that all learners experience the different jobs.)

4. Labeling Areas / Things in the Classroom

Competencies:
Naisasagawa ang mga sumusunod na kasanayan: pagbakat, pagkopya ng
larawan, hugis, at titik (KPKFM-00-1.4)
Name common objects/things in the environment (in school, home,
and community) (LLKV-00-1)
Name the places and the things found in the classroom, school and
community (LLKV-00-8)
Express simple ideas through symbols (e.g., drawings, invented spelling)
(LLKC-00-1)

Materials: strips of paper, masking tape, crayons/markers

Procedure:
Let the learners write a label for each object in the classroom (blackboard,
pencil, table, etc.) and the areas of the classroom (Block Area, Reading Area,
Art Area, etc.). If the learner cannot spell the words on his/her own yet, write
the word on a card and the learner will copy the word from the model.
Ask them to stick these labels to these things/areas using masking tape.

5. School Banner and Diorama

Competencies:
Naisasagawa ang mga sumusunod na kasanayan:
-- pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
-- Pagmomolde ng luwad (clay), pagbuo ng puzzles (KPKFM-00-1.5)
-- paglikha ng mga modelo pangkaraniwang bagay sa paligid (KPKFM-00-1.6)
Nakagagawa ng modelo ng mga pangkaraniwang bagay sa paligid: dahon, bato,
buto, patpat, tansan at iba pa (SKMP-00-3)
Nakagugupit at nakapagdidikit ng ibat ibang hugis na may ibat ibang tekstura
(SKMP-00-4)
Nakapagmomolde ng luwad (clay) sa nais na anyo (SKMP-00-6)
Nakapupunit, nakagugupit at nakapagdidikit SA paggawa ng collage (SKMP-00-
7)

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Nakapagpapatung-patong, nakapagdudugtung-dugtong at nakapagdidikit-dikit
(assemblage) ng mga patapong bagay: maliit na kahon ng gamot (SKMP-00-
8)
Name common objects/things in the environment (in school, home,
and community) (LLKV-00-1)
Name the places and the things found in the classroom, school and
community (LLKV-00-8)
Materials for Banner:
Manila paper, old magazines or newspapers, scissors, paste or glue

Preparation for Banner:


Make a big banner from the Manila paper. Write the outline of the letters of
the school name in upper and lowercase.

Procedure for Banner: Let the learners cut small shapes or pieces of paper and
paste these inside the letter outline. (Some learners may be able to cut the same
letter from the magazines.)

Materials for Diorama:


Shoebox, crayons, scissors, glue, paper scraps, masking tape, paper, play
dough, recyclable materials (Yakult bottles, medicine boxes, etc.)

Preparation for Diorama: Collector ask the learners to bring shoe boxes. Also
collect recyclable materials. You may make a sample diorama.

Procedure for Diorama:


Discuss with the learners what they can see around the school.
Cover the box with art or construction paper and draw the natural features of
the school (doors, windows, etc.).

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Using play dough and other recyclable materials, let them recreate the
school into a diorama.
Have them set up their models in the box.

WORK PERIOD 1
INDEPENDENT ACTIVITIES

1. Color Cover All

Competencies:
Match objects, pictures based on properties/attributes in one-to-one
correspondence (MKAT-00-1)
Sort and classify objects according to one attribute/property (shape, color,
size, function/use) (MKSC-00-6)

Materials: playing board with drawings of the same shape but of different colors,
cards with colored shapes that match playing board
Procedure:
Give each learner a playing board
with a shape (ex. Triangle) of
different colors drawn on them.
The teacher holds up each card
(shape of different colors) in turn
for the players to claim.
Continue until someone fills up his
or her board.

2. Color Match

Competencies:
Match objects, pictures based on properties/attributes in one-to-one
correspondence (MKAT-00-1)
Sort and classify objects according to one attribute/property (shape, color,
size, function/use) (MKSC-00-6)

Materials: sets of color cards

Procedure:
Give each group 2 sets of color cards.
Tell the learners to match cards of the same color.
Do this until all cards are matched. The group with
the most number of matched cards wins the
game.

