School CAA Elementary School
Grades 1-12
Daily Lesson Log
Schedule:
I. Objectives
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
( Write the LC code for each)
II. CONTENT
( Subject Matter)
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource LR
portal
B. Other Learning Resources
IV. PROCEDURE
A. Reviewing previous Lesson or
presenting new lesson
Grade FOUR
Teacher Learning Area: MATHEMATICS/ESP 4
Teaching Date Quarter: 1ST
Mathematics:
Math - ESP - Four –
Math
Math
Math
The learner demonstrates understanding of multiplication and division
of whole numbers including money.
The learner is able to apply multiplication and division of whole
numbers including money in mathematical problems and real-life
situations.
Multiplies mentally 2-digit by 2-digit numbers with products up to 200 and
explains the strategies used
Numbers and number sense
Weekly School Learning Plan
Flashcards, show me board, Chart
Conduct a review on multiplication 2- digits by 2-digit numbers with or
without regrouping using flashcards
B. Establishing a purpose for the
lesson
C. Presenting examples/ instances
of the new lesson.
D. Discussing new concepts and
practicing new skills.#1
E. Discussing new concepts and
practicing new skills #2.
F. Developing Mastery
(Lead to Formative Assessment
3)
G. Finding practical application
of concepts and skills in daily
living
H. Making Generalizations and
Abstraction about the Lesson.
Show pictures of Philippine fruits.
What is your favorite fruit? Why?
Infuse to learners the value of patronizing Philippine products.
Read the situation
Mang Mario planted 12 varieties of fruit trees last year. Per variety, he
was able to have 16 bags of fruits. How many bags of
Ask the learners to read their mathematics Module 8 - Multiplying
Mentally 2-Digit by 1-to-2 Digit Numbers
Let them accomplish the given activities in a separate sheet of paper.
A. What I Know, page 45
B. What’s More, page 46
C. Assessment, page 47
D. Additional Activities, page 47
fruits did he harvest?
1. How many bags of fruits did Mang Mario harvest?
2. What is the number sentence? 16 x 12 = N
3. How can we solve the problem mentally?
Ask the learners to work in groups and let them think of strategies in
multiplying mentally 16 x 12.
Mentally give the products of the following,
1. 15 x 12 =
2. 13 x 11 =
3. 14 x 13 =
4. 12 x 10 =
Mentally give the products of the following,
1. 19 x 10 =
2. 18 x 11 =
3. 15 x 11 =
4. 14 x 12 =
5. 17 x 10 =
How did you get the product without the use of paper and
pencil?
• We multiplied mentally the ones
• We multiplied mentally the tens by the ones.
• We added mentally the two partial products
• We use distributive property to find the product mentally.
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
V. REMARKS
VI. REFLECTION
A.No. of learners earned 80%in
the evaluation.
B . No. of learners who required
additional activities for
remediation who scored below
80%
C. Did the remedial lesson
work? No. of learners who have
caught up with the lesson.
Using flashcards Let the learners give the products of the given
numbers without using paper and pencil.
19 11 15 14 16
x10 x18 x11 x12 x11
------ ------ ------ ------ ------
Solve the problems.
1. There are 38 players in each school band. Twelve school
bands marched in the parade. How many players marched in the
parade?
2. The music teacher taught 32 pupils last year. Each pupil
learned 16 songs. How many songs learned in all?
___Lesson carried. Move on to the next objective. ___Lesson carried. Move on to the next objective.
___Lesson not carried. ___Lesson not carried.
___Pupils did not find difficulties in answering their lesson. ___Pupils did not find difficulties in answering their lesson.
