Scribd Logo
Upload

Welcome to Scribd!

  • DLL Mathematics 1 q3 w1

    Uploaded by

    Alpha Amor Montalbo
    25 views6 pages
    This daily lesson log outlines the teacher's plans to teach fractions to 1st grade students over 5 days. The lessons will focus on recognizing, representing, and comparing the fractions 1/2 and 1/4 using real objects and pictures. Students will learn to visualize and identify halves and quarters of whole objects. Formative assessments are built into the interactive activities to check students' understanding of key concepts and skills.

    Original Description:

    Original Title

    Dll Mathematics 1 q3 w1

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Report this Document
    This daily lesson log outlines the teacher's plans to teach fractions to 1st grade students over 5 days. The lessons will focus on recognizing, representing, and comparing the fractions 1/2 and 1/4 using real objects and pictures. Students will learn to visualize and identify halves and quarters of whole objects. Formative assessments are built into the interactive activities to check students' understanding of key concepts and skills.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    25 views6 pages

    DLL Mathematics 1 q3 w1

    Uploaded by

    Alpha Amor Montalbo
    This daily lesson log outlines the teacher's plans to teach fractions to 1st grade students over 5 days. The lessons will focus on recognizing, representing, and comparing the fractions 1/2 and 1/4 using real objects and pictures. Students will learn to visualize and identify halves and quarters of whole objects. Formative assessments are built into the interactive activities to check students' understanding of key concepts and skills.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 6

    School: STO.

    TOMAS ELEMENTARY SCHOOL Grade Level: I-SAMPALOC


    GRADES 1 to 12 Teacher: ALPHA AMOR A. MONTALBO Learning Area: MATHEMATICS
    DAILY LESSON LOG Teaching Dates and OCTOBER 28 - NOVEMBER 1, 2018 (WEEK 1)
    Time: @ 1:35 - 2:25 Quarter: 3RD QUARTER

    LUNES MARTES MIYERKULES HUWEBES BIYERNES


    October 28, 2019 October 29, 2019 October 30, 2019 October 31, 2019 November 1, 2019
    I. LAYUNIN
    The Learner . . . The Learner . . . The Learner . . . The Learner . . .
    A. PAMANTAYANG
    demonstrates understanding of demonstrates understanding of demonstrates understanding of demonstrates understanding of
    PANGNILALAMAN
    fractions ½ and 1/4. fractions ½ and 1/4. fractions ½ and 1/4. fractions ½ and 1/4. Araw ng mga Santo
    The Learner . . . The Learner . . . The Learner . . . The Learner . . .
    B. PAMANTAYAN SA is able to recognize, represent, and is able to recognize, represent, and is able to recognize, represent, and is able to recognize, represent, and
    PAGGANAP compare fractions ½ and 1/4 in compare fractions ½ and 1/4 in compare fractions ½ and 1/4 in compare fractions ½ and 1/4 in
    various forms and contexts. various forms and contexts. various forms and contexts. various forms and contexts.
    M1NS-IIIb-72.1 M1NS-IIIb-72.1 M1NS-IIIb-72.1 M1NS-IIIb-72.1
    C. MGA KASANAYAN SA
    visualizes and identifies ½ and ¼ of visualizes and identifies ½ and ¼ of visualizes and identifies ½ and ¼ of a visualizes and identifies ½ and ¼ of a
    PAGKATUTO (Isulat ang
    a whole object. a whole object. whole object. whole object.
    code ng bawat kasanayan)
    II. NILALAMAN
    A. Sanggunian
    1. Mga Pahina sa Gabay ng
    Guro
    2. Mga Pahina sa Kagamitang
    Pangmag-aaral