3. How I Feel on the First Day

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Competencies:
Naipakikita ang kahandaan na sumubok ng bagong karanasan (SEKPSE-IIIc-6)
Nakikilala ang mga pangunahing emosyon (tuwa, takot, galit, at lungkot)
(SEKPSE-00-11)
Materials: activity sheet, crayons

Procedure:
Give each learner an activity sheet.
Let them color how they felt before going to school.
Ask them to draw how they feel now.
Process feelings of sadness and fear.

Note: Allow learners to complete tasks in a different way, especially for learners
who are not yet ready to write or draw. For this activity, instead of drawing their
feelings, some children may act through making faces or utilizing dramatic play
materials.

4. Clay Molding

Competencies:
Naisasagawa ang mga sumusunod na kasanayan: pagmomolde ng luwad (clay),
pagbuo ng puzzles (KPKFM-00-1.5)
Nakapagmomolde ng luwad (clay) sa nais na anyo (SKMP-00-6)
Identify the letters of ones given name (LLKAK-Ic-1)

Materials: playdough, individual name cards

Procedure:
Give each learner playdough or a bar of clay.
Distribute cards with initial letters of the learners name.
Have each learner form the initial letter of their name using clay.

5. Picture Match

Competencies:
Match objects, pictures based on properties /attributes in one-to-
one correspondence (MKAT-00-1)
-- Picture to picture
Tell which objects/pictures are the same based on color, shape, size, direction,
and other details (T-shirt with collar and without a collar) (LLKVPD-Id-1)

Materials: 2 sets of pictures of common objects found in a Kinder classroom/school


Procedure:
Give each pair of learners 2 sets of pictures of common objects in the
classroom/school.
Divide the cards between the learners.
Players take turns picking/ drawing a card from his/her partners deck.

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If the pictures match, the cards are placed down.
If the pictures do not match, the player keeps the card he/she has drawn.
The player who first finds the picture that matches all his/her pictures wins the
game.

Note: For matching activities, teachers may present learners with varied
materials that include tactile materials or concrete objects. For instance, instead
of just matching colors, learners may match objects with the same texture.
Teachers may use cloth swatches, cotton, corrugated paper, etc. Learners may
also match the objects with the same shapes such as pencils, coins, blocks, or
varied Manipulatives. Consider this when you encounter other similar activities.

WORK PERIOD 2
TEACHER-SUPERVISED ACTIVITIES

1. Attendance Chart

Competencies:
Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-
7)
Compare two groups of objects to decide which is more or less, or if they
are equal (MKC-00-8)
Combine elements of two sets using concrete objects to represent the concept
of addition (MKAT-00-3)
Add quantities up to 10 using concrete objects (MKAT-00-8)
Recognize and visualize situations that require addition and subtraction (MKAT-00-
14)

Materials: name tags, pocket chart, number cards 1-3

Procedure:
Put all the name tags in the pocket chart.
Count together the number of
learners in the class.
Count all the girls, then boys.
Compare who have more
members: the girls or the boys.
Count all those names that begin
or end with the same letter.
Ask the learners addition questions
with quantities up to 3. Example:
Get 2 girls names and 1 boys
name. How many names do we
have in all?

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2. Organizing Things

Competencies:
Nakapagliligpit lamang ng sariling gamit (KAKPS-00-9)
Sort and classify objects according to one attribute/property (shape, color, size,
function/use) (MKSC-00-6)

Materials: plastic container or shoe box for each learner, marker, big boxes or
trays, paper, masking tape
Preparation: Give the learners a list of things they need to bring (school supplies like
pencils, eraser, crayons, glue, etc. / personal supplies like toothbrush, comb,
powder/cologne, etc.). Label boxes/ containers with paper, pencils, crayons, art paper,
Manila paper, etc.

Procedure:
Ask the learners to decorate and
label their shoebox with their name.
Tell them to sort their personal
supplies inside the box.
Let them organize their
school supplies in their proper
boxes/ containers.

3.Classroom Inventory

Competencies:
Group objects that are alike (MKSC-00-5)
Sort and classify objects according to one attribute/property (shape, color, size,
function/use) (MKSC-00-6)
Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
Compare two groups of objects to decide which is more or less, or if they are
equal (MKC-00-8)

Materials: Manila paper, small pieces of paper with drawings of table, chair,
blackboard, cabinet, cleaning materials, books, toys, etc., marker, pencil

Procedure:
Ask the learners to an inventory of things in the classroom: table, chairs,
blackboard, cabinets, cleaning materials, books, toys, etc.
Count the objects.
Record the results on the Manila paper.
Compare which is more, less, or equal.

