School MANGGA ELEMENTARY SCHOOL
GRADES 1 to 12
DAILY LESSON
LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LR code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide page
2. Learner’s Material pages
3. Textbook pages
4, Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Introduction/ Presentation
Grade Level Grade III
Teacher CHRISTINE ANN G. RUBILLOS Learning Area ENGLISH
Date JUNE 3-7, 2019 Quarter FIRST QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
JUNE 3,2019 JUNE 4,2019 JUNE 5,2019 JUNE 6,2019 JUNE 7,2019
Activate prior knowledge based Distinguish sentences from Eid Fitr To identify the sentences. Read words with short o sounds in
on the stories to be heard. non-sentences Legal Holiday CVC pattern and phrases and
sentences containing these words.
Listening Comprehension Grammar
Grammar Phonics and Word Recognition
To activate prior knowledge Demonstrate right use of To identify the sentences. Knowing the correct spelling of the
grammar/ sentences. words.
Distinguish sentences from Read words with short o sounds in
Activate prior knowledge based
non-sentences Identifies sentences. CVC pattern and phrases and
on the stories to be heard.
EN3G-Ia-1.1 EN3G-Ia-b-1 sentences containing these words.
EN3LC-Ia-j-2
EN3PW-
Distinguish sentences from Read words with short o sounds in
Activate prior knowledge based
non-sentences CVC pattern and phrases and
on the stories to be heard.
sentences containing these words.
CG p. 36 of 170 CG p. 36 of 170 CG p. 36 of 170
Pictures, copy of story Charts,powerpoint,strips of Videos,powerpoint,laptop,speaker
Pictures, laptop, projector
cartolina,activity sheets
Internet Internet
Unlocking/Vocabulary & Can you still remember the Sentences from Non- Sentences Sentences
Concept Development story “The Crow and the ( Mix and Match )
(crow, beak, pitcher, narrow, Pitcher?” What happened
 thirsty, water)
What do you do when you feel Read number one in column A.
thirsty? Read the story aloud. Read
B. Modeling Stop at indicated point, to ask number one in column B.
the children what they think will Which tells more
happen next in the story.
Read the story aloud. Stop at
indicated point, to ask the
C. Guided Practice
children what they think will
happen next in the story.
Group the pupils into three.
D. Group Practice
What lesson did you learn?
LM - Activity 2 on page 3 for
E. Independent Practice
the Writing to Learn activity.
to the crow?
What is the name of the fox in the
Sentences from Non- Sentences
sentences you learned yesterday
about the crow?
Present the following phrase
cards and have children read
them.
Explain that Sox is the name of
a town.
Present videos about Short –O sounds
Say: Look at the sentence. Does
in CVC pattern.
it give a complete thought?
Show a powerpoint video about What letter did the word sounds?
Yes, it does. But there is
sentences. - What is the sound of the letter?
something wrong with the
Give them activity sheet to perform in
sentence. Can you tell?
What is sentences? group activity regarding short-o
What should we do to make it
sounds in CVC pattern.
correct?
(Make the word “the” begin
with a capital letter. Add a
period at the end of the
sentence.) What is differences
between two columns?
Divide the class into small
groups. Each group will
combine phrases to make
sentences. Each group should
write two sentences. The
sentences should make sense.
Each sentence should begin
with a capital letter and end
Give them activity sheet to perform in
with a period. Divide the class into three.Provide an
group activity regarding short-o
The big pot is so hot. activity that will enhance the pupils’
sounds in CVC pattern.
The water is so hot. grammar.
How do we read words?
Two cops go to Sox.
Name the following pictures.
The crow and the fox go to Sox. What is sentences?
( Teachers’ discretion )
Two cops are in the lot.
The crow and the fox are in the
lot.
Have groups present their
outputs. Guide the class in
giving feedback on whether
thesentences formed make
sense.
Refer the pupils to LM – Put a check if the ff.is a sentence and
Activity 3 , page 3 for another cross mark (X) if it is not. Draw or cut out pictures with short o
guided practice exercise. 1. Thelma is a cute girl. sounds in CVC pattern.Make a
2. saw a two big house. sentences out of it.
3-5etc.
 Draw the favorite part of the Cut- out pictures and make a sentences
F. Assignment
story out of it.

V. REMARKS

VI. REFLECTION
A. No. of learner who earned 80 %
in the evaluation
B. No. of learners who required
additional activities for
remediation who scored below
80 %
C. Did the remedial lessons
work? No. of learners who
have caught up with the lesson
D. No. of learners who continue to
required 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?
G. What innovation or localized
materials did I used/discover
which I wish to share with
other teachers?

Prepared by:
CH Checked by:
RISTINE ANI
ANN G. TA A. EYO
RUBILLOS MA
TEA STER
CHER TEACHER I
 School MANGGA ELEMENTARY SCHOOL Grade Level Grade III
GRADES 1 to 12 Teacher CHRISTINE ANN G. RUBILLOS Learning Area FILIPINO
Date JUNE 3-7, 2019 Quarter FIRST QUARTER
DAILY LESSON
LOG

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

JUNE 3,2019 JUNE 4,2019 JUNE 5 2019 JUNE 6 2019 JUNE 7, 2019
Naisasagawa ng maayos ang Naiuugnay ang binasa sa Eid Fitr Nagagamit ang pangngalan sa Nasisipi ng maayos at
pagpapakilala sa sarili. sariling karanasan. Legal Holiday pagsasalaysay tungkol sa mga tao, wasto ang mga salita./
I. OBJECTIVES
lugar, at bagay sa paligid. talata.

A. Content Standards

B. Performance Standards Pagsasalita( Wikang Binibigkas ) Pag-unawa sa Binasa Gramatika Pagsulat at Pagsalaysay
Nagagamit ang pangngalan sa Nasisipi ng maayos at
Naisasagawa ng maayos ang Naiuugnay ang binasa sa
C. Learning Competencies/Objectives pagsasalaysay tungkol sa mga tao, wasto ang mga salita./
pagpapakilala sa sarili. sariling karanasan.
Write the LR code for each lugar, at bagay sa paligid. talata.
F3TA- Ia-13.1 F3PB –Ia-1
F3WG –Ia-d-2 F3PU –Ia –c-1.2

Nagagamit ang pangngalan sa Nasisipi ng maayos at

II. CONTENT Naisasagawa ng maayos ang Naiuugnay ang binasa sa
pagsasalaysay tungkol sa mga tao, wasto ang mga salita./
pagpapakilala sa sarili. sariling karanasan.
lugar, at bagay sa paligid. talata.