    B. Kagamitan
    III.
    Pangkatang Laro: Ipaawit: Tono:( Farmer in the Ano ang ibig sabihin ng sangkapatna Ano ang ibig sabihin ng ika-apat na
    Gamit ang mga cut-out ng iba’t Dell) bahagi o parte? bahagi o parte?
    ibang hugis. Bigyan ng limitadong A Whole Paano ito isinusulat sa simbolo? Paano ito isinusulat sa simbolo?
    oras ang bawat pangkat upang A whole, a whole, a whole
    hanapin ang hugis na nakalaan sa Divided into two
    A. Balik-aral at/o pagsisimula
    kanilang pangkat. One part is called one-half
    ng bagong aralin
    Hal. Pangkat 1 – bilog And so the other one.
    Pangkat 2 – tatsulok
    Ang pangkat na may
    pinakamaraming nakuhang hugis
    ang siyang panalo.
    B. Paghahabi sa layunin ng Magpakita ng larawan ng Magpakita ng drawing o larawan ng Ipaawit: Tono:( Farmer in the Dell) Ipaawit: Tono:( Farmer in the Dell)
    aralin dalawang batang naghahati sa isang hardin.(Kalahati lamang ang A Whole A Whole
    tinapay. may tanim) A whole, a whole, a whole A whole, a whole, a whole
    Ano ang nakikita ninyo sa larawan? Tingnan ninyo ang hardin. Ito ay Divided into four Divided into three
    Sino sa inyo ang katulad ng bata na hinati sa 2 pantay na bahagi. Ang One part is called one-fourth One part is called one-third
    hinahatian ang kaklase na walang bawat bahagi ay isa sa 2 pantay na And so the other three And so the other two.
    baon? hati o parte.
    Gaaano kalaki ang ibinigay niyang Ang buong hardin ay walang tanim.
    kaparte sa lalaki? kalahati lamang ng hardin ang may
    Ano ang nararamdaman ninyo tanim.
    kapag nagbibigay kayo sa iba? Ang bilang na nagsasabi ng tamang
    hati ng hardin ay
    kalahati o ½.
    Ang isang buo ay may dalawang
    kalahating bahagi.
    Gamit ang cut-out ng parisukat, Ipaliwanag na bawat bahagi ay isa May uwing isang buko pie ang tatay Tatlo ang anak ni Mang Nestor. Isang
    paano ko hahatiin ang hugis na ito sa dalawang pantay na bahagi o galing sa Laguna. araw nag-uwi siya ng banana keyk.
    para makakuha ako ng dalawang tinatawag na kalahati . Apat ang anak . Sa ilang bahagi niya Sa ilang bahagi niya hahatiin ang
    pantay o magkasinglaki na bahagi? Isinusulat ito ng ½. hahatiin ang buko pie? keyk?
    Itiklop ang papel sa dalawang Ang tawag dito ay fraction o Anong parte ang makukuha ng bawat Anong bahagi ang tawag sa magiging
    pantay na bahagi. hatimbilang. isang anak? parte ng bawat anak?
    C. Pag-uugnay ng mga Ilang pantay na bahagi mayroon? Gumamit ng tunay na bagay o cut- Original File Submitted and
    halimbawa sa bagong aralin Ituro ang dalawang pantay na out. Formatted by DepEd Club Member -
    bahagi habang ipinakikita sa mga Hal. parihaba na keyk. Ipakita kung visit depedclub.com for more
    bata. paano ito hahatiin sa 2 pantay na
    bahagi.
    Tumawag ng bata at ipakita
    kung paano ito hahatiin sa dalawa
    nang pantay o magkasinglaki.
    Ipaliwanag na bawat bahagi ay isa Paano hinati ang keyk? Magpakita ng larawan ng isang Nagluto ng putong bibingka si Lola
    sa dalawang pantay na bahagi o Ilang bahagi ang lumabas? malaking hardin. Pacing.
    tinatawag na kalahati ng isang Ano ang tawag sa isang bahagi? Tingnan ninyo ang harding ito, sa Ibinahagi niya ang bibingka sa tatlo
    buong parisukat. Isinusulat ito ng (1/2) ilang bahagi ito hinati? niyang kapitbahay.
    D. Pagtalakay ng bagong ½. Pantay ba o magkakasinglaki ang Ano ang tawag natin sa isang bahagi
    Ang tawag dito ay fraction o pagkakahati ng bawat bahagi? nito?
    konsepto at paglalahad ng
    hatimbilang. Paano ito isinusulat sa simbolo?
    bagong kasanayan #1 Gumamit ng tunay na bagay o cut-
    out.
    Hal. bilog na pizza
    Tumawag ng bata at ipakita kung
    paano ito hahatiin sa dalawa nang
    pantay o magkasinglaki.
    E. Pagtalakay ng bagong Paano hinati ang pizza. Gawain: Hardin B Ipaliwanag na bawat bahagi ay isa sa
    konsepto at paglalahad ng Ilang bahagi ang lumabas? Bilugan ang hugis na tatlong pantay na bahagi o tinatawag
    bagong kasanayan #2 Ano ang tawag sa isang bahagi? nagpapakita ng kalahati o ½. ¼ ¼ ¼ ¼ na ikatlong bahagi.
    (1/2) Isinusulat ito ng1/3.
    Ang tawag dito ay fraction o
    Ano ang tawag natin sa isang bahagi hatimbilang.
