BAITANG 1 Paaralan CONSTANTINO ELEMENTARY SCHOOL Baitang/Antas I-SANTAN

DAILY LESSON LOG Guro PAMELA R. AQUINO Asignatura MATH 1

(Pang-araw-araw na Petsa/Oras JANUARY 21-25, 2019 (WEEK 1) Markahan IKAAPAT NA MARKAHAN
Tala sa Pagtuturo)

Lunes Martes Miyerkules Huwebes Biyernes

I. LAYUNIN
The Learner . . . The Learner . . . The Learner . . . The Learner . . . The Learner . . .
demonstrates understanding of demonstrates understanding of demonstrates understanding of demonstrates understanding demonstrates understanding
A. Pamantayang equivalent number expression using equivalent number expression patterns to compose and of patterns to compose of missing number in an
Pangnilalaman addition and subtraction. using addition and subtraction. decompose using addition. and decompose using addition or subtraction
addition. sentence using a variety of
ways
The Learner . . . The Learner . . . The Learner . . . The Learner . . . The Learner . . .
B. Pamantayan sa is able to apply knowledge of is able to apply knowledge of is able to apply knowledge of is able to apply knowledge is able to visualize and finds
equivalent number expression using equivalent number expression identifying and creating patterns of identifying and creating the missing number in an
Pagganap
addition and subtraction. using addition and subtraction. to compose and decompose patterns to compose and addition or subtraction
using addition. decompose using sentence using a variety of
addition.. ways
C. Mga Kasanayan sa M1AL-IIIh8 M1AL-IIIi9 M1AL-IIIi9 M1AL-IIIj10
Pagkakatuto M1AL-IIIh8 Identifies and creates Visualizes and finds the
Isulat ang code ng bawat Constructs equivalent number Identifies and creates patterns to patterns to compose and missing number in an
kasanayan Constructs equivalent number expression using addition and compose and decompose using decompose using addition or subtraction
expression using addition and subtraction. addition. addition. sentence using a variety of
subtraction. ways

II. NILALAMAN
III. KAGAMITANG
PANTURO
A. Sanggunian
1. Mga Pahina sa
Gabay ng Guro

2. Mga Pahina sa
Kagamitang Pang-
Mag-aaral
3. Mga Pahina sa 221-222 221-222 223-225 223-225 226-228
Teksbuk
 4. Karagdagang
Kagamitan mula sa
Powerpoint presentation Powerpoint presentation Powerpoint presentation Powerpoint presentation Powerpoint presentation
portal ng Learning
Resource
B. Iba Pang Kagamitang Charts, marker, real objects Charts, marker, real Charts, marker, real objects Charts, marker, real objects Charts, marker, real objects
Panturo objects

IV. PAMAMARAAN
Ano ang pattern?
Isusulat ng mga mag-aaral ang
kasunod na pattern sa bawat hanay.
Paano mo malalaman kung ang Sagutin natin! Ano ang mga pattern na Ibigay ang pattern at
dalawang number expression ay Sabihin kung ang mga sumusunod mabubuo sa pag compose kombinasyon ng bilang na
may parehong sagot? ay may equivalent number at pag decompose ng bilang mabubuo sa:
expression. na

A. Balik-aral sa
nakaraang aralin a. 13+ 25 = 20 – 5 4- 5
at/o pagsisimula ng b. 10 + 10 = 30 – 10 8- 10
bagong aralin c. 9 – 5 = 2 + 2 10- 15
d. 34 - 0 = 0 + 34 16- 20
e. 5 + 8 = 16 – 3 20-

Sino ang nakakita na ng timba?
Ano ang maaring gawin sa timba?
B. Paghahabi sa
layunin ng aralin
Magpapakita ang guro ng dalawang
kahon na may bagay sa loob.
C. Pag-uugnay ng mga
Ang unang kahon ay may 4 na
halimbawa sa
notbuk kapag dinagdagan ito ng 1 ito
bagong aralin
ay magiging 5. Sa Ikalawang kahon,
mayroong 7 na notbuk kapag ito ay
binawasan ng 2 ito ay magiging 5.
Magbibigay ang guro ng mga
halimbawa ng Number expression
at sasagutin ng mga mag aaral
kung ito ay may parehong sagot.
Ang bawat bata any bibigyan ng
papel na may nakasulat na number
expression sasagutin at aalamin
nila kung ang mga ito ay
Magpapakita ang guro ng 10 lapis
upang pangkatin ayon sa bilang na
sasabihin ng guro.
Basahin ang suliranin:
May 6 na lapis ang pangkat A ng
mga mag aaral sa unang baiting.
Nais nilang pagsamahin ang
dalawang bilang na ang kabuuan
ay 6. Kung ikaw ay isa sa mga
mag aaral, anong mga
Fishbowl activity:
Tatawag ang guro ng mga
bata na bubunot sa fish bowl
ng papel na may bilang. Ang
mabubunot na bilang ay
gagawan nila ng pattern o
bubuo ng mga
kombinasyon.
Gamit ang iba’t ibang hugis,
ipapakita ng guro kung paano
mahahanap ang nawawalng
bilang gamit ang pagdaragdag
at pagbabawas.
Sagutin ang sumusunod:
 Ano ang yong napansin? magkatugma. kumbinasyon ang gagawin mo?