III. LEARNING RESOURCES

 A. References
1. Teacher’s Guide page
2. Learner’s Material pages
3. Textbook pages
4, Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Introduction/ Presentation
B. Modeling
C. Guided Practice
D. Group Practice
E. Independent Practice
F. Assignment
V. REMARKS
VI. REFLECTION
A. No. of learner who earned 80 % in
the evaluation
B. No. of learners who required
additional activities for remediation
who scored below 80 %
C. Did the remedial lessons work?
No. of learners who have caught up
with the lesson
D. No. of learners who continue to
CG ph. 35 ng 91/ TG
CG ph. 35 ng 91/ TG ph.4
ph.4
Tsart, larawan Tsart, larawan Tsart, larawan Tsart, larawan
Hayaang ipakilala ng mga bata ang
Magpaskil ng ilang
kanilang sarili. Anong karanasan sa Linangin ang salitang pista? Ano ang nakikita niyo sa paligid?
salita sa paligid ng silid
unang araw ng pasukan ang hindi mo Pagpapalawak ng Talasalitaan
- aralan.
malilimutan?
Magpakita ng isang
alkansiya.
Basahin nang malakas ang Ano ang ginagawa mo kung malapit
Basahin nang malakas ang kuwento Ipabasa sa mga bata ang
kuwento na “ Ang Pistang na nag pista sa inyong bayan?
na “ Unang Araw ng Pasukan” “ Ang Aking
Babalikan Ko” Basahin “Pista sa Aming Bayan “.
Alkansiya”.
Ano ang nararamdaman ng mga bata Ano ang pamagat ng Ano-anong mga bagay ang makikita - Ano-ano ang gamit ng
sa unang araw ng pasukan? kuwento? tuwing may kapistahan? isang alkansiya?
Pangkatin ang mga
Maghanda ng isang masayang bata .Gagawa sila ng
Ipagawa ang “ Linangin Natin” p.5
musikang patutugtugin. Iayos ang Pasagutan ang “ Linangin isang talata kung paano
Ano ang pangngalan?
mga bata. Ano ang dapat tandaan sa Natin”. nila tinitipid ang
pagpapakilala ng sarili? kanilang baon sa
eskwelahan.
Gumawa ng isang malikhaing Pasagutan ang Pagyamanin Pagyamanin Natin.
Pasagutan ang Pagyamanin Natin
pagpapakilala ng iyong Natin p.4.
p.5
sarili.Gumamit ng rubriks para dito.
Magbasa kang kuwento na Pag-aralang mabuti
Gumawa ng kanta sa pagpapakilala ng Gumupit ng mga bagay na
pwedeng ibase sa iyong kung paano isnusulat
sarili inihahanda tuwing pista.
sariling karansan. ang isang talata.
 required 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?
G. What innovation or localized
materials did I used/discover which
I wish to share with other teachers?

Prepared by: Checked by:

CH ANI
RISTINE TA A. EYO
ANN G. MA
RUBILLOS STER
TEA TEACHER I
CHER

School MANGGA ELEMENTARY SCHOOL Grade Level Grade III

GRADES 1 to 12
Teacher CHRISTINE ANN G. RUBILLOS Learning Area ESP
DAILY LESSON LOG Date June 3-7, 2019 Quarter FIRST
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
JUNE 3,2019 JUNE 4,2019 JUNE 5 2019 JUNE 6 2019 JUNE 7, 2019
I. OBJECTIVES Nakakatukoy at Nakakatukoy at Eid Fitr Nakakatukoy at nakapagpapakita ng mga Nakakatukoy at nakapagpapakita ng

A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
Write the LR code for each
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide page
2. Learner’s Material pages
3. Textbook pages
4, Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Introduction/ Presentation
nakapagpapakita ng mga nakapagpapakita ng mga Legal Holiday natatanging kakayahan nang may pagtitiwala sa mga natatanging kakayahan nang may
natatanging kakayahan nang natatanging kakayahan nang sarili pagtitiwala sa sarili
may pagtitiwala sa sarili may pagtitiwala sa sarili Positibong Pagpapakilala sa Sarili (Self-Esteem ) Positibong Pagpapakilala sa Sarili
Positibong Pagpapakilala sa Positibong Pagpapakilala sa (Self-Esteem )
Sarili (Self-Esteem ) Sarili (Self-Esteem )
Naipamamalas ang pag-unawa Naipamamalas ang pag-unawa Naipamamalas ang pag-unawa sa kahalagahan ng Naipamamalas ang pag-unawa sa
sa kahalagahan ng sariling sa kahalagahan ng sariling sariling kakayahan at pagkakaroon ng tiwala sa kahalagahan ng sariling kakayahan at
kakayahan at pagkakaroon ng kakayahan at pagkakaroon ng sarili. pagkakaroon ng tiwala sa sarili.
tiwala sa sarili. tiwala sa sarili.
Naipapakita ang natatanging Naipapakita ang natatanging Naipapakita ang natatanging kakayahan sa iba’t Naipapakita ang natatanging
kakayahan sa iba’t ibang kakayahan sa iba’t ibang ibang pamamaraan nang may tiwala, katapatan at kakayahan sa iba’t ibang pamamaraan
pamamaraan nang may tiwala, pamamaraan nang may tiwala, katatagan ng loob. nang may tiwala, katapatan at
katapatan at katatagan ng katapatan at katatagan ng loob. katatagan ng loob.
loob.
Nakakatukoy at Nakakatukoy at
Nakakatukoy at nakapagpapakita ng
nakapagpapakita ng mga nakapagpapakita ng mga Nakakatukoy at nakapagpapakita ng mga
mga natatanging kakayahan nang may
natatanging kakayahan nang natatanging kakayahan nang natatanging kakayahan nang may pagtitiwala sa
pagtitiwala sa sarili
may pagtitiwala sa sarili may pagtitiwala sa sarili sarili
Positibong Pagpapakilala sa Sarili
Positibong Pagpapakilala sa Positibong Pagpapakilala sa Positibong Pagpapakilala sa Sarili (Self-Esteem )
(Self-Esteem )
Sarili (Self-Esteem ) Sarili (Self-Esteem ) ESP3PKP – Ia-14
ESP3PKP – Ia-14
ESP3PKP – Ia-14 ESP3PKP – Ia-14
CG ph. 17 ng 76 CG ph. 17 ng 76 CG ph. 17 ng 76 CG ph. 17 ng 76
tsart, larawan tsart, larawan tsart, larawan
Ano-ano ang mga kakayahan Ano ang dapat gawin upang Mahalaga ba na pagyamanin ang iyong Mahalaga bang ipakita ang iyong
ng mga batang tulad niyo? lalongmapagyaman ang iyong natatanging kakayahan? Bakit? natatanging kakayahan?
Pagsumikapang maipalabas sa kakayahan?
mga mag-aaral ang kanilang
naisin sa buhay na kaya nilang
gawin sa kanilang edad.
Gamitin ang konsepto ng
konstruktibismo kung saan
gagamitin ng mga mag-aaral
ang kanilang mga karanasan
para masagot ang iyong
tanong.
 Ano ang natatangi mong Ano-ano ang mga kaya kong Maari mo pa bang makilala nang husto ang iyong Paano ko mapauunlad at magagamit
B. Modeling
kakayahan? gawin kahit na ako ay nag-iisa?” mga natatanging kakayahan? Paano? ang aking ang king kakayahan?”
Ano ang natatangi mong Ano-ano ang mga kaya kong Maari mo pa bang makilala nang husto ang iyong Paano ko mapauunlad at magagamit
kakayahan? Gawain 1 gawin kahit na ako ay nag-iisa?” mga natatanging kakayahan? Paano? ang aking ang king kakayahan?”
Pagmasdan ang mga larawan, Ano-ano ang mga kaya kong Ako si Pagpapakita ng isang larawan kung
ano ang nais mong tularan gawin kahit na ako ay nag-iisa?” ________________________________________ papaano mapapaunlad ang iyong
paglaki? Isulat ang iyong sagot sa Ako ay natatanging kakayahan.
sagutang papel. Mga kaya kong nasa________________________________ Sumulat ng isang maikling talata
gawin: (baitang) hinggil sa bagay na ito o gumuhit ng
ng isang katumbas ng talata.
________________________________________
_
C. Guided Practice
(paaralan)
Kaya kong
__________________________________
_____________________________________
_____________________________________