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4. Classroom Map

Competencies:
Nakaguguhit, nakapagpipinta at nakapagkukulay ng ibat ibang bagay o gawain
(dekorasyon sa name tag, kasapi ng mag-anak , gawain ng bawat kasapi ng
mag-anak, mga alagang hayop, mga halaman sa paligid) (SKMP-00-2)
Name the places and the things found on a map of a classroom (LLKSS-00-2)
Express simple ideas through symbols (e.g., drawings, invented spelling)
(LLKC-00-1)
Name common objects/things in the environment (in school, home,
and community) (LLKV-00-1)
Name the places and the things found in the classroom, school and
community (LLKV-00-8)

Materials: Manila paper, scratch papers, pencils, crayons

Preparation: Label the map using pencil to show the important areas in the
classroom to guide the learners in the actual mapping activity.

Procedure:
Ask the learners to look around the classroom and identify the areas.
Give them a piece of paper and ask them to draw an area, with the things they
see there and help them label the area.
Lay out the pieces of papers and talk about how they are arranged in the
classroom What is beside what area? What comes next? What is behind it?
Paste them on the Manila paper.

5. Number Stations

Competencies:
Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-
7)
Tell that the quantity of a set of objects does not change even though the
arrangement has changed (i.e., the child should be able to tell that one set of
counters placed in one-to-one correspondence and then rearranged still has
the same quantity) (MKSC-00-23)

Materials: several boxes with holes


(1) (2) (3) That is in various positions,
popsicle sticks

Procedure:
Distribute the boxes and
the popsicle sticks.
Learners work together in putting the
correct quantity of sticks in the holes.

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Make them observe that
quantity does not change even
if the arrangement does.

Encourage the learners to create their own popsicle sticks patterns in a variety
of ways, outside the prepared boxes.

(Variation: Learners can explore other materials such as pebbles, popsicle sticks,
and blocks.)

WORK PERIOD 2
INDEPENDENT ACTIVITIES

1. Shape Match

Competencies:
Match objects, pictures based on properties /attributes in one-to-
one correspondence (MKAT-00-1)
Sort and classify objects according to one attribute/property (shape, color,
size, function/use) (MKSC-00-6)
Recognize simple shapes in the environment (MKSC-00-1)
Identify two to three dimensional shapes: square, circle, triangle,
rectangle (MKSC-00-2)
Materials: 20 pairs of shape cards, pad paper, pencil

Procedure:
Lay out all the shape cards on the table.
Learners take turns looking for two identical shape cards.
Learner names the shape on the card.
After all the cards have been collected, ask learners to sort their cards. Have
them count how many of each shape they got.
Let them record this on their pad paper.

Note: For matching activities, teachers may present learners with varied
materials that include tactile materials or concrete objects. For instance, instead
of just matching colors, learners may match objects with the same texture.
Teachers may use cloth swatches, cotton, corrugated paper, etc. Learners may
also match the objects with the same shapes such as pencils, coins, blocks, or
varied Manipulatives. Consider this when you encounter other similar activitie

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2. Shape Connect All

Competencies:
Match objects, pictures based on properties /attributes in one-to-one
correspondence (MKAT-00-1)
Sort and classify objects according to one attribute/property (shape, color, size,
function/use) (MKSC-00-6)
Recognize simple shapes in the environment (MKSC-00-1)
Identify two to three dimensional shapes: square, circle, triangle, rectangle
(MKSC-00-2)

Materials: set of 28 shape dominoes

Procedure:
All dominoes are placed face down.
Each learner draws 7 dominoes.
A player with a double begins playing.
Each learner in turn says the shape
names and then play as in a regular
domino game.
The winner is the learner who has played all dominoes, or the learner with the
smallest number of dominoes when all learners must pass.

Note: Teachers can also make their own tactile geometry domino cards using
glue and cardboard paper. First, cut the cardboard paper into rectangle strips,
then draw the shapes. Trace the outline of the shape using glue or a glue gun,
then let it dry. The dried glue will create a raised outline of the shapes that
other children, especially those with visual impairment can trace when playing.

