CABANA, VERONICA G.

BEED II

DAILY LESSON LOG

School Grade Level GRADE 1
Teacher Learning Area MATHEMATICS
Teaching Dates Quarter 3rd Quarter
Teaching Time Section

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learners, The learners, The learners, The learners, The learners,
demonstrates demonstrates demonstrates demonstrates demonstrates
understanding of understanding of understanding of understanding of understanding of
continuous and continuous and continuous and continuous and continuous and
repeating patterns repeating patterns repeating patterns and repeating patterns and repeating patterns
and mathematical and mathematical mathematical mathematical and mathematical
sentences sentences sentences sentences sentences
B. Performance Standards The Learners, The Learners, The Learners, The Learners, The Learners,
 is able to  is able to  is able to  is able to  is able to
apply apply apply apply apply
knowledge of knowledge knowledge of knowledge of knowledge
continuous of continuous continuous of
and repeating continuous and repeating and repeating continuous
patterns and and patterns and patterns and and
number repeating number number repeating
sentences in patterns and sentences in sentences in patterns and
various number various various number
situations. sentences in situations. situations. sentences in
 is able to various is able to apply is able to apply various
 apply situations. knowledge of time knowledge of time situations.
knowledge of is able to apply and non-standard and non-standard is able to apply
time and non- knowledge of time measures of length, measures of length, knowledge of time
standard and non-standard mass, and capacity in mass, and capacity in and non-standard
measures of measures of length, mathematical mathematical measures of length,
length, mass, mass, and capacity in mass, and capacity in
and capacity mathematical mathematical
in
mathematical
C. Learning Competencies/ objectives The learners, are able The learners, are The learners, are able The learners, are able The learners, are
to draws the four able to draws the to draws the four to draws the four able to draws the
basic shapes and can four basic shapes basic shapes and can basic shapes and can four basic shapes
able to constructs and can able to able to constructs able to constructs and can able to
three dimensional constructs three three dimensional three dimensional constructs three
objects (solid) using dimensional objects objects (solid) using objects (solid) using dimensional objects
manipulative materials (solid) using manipulative materials manipulative materials (solid) using
manipulative manipulative
materials materials
D. CONTENT

E. LEARNING RESOURCES
A. Reference
1. Teacher’s Guide Pages Mathematics Mathematics Mathematics Mathematics Mathematics
Curriculum Guide for Curriculum Guide for Curriculum Guide for Curriculum Guide for Curriculum Guide for
Grade 1, page 1-10 Grade 1, page 11-16- Grade 1, page 17-22 Grade 1, page 23-29 Grade 1, page 30-37

2. Learner’s Materials Pages Math Module One page. Math Module One Math Module One page. Math Module One page. Math Module One
5-8 page. 9-14 10-18 19-24 page. 25-30
3. Textbook Pages Mathematics One page. Mathematics One Mathematics One page. Mathematics One page. Mathematics One
6-9 page. 10-13 14-16 17-19 page. 20-27
4. Additional Materials form Learning Visual Aids Visual Aids Visual Aids Visual Aids Visual Aids
Resource (LR) portal
B. Other Learning Resources Calendar, Pictures, chart, Calendar, Pictures, Calendar, Pictures, chart, Calendar, Pictures, chart, Calendar, Pictures,
and analog clock. chart, and analog and analog clock. and analog clock. chart, and analog

F. PROCEDURES
A. Review previews lesson or
presenting a new lesson
Daily Prayer.
Review of the previous
topic.
Ask the student what are
the lesson yesterday?
clock. clock.
Daily Prayer Daily Prayer Daily Prayer  Daily Prayer 
Providing a visual aid Providing a visual aid
 Draw or illustrate a showing a set of number showing a sets of
the all repeating Show or draw 25 pcs of that a student needs to calendar, and let them
patterns and read the apple for the first set identify and answer identify how many
mathematical and show 40 pcs on the whether it is one more repeating patterns are
sentences. second set. or one less based on sign there.
besides the given
number. And construct
the mathematical
sentences.

