School Teaching Dates

Kindergarten
Teacher NOELA S. BACLAYO Week No. 36
Daily Lesson Log
Content Focus We care for animals in the environment Quarter Four

BLOCKS OF
TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Arrival Time
Activities Free Play: Exploration and Discovery
Meeting Time I
Routine Activities National Anthem National Anthem National Anthem National Anthem National Anthem
Opening Prayer Opening Prayer Opening Prayer Opening Prayer Opening Prayer
Exercise Exercise Exercise Exercise Exercise
Kumustahan Kumustahan Kumustahan Kumustahan Kumustahan
Attendance Attendance Attendance Attendance Attendance
Balitaan Balitaan Balitaan Balitaan Balitaan

Messages We take care of animals. We Animals need a home. Animals need a home. Some Animals need food to live. Animals need love and care.
call these animals pets. Pets live in humans’ homes. live in the zoo and other places
where humans care for them.
Questions  What animals can we take  Where do pets live?  What animals live in the zoo?  What do animals need to  How do animals take care
care of?  Do you know that there are live and grow? of their young?
 What do we call animals that homes for endangered  What do animals eat?  How do you take care of
we take care of our homes? animals? animals?
 List o of the learners answer  Introduce words:
then discuss then it all.  refuge, reserve,
 endangered
Transition to Work The teacher gives instructions on how to do the independent activities, answer any questions, and tells the learners to join their group and do the assigned tasks.
Period 1
Work Period 1
Teacher- Favorite Pet Survey Pet Parade Kinder Zoo Animals Eat,Too Commitment Board
Supervised
Activity
 Create simple pictographs  Talk about likes/dislikes  Naisasagawaangmgasum  Nakaguguhit,  Naipakikitaangpag
Competencies
(MKAP-00- (foods, pets, toys, games, usunodnakasanayan: nakapagpipinta at tulong at
2) friends, places)  pagmomolde ng luwad nakapagkukulay ng pangangalagasa
 Discuss simple (LLKOL-Ic-15) (clay), pagbuo ng iba’tibangbagay o  kapaligiran,
 pictographs (MKAP-00-  Talk about the details of puzzles (KPKFM-00- gawain (dekorasyonsa halimbawapagdidilig ng
3) anobject/picture like toys, 1.5) ‘name tag’mag-anak, mgahalaman, pag-
  Name common animals pets, foods, places  paglikha ng gawain ng bawatkasapi aalis ng mgadamo at
(PNEKA-Ie-1) (LLKOL-Id-4) mgamodelopangkarani ngmag-anak, kalat, hindipagsira ng
 Talk about family wangbagaysapaligid(K mgaalaganghayop, halaman, at pag-
members, pets, toys, foods, PKFM-00-1.6) mgahalamansapaligid) aalagasahayop(KMK
or members of the
community using various  Nakapagmomolde ng (SKMP-00-2) PKom-00-5)
luwad (clay)  Identify the needs of animals  Nakapaghihintay ng
appropriate descriptive
sanaisnaanyo(SKMP- (PNEKA-III g-5) kanyangpagkakataon
words (LLKOL-00-5)
 Name common animals (KAKPS-00-12)
 Participate actively in a 00-6)
 Nakaguguhit,
dialog or conversation of  Use objects and materials (PNEKA-Ie-1)
nakapagpipinta at
familiar topics (LLKOL- safely (PNEKPP-00-6)  Group animals according to
nakapagkukulay ng
0010)  Talk about the details of certain characteristics (how
iba’tibangbagay o
an object/picture like toys, they look/ body,
gawain (dekorasyonsa
coverings/parts, how they
pets, foods, places ‘name tag’, kasapi ng
move, sounds they make,
(LLKOL-Id-4) mag-anak, gawain ng
what they eat, where they
 Talk about family live) (PNEKA-IIIi-4)
bawatkasapi ng
members, pets, toys, maganak,
 Express simple ideas mgaalaganghayopmgah
foods, or members of the through symbols (e.g., alamansapaligid)
community using various drawings, invented spelling) (SKMP-00-2)
appropriate descriptive (LLKC-00-1)  Identify ways to care for
words (LLKOL-00-5) animals (PNEKA-III g-
6) • Express simple
ideasthrough symbols
(e.g., drawings, invented
spelling) (LLKC-00-1)
 Create a simple  Talk about pets using  Identify the needs of the  Identify the needs of the  Know how to care for