Ibabahagi ko ang aking kakayahan sa tuwing

may
________________________________________

Magplano kayo! Paglaruin ang mga bata ng magtiwala

Alam na ninyo ang inyong mga sila sa sarili.
kakayahan. Kaya na ninyo ang
magplano ng isang pagtatanghal
o palabas para maipakita ang
inyong mga natatanging
kakayahan.
Lahat ng mahuhusay sa
Pangkatin ang mga bata ayon pagguhit ay magsama-sama Bakit mahalagang malaman mo ang iyong mga
D. Group Practice
sa kanilang kakayahan. upang mag-isip at gumawa ng kakayahan bilang isang bata?
mga likhang-sining na maaaring
maipaskil sa isang bahagi ng
dingding o pader ng silid-aralan.
Ang mahuhusay umawit,
sumayaw, tumula, at umarte ay
magsama-sama upang magplano
naman ng isang natatanging
palabas o pagtatanghal
Bakit kayo may lakas ng loob na Ang kakayahan ng bawat tao ay isang biyaya mula Ang kakayahan ng bawat tao ay isang
Saisangbatangkatulad mo,
ipakita ang inyong mga sa Diyos. Ito ay dapat nating gamitin at linangin biyaya mula sa Diyos. Ito ay dapat
anong kakayahan ang maaari
E. Independent Practice natatanging kakayahan? sapagkat nakapagbibigay ito sa atin ng sariling nating gamitin at linangin sapagkat
mong gawin?
pagkakakilanlan. nakapagbibigay ito sa atin ng sariling
pagkakakilanlan.
Ipakita ang ginawang tula, Kasunduan :
Kasunduan :
awit, o rap o pagguhit na Ipagmalaki ang inyong kakayahan. Kasunduan :
F. Assignment Ipagmalaki ang inyong
nagpapakita ng iyong Ipagmalaki ang inyong kakayahan.
kakayahan.
kakayahan.
 V. REMARKS

VI. REFLECTION
A. No. of learner who earned
80 % in the evaluation
B. No. of learners who
required additional activities
for remediation who scored
below 80 %
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue
to required 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?
G. What innovation or localized
materials did I
used/discover which I wish
to share with other teachers?

Prepared by: Checked by:

CH ANI
RISTINE TA A. EYO
ANN G. MA
RUBILLOS STER
TEA TEACHER I
CHER
 School MANGGA ELEMENTARY SCHOOL Grade Level Grade III
GRADES 1 to 12
Teacher CHRISTINE ANN G. RUBILLOS Learning Area MATH
DAILY LESSON LOG Date JUNE 3-7, 2019 Quarter FIRST
MONDAY TUESDAY WEDNESDA THURSDAY FRIDAY
JUNE 3,2019 JUNE 4,2019 Y JUNE 6 2019 JUNE 7, 2019
JUNE 5 2019
Visualizes numbers up to 10 000 with Visualizes numbers up to 10 000 with Visualizes numbers up to 10 000 with Visualizes numbers up to 10 000 with
I. OBJECTIVES emphasis on numbers 1 001 up to 5 000. emphasis on numbers 1 001 up to 5 emphasis on numbers 1 001 up to 5 emphasis on numbers 1 001 up to 5
000. 000. 000.

Demonstrates understanding of whole Demonstrates understanding of whole Eid Fitr Demonstrates understanding of whole Demonstrates understanding of whole
A. Content Standards
numbers up to 10 000. numbers up to 10 000. Legal Holiday numbers up to 10 000. numbers up to 10 000.
Is able to recognize,reresent,compare,and Is able to Is able to Is able to
B. Performance Standards order whole numbers up to 10 000. recognize,reresent,compare,and order recognize,reresent,compare,and order recognize,reresent,compare,and order
whole numbers up to 10 000. whole numbers up to 10 000. whole numbers up to 10 000.
Visualizes numbers up to 10 000 with Visualizes numbers up to 10 000 with Visualizes numbers up to 10 000 with Visualizes numbers up to 10 000 with
C. Learning emphasis on numbers 1 001 up to 5 000. emphasis on numbers 1 001 up to 5 emphasis on numbers 1 001 up to 5 emphasis on numbers 1 001 up to 5
Competencies/Objectives
M3NS- Ia-1.3 000. 000. 000.
Write the LR code for
each M3NS- Ia-1.3 M3NS- Ia-1.3 M3NS- Ia-1.3

II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide page
2. Learner’s Material pages
3. Textbook pages
4, Additional Materials from
Learning Resource
(LR) portal
B. Other Learning Resources
IV. PROCEDURES
Hayaan ang mga mag-aaral na magsalat Hayaan ang mga mag-aaral na sagutan Gawin ang Gawain I-B sa kagamitan ng Ipabasa sa mga bata ang mga bilang
sa kanilang show-me-board ng bilang ang nasa ibaba: mga mag-aaral pahina 11. mula sa 101-1000.Gumamit ng
A. Introduction/ Presentation 101 at 1000. Tumawag ng bata at ipabasa Isulat ang bilang na ipinapakita sa flashcards.
ito. Gawin ito ng parehong paraan. bawat se ng number discs.