    nito? Gumamit ng tunay na bagay o cut-out.
    Paano ito isinusulat sa simbolo?
    Hal.
    Gumamit ng tunay na bagay para
    ipakita ang ikatlong bahagi ng isang
    buong bagay.
    Hal. mansanas
    (hatiin sa tatlo at kunin ang isang
    bahagi)
    Gawain: Ipaliwanag na bawat bahagi ay isa sa Paano hinati ang mansanas?
    Kulayan ang kalahati ng mga apat na pantay na bahagi o tinatawag Ilang bahagi ang lumabas?
    sumusunod na hugis. Isulat ang ½ na sangkapatna bahagi. Ano ang tawag sa isang bahagi?
    sa kabilang bahagi. Isinusulat ito ng1/4. (Ikatlong bahagi)
    Ang tawag dito ay fraction o Paano ito isinusulat sa simbolo? (1/3
    hatimbilang.
    F. Paglinang sa kabihasnan Gumamit ng tunay na bagay o cut-
    out.
    (Tungo sa Formative
    Hal. Gamit ang isang puting papel.
    Assessment) Kunwari ito ay isang lote na hahatiin
    sa apat na magkakapatid. Paano
    ninyo ito papartihin ng pantay?
    Paano hinati ang lote?
    Ilang bahagi ang lumabas?
    Ano ang tawag sa isang bahagi?
    (Sangkapat na bahagi)
    Paano ito isinusulat sa simbolo? (1/4)
    Bigyan ang mga bata ng papel na Nagpapakita ba ng kalahati ang Gamit ang bond paper. Hayaang Gamit ang bond paper. Hayaang
    gugupitin. Hayaan silang gumupit larawan? gumawa ang mga bata ng ibat-ibang gumawa ang mga bata ng ibat-ibang
    ng iba’t ibang hugis at ipatiklop sa Sagutin ng Oo o Hindi hugis upang ipakita ang ¼. hugis upang ipakita ang 1/3
    G. Paglalapat ng aralin sa dalawang pantay na bahagi. 1. Itupi at kulayan ang sangkapatna Itupi at kulayan ang ikatlong bahagi.
    pang-araw-araw na buhay 2. bahagi
    3.
    4.
    5.
    Ano ang tawag sa isang bahagi ng Ano ang tawag sa isang bahagi ng Ano ang tawag sa isang bahagi ng Ano ang tawag sa isang bahagi ng
    isang buo na hinati sa dalawang isang buo na hinati sa dalawang isang buo na hinati sa apat na pantay isang buo na hinati sa tatlo na pantay
    pantay na bahagi? pantay na bahagi? na bahagi? na bahagi?
    Tandaan: Tandaan: Tandaan: Tandaan:
    H. Paglalahat ng aralin
    Kung ang isang buo ay hinati sa Kung ang isang buo ay hinati sa Kung ang isang buo ay hinati sa apat Kung ang isang buo ay hinati sa tatlo
    dalawang pantay na bahagi, ang dalawang pantay na bahagi, ang na pantay na bahagi, ang isang na pantay na bahagi, ang isang bahagi
    isang bahagi ay tinatawag na isang bahagi ay tinatawag na bahagi ay tinatawag sangkapatna ay tinatawag na ikatlong bahagi.
    kalahati Isinusulat ito sa kalahati Isinusulat ito sa bahagi. Isinusulat ito sa simbolong Isinusulat ito sa simbolong 1/3.
    simbolong ½. simbolong ½. 1/4.
    I. Pagtataya ng aralin LM pah. 253-255 LM pah. 258-260 LM pah. 275-280 Gawin: Hatiin sa tatlo ang bawat
    hugis.
    Kulayan ang ikatlong bahagi.
    Lagyan ng 1/3 sa ilalim.
    Iguhit ang mga sumusunod na Lutasin: Gumuhit ng 5 hugis hatiin sa Gumuhit ng 5 hugis hatiin sa
    hugis. Hatiin sa 2 pantay na May pasalubong na siopao ang tatlong parte ang bawat hugis at limang parte ang bawat hugis at
    bahagi. Kulayan ang kalahati. tatay para kay Julie. kulayan ang isang bahagi upang kulayan ang isang bahagi upang
    1. bilog Dumating ang kaibigan niya para ipakita ang 1/3. ipakita ang 1/5.
    J.Karagdagang gawain para sa
    2. tatsulok makipaglaro.
    takdang-aralin at remediation
    3. parihaba Paano niya hahatian ang kaibigan
    4. parisukat niya ng siopao na pasalubong ng
    5. biluhaba tatay?
    Iguhit mo ang sagot.
    IV. MGA TALA
    V. PAGNINILAY
    A. Bilang ng mag-aaral na
    _________ learners who earned _________ learners who earned _________ learners who earned _________ learners who earned 80%
    nakakuha ng 80% sa
    80% in the evaluation 80% in the evaluation 80% in the evaluation in the evaluation
    pagtataya
    B. Bilang ng mag-aaral na _________ learners who require _________ learners who require _________ learners who require _________ learners who require
    nangangailangan ng iba pang additional activities for remediation additional activities for remediation additional activities for remediation additional activities for remediation
    gawain para sa remediation who scored below 80% who scored below 80% who scored below 80% who scored below 80%