3. I Spy Shapes

Competencies:
Recognize simple shapes in the environment (MKSC-00-1)
Identify two to three dimensional shapes: square, circle, triangle, rectangle
(MKSC-00-2)
Identify objects in the environment that has the same shape as a sphere, cube,
cylinder (MKSC-00-3)

Materials: paper, pencil

Procedure:
Ask the learners to draw a big shape on one whole bond paper (circle,
triangle, square or rectangle).
The learners will go around the room looking for objects with the same shape
as what s/he drew.
S/He will draw these objects inside the big shape.
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4. Shape Hunting

Competencies:
Group objects that are alike (MKSC-00-5)
Sort and classify objects according to one attribute/property (shape, color, size,
function/use) (MKSC-00-6)
Recognize simple shapes in the environment (MKSC-00-1)
Identify two to three dimensional shapes: square, circle, triangle, rectangle
(MKSC-00-2)
Identify objects in the environment that has the same shape as a sphere, cube,
cylinder (MKSC-00-3)

Materials: paper cut-out of square, circle, triangle, rectangle; plastic trays

Procedure:
Group the learners into 3 or 4.
Let them draw a paper cut-out of the shapes.
They will look for objects around the room with the same shape as what they have.
They will put these objects in the tray.

INDOOR/ OUTDOOR GAMES

1. Name Chain

Competencies:
Nakikilala ang sarili (SEKPSE-00-1): pangalan at apelyido (SEKPSE-Ia-1.1)
Natatawag ang mga kalaro at ibang tao sa kanilang pangalan (KAKPS-00-13)
Use the proper expression in introducing oneself (LLKVPD-Ia-13) e.g., I
am/My name is ______

Procedure:
Sit the learners in a circle on the floor.
Choose a learner to start the introduction game.
The learner says his/her name, then, introduces the learner next to him/her.
For example, My name is Nita, and this is Pablo.
Pablo gives his name and introduces the learner next to him. This is a good
way to learn names as well as how to introduce others.

Variation: Give categories such as same initial letters, or introduce the learner in
front of you, or shuffle the learners every now and then.

2. Count and Turn (1, 2, 3)

Competencies:
Nakasasali sa mga laro, o anumang pisikal na gawain at ibat ibang paraan
ng pag-eehersisyo (KPKPF-00-1)

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Nagagamit ang mga kilos lokomotor at di-lokomotor sa paglalaro,
pag-eehersisyo, pagsasayaw (KPKGM-Ig-3)
Naipakikita ang panimbang sa pagsasagawa ng ibat ibang kilos ng
katawan, gaya ng paglukso-luksong pahalinhinan ang mga paa (skipping),
pagtulay nang di natutumba sa tuwid na guhit, pag-akyat at pagbaba sa
hagdanan (KPKGM-00-4)
Rote count up to 20 (3) (MKSC-00-12)

Procedure:
The learners stomp their feet as they count, throwing their arms up in the air to
emphasize the last number in the sequence.
The learners change directions without losing the beat, counting one as they
turn. One, Two, Threeeeee (turn) One, Two, Threeeeee (turn)

SONGS/RHYMES

Hello (The Learning Tree) The Children in Kinder


Hello, hello Tune: The Wheels on the Bus
Im glad to see you again
Hello, hello The children in Kinder go to school,
Lets work and play my friend Go to school, go to school
Shalalalalalalala shalalalalala The children in Kinder go to school
Shalalalalalalala Every single day.
Im happy to be your friend. The teacher in Kinder teach the kids
The cleaners in Kinder sweep the floor
Hello, How Do You Do The leaders in Kinder lead the class
Hello hello hello
Hello how do you do S-C-H-O-O-L
Im glad to be with you, and you and you Tune: B-I-N-G-O
and you
Tralalalalalalala tralalalalala Every day we go to school
Tralalalalalalala tralalalalala We sing and play and learn
S-C-H-O-O-L
Who are the people in our classroom? S-C-H-O-O-L
S-C-H-O-O-L
Who are the people in our classroom?
We go to school to learn.
In our classroom? In our classroom?
Who are the people in our classroom?
1-10 Rhyme
The people that we meet each day.
1-2-3-4
Are my feet flat on the floor?
5-6-7-8
My chair is in, my back is straight. 9-10
Before crossing the street, Stop,
Look and Listen

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