Learning pictograph various appropriate animals animals animals
Checkpoints  descriptive words
 My Favorite Pet
Independent  Animal Homes
Activities  Word Box (Mother Animals and their Young)
 Animal Food Match
 Observe, describe, and examine common animals using their senses (PNEKA-IIIh-2)
 Express simple ideas through symbols (e.g., drawings, invented spelling) (LLKC-00-1)
 pagbakat, pagkopya ng larawan, hugis, at titik (KPKFM-00-1.4)
Competencies
 paglikha ng mgamodelopangkaraniwangbagaysapaligid (KPKFM-00-1.6)
 Nakalilikha ng iba’tibangbagaysapamamagitan ng malayangpagguhit (SKMP-00-1)
 Express simple ideas through symbols (e.g., drawings, invented spelling) (LLKC-00-1)
  Name common animals (PNEKA-Ie-1 )
 Match object, pictures based on properties /attributes in one-to-one correspondence (MKAT-00-1)
 Identify the needs of animals (PNEKA-III g-5 )
Create animals using junk materials
Learning  Identify common words
Checkpoints  Match pictures based on attributes in one-to-one correspondence
 Know the names of animals and their young
Transition to The teacher reminds the learners about the time left in Work Period Time 1 around 15 minutes before Meeting Time 2. After 10 minutes, the teacher tells the learners to
Meeting Time 2 start packing away the materials they used and be ready for Meeting Time 2. A transition song or a countdown may be used.
Meeting Time 2
Questions/ Pantomime: Pet Ko, Hula Mo Poem: Animal Homes Finger Play: This Little Cow Song : Animals and their
Activity Young / Inahin at mgaInakay
Transition to The teacher commends the learners for the work they did in Work Period Time 1 and tells them to prepare for recess time by washing their hands. Encourage sharing
Recess especially if not all children have food.
Supervised Recess
Transition to Quiet The teacher reminds the children to pack away the things they used in recess time, clean up their eating area, throw their trash in the trash bin, wash their hands, brush
Time their teeth, change their wet clothes, and have their Quiet Time.
Quiet Time
Transition to Story While singing a transition song, the teacher “wakes” the learners up and tells them that it’s time to listen to a story. When the learners are ready, the teacher proceeds
Time with the pre-reading activities and makes sure that the learners are listening attentively.
Story Time
Song May SiyamnaChicadee
Story Si MonangMiyaw Whose Home? Sa ilalim ng Dagat AngisangmayangUhaw Si AlingOktopoda at
angwalongpugita
Theme
Pre-reading  Define difficult words  Define difficult words.  Define difficult words  Define difficult words  Define difficult words.
Activity  Motivation question: Do  Motivation question:  Motivation question:  Motivation question: What  Motivation question:
you have a pet? Do you Where do you live? Have you lost something is your favorite food? Who takes care of you
want to have a pet?  Motive question: Where that is important to you?  Motive question: What is at home?
 Motive question: What are do the animals live in the  Motive question: What the favorite food of the  Motive question: Who
the pets in the story? story? was almost gone in the animal in the story? took care of the animal
story? in the story?
During Reading Ask comprehension questions.
Post Reading  What are the pets in the  Where do the animal s  What was almost gone in  What is the favorite food  Who took care of the
story? live? the story? of the animal in the animal in the story?
 How do you take care of story?How can we make  How can we help care
pets?  How can we help protect  How can we help prevent sure the animals have for animals?
the homes of animals? animal extinction? enough food to eat?
Transition to Work After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and tells the learners
Period 2 to join their group and do the assigned tasks.
