School: CARUHATAN EAST ELEMENTARY SCHOOL
GRADE 1 Teacher: RAFAELA D. VILLANUEVA
DAILY LESSON LOG Teaching Dates and
Time:
I. LAYUNIN LUNES
A. PAMANTAYANG The Learner. . .
PANGNILALAMAN demonstrates
understanding of whole
numbers up to 100,
ordinal numbers up to
10th, money up to
PhP100.
B. PAMANTAYAN SA The Learner. . .
PAGGANAP is able to recognize,
represent, and order whole
numbers up to 100 and
money up to PhP100 in
various forms and
contexts.
C. MGA KASANAYAN SA The Learner. . .
PAGKATUTO (Isulat ang M1NS-Ih-12.1
code ng bawat kasanayan) visualizes, represents, and
compares numbers up to
100 using relation
symbols.
II. NILALAMAN Day 26: identifies and
uses different relation
symbols in comparing
numbers up to 50
Grade Level:
OCTOBER 3-7, 2022 (WEEK 7)
MARTES
The Learner. . .
demonstrates
understanding of whole
numbers up to 100, ordinal
numbers up to 10th,
money up to PhP100.
The Learner. . .
is able to recognize,
represent, and order whole
numbers up to 100 and
money up to PhP100 in
various forms and contexts.
The Learner. . .
M1NS-Ih-12.1
visualizes, represents, and
compares numbers up to
100 using relation symbols.
Day 27: use different
relation symbols in
comparing numbers from
51 to 100.
I
Learning Area:
MIYERKULES
The Learner. . .
demonstrates understanding
of whole numbers up to 100,
ordinal numbers up to 10th,
money up to PhP100.
The Learner. . .
is able to recognize,
represent, and order whole
numbers up to 100 and
money up to PhP100 in
various forms and contexts.
The Learner. . . MINS-Ic-
6.0 compares numbers up
to 100 using relation
symbol and orders them
in increasing or
decreasing order.
Day 28: visualizes,
represents, and orders
numbers up to 100 in
increasing order
MATHEMATICS
Quarter: 1ST QUARTER
HUWEBES BIYERNES
The Learner. . . The Learner. . .
demonstrates demonstrates understanding
understanding of whole of whole numbers up to 100,
numbers up to 100, ordinal numbers up to 10th,
ordinal numbers up to money up to PhP100.
10th, money up to
PhP100.
The Learner. . . The Learner. . .
is able to recognize, is able to recognize,
represent, and order represent, and order whole
whole numbers up to numbers up to 100 and
100 and money up to money up to PhP100 in
PhP100 in various various forms and contexts.
forms and contexts.
The Learner. . . The Learner. . .
MINS-Ic-6.0 compares
numbers up to 100 M1NS-Ig-11
using relation symbol
and orders them in identifies, reads, and
increasing or writes ordinal numbers:
decreasing order. 1st, 2nd, 3rd, up to 10th
object in a given set from
a given point of reference.
Day 29: visualizes, Day 30: identifies and
represents, and reads ordinal numbers
orders numbers up up to 10th in symbols
to 100 in and in words
decreasing order
III. KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng PIVOT 4A CALABARZON PIVOT 4A CALABARZON PIVOT 4A CALABARZON PIVOT 4A PIVOT 4A CALABARZON
Guro Math 1 page 27 - 29 Math 1 page 27 - 29 Math 1 page 16 - 17 CALABARZON Math 1 Math 1 page 30 - 31
KS1 Q1 Math 1 ADM page 52 page 16 - 17
KS1 Q1 Math 1 ADM page KS1 Q1 Math 1 ADM page - 55 KS1 Q1 Math 1 ADM KS1 Q1 Math 1 ADM page
57 - 63 57 - 63 page 52 - 55 56 - 59
2. Mga pahina sa
Kagamitang Pang-Mag-
aaral
3. Mga pahina sa Teksbuk
4. Karagdagang Kagamitan
mula sa portal ng Learning
Code.
B. Iba pang Kagamitang larawan, worksheets, larawan, worksheets, larawan, worksheets, larawan, worksheets, larawan, worksheets,
panturo counters, laptop, projector counters, laptop, projector counters, laptop, projector counters, laptop, counters, laptop, projector
projector
IV. PAMAMARAAN
A. Balik-aral at/o Isulat ang mabubuong Isulat ang bilang ng Paglalaro:
pagsisimula ng bagong bilang sa patlang mula sa larawan sa ibaba, guhitan Panuto: Sagutin o gawin Superlative Game
aralin naka rename na bilang sa ang tamang ang mga sumusunod. Mechanic:
sampuan at isahan. Isulat paghahambing, at bilugan Pangkating ang mga
ang sagot sa iyong ang simbolo; < (less than) 1) Anong bilang ang “one bata sa 5 pangkat.
kuwaderno. mas kaunti, > (greater more than 6”? ______ ang mga bata ay
than) mas marami, o = aayusin ang kanilang
(equal) kasingdami. 2) Anong bilang ang “one pangkat ayon sa
less than 6”? ______ sasabihin ng guro.