B. Establishing a purpose for the Very good class! Let’s
lesson proceed to our topic
today. And now we are
going to demonstrates
understanding of
continuous and
repeating patterns and
mathematical sentences.
C. Presenting examples/ instances of Look at the visual aid, let
new lesson them know what
repeating patterns really
are, so they can give at
the beginning of their
idea.
Ask the student to Ask them if how many Ask the students to For the activity the
construct the repeating repeated patterns are draws the four basic student describes the
patterns. there. shapes and can able to all repeating patterns.
constructs three
dimensional objects
-call students (3 boys, 1. Using 1. To easily answer the Using visual aid and
3 girls) mathematical activity ask the student calendar count the
-  Use and teach how sentences, ask to write repeating same number in the
to use the repeating the student the number in a months of January and
patterns through total number of Mathematical February. Then, write
counting and pairing patterns in Sentences. the total number
the photos of fruits separate set. through mathematical
from different column. 2. Ask the student   2. Explain that 2 sentences.
Ask them write the to match the patterns are same was
number in symbols and set of patterns are also the repeating
let them read it. stick from the patterns.
    Again, call one first set to the
student and ask what second set.   3. Call a list of students
and how many 3.  Call a student to answer the activity,
repeated are left to write which about the mathematical
 without pair. set is less than sentences.
    4.  Write the total one the other
number of repeated set in the  
patterns. blackboard.
   5.Then, explain the 4. Emphasize the
meaning and usage of connection of
one more and one less. matching the
7.  Emphasize how set and writing
they made that the symbol of
answer. numbers.
Determine
which patterns
is fewer by
using one less.

D. Discussing new concepts and
practicing new skills #1
What did you see in the Explain the importance Teach the student how Explain to the Break time:  using the
calendar the repeated why we need to know to use analog clock, and student that in analog clock, let them
patterns/number? How to identify the the importance of identifying the raised their hand to
many repeated patterns repeating patterns. constructing repeating patterns. answer the following
are there? Can you pls mathematical sentences. questions:
They have to know
answer this question - How many
through mathematical and understand first repeating
sentences. the meaning patterns are
importance of there?
mathematical - True of false,
sentences. Is the total
number of
these patterns
are 16
patterns?
The student who got
the correct answer is
have a candy bonus.

E. Discussing new concepts and Determine the Place the analog clock Show 2 pcs of calendar Using the visual aid with Show an analog clock
practicing new skills #2 importance of repeating in front of the students. the number of repeated
patterns in any kind of patterns. Let the student make a
 clock.   As the student how   As the student how decision of how many
many repeated many repeated numbers       Ask the student to repeated numbers are
numbers are in this are in this clock? write the total number there?
clock? of repeated patterns
through mathematical
sentences.

F. Developing mastery (Leads to The kids have been Allow the student to Present a set of After that, show the Display a photograph
formative assessment) tasked with arranging draw as many calendars to the calendar together with of the preceding
and separating the patterns as they students and ask them a certain number and activity. Allow the
different sorts of apples need to in order to to match them up let the pupil to pupil to construct
into two lines. Allow
demonstrate their with the calendars in perform the task that mathematical
children to match each
toy from another set understanding of the set B. Instruct them to has been set. phrases using the
then count one toy that topic, based on the write the number that total numbers that
does not have a topic and keeps recurring and to have been
matching pair. photographs they put it in the form of presented.
have studied. sentences.
G. Finding practical applications of Call on a student to This is necessary in This helps to identify Learning how to use Identify and repeating
concepts and skills in daily living help you figure out the learning how to read when to use the concept repeating patterns and patterns in calendar
patterns that keep repeating patterns. of mathematical construct the helps to easily
repeating. Following sentences. mathematical sentences. understand the
concept of
that, assign them the
mathematical.
task of determining
the number of
patterns. Write the
answer in
mathematical
sentences, and then
check your work.
H. Making generalizations and Explain to the learner One or more Once the first One method of Describe the
abstractions about the lesson that one more is used additional patterns collection or numeral evaluating if a given patterns that you've
if the amount or indicates that one is around one to some number is repeating noticed. The
repeated number of collection is more other set, one fewer patterns is to look for provided object aids
the first set is more than 1 to another pattern utilized in the patterns in the data. the student in
than the amount or set. second set. Create a Check to see if the understanding the
 repeated number of series of mathematical numbers are the origin of the
the second set. In sentences. same. numbers that have
contrast, if the first set been provided.
is smaller than the Additionally, if they
second set, one less is have the correct
used. numbers, they will
be able to correctly
answer the problem.
I. Evaluating learning Present two different set Ask the student to Ask the student to write Using analog clock let Using calendar and
calendar and ask the write the total number the answer through them identify the most analog clock help the
student to separate the of repeating patterns mathematical sentences. repeated number. student to learn the
repeating patterns to not they saw. concept of
repeating. mathematical
sentences and
repeating patterns.