Work Period 2
Teacher- Chicken Feet
Supervised (Counting groups of 2)
Activity
Competencies  Group, represent, and
count sets of equal
quantity of materials up
to 10 (beginning of
multiplication) (MKAT-
00-15)
 Read and write numerals
0 to 10 (MKC-00-3)
 Match numerals to a set
of concrete objects from
0 to 10(MKC-00-4)
 Nakaguguhit,
nakapagpipinta at
nakapagkukulay ng
iba’tibangbagay o
gawain (dekorasyonsa
‘name tag’, kasapi ng
mag-anak, gawain ng
bawatkasapi ng
maganak,
mgaalaganghayopmgah
alamansapaligid)
(SKMP-00-2)
Group, represent, and count
sets of equal quantity of
Learning materials up to 10
Checkpoints (beginning of
multiplication
Pair Pressure
 Group, represent, and
count sets of equal
quantity of materials up
to 10 (beginning of
multiplication) (MKAT-
00-15)
Group, represent, and
count sets of equal
quantity of materials up to
10 (beginning of
multiplication
Calling All Caterpillars
 Take away a quantity
from a given set using
concrete objects to
represent the concept of
subtraction (MKAT-00-
4)
 Recite rhymes and
poems, and sing simple
jingles/songs in the
mother tongue, Filipino
and/or English
(LLKOL-Ia-2)
Mastered the concept of
subtraction
Beautiful Butterfly Wings
 Recognize symmetry
(own body, basic
shapes) (MKSC-00-11)
 Nakaguguhit,
nakapagpipinta at
nakapagkukulay ng
iba’tibangbagay o
gawain (dekorasyonsa
‘name tag’, kasapi ng
mag-anak, gawain ng
bawatkasapi ng
maganak,
mgaalaganghayopmgah
alamansapaligid)
(SKMP-00-2)
Recognize symmetry
Triangular Animals
 Group, represent,
and count sets of
equal quantity of
materials up to 10
(beginning of
multiplication)
(MKAT-00-15)
 Read and write
numerals 0 to 10
(MKC-00-3)
 Match numerals to a
set of concrete objects
from 0 to 10 (MKC-
00-4)
 Nakaguguhit,
nakapagpipinta at
nakapagkukulay ng
iba’tibangbagay o
gawain (dekorasyonsa
‘name tag’, kasapi ng
mag-anak, gawain ng
bawatkasapi ng mag-
anak,
mgaalaganghayopmga
halamansapaligid)
(SKMP-00-2)
Group, represent, and
count sets of equal
quantity of materials up
to 10 (beginning of
multiplication
  1.Saucer and Food Match-Up
Independent  Eggs in the Nest
Activities  10 to Reach Home
 Five in a Row
 Separate and represent groups of equal quantities using concrete objects up to 10 (beginning division) (MKAT-00-16)
 Group, represent, and count sets of equal quantity of materials up to 10 (beginning of multiplication) (MKAT-00-15)
 Recognize and visualize situations that require addition and subtraction (MKAT-00-14)
 Write addition and subtraction number sentences using concrete representations (MKAT-00-10)
 Add quantities up to 10 using concrete objects (MKAT-00-8)
 Count objects with one-to-one correspondence up to quantities of 9 (MKC-00-7)
Competencies  Transform/translate patterns from one form to another (MKSC-00-22)
 Naipakikitaangpagpapahalagasamaayosnapakikipaglaro: pagigingmahinahon, pagsang-ayonsapasiya ng nakararami/ reperi, pagtanggap ng
pagkatalonangmaluwagsakalooban, pagtanggap ng pagkapanalonang may kababaangloob (KAKPS-00-19)
 Arrange objects one after another in a series/sequence according to a given attribute (size, length) and describe their relationship (big/bigger/biggest or
long/longer/longest) (MKSC-00-10)
 Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC-00-6)
 Reproduce and extend patterns (MKSC-00-20)
 Group, represent, and count sets of equal quantity of materials up to 10 (beginning of multiplication)
 Recognize and visualize situations that require addition and subtraction
Learning
 Arrange objects one after another in a series/sequence according to a given attribute (size, length) and describe their relationship (big/bigger/biggest or
Checkpoints
long/longer/longest)
 Separate and represent groups of equal quantities using concrete objects up to 10 (beginning division)
Transition to The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before Indoor/Outdoor Games. After 10 minutes, the teacher tells the
Indoor/Outdoor learners to start packing away the materials they used and be ready for Indoor/Outdoor Games. A transition song or countdown may be used.