B. Modeling Paglalaro ng puzzle. Ihanda ang set ng Ipakita ang mga nabuong bilang: 1. Ipakita ang pamilang na bilang-flats, Pagsamahin at
bilang 0,1,2,3,4,5,6,7,8,9. 1234, 9876, longs, at parisukat o kaya hayaan ang ipares.Ipamigay ang set ng mga kards
2468, 1001, mga bata gamitin ang pamilang na na may bilang na nakasulat sa simbolo
ITANONG: 9988 bilang at ipabilang ito. Pangkatin ito sa at isa pang set ng kards na may
a. Anong maliit na bilang ang may Itanong: Alin sa mga bilang sanlibuhan, sandaanan, sampuan at katumbas na bilang sa salita.Sabihin sa
3 digit na mabubuo? ang may pinakamaliit na digit sa isahan. mga bata na hanapin ang kanilang
b. Paano na isusulat ang dalawang Ilan ang nabuo ninyo kapares.Ang unang pares na
 daan, walumpu’t lima sa bilang?
Paglalaro ng puzzle. Ihanda ang set ng
bilang 0,1,2,3,4,5,6,7,8,9.
ITANONG:
c. Anong maliit na bilang ang may
3 digit na mabubuo?
d. Paano na isusulat ang dalawang
daan, walumpu’t lima sa bilang?
C. Guided Practice
Hatiin ang mga mag-aaral sa 10.
Bigyan ang bawat pangkat ng
tsart na may pinamagatang
D. Group Practice “Ang aking 200-2001 Chart”.
Hayaan silang kumpletuhin ang
mga datos sa ibaba.
E. Independent Practice Gamitin ang sandaanan, sampuan at
isahan upang maipakita ang sumusunod
sandaanan? (1 001)
Alin ang pinakamalaking digit sa
libuhan? (9 876 at 9 988)
Aling bilang ang may pinakamalaking
value? (9 988)
Ano ang pinakamataas na place value
kung ang 9 988 ay rounded off sa
10 000? (ten thousands)
Hayaan ang mga mag-aaral gamitin ang
sandaanan, sampuan, at isahan para
ipakita ang 9000 at 10 000.
Magbigay ng bundle ng straw sa mga
mag-aaral ng 1000s, 100s, 10s, at 1s.
Hayaan ang mga mag-aaral na ipakita
ang sumusunod na bilang gamit ang
bundle ng straw.
Halimbawa: 8 207 6 482
9 025
Hayaan ang mga mag-aaral na ilabas
nila ang ipinadala sa kanilang libuhan,
sandaanan, sampuan, at isahan. Hayaan
ang mga mag-aaral sagutan ang Itanong
ang sumusunod na katanungan:
Ano ang napansin ninyo sa mga
Gawain?
Nakakatulong ba ang sandaanan,
sampuan at isahan at ang bundle ng
straw sa pagpapakita ng bilang?
Bigyan ang mga mag-aaral ng bundle
ng straw. Sagutan ang Gawain 2 sa LM
pahina 7.
itanong ang sumusunod na katanungan:
Paano natin maipapakita ang bilang 5
001 hanggang 10 000?
Ano ang makakatulong sa atin upang
maipakita ang mga bilang?
Ibigay ang Gawain 4 sa LM pahina 9 at
pasagutan ito sa mga mag-aaral. Tsekan
sanlibuhan? sandaanan? sampuan?
isahan?
Isusulat ng mga bata ang sa
pisara ang bilang.
Ipakilala sa mga bata ang
place value tsart. Tingnan sa kagamitan
ng mga mag-aaral pahina 10.Talakayin
ang place value.
Bumuo ng apat na grupo. Ang bawat
pangkat ay may 3 miyembro. Bigyan
ang bawat pangkat ng sets ng number
kards ( 1-9). Panuto;
Ang bawat miyembro ng grupo ay may
hawak na bilang. Kapag natawag ang
bilang, ang ibang miyembro ng pangkat
ay bubuuin ang bilang na nabanggit.
Halimbawa: 654 , 982
Ang unang grupong makakabuo ng
bilang ang siyang mananalo
Pangkatin ang klase. Ipamahagi ang
number kards na may bilang na hindi
tataas sa 10 000.
Itanong ang mga sumusunod na
katanungan:
Alin bilang sa kard 1 na nasa
sanlibuhan? isahan place value?
Ano ang place value ng bawat
bilang sa kard 1?
Ano ang place value ng bawat
bilang na nasa kard?
Alin ang may mataas? Mababa
place value?
Gawin ang Gawain 3 sa kagamitan ng
mga mag-aaral pahina 13. Talakayin
makakahanap ng kapares ang siyang
panalo.Ikabit ang pares na
matatagpuan sa pisara.
Idikit ang suliranin sa
pisara.Narinig ni Glenda mula sa
tagapagbalita isang libo,dalawangput
lima na botante sa Barangay Sta.Ana at
isang libo,tatlong daan dalawangput
apat botante sa barangay
Nabalod.Sinulat niya ang bilang sa
kanyang papel ng ganito,
Barangay Sta.Ana- 1 250 na
botante
Barangay Nabalod- 1 324 na
botante
Tanong:Tama ba siya sa
pagsulat ng bilang ?Bakit?
Tumawag ng ilang bata para
basahin ang bilang na nakasulat sa
salita at bilang na nakasulat sa simbolo.
Hatiin ang klase sa
grupo.Bigyan ng gawain ang bawat
grupo.Sabihin sa kanila na inihanda
ang hundred tsart.
Itanong ang mga sumusunod:
- Ilang digits ang bilang mula
1001 hanggang 9999 mayroon?Aling
digit ang nasa grupo ng libuhan?
-Ilang digit ang nasa 10 000?
Aling digit ang nasa grupo ng libuhan?
-Paano mo babasahin ang mga
bilang na nakasulat sa salita at simbolo?
-Paano mo pinaghiwalay ang
mga digits sa libuhan sa digit na nasa
daanan,sampuan at isahan?
Gabayan ang mga bata sa
paggawa ng Gawain 1 sa Kagamitan ng
 na bilang.
Mag-aaral pahina 16.
Tamang Sagot:
1. 1 375
A.1.isang libo,apat na daan at
2. 2 083
pitung put lima.
3. 3 260
2.tatlong libo,limang daan at
4. Isang libo, limang daan, at
walongpu.
labinwalong punla ng ang kanilang kasagutan.
ito. 3.apat na libo,limang daan at
mahogany.
tatlong put pito.
Dumalo sa konsiyerto ang apat na libo,
4.limang libo,apat na daan at
dalawang daan at tatlumpu’t isang
anim na put dalawa.
manonood. Paano mo maipapakita ang
5.siyam na libo,apat na daan
bilang na itop gamit ang sandaanan,
at walong put-apat
sampuan at isahan. Isulat ang inyong
sagot sa sagutang papel.
Gamit ang graphing paper, iguhit
kulayan ang katumbas na bilang sa
ibaba.isulat ang angkop na bilang sa a.Sabihin sa mga bata na
patlang. sumulat ng 3 bilang sa
flashcards.Hayaan silang makipagpalit
Gawin ang Gawain 6 sa kagamitan ng
1. 1 block, 8 flats at 2 squares sa kanilang kamag-aral at magsanay na
ASSIGNMENT mga mag-aaral pahina 15.
_________ basahin ang bilang.
2. 2 blocks, 5 flats, 7 longs at b.Ipagawa ang Gawain 4 sa
4 squares ____________ Kagamitan ng Mag -aaral pahina 18.
3. 4 blocks at 9 longs _______