3) Bilugan ang may *Ayusin ang pangkat

pinakamalaking halaga. mula sa pinakamataas
hanggang sa
21 30 19 pinakamaliit.
*Ayusin ang pangkat
4) Gumuhit ng bagay na mula sa
higit ng isa “one more than” pinakamaraming
kaysa sa nasa larawan sa kapatid hanggang sa
kahon. pinakakaunti.
 5) Gumuhit ng bagay na
kulang ng isa “one less than”
kaysa sa nasa larawan sa
kahon.

B. Paghahabi sa layunin Paghambingin ang dami Paghambingin ang dami ng Hulaan mo! Tingnan kung paano ginamit
ng aralin ng bawat larawan gamit bawat larawan gamit ang ang ordinal number sa
ang salitang mas marami, salitang mas marami, mas pagtukoy ng puwesto ng
mas kaunti, at kaunti, at magkapareho. bawat larawan sa ibaba.
magkapareho.
Mas marami 1. Ang 3 na bagay ay krayola.
rd

2. Ang 6 na bagay ay ballpen.

Mas kaunti
th

3. Ang 4 na bagay ay gunting.

Magkasingdami Hulaan ang nasa larawan.
Ano ang paborito mong
laruan?
th
Ano ang nasa larawam? 4. Ang 8th na bagay ay
Masaya ba ang pantasa.
pamilyang sama-sama? 5. Ang 1 na bagay ay lapis.
st

Ano ang nararamdaman mo Ano-ano ang mga

kapag ikaw ay may laruan? gawaing pampamilya
Ano ang dapat mong gawin ninyo ang
upang tumagal ang iyong nakakapagpasaya sa
laruan? inyo?
C. Pag-uugnay ng mga Ipakita ang mga larawan Basahin: Basahin: Ang 1st, 2nd, 3rd, 4th, 5th, 6th,
halimbawa sa bagong aralin ng 2 pangkat ng mga Isang umaga, araw ng Basahin: Sa isang reunion, 7th, 8th, 9th hanggang 10th
bagay. Pagkumparahin mo Sabado. Nagkayayaan ang nais malaman ng ay mga halimbawa ng
ang dami ng lapis sa magkaibigan na sina Mang Si Mark ay mayroong 6 na tatlong magpipinsan ordinal numbers. Ito ay
krayola. Tino at Mang Rino na oto, 4 na bola, at 8 bituin. kung sino ang ginagamit upang ipakita ang
mamitas ng mga prutas. Si Alin ang pinaka-kaunti at pinakamatanda at posisyon o kinalalagyan ng
Mang Tino ay nakapitas ng alin ang pinakamaraming pinakabata.Si Lorraine isang bagay.
52 mangga at si Mang Rino laruan ni Mark? Ayusin ay 12 taong gulang, si
naman ay 59 na bayabas. mula pinakakaunti Arcy ay 16 na taong
Masayang masaya ang hanggang pinakamarami gulang at si Joey ay 9
magkaibigan at umuwi sila (least to greatest)? na taong gulang. Inayos
ng may ngiti sa kanilang nila ayon sa
mga labi. pagkakasunod-sunod
ang kanilang edad.