Games
Indoor/ Outdoor Games
Pet Stations Animals Run Home Save the Animals Beware of Sharks AgawangSisiw
Activities
 Natutukoyangkahalagaha  Nagagamitangmga kilos  Naisasagawaangmgasu  Recite rhymes and poems,  Natutukoyangkahalagah
n ng pagpapakita ng lokomotor at musunodna kilos and sing simple an ng pagpapakita ng
positibongpag- dilokomotorsapaglalaro, lokomotorsapagtugonsa jingles/songs in the mother positibongpag-
uugalisaharap ng pageehersisyo, ritmongmabagal at tongue, Filipino and/or uugalisaharap ng
pagsasayaw(KPKGM-Ig-3) English (LLKOL-Ia-2)
hindiinaasahangpangyaya mabilis (paglakad, hindiinaasahangpangya
ritulad ng  Naisasagawaangmgasumus pagtakbo, pagkandirit,  Natutukoyangkahalagahan yaritulad ng
Competencies
unodna kilos ng pagpapakita ng
pagkatalosalaro, atbp. paglundag/pagtalon, pagkatalosalaro, atbp.
lokomotorsapagtugonsarit positibongpaguugalisaharap
(SEKPSE00-8) mongmabagal at mabilis
paglukso) (KPKGM-Ie- ng (SEKPSE00-8)
 Nagkakaroon ng (paglakad, pagtakbo, 2) hindiinaasahangpangyayarit  Nagkakaroon ng
kamalayansadamdamin pagkandirit, ulad ng kamalayansadamdamin
ng iba (SEKEI-00-2) paglundag/pagtalon,  pagkatalosalaro, atbp. ng iba (SEKEI-00-2)
 Nakasasalisamgalaro, o
anumangpisikalnagawain
at iba’tibangparaan ng
pageehersisyo (KPKPF-
00-1)
 Naisasagawaangpaggala
w/pagkilos ng
iba’tibangbahagi ng
katawansasaliw ng
awitinnang may
kasiyahan (KPKGM-Ia-1)
 Nakikipaglarosadalawa o
tatlongbatagamitangisan
glaruanSEKPKN-Ig-2)
paglukso )(KPKGM-Ie-2) (SEKPSE-00-8)
 Nakasasalisamgalaro, o
anumangpisikalnagawain at
iba’tibangparaan ng pag-
eehersisyo (KPKPF-00-1)
•Naisasagawaangpaggalaw/
pagkilos ng
iba’tibangbahagi ng
katawansasaliw ng
awitinnang may
kasiyahan(KPKGM-Ia-1)
 Nakikipaglarosadalawa o
tatlongbatagamitangisangla
ruan (SEKPKN-Ig-2)
 Nakasasalisamgalaro,
o
anumangpisikalnagawa
in at iba’tibangparaan
ng nag-eehersisyo
(KPKPF-00-1)
 Naisasagawaangpaggal
aw/pagkilos ng
iba’tibangbahagi ng
katawansasaliw ng
awitinnang may
kasiyahan (KPKGM-Ia-
1)
 Nakikipaglarosadalawa
o
tatlongbatagamitangisa
nglaruan (SEKPKN-Ig-
2)

Learning  Observe the learners’ team work and sportsmanship

Checkpoints  Learners give the meaning of the words refuge, reserve, endangered and extinct.
Transition to The teacher tells the learners to help pack away the materials they used in the Indoor/Outdoor Games time and get ready to do the wrap up activities in Meeting Time 3.
Meeting Time 3 A transition song or countdown may be used.