V. REMARKS

VI. REFLECTION
A. No. of learner who
earned 80 % in the
evaluation
B. No. of learners who
required additional
activities for remediation
who scored below 80 %
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to required
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?
G. What innovation or
localized materials did I
used/discover which I
wish to share with other
teachers?

Prepared by: Checked by:

CH ANI
RISTINE TA A. EYO
ANN G. MA
RUBILLOS STER
TEA TEACHER I
CHER

School MANGGA ELEMENTARY SCHOOL Grade Level Grade III

GRADES 1 to 12
Teacher CHRISTINE ANN G. RUBILLOS Learning Area SCIENCE
DAILY LESSON LOG Date JUNE 3-7, 2019 Quarter FIRST
MONDAY TUESDAY WEDNESDA THURSDAY FRIDAY
JUNE 3,2019 JUNE 4,2019 Y JUNE 6 2019 JUNE 7, 2019
JUNE 5 2019
Name different objects around us Describe solids according to their Name solids of different shapes. Compare and classify solids
I. OBJECTIVES Classify the objects based on their color. according to size.
characteristics

A. Content Standards Demonstrate understanding of ways of sorting Demonstrate understanding of ways Demonstrate understanding of ways of sorting Demonstrate understanding
materials and describing them as solid,liquid,or of sorting materials and describing materials and describing them as solid,liquid,or of ways of sorting materials
gas based on their observable properties. them as solid,liquid,or gas based on gas based on their observable properties. and describing them as
their observable properties. solid,liquid,or gas based on

B. Performance Standards
C. Learning
Competencies/Objectives
Write the LR code for
each
II. CONTENT
Be able to group common objects found at
home and in school according to
solids,liquids,and gas.
Name different objects around us
Classify the objects based on
characteristics
S3MT-Ia-b-1
Name different objects around us
Classify the objects based on
characteristics
Be able to group common objects
found at home and in school
according to solids,liquids,and gas.
Describe solids according to their
their color.
S3MT-Ia-b-1
their Describe solids according to their color.
their observable properties.
Be able to group common objects found at Be able to group common
home and in school according to objects found at home and in
solids,liquids,and gas. school according to
solids,liquids,and gas.
Name solids of different shapes. Compare and classify solids
S3MT-Ia-b-1 according to size.
S3MT-Ia-b-1
Name solids of different shapes Compare and classify solids according to
size.

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide page
2. Learner’s Material pages
3. Textbook pages
4, Additional Materials from chart, pictures chart, pictures chart, pictures chart, pictures
Learning Resource
(LR) portal
B. Other Learning Resources
IV. PROCEDURES
What do you see around you?Can you Teacher place different objects What are these solids? Show these two pictures to the
A. Introduction/ What different shapes did you observe? class.
Presentation
name it? with different colours on the
table. What characteristics have you observed?
Show powerpoint presentation/video What are the objects found in the box? Are these solids of different shapes around Show a ruler and meter stick.
B. Modeling clips about matter. What characterisitics did you us? Compare the two.
observe
What makes up an object? Find your partner. What are the colours of Write on the board different kinds of solids What are the solids written on
solids? according to size shape color etc.. your chart.
What can you say about the How are they similar to the other.
C. Guided Practice
colours of solids? Draw five objects with different
sizes.

D. Group Practice Divide the class into small groups. Fill in the chart. Divide the class into small groups. Draw five objects with different
- Class ,we will visit a place in our school. Each of SOLID OBJECTS COLOR - Class ,we will visit a place in our school. Each of sizes.
you will collect 10 objects in solid form. Ballpen you will collect 10 objects in solid form.
COLOR SIZE SHAPE TEXTURE WEIGHT Eraser COLOR SIZE SHAPE TEXTURE WEIGHT
Desk
Sharpener
Scissors
Socks
pencil
 bag
Fill in the chart with 5 objects each that can be seen
in your house according to their characterisitics.
Look for different objects in your List down objects found at home.
Processing questions may serve as an assessment
Find the exact
E. Independent Practice room. Make a chart of these tool on the knowledge of different shapes.
COLOR SIZE SHAPE TEXTURE measurement.Make a chart.
objects and their colour .

On a short bond paper ,draw three objects Bring ruler and two solids of the same kind.
with different colours. Big and small. Long and short ,fat and
ASSIGNMENT
thin ,which are not heavy to carry in their
bags.