D. Pagtalakay ng bagong Mga tanong: Mga tanong: Mga tanong: Mga tanong: Gamit ang ordinal
konsepto at paglalahad ng 1. Ilan ang lapis? 1. Ilan ang mangga na 1. Sino ang may laruan? 1. Sino - sino ang numbers, tukuyin mo ang
bagong kasanayan #1 2. Ilan ang krayola? napitas ni Mang Tino? 2. Ano - ano ang laruan ni magpipinsan? posisyon ng bawat bata sa
3. Ang lapis ay __________ 2. Ilan ang bayabas na Mark? 2. Ilang taon si karera. Isulat ang tamang
kaysa sa krayola. napitas ni Mang Rino? Lorraine? si sagot sa iyong sagutang
4. Ano ang angkop na 3. Ang mangga ay ______ Arcy? si Joey? papel.
simbolo? kaysa sa bayabas. 3. Ayusin ang
4. Ano ang angkop na kanilang edad
simbolo? mula sa
pinakabata 1. Sino ang batang nasa
hanggang sa ikalawang (2nd) posisyon?
pinakamatanda? 2. Sino ang batang nasa
4. Ayusin ang ikalimang (5th) posisyon?
kanilang edad 3. Pang ilan si Lita sa
mula sa karera?
pinakamatanda 4. Pang ilan si Lucas sa
hanggang sa karera?
pinakabata 5. Sino ang ikasampu (10th)
o panghuli sa karera?

E. Pagtalakay ng bagong Sa paghahambing ng mga Sa paghahambing ng mga Aralin Natin! Pag-aralan Natin! Gumamit ng ordinal
konsepto at paglalahad ng bilang nalalaman kung bilang nalalaman kung alin Gamit ang number line, numbers upang maipakita
bagong kasanayan #2 alin ang mas marami, mas ang mas marami, mas 4 na bola ipakita ang angpagkasunod-sunod ng
kaunti o magkapareho na kaunti o magkapareho na pagkakasunod - sunod mga bagay sa hanay at
bilang. Ito ay ginagamitan bilang. Ito ay ginagamitan ng mga bilang. posisyono kinalalagyan.
ng mga simbolo na (>) ng mga simbolo na (>) kung 6 na oto Halimbawa:
kung mas marami, (<) mas marami, (<) kung mas Joey Lorraine Arcy
Una (1st) Ikaanim (6th)
kung mas kaunti, at (=) kaunti, at (=) kung Ikalawa (2nd) Ikapito (7th)
kung magkapareho ang magkapareho ang dami ng Ikatlo(3rd) Ikawalo (8th)
8 na bituin
dami ng dala-wang bilang. dala-wang bilang. Ikaapat(4th) Ikasiyam (9th)
Ang 9 ay mas mababa Ikalima (5th) Ikasampu (10th)
a. Aling laruan ang
Halimbawa: sa 12, ang 12 ay mas
Halimbawa: pinakakaunti?
b. Aling laruan ang mababa sa 16 at ang 9
15 > 12 ay mas mababa sa 16.
55 > 50 pinakamarami?
34 < 46 Kung aayusin natin ng
64 < 84 c. Pagsunod-sunurin
50 = 50 ascending order o mula
100 = 100 ang bilang ng mga
laruan mula sa; sa pinakabata
1.pinakakaunti hanggang sa
hanggang sa pinakamatanda sino
pinakamarami. ang dapat ang una,
pangalawa at pangatlo?
2.pinakamarami Ayos pataas (ascending
hanggang sa order): 9, 12, 16
pinakakaunti. Ayos pababa
(descending order): 16,
12, 9
Ang 4, 6, 8 ay nakaayos
 Samakatuwid si Joy
mula pinakakaunti ang pinakabata sa
hanggang pinakamarami kanilang tatlo at ang
(least to greatest). pinakamatanda naman
ay si Arcy.
Ang 8, 6, 4 ay nakaayos
mula pinakamarami
hanggang pinakakaunti
(greatest to least).