Meeting Time 3
Learners share the different Learners give the meaning of Learners describe what animals Learners match the mother
ways of taking care of animal. the words refuge, reserve, need to live and grow. animals with their young
Activities endangered and extinct

Wrap-Up  The teacher takes note if  The class will recite the  The teacher takes note if  The teacher takes note if  The teacher takes note
Questions / learners are able to give poem Animal Home. learners are able to learners are able to give if learners are able to
Activity different ways of taking correctly distinguish the the different needs of match correctly the
care of aniimals words refuge, reserve, animals in order to live mother and its young
 endangered and extinct and grow. animal.
with each other.
 Wrap – Up / 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 ____ no of learners who earned 80% and ____ no of learners who earned 80% and ____ no of learners who earned 80% ____ no of learners who earned ____ no of learners who
evaluation. above. above. and above. 80% and above. earned 80% and above.

B. No. of learners who require additional ____no. of learners who requires additional ____no. of learners who requires additional ____no. of learners who requires ____no. of learners who requires ____no. of learners who
activities for remediation. activities for remediation. activities for remediation. additional activities for remediation. additional activities for requires additional activities
remediation. for remediation.

C. Did the remedial lessons work? No. of __Yes __ No __Yes __ No __Yes __ No __Yes __ No __Yes __ No
learners who have caught up with the ___ of learners who caught up the lesson. ___ of learners who caught up the lesson. ___ of learners who caught up the ___ of learners who caught up the ___ of learners who caught
lesson. lesson. lesson. up 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 did I encounter which
my principal or supervisor can help me
solve?
___ of learners who continue to require ___ of learners who continue to require ___ of learners who continue to require ___ of learners who continue to ___ of learners who
remediation. remediation. remediation. require remediation. continue to require
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
__ Group collaboration __ Group collaboration __ Group collaboration __ Group collaboration well:
__ Games __ Games __ Games __ Games __ Group collaboration
__Solving Puzzle/ Jigsaw __Solving Puzzle/ Jigsaw __Solving Puzzle/ Jigsaw __Solving Puzzle/ Jigsaw __ Games
__ Answering preliminary activities/exercises __ Answering preliminary activities/exercises __ Answering preliminary __ Answering preliminary __Solving Puzzle/ Jigsaw
__ Carousel __ Carousel activities/exercises activities/exercises __ Answering preliminary
__Diads __Diads __ Carousel __ Carousel activities/exercises
__Think-Pair-Share (TPS) __Think-Pair-Share (TPS) __Diads __Diads __ Carousel
__ Rereading of paragraphs/Poems/Stories __ Rereading of paragraphs/Poems/Stories __Think-Pair-Share (TPS) __Think-Pair-Share (TPS) __Diads
__ Differentiated Instruction __ Differentiated Instruction __ Rereading of __ Rereading of __Think-Pair-Share (TPS)
__ Role Playing/Drama __ Role Playing/Drama paragraphs/Poems/Stories paragraphs/Poems/Stories __ Rereading of
__ Discovery Method __ Discovery Method __ Differentiated Instruction __ Differentiated Instruction paragraphs/Poems/Stories