V. REMARKS

VI. REFLECTION
A. No. of learner who
earned 80 % in the
evaluation
B. No. of learners who
required additional
activities for
remediation who scored
below 80 %
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to required
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?
G. What innovation or
localized materials did I
used/discover which I
wish to share with other
teachers?
 Prepared by: Checked by:
CH ANI
RISTINE TA A. EYO
ANN G. MA
RUBILLOS STER
TEA TEACHER I
CHER

School MANGGA ELEMENTARY SCHOOL Grade Level Grade III

GRADES 1 to 12
Teacher CHRISTINE ANN G. RUBILLOS Learning Area SCIENCE
DAILY LESSON LOG Date JUNE 3-7, 2019 Quarter FIRST
MONDAY TUESDAY WEDNESDA THURSDAY FRIDAY
JUNE 3,2019 JUNE 4,2019 Y JUNE 6 2019 JUNE 7, 2019
JUNE 5 2019
Name different objects around us Describe solids according to their Name solids of different shapes. Compare and classify solids
I. OBJECTIVES Classify the objects based on their color. according to size.
characteristics

Demonstrate understanding of ways of sorting Demonstrate understanding of ways Demonstrate understanding of ways of sorting Demonstrate understanding
materials and describing them as solid,liquid,or of sorting materials and describing materials and describing them as solid,liquid,or of ways of sorting materials
A. Content Standards gas based on their observable properties. them as solid,liquid,or gas based on gas based on their observable properties. and describing them as
their observable properties. solid,liquid,or gas based on
their observable properties.
Be able to group common objects found at Be able to group common objects Be able to group common objects found at Be able to group common
home and in school according to found at home and in school home and in school according to objects found at home and in
B. Performance Standards
solids,liquids,and gas. according to solids,liquids,and gas. solids,liquids,and gas. school according to
solids,liquids,and gas.
C. Learning Name different objects around us Describe solids according to their Name solids of different shapes. Compare and classify solids
Competencies/Objectives Classify the objects based on their color. S3MT-Ia-b-1 according to size.
Write the LR code for characteristics S3MT-Ia-b-1 S3MT-Ia-b-1
each S3MT-Ia-b-1
Name different objects around us
Name solids of different shapes Compare and classify solids according to
Classify the objects based on their Describe solids according to their color.
size.
II. CONTENT characteristics
 III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide page
2. Learner’s Material pages
3. Textbook pages
4, Additional Materials from chart, pictures chart, pictures chart, pictures chart, pictures
Learning Resource
(LR) portal
B. Other Learning Resources
IV. PROCEDURES
What do you see around you?Can you Teacher place different objects What are these solids? Show these two pictures to the
A. Introduction/ What different shapes did you observe? class.
Presentation
name it? with different colours on the
table. What characteristics have you observed?
Show powerpoint presentation/video What are the objects found in the box? Are these solids of different shapes around Show a ruler and meter stick.
B. Modeling clips about matter. What characterisitics did you us? Compare the two.
observe
What makes up an object? Find your partner. What are the colours of Write on the board different kinds of solids What are the solids written on
solids? according to size shape color etc.. your chart.
What can you say about the How are they similar to the other.
C. Guided Practice
colours of solids? Draw five objects with different
sizes.

Divide the class into small groups. Fill in the chart.

- Class ,we will visit a place in our school. Each of SOLID OBJECTS COLOR Divide the class into small groups.
you will collect 10 objects in solid form. Ballpen - Class ,we will visit a place in our school. Each of
COLOR SIZE SHAPE TEXTURE WEIGHT Eraser you will collect 10 objects in solid form.
Draw five objects with different
Desk COLOR SIZE SHAPE TEXTURE WEIGHT
D. Group Practice sizes.
Sharpener
Scissors
Socks
pencil
bag
Fill in the chart with 5 objects each that can be seen
in your house according to their characterisitics.
Look for different objects in your List down objects found at home.
Processing questions may serve as an assessment
Find the exact
E. Independent Practice room. Make a chart of these tool on the knowledge of different shapes.
COLOR SIZE SHAPE TEXTURE measurement.Make a chart.
objects and their colour .

On a short bond paper ,draw three objects Bring ruler and two solids of the same kind.
with different colours. Big and small. Long and short ,fat and
ASSIGNMENT
thin ,which are not heavy to carry in their
bags.
 V. REMARKS

VI. REFLECTION
A. No. of learner who
earned 80 % in the
evaluation
B. No. of learners who
required additional
activities for
remediation who scored
below 80 %
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to required
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?
G. What innovation or
localized materials did I
used/discover which I
wish to share with other
teachers?

Prepared by: Checked by:

CH ANI
RISTINE TA A. EYO
ANN G. MA
RUBILLOS STER
TEA TEACHER I
CHER
 School MANGGA ELEMENTARY SCHOOL Grade Level Grade III
GRADES 1 to 12
Teacher CHRISTINE ANN G. RUBILLOS Learning Area MTB
DAILY LESSON LOG Date JUNE 3-7, 2019 Quarter FIRST
MONDAY TUESDAY WEDNESDA THURSDAY FRIDAY
JUNE 3,2019 JUNE 4,2019 Y JUNE 6 2019 JUNE 7, 2019
JUNE 5 2019
Participate actively during class sharing on Notes important details in grade level Eid Fitr Notes important details in grade level narrative Diffentiates count from mass
familiar topics by making comments and asking narrative text: Legal Holiday text: nouns.
questions using complete sentences/ paragraphs. a. Character a. Character
I. OBJECTIVES b. Setting b. Setting
c. Plot c. Plot
d. Plot d. Plot

Oral Language Listening Reading Comprehension Grammar Awareness

A. Content Standards
Attitudes towards Reading( ATR ) Book and Imprint Materials
Demonstrates communication skills in talking Demonstrates communication skills in Demonstrates communication skills in talking Demonstrates communication
B. Performance Standards about variety of topics. talking about variety of topics. about variety of topics. skills in talking about variety
of topics.
Participate actively during class sharing on Notes important details in grade level Notes important details in grade level narrative Diffentiates count from mass
familiar topics by making comments and asking narrative text: text: nouns.
C. Learning questions using complete sentences/ paragraphs. a. Character a. Character MT3G –Ia-b.1.4
Competencies/Objectives
Write the LR code for
MT3OL –Ia –b-6.2.2 b. Setting b. Setting
each c. Plot c. Plot
d. Plot d. Plot
MT3LC – Ia –b-1.1.1 MT3RC – Ia –b-1.1.1
Participate actively during class sharing on Notes important details in grade
Notes important details in grade level narrative text:
familiar topics by making comments and asking level narrative text:
a. Character
questions using complete sentences/ paragraphs. a. Character
b. Setting
b. Setting
c. Plot
c. Plot
II. CONTENT d. Plot
d. Plot

Diffentiates count from mass

nouns.