Gamit ang mga bagay na makikita Ipapakita ng bawat mag- aaral ang Tatawag ang guro ng mga mag Talakayin at ipasagot ang Talakayin at sagutan ang
sa kanilang bag, Isasalarawan nila kanilang sagot sa harapan. aaral na mag hahati ng 6 na lapis. Pagsasanay 2 sa pahina pahina 227
ang mga Equivalent Number Isusulat sa pisara ang mga 3224 ng Mah book. sa math book
expression. kumbinasyon na bilang na nabuo
D. Pagtalakay ng Hal. ng bawat bata.
bagong konsepto at
paglalahad ng 2 + 3 = 7 - 2 ( ang 2 + 3 ay
bagong kasanayan may sagot na 5. Ang 7-2 ay may
#1 sagot na 5, samakatuwid mayroon
silang pantay na sagot o equivalent
number expression.)
4 - 3 = 5 - 4

Magpapakita ang guro ng plaskard Magpapakita ang guro ng plaskard Mga kombinasyon na bilang na Tukuyin kung anong bilang Gamit ang ibat ibang larawan,
na may equivalent number na may equivalent number nabuo sa pamamagitan ng anim ang tinutukoy ng tutukuyin ng mga mag-aaral
expression, aalamin ng mga bata expression, aalamin ng mga bata na lapis sumusunod na kombinasyon ang nawawalang bilang sa
kung tama ito o mali. kung tama ito o mali. o pattern. mga sumusunod:
1+5
E. Pagtalakay ng Hal. Hal. 2+4 1+ 8
bagong konsepto at 3+3 2+ 7 a. 10- n = 6
9 + 9= 18 – 0 9 + 9= 18 – 0 4+2 3+ 6 6 + n =10
paglalahad ng
7 +7 = 6 – 2 8 +8 = 20 – 6 5+1 4+5
bagong kasanayan 8 – 2 =4 + 2 9 – 6 =1 + 2 b. n + 3 = 8
#2 24- 12 = 6 + 6 28- 12 = 16 + 0 Ipaliwanag na maari ring makabuo n–3=5
ng pattern mula sa mga numerong 1+ 10
nabuo. 2+ 9
3+ 8
4+ 7
5+ 6

Anu-anong mga kombinasyon

F. Paglinang sa ang mabubuo sa bilang na
kabihasnan
(Tungo sa Formative 5
Assessment) 8
10
 Laro: Gamit ang ang kanya kanyang
Lapis at papel magpapaunahan ang
mga mag-aaral sa pagsagot sa mga
number expression.
G. Pag-uugnay sa pang
araw-araw na
buhay
Paano mo malalaman kung ang
dalawang number expression ay
may parehong sagot?
Tandaan:
H. Paglalahat ng Aralin Upang matukoy kung ang dalawang
number expression ay
magkapareho, maaaring gumamit ng
proseso na pagdaragdag at
pagbabawas.
Sagutan ang pahina 221 sa math
book.
I. Pagtataya ng Aralin
Laro: Gamit ang ang kanya
kanyang
Lapis at papel magpapaunahan
ang mga mag-aaral sa pagsagot sa
mga number expression.
Paano mo malalaman kung ang
dalawang number expression ay
may parehong sagot?
Tandaan:
Upang matukoy kung ang
dalawang number expression ay
magkapareho, maaaring gumamit
ng proseso na pagdaragdag at
pagbabawas.
Sagutan ang pahina 222 sa math
book.
Pangkatang gawain:
Ang mga mag-aaral ay
papangkatin sa limang grupo. Ang
bawat grupo ay bibigyan ng mga
bagay na may ibat ibang dami o
bilang. Isusulat nila ang nabuong
kombinasyon.
Pangkat 1: 10 pambura
Pangkat 2: 8 notbuk
Pangkat 3: 6 na libro
Pangkat 4: 12 na pantasa
Pangkat 5: 14 na ballpen
TANDAAN
Makakabuo ng pattern sa
pamamagitan ng pagcompose at
pag decompose ng bilang gamit
ang paraan ng pagdaragdag.
Ito ay maaring pagbilang ng pataas
at ng pababa.
Ipagawa ang Pagsasanay 1 sa
pahina 224 ng libro sa
Math.
Pangkatang gawain:
Ang mga mag-aaral ay
papangkatin sa limang
grupo. Ang bawat grupo ay
bibigyan ng mga bagay na
may ibat ibang dami o
bilang. Isusulat nila ang
nabuong kombinasyon.
Pangkat 1: 20 popsicle stick
Pangkat 2: 19 paper clips
Pangkat 3: 17 coins
Pangkat 4: 16 pebbles
Pangkat 5: 15 holens
TANDAAN
Makakabuo ng pattern sa
pamamagitan ng
pagcompose at pag
decompose ng bilang gamit
ang paraan ng
pagdaragdag.
Ito ay maaring pagbilang ng
pataas at ng pababa.
Ipagawa ang Pagsasanay
sa pahina 225 ng libro sa
Math.
Pangkatang gawain:
Ang mga mag-aaral ay
papangkatin sa apat na grupo.
Ang bawat pangkat ay
bibigyan ng cartolina na may
nakasulat na pamilang na
pangungusap. Sasagutan nila
ang nawawalang bilang at
Iguguhit nila ito sa loob ng
kahon.
Tandaan:
Maipapakita at mahahanap
ang nawawalng bilang sa
isang pamilang na
pangungusap sa
pamamagitan ng prosesong
pagdaragdag at pagbabawas.
Ipagawa ang Pagsasanay sa
pahina 228 ng libro sa Math.
 Ikahon ang number expression na Magbigay ng tatlong halimbawa ng Bumuo ng pattern sa pamamagitan Sagutan ang gawain 2, sa
may parehas na sagot. equivalent number expression ng pag compose at decompose ng pahina 224 ng math book.
J. Karagdagang gawain gamit ang proseso ng pagdaragdag bilang na:
para sa takdang a. 13+ 25 = 20 – 5 at pagbabawas.
aralin at b. 10 + 10 = 30 – 10
remediation c. 9 – 5 = 2 + 2 Hal. 12+10 = 32-10 9-
d. 34 - 0 = 0 + 34 11-
e. 5 + 8 = 16 – 3 13-
15-
V. MGA TALA