    C. Nakatulong ba ang _____YES _____ NO _____YES _____ NO _____YES _____ NO _____YES _____ NO
    remedial? Bilang ng mga _______ learners who have caught _______ learners who have caught _______ learners who have caught _______ learners who have caught up
    mag-aaral na naka-unawa sa up with the lesson up with the lesson up with the lesson with the lesson
    aralin
    D. Bilang ng mga mag-aaral
    ________ learners who continue to ________ learners who continue to ________ learners who continue to ________ learners who continue to
    na magpapatuloy sa
    require remediation require remediation require remediation require remediation
    remediation
    E. Alin sa mga istratehiya sa Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
    pagtuturo ang nakatulong ng ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
    lubos? ___ Games ___ Games ___ Games ___ Games
    ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
    ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
    activities/exercises activities/exercises activities/exercises activities/exercises
    ___ Carousel ___ Carousel ___ Carousel ___ Carousel
    ___ Diads ___ Diads ___ Diads ___ Diads
    ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
    ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
    Poems/Stories Poems/Stories Poems/Stories Poems/Stories
    ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
    ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
    ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
    ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
    Why? Why? Why? Why?
    ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
    ___ 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
    ___ Group member’s Cooperation ___ Group member’s Cooperation ___ Group member’s Cooperation in ___ Group member’s Cooperation in
    in doing their tasks in doing their tasks doing their tasks doing their tasks
    __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
    __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
    __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
    __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
    Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
    __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
    F. Anong suliranin ang aking Internet Lab Internet Lab Internet Lab Internet Lab
    naranasan na nasolusyunan sa __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
    tulong ng aking punongguro? Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
    __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
    __ Making big books from __ Making big books from __ Making big books from __ Making big books from
    views of the locality views of the locality views of the locality views of the locality
    __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used as
    as Instructional Materials as Instructional Materials as Instructional Materials Instructional Materials
    __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
    G. Anong kagamitang panturo The lesson have successfully The lesson have successfully The lesson have successfully The lesson have successfully delivered
    ang aking nadibuho na nais delivered due to: delivered due to: delivered due to: due to:
    kong ibahagi sa mga kapwa ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn
    ko guro? ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs
    ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson
    ___ worksheets ___ worksheets ___ worksheets ___ worksheets
    ___ 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:
    ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
    ___ Games ___ Games ___ Games ___ Games
    ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
    ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
    activities/exercises activities/exercises activities/exercises activities/exercises
    ___ Carousel ___ Carousel ___ Carousel ___ Carousel
    ___ Diads ___ Diads ___ Diads ___ Diads
    ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
    ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
    Poems/Stories Poems/Stories Poems/Stories Poems/Stories
    ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
    ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
    ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
    ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
    Why? Why? Why? Why?
    ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
    ___ 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
    ___ Group member’s Cooperation ___ Group member’s Cooperation ___ Group member’s Cooperation in ___ Group member’s Cooperation in
    in doing their tasks in doing their tasks doing their tasks doing their tasks

    You might also like