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide page CG p.130 of 149
2. Learner’s Material pages
3. Textbook pages
4, Additional Materials from
Learning Resource
(LR) portal
B. Other Learning Resources
 IV. PROCEDURES
Priming Activity Unlocking of Difficulties Unlocking of Difficulties Elements of the Story
A. Introduction/ Activity 1 : Around We Go 1. spot 1. resort Matching -Up
Presentation 2. thoughtful 2. bushes
3. scrubbed 3. sight
Listen as the teacher reads this dialog. Present pictures of a family showing the ff. If you are planning to have a pet, what do Song about count and
activities. you want for a pet? mass nouns.
B. Modeling . Who are in the pictures?
. Is it good for the family to do
things together?
Who are talking in the dialog?Where are they? Doing Things for Mother Show the book cover.” The Pet”. Show real objects to the
What interesting places did she see? Follow up By Nelia D. Bamba Have pupils retell the story. pupils. Let them identify
Activity: Classroom Passport Who are the persons in the story? 1. It was ____________.
the difference between
C. Guided Practice . What did Louise mother feel 2. Greg and Martha together with their parents went
__________. the two. How do you
about his thoughtfulness? identify the difference?
3. Greg and Martha ______.
Identifying the Elements of the Story
Setting, Character, Plot
Assign each group a specific place to Retell the story using the story Group them into four.
occupy and choose a name of country or a map as guide. I- List down count nouns you
popular tourist spot. Then label their found in the market.
corner with the chosen name. Imaginje II – Draw some count nouns
found at home.
D. Group Practice that your group is travelling to these How do we note details in a narrative text? III- Illustrate the mass nouns
places. Each group member will take turns that is useful to people?
going around and getting to know the IV- Illustrate the mass nouns
people and places of each group. Have that is harmful to people?
pupils ask questions?
Say something about the places/ tourist What is count nouns?
you have visited a while ago. Mass nouns? Identify the
How do we note details in a
E. Independent Practice How do we note details in a narrative text? ff. objects or pictures
narrative text?
presented as count nouns
or mass nouns?
Make your own story using the Cut some pictures of count
ASSIGNMENT Make a rap about your pet.
guide elements. nouns and mass nouns.

V. REMARKS

VI. REFLECTION
A. No. of learner who
earned 80 % in the
evaluation
B. No. of learners who
required additional
activities for
 remediation who scored
below 80 %
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to required
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?
G. What innovation or
localized materials did I
used/discover which I
wish to share with other
teachers?
Prepared by: Checked by:
CH ANI
RISTINE TA A. EYO
ANN G. MA
RUBILLOS STER
TEA TEACHER I
CHER

School MANGGA ELEMENTARY SCHOOL Grade Level Grade III

GRADES 1 to 12
Teacher CHRISTINE ANN G. RUBILLOS Learning Area MAPEH
DAILY LESSON LOG Date JUNE 3-7, 2019 Quarter FIRST
MONDAY TUESDAY WEDNESDA THURSDAY FRIDAY
JUNE 3,2019 JUNE 4,2019 Y JUNE 6 2019 JUNE 7, 2019
JUNE 5 2019
Relate images with sound and silence witihin a Distinguishes the size ofpersons in Eid Fitr Describes body shapes and actions. Describes a healthy person.
I. OBJECTIVES rhythmic pattern. the drawing,to indicate its Legal Holiday
distance from the viewer.
A. Content Standards Demonstrates understanding of the basic Demonstrates understanding Demonstrates understanding of Demonstrates
concepts of rhythm. understanding of the
of lines,texture,shapes and body shapes and body actions in

B. Performance Standards
C. Learning
Competencies/Objectives
Write the LR code for
each
II. CONTENT
depth,contrast (size, preparation for various movement importance of nutritional
texture) through drawing. activities. guidelines and balanced
diet in good nutrition and
health.
Perform simple ostinato patterns/simple Creates an artwork of people Performs body shapes and actions Consistently
rhythmic accompaniments on classroom
in the province/region. properly. demonstrates good
instruments and other sound sources to a given
song. decision-making skills
in making food
choices.
Relate images with sound and silence witihin a Distinguishes the size ofpersons in Describes body shapes and actions. Describes a healthy person.
rhythmic pattern. PE3BM- Ia-b-1 H3N-Iab-11
the drawing,to indicate its
MU3RH – Ia -1
distance from the viewer.
Describes body shapes and actions. Describes a healthy
Relate images with sound and silence witihin a
Distinguishes the size ofpersons in the drawing,to person.
rhythmic pattern.
indicate its distance from the viewer.

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide page CG p.18 of 63 CG p.22 of 93 CG p.20 of 69 CG p.17 of 66
2. Learner’s Material pages
3. Textbook pages
4, Additional Materials from
Learning Resource
(LR) portal
B. Other Learning Resources
IV. PROCEDURES
Sing “ Leron –Leron Sinta “ and move to the Sizes of Persons Warm –up Activities What food would you like to eat?
A. Introduction/ rhythm of the song. What did you notice if you are far Is it will help you ?
Presentation apart from the objects you
looking at?
Give examples of sounds that you hear. Show pictures of a person with Sing the song “ My Toes,My Knees”. What is your perception about
different sizes? healthy person?
B. Modeling
Give them activity cards to
identify healthy persons.
Study the ff. rhythmic patterns and do the What are the different sizes of Play a lively music.Let the pupils make a body shape Show videos about
movements indicated in each beat. What images persons into its positions? and actions. healthy persons.
C. Guided Practice in the rhythmic pattern were used to represent - What body shapes did you formed?
the sounds that you hear and the sounds that you
did not hear?
D. Group Practice Group the class into four. Each group will Art Activity- What makes a person Group the pupils into three.Let them What makes a person said
perform the rhythmic patterns using the given seems so small or big in the performs body shapes and actions. to be healthy? Give them
movements while singing “ Ang Alaga Kong
picture? activity sheets to perform.
 Pusa”.
Put a check ( / ) on the appropriate box. - What are body movements?Actions? What is a healthy person?
Assess them to their performance while Draw a healthy person.
Use rubrics to assess their
E. Independent Practice ago. Use rubrics to give score
performance.
to the performance of
your pupil.
Create appropriate
Movement that could Cut a pictures of different sizes of Agreement:
ASSIGNMENT Cut pictures of body movements.
Be used to accompany people. Be healthy always.