Ang 4 ay pinaka-kaunti at
ang 8 ang pinakamarami.
Ang bola ang pinaka-kaunti
at ang bituin ang
pinakamaraming laruan ni
Mark.

F. Paglinang sa Punan ang kahon ng Punan ang patlang ng Bilangin ang mga
kabihasnan wastong simbolo, (>) mas wastong simbolo, (>) mas Isulat ang bilang ng mga bituin. Ayusin ang mga A. Panuto: Isulat sa patlang
(Tungo sa Formative marami, (<) mas kaunti, at marami, (<) mas kaunti, at larawan mula pinakakaunti bagay mula ang pangalan ng bawat
Assessment) (=) magkapareho. (=) magkapareho. hanggang pinakamarami pinakakaunti hanggang hayop na nasa posisyon ng
(least to greatest) at mula sa pinakamarami. bawat bilang.
5. 51 ____ 60 pinakamarami hanggang
6. 78 ____ 72 pinakakaunti (greatest to
7. 65 ____ 61 least).
8. 83 ____ 90
9. 99 ____ 100 1)ikaapat _____________
_____ _____
1) 2) ikasampu ______

least to greatest: __, __, __, 3)ikalawa ____________

greatest to least: __, __, __ 4)una

_____ _____ 5)ikawalo ________________

2)

least to greatest: __, __, __,

greatest to least: __, __, __

3)

Sagutin ang tanong sa Sagutin ang tanong sa
ibaba. ibaba.
Si Ben ay mayroong 25 Si Abet ay may 15 na
puno ng kalamansi. Kung holen. Mas marami ng 8
si Peter ay ang holen ni Jeff. Isulat sa 1.
may puno ng kalamansi simbolo ang naglalarawan 2.
na mas marami ng 5 sa paghahambing ng bilang3.
kaysa kay Ben, ng mga holen ni Abet at 4.
ilan ang puno ng bilang ng holen ni Jeff. 5.
kalamansi ni Peter?
least to greatest: __, __, __,
greatest to least: __, __, __
Ayusin ang mga bilang mula
pinakamalaki hanggang
pinakamaliit (descending
order)
1.5, 2, 13, 4, 11 ___________
2.8, 7, 4, 3, 6 ___________
3.10, 8, 6, 9, 7, ___________
4.25, 22, 24, 26, 30 _______
5.44, 50, 13, 21, 32 _______
Ayusin ang mga bilang
ng pakaunti. Gawain sa Pagkatuto
a. 75 26 43 49 91
_________________ Tingnan ang mga larawan
b. 81 76 41 36 67 ngmga prutas sa ibaba.
_________________ Iguhit ang tamang larawan
c. 15 38 68 94 77 ngprutas sa patlang. Gawin
_________________ ito sa iyong sagutan
d. 21 82 74 46 90
_________________
e. 44 50 13 21 32
_________________ 1. Pangalawang larawan
(2nd) __________________
2. Pang-apat na larawan
(4th) __________________
3. Pang-anim na larawan
(6th) __________________
4. Ikasampung larawan
(10th) __________________
5. Ikatlong larawan (3rd)
__________________

H. Paglalahat ng aralin Tandaan: Tandaan:

Sa paghahambing ng mga Sa paghahambing ng mga Tandaan: Tandaan: Ang ordinal numbers