__Lecture Method __Lecture Method __ Role Playing/Drama __ Role Playing/Drama __ Differentiated Instruction
__ Discovery Method __ Discovery Method __ Role Playing/Drama
__Lecture Method __Lecture Method __ Discovery Method
Why? Why? __Lecture Method
__ Complete IMs __ Complete IMs
__Availability of Materials __Availability of Materials Why? Why?
__ Pupil’s eagerness to learn __ Pupil’s eagerness to learn __ Complete IMs __ Complete IMs Why?
__Group member’s cooperation in doing their __Group member’s cooperation in doing their __Availability of Materials __Availability of Materials __ Complete IMs
task task __ Pupil’s eagerness to learn __ Pupil’s eagerness to learn __Availability of Materials
__Group member’s cooperation in __Group member’s cooperation in __ Pupil’s eagerness to
doing their task doing their task learn
__Group member’s
cooperation in doing their
task
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__Pupil’s behavior/attitude __Pupil’s behavior/attitude __Pupil’s behavior/attitude __Pupil’s behavior/attitude __Pupil’s behavior/attitude
__ Unavailable Technology Equipment __ Unavailable Technology Equipment __ Unavailable Technology Equipment __ Unavailable Technology __ Unavailable Technology
(AVR/LCD) (AVR/LCD) (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

G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ localized Videos __ localized Videos __ localized Videos __ localized Videos __ localized Videos
__ Making big books from views of the locality __ Making big books from views of the locality __ Making big books from views of the __ Making big books from views of __ Making big books from
__ Recycling of plastics to be used as __ Recycling of plastics to be used as locality the locality views of the locality
instructional Materials instructional Materials __ Recycling of plastics to be used as __ Recycling of plastics to be used __ Recycling of plastics to
__ Local Poetical composition __ Local Poetical composition instructional Materials as instructional Materials be used as instructional
__ Local Poetical composition __ Local Poetical composition Materials
__ Local Poetical
composition
The lesson was successfully delivered due to: The lesson was successfully delivered due to: The lesson was successfully delivered The lesson was successfully The lesson was
__ Pupil’s eagerness to learn __ Pupil’s eagerness to learn due to: delivered due to: successfully delivered due
__ Complete/varied IMs __ Complete/varied IMs __ Pupil’s eagerness to learn __ Pupil’s eagerness to learn to:
__ Uncomplicated lesson worksheets __ Uncomplicated lesson worksheets __ Complete/varied IMs __ Complete/varied IMs __ Pupil’s eagerness to
__ Uncomplicated lesson worksheets __ Uncomplicated lesson learn
Strategies used that work well: Strategies used that work well: worksheets __ Complete/varied IMs
__ Group collaboration __ Group collaboration Strategies used that work well: __ Uncomplicated lesson
__ Games __ Games __ Group collaboration Strategies used that work well: worksheets
__Solving Puzzle/ Jigsaw __Solving Puzzle/ Jigsaw __ Games __ Group collaboration
__ Answering preliminary activities/exercises __ Answering preliminary activities/exercises __Solving Puzzle/ Jigsaw __ Games Strategies used that work
__ Carousel __ Carousel __ Answering preliminary __Solving Puzzle/ Jigsaw well:
__Diads __Diads activities/exercises __ Answering preliminary __ Group collaboration
__Think-Pair-Share (TPS) __Think-Pair-Share (TPS) __ Carousel activities/exercises __ Games
__ Rereading of paragraphs/Poems/Stories __ Rereading of paragraphs/Poems/Stories __Diads __ Carousel __Solving Puzzle/ Jigsaw
__ Differentiated Instruction __ Differentiated Instruction __Think-Pair-Share (TPS) __Diads __ Answering preliminary
__ Role Playing/Drama __ Role Playing/Drama __ Rereading of __Think-Pair-Share (TPS) activities/exercises
__ Discovery Method __ Discovery Method paragraphs/Poems/Stories __ Rereading of __ Carousel
__Lecture Method __Lecture Method __ Differentiated Instruction paragraphs/Poems/Stories __Diads
__ Role Playing/Drama __ Differentiated Instruction __Think-Pair-Share (TPS)
__ Discovery Method __ Role Playing/Drama __ Rereading of
Why? Why? __Lecture Method __ Discovery Method paragraphs/Poems/Stories
__ Complete IMs __ Complete IMs __Lecture Method __ Differentiated Instruction
__Availability of Materials __Availability of Materials __ Role Playing/Drama
__ Pupil’s eagerness to learn __ Pupil’s eagerness to learn Why? __ Discovery Method
__Group member’s cooperation in doing their __Group member’s cooperation in doing their __ Complete IMs Why? __Lecture Method
task task __Availability of Materials __ Complete IMs
__ Pupil’s eagerness to learn __Availability of Materials
__Group member’s cooperation in __ Pupil’s eagerness to learn Why?
doing their task __Group member’s cooperation in __ Complete IMs
doing their task __Availability of Materials
__ Pupil’s eagerness to
learn
__Group member’s
cooperation in doing their
task