V. REMARKS

VI. REFLECTION
A. No. of learner who
earned 80 % in the
evaluation
B. No. of learners who
required additional
activities for
remediation who scored
below 80 %
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to required
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?
G. What innovation or
localized materials did I
used/discover which I
Prepared
wish to shareby:
with other
teachers? CH Checked by:
RISTINE ANI
ANN G. TA A. EYO
RUBILLOS MA
TEA STER
CHER TEACHER I
 School MANGGA ELEMENTARY SCHOOL Grade Level Grade III
GRADES 1 to 12 Teacher CHRISTINE ANN G. RUBILLOS Learning Area AP
Date JUNE 3-7, 2019 Quarter FIRST
DAILY LESSON
LOG
MONDAY TUESDAY WEDNESDA THURSDAY FRIDAY
JUNE 3,2019 JUNE 4,2019 Y JUNE 6 2019 JUNE 7, 2019
JUNE 5 2019
Naiisa –isa ang mga simbolo na ginagamit sa Nabibigyang kahulugan ang mga Natutukoy ang kinalalagyan ng bawat Nailalarawan ang
mapa. simbolo na ginagamit sa mapa sa lalawigan sa rehiyon gamit ang mga kinalalagyan ng iba’t ibang
I. OBJECTIVES
tulong ng mga panuntunan. pangunahin at pangalawang direksiyon. lalawigan sa rehiyon

Naipamamalas ang pag-unawa sa kinalalagyan Naipamamalas ang pag-unawa sa Eid Fitr Naipamamalas ang pag-unawa sa kinalalagyan Naipamamalas ang pag-
ng mga lalawigan sa rehiyong kinabibilangan kinalalagyan ng mga lalawigan sa Legal Holiday ng mga lalawigan sa rehiyong kinabibilangan unawa sa kinalalagyan ng
A. Content Standards ayon sa katangiang heograpikal nito. rehiyong kinabibilangan ayon sa ayon sa katangiang heograpikal nito. mga lalawigan sa rehiyong
katangiang heograpikal nito. kinabibilangan ayon sa
katangiang heograpikal nito.
Nakapaglalarawan ng pisikal na kapaligiran sa Nakapaglalarawan ng pisikal na Nakapaglalarawan ng pisikal na kapaligiran sa Nakapaglalarawan ng pisikal
rehiyong kinabibilangan gamit ang mga kapaligiran sa rehiyong rehiyong kinabibilangan gamit ang mga na kapaligiran sa rehiyong
batayang impormasyon tungkol sa direksiyon, kinabibilangan gamit ang mga batayang impormasyon tungkol sa direksiyon, kinabibilangan gamit ang
lokasyon,populasyon at paggamit ng mapa. batayang impormasyon tungkol sa lokasyon,populasyon at paggamit ng mapa. mga batayang impormasyon
B. Performance Standards
direksiyon, lokasyon,populasyon at tungkol sa direksiyon,
paggamit ng mapa. lokasyon,populasyon at
paggamit ng mapa.

Naiisa –isa ang mga simbolo na ginagamit sa abibigyang kahulugan ang mga Natutukoy ang kinalalagyan ng bawat Nailalarawan ang
C. Learning
mapa. simbolo na ginagamit sa mapa sa lalawigan sa rehiyon gamit ang mga kinalalagyan ng iba’t ibang
Competencies/Objectives
AP3LAR-Ia-1 tulong ng mga panuntunan. pangunahin at pangalawang direksiyon. lalawigan sa rehiyon
Write the LR code for
AP3LAR-Ia-1 AP3LAR-Ic-3 AP3LAR-Ib-2
each
II. CONTENT Naiisa –isa ang mga simbolo na ginagamit sa Nabibigyang kahulugan ang mga simbolo na ginagamit Natutukoy ang kinalalagyan ng bawat lalawigan
mapa. sa mapa sa tulong ng mga panuntunan. sa rehiyon gamit ang mga pangunahin at
pangalawang direksiyon.
 III. LEARNING RESOURCES
A. References
1. Teacher’s Guide page
2. Learner’s Material pages
3. Textbook pages
4, Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Introduction/ Presentation
B. Modeling
C. Guided Practice
D. Group Practice
E. Independent Practice
ASSIGNMENT
V. REMARKS
VI. REFLECTION
A. No. of learner who earned 80 %
in the evaluation
B. No. of learners who required
additional activities for
remediation who scored below
80 %
C. Did the remedial lessons
work? No. of learners who
have caught up with the lesson
TG p.1-3/ CG ph. 30 ng 120
Magplano ng scavengers hunt gamit ang isang
simpleng mapa.
Ano ang gamit ng mapa?
Paano ninyo natagpuan ang mga bagay sa
mapa?
Magdaos ng brainstorm tungkol sa mapa. Ano
ang mapa?
Pasagutan ang Natutuhan Kos a KM.
Pagdalahin ang mga bata ng kompas at mapa
na magpapakita ng pangunahin at pangalawang
direksiyon
Prepared by:
Ano ang mapa? Patayuin ang mga bata sa klase. Ipakuha ang mapa sa bata.
Paano mo nga narating ang isang Alam mo ba ang direksiyon ng isang lugar? Ano nga ang mga
lugar? pangunahing direksiyon?
Magpakita ng mapa sa mga bata o Magpakita ng bidyu tungkol sa pangunahing Magpakita ng mapa ng iyong
powerpoint. direksiyon. Ano-ano ang makikita sa mapa lugar. Magtanong tungkol
maliban sa mga simbolo? dito.
Ano-ano mga simbolo ang ginagamit
Ipangkat ang mga bata sa
sa mapa? Maghanda ng isang gawain na makapaglilinang
tatlo. Ipalabas ang mapa.
- Ano ang kahulugan nito? ng kakayahan ng isang bata sa grupo.
Pangkatin ang mga bata.
Ibigay ang kahulugan ng mga
Isulat mga bagay na nasa
simbolo na makikita sa mapa. Ano –ano ang mga pangunahing direksiyon?
bahaging silangan
1. ___ Pasagutan ang Natutuhan Ko sa LM.
,kanluran ,hilaga at timog ng
___
inyong kusina
____ 2-5.atbp.
Magdala ng mapa. Isulat mga bagay na nasa bahaging silangan
,kanluran ,hilaga at timog ng inyong bahay.
Checked by:
ANI
CHRI TA A. EYO
STINE ANN G.
MA
RUBILLOS
STER
TEACHER I
D. No. of learners who continue to
required 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?
G. What innovation or localized
materials did I used/discover
which I wish to share with
other teachers?