___Pupils found difficulties in answering their lesson. ___Pupils found difficulties in answering their lesson.
___Pupils did not enjoy the lesson because of lack of knowledge, skills and
___Pupils did not enjoy the lesson because of lack of knowledge, skills and interest about the lesson.
interest about the lesson. ___Pupils were interested on the lesson, despite of some difficulties
___Pupils were interested on the lesson, despite of some difficulties encountered in answering the questions asked by the teacher.
encountered in answering the questions asked by the teacher. ___Pupils mastered the lesson despite of limited resources used by the
___Pupils mastered the lesson despite of limited resources used by the teacher. teacher.
___Majority of the pupils finished their work on time.
___Majority of the pupils finished their work on time. ___Some pupils did not finish their work on time due to unnecessary behavior.
___Some pupils did not finish their work on time due to unnecessary behavior.
___ of Learners who earned 80% above No. of learners who earned 80% above
___ of Learners who require additional activities for remediation No. of learners who required additional activities for remeditation
___Yes ___No No. of learners who have caught up with the lesson.
____ of Learners who caught up the lesson
D. No. of learner who continue
to require remediation
E. Which of my teaching
strategies worked well?Why did
these work?
___ of Learners who continue to require remediation No. of learners who continue to require remediation
Strategies used that work well:
___Tactile,concrete experiences in math: Using three dimensional objects in Strategies used that work well: Other Techniques and Strategies
used:
math instruction such as geometrical shapes, coins, or blocks used to form ___Metacognitive ___ Explicit Teaching
various geometrical shapes. Development:Examples: Self ___ Group collaboration
assessments, note taking and ___Gamification/Learning throuh
___Think-alouds: using explicit explanations of the steps of problem solving studying techniques, and play
through teacher modeling metacognitive thought. Ex: Reading a story aloud vocabulary assignments. ___ Answering preliminary
___Bridging: Examples: Think- activities/exercises
and stopping at points to think aloud about reading strategies/processes or, in pair-share, quick-writes, and ___ Carousel
math, demonstratingthe thought process used in problem solving. anticipatory charts. ___ Diads
___Model-lead-test strategy instruction (MLT): 3 stage process for teaching ___Schema-Building: Examples: ___ Differentiated Instruction
students to independently use learning strategies: 1) teacher models correct Compare and contrast, jigsaw ___ Role Playing/Drama
use of strategy; 2) teacher leads students to practice correct use; 3) teacher learning, peer teaching, and ___ Discovery Method
projects. ___ Lecture Method
tests’ students’ independent use of it. ___Contextualization:
___Graphic organizers: visual displays to organize information into things like Examples:Demonstrations, Why?
trees, flowcharts, webs, etc. media, manipulatives, repetition, ___ Complete IMs
and local opportunities. ___ Availability of Materials
Other Techniques and Strategies used: ___Text Representation: ___ Pupils’ eagerness to learn
Examples: Student created ___ Group member’s
___ Repitition drawings, videos, and games. collaboration/cooperation
___Math Games ___Modeling: Examples: in doing their tasks
___Manipulative Tools Speaking slowly and clearly, ___ Audio Visual Presentation
___Pair Work modeling the language you want of the lesson
___ Explicit Teaching students to use, and providing
samples of student work.
___ Group collaboration
___ Carousel
___ Diads
___ Differentiated Instruction
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
F. What difficulties did I
encounterwhich my principal or
supervisorcan help me solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with other
teachers?
__ Bullying among pupils
__ Bullying among pupils __ Pupils’ behavior/attitude
__ Colorful IMs
__ Pupils’ behavior/attitude __ Unavailable Technology
__ Colorful IMs Equipment (AVR/LCD)
__ Unavailable Technology __ Science/ Computer/
Equipment (AVR/LCD) Internet Lab
__ Science/ Computer/ __ Additional Clerical works
Internet Lab
__ Additional Clerical works
Planned Innovations: Planned Innovations:
__Contextualized/Localized and Indigenized IM’s __Contextualized/Localized and Indigenized IM’s
__ Localized Videos
__ Localized Videos __ Making big books from
__ Making big books from views of the locality
views of the locality __ Recycling of plastics to be used as Instructional Materials
__ Recycling of plastics to be used as Instructional Materials __ Local poetical composition
__ local poetical composition