VI. PAGNINILAY
A. Bilang ng Mag-aaral
na nakakuha ng
80% sa pagtataya
B. Bilang ng Mag-aaral
na
nangangailangan
ng iba pang gawain
para sa
remediation
C. Nakatulong ba ang
remedial? Bilang
ng mga mag-aaral
na nakaunawa sa
aralin
D. Bilang ng mga mag-
aaral na
magpapatuloy sa
remediation

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
E. Alin sa mga ___ Games ___ Games ___ Games ___ Games ___ Games
istratehiyang ___ Solving Puzzles/Jigsaw
___ Answering preliminary
___ Solving Puzzles/Jigsaw
___ Answering preliminary
___ Solving Puzzles/Jigsaw
___ Answering preliminary
___ Solving Puzzles/Jigsaw
___ Answering preliminary
___ Solving Puzzles/Jigsaw
___ Answering preliminary
pagtuturo ang activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
nakatulong ng ___ Carousel
___ Diads
___ Carousel
___ Diads
___ Carousel
___ Diads
___ Carousel
___ Diads
___ Carousel
___ Diads
lubos? Paano ito ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
nakatulong? ___ Rereading of Paragraphs/
Poems/Stories
___ Rereading of Paragraphs/
Poems/Stories
___ Rereading of Paragraphs/
Poems/Stories
___ Rereading of Paragraphs/
Poems/Stories
___ Rereading of Paragraphs/
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 ___ Group member’s Cooperation in
doing their tasks doing their tasks doing their tasks in doing their tasks
doing their tasks
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
F. Anong suliranin ang __ Unavailable Technology
Equipment (AVR/LCD)
__ Unavailable Technology
Equipment (AVR/LCD)
__ Unavailable Technology
Equipment (AVR/LCD)
__ Unavailable Technology
Equipment (AVR/LCD)
__ Unavailable Technology
Equipment (AVR/LCD)
aking nararanasan __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
na nasulusyunan Internet Lab
__ Additional Clerical works
Internet Lab
__ Additional Clerical works
Internet Lab
__ Additional Clerical works
Internet Lab
__ Additional Clerical works
Internet Lab
__ Additional Clerical works
sa tulong ng Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
punong guro at __ Localized Videos
__ Making big books from
__ Localized Videos
__ Making big books from
__ Localized Videos
__ Making big books from
__ Localized Videos
__ Making big books from
__ Localized Videos
__ Making big books from
superbisor? 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 __ Recycling of plastics to be used
Instructional Materials Instructional Materials Instructional Materials as Instructional Materials as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
The lesson have successfully
The lesson have successfully delivered due The lesson have successfully delivered due The lesson have successfully
The lesson have successfully delivered due to: delivered due to:
to: to: delivered due to:
___ pupils’ eagerness to learn ___ pupils’ eagerness to learn
___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn
___ complete/varied IMs ___ complete/varied IMs
___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs
___ 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
G. Anong kagamitang ___ Answering preliminary
___ Answering preliminary ___ Answering preliminary
___ Answering preliminary
___ Answering preliminary
activities/exercises activities/exercises
panturo ang aking ___ Carousel
activities/exercises activities/exercises
___ Carousel
activities/exercises
___ Carousel ___ Carousel ___ Carousel
nadibuho na nais ___ Diads
___ Diads ___ Diads
___ Diads
___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
kong ibahagi sa ___ Rereading of Paragraphs/
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
kapwa ko guro? 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
___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in
doing their tasks in
doing their tasks doing their tasks doing their tasks
doing their tasks