J. Additional activities for application Using your assignment Answer the assignment Draw two set of Answer the prepared Answer the prepared
or remediation notebook draws the four given by the teacher. repeating patterns. activity assignment by activity assignment by
basic shapes and can the teacher. the teacher.
able to constructs three
dimensional objects.

G. REMARKS

H. REFLECTION
A. No. of learners who earned 70% ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
on the formative assessment earned 70% above earned 70% above earned 70% above earned 70% above earned 70% above
B. No. of learners who require ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
additional activities for require additional require additional require additional require additional require additional
remediation activities for remediation activities for activities for remediation activities for remediation activities for
remediation remediation
C. Did the remedial lessons work? ___Yes ___No ___Yes _No ___Yes ___No ___Yes ___No ___Yes __No
No. of learners who have caught ____ of Learners who ____ of Learners who ____ of Learners who ____ of Learners who ____ of Learners who
up with the lesson caught up the lesson caught up the lesson caught up the lesson caught up the lesson caught up the lesson

D. No. of learners who continue to __ of Learners who __ of Learners who __ of Learners who __ of Learners who __ of Learners who
 require remediation continue to require continue to require continue to require continue to require continue to require
remediation remediation remediation remediation remediation
E. Which of my teaching strategies Strategies used that Strategies used that Strategies used that Strategies used that Strategies used that
worked well? Why did this work? work well: work well: work well: work well: work well:
___ Group collaboration ___ Group ___ Group collaboration ___ Group collaboration ___ Group
___ Games collaboration ___ Games ___ Games collaboration
___ Identify the ___ Games ___ Solving ___ Solving ___ Games
repeating patterns ___ Solving Puzzles/Jigsaw Puzzles/Jigsaw ___ Solving
___ Answering Puzzles/Jigsaw ___ Answering ___ Answering Puzzles/Jigsaw
preliminary  ___ Answering preliminary  preliminary  ___ Answering
activities/exercises preliminary  activities/exercises activities/exercises preliminary 
___ Carousel activities/exercises ___ Carousel ___ Carousel activities/exercises
___ Diads ___ Carousel ___ Diads ___ Diads ___ Carousel
___ Think-Pair-Share ___ Diads ___ Think-Pair-Share ___ Think-Pair-Share ___ Diads
(TPS) ___ Think-Pair-Share (TPS) (TPS) ___ Think-Pair-Share
___ Rereading of (TPS) ___ Rereading of ___ Rereading of (TPS)
Paragraphs/ ___ Rereading of Paragraphs/ Paragraphs/ ___ Rereading of
Poems/Stories Paragraphs/ Poems/Stories Poems/Stories Paragraphs/
___ Differentiated Poems/Stories ___ Differentiated ___ Differentiated Poems/Stories
Instruction ___ Differentiated Instruction Instruction ___ Differentiated
___ Role Playing/Drama Instruction ___ Role Playing/Drama ___ Role Playing/Drama Instruction
___ Discovery Method ___ Role ___ Discovery Method ___ Discovery Method ___ Role
___ Lecture Method Playing/Drama ___ Lecture Method ___ Lecture Method Playing/Drama
Why? ___ Discovery Method Why? Why? ___ Discovery Method
___ Complete IMs ___ Lecture Method ___ Complete IMs ___ Complete IMs ___ Lecture Method
___ Availability of Why? ___ Availability of ___ Availability of Why?
Materials ___ Complete IMs Materials Materials ___ Complete IMs
___ Pupils’ eagerness to ___ Availability of ___ Pupils’ eagerness to ___ Pupils’ eagerness to ___ Availability of
learn Materials learn learn Materials
___ Group member’s ___ Pupils’ eagerness ___ Group member’s ___ Group member’s ___ Pupils’ eagerness
Cooperation in  to learn Cooperation in  Cooperation in  to learn
       doing their tasks ___ Group member’s        doing their tasks        doing their tasks ___ Group member’s
Cooperation in  Cooperation in 
       doing their tasks        doing their tasks

F. What difficulties did I encounter __ Bullying among pupils __ Bullying among __ Bullying among pupils __ Bullying among pupils __ Bullying among
which my principal or supervisor __ Pupils’ pupils __ Pupils’ __ Pupils’ pupils
behavior/attitude __ Pupils’ behavior/attitude behavior/attitude __ Pupils’
 can help me solve? __ Colorful IMs behavior/attitude __ Colorful IMs __ Colorful IMs behavior/attitude
__ Unavailable __ Colorful IMs __ Unavailable __ Unavailable __ Colorful IMs
Technology  __ Unavailable Technology  Technology  __ Unavailable
      Equipment Technology        Equipment       Equipment Technology 
(AVR/LCD)       Equipment (AVR/LCD) (AVR/LCD)       Equipment
__ Science/ Computer/  (AVR/LCD) __ Science/ Computer/  __ Science/ Computer/  (AVR/LCD)
      Internet Lab __ Science/       Internet Lab       Internet Lab __ Science/
__ Additional Clerical Computer/  __ Additional Clerical __ Additional Clerical Computer/ 
works       Internet Lab works works       Internet Lab
Planned Innovations: __ Additional Clerical Planned Innovations: Planned Innovations: __ Additional Clerical
__ Localized Videos  works __ Localized Videos  __ Localized Videos  works
__ Making big books Planned Innovations: __ Making big books __ Making big books Planned Innovations:
from  __ Localized Videos  from  from  __ Localized Videos 
     views of the locality __ Making big books      views of the locality      views of the locality __ Making big books
__ Recycling of from  __ Recycling of __ Recycling of from 
plastics to be used as      views of the locality plastics to be used as plastics to be used as      views of the locality
Instructional Materials __ Recycling of Instructional Materials Instructional Materials __ Recycling of
__ local plastics to be used as __ local __ local plastics to be used as
poetical composition Instructional Materials poetical composition poetical composition Instructional Materials
__ local __ local
poetical composition poetical composition

G. What innovation or localized The lesson had The lesson had The lesson had The lesson had The lesson had
materials did I use/discover which successfully delivered successfully delivered successfully delivered successfully delivered successfully delivered
I wish to share with other due to: due to: due to: due to: due to:
teachers. ___ pupils’ eagerness to ___ pupils’ eagerness ___ pupils’ eagerness to ___ pupils’ eagerness to ___ pupils’ eagerness
learn to learn learn learn to learn
___ complete/varied IMs ___ complete/varied ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied
___ uncomplicated IMs ___ uncomplicated ___ uncomplicated IMs
lesson ___ uncomplicated lesson lesson ___ uncomplicated
___ worksheets lesson ___ worksheets ___ worksheets lesson
___ worksheets ___ varied activity ___ varied activity ___ worksheets
___ varied activity sheets sheets ___ varied activity
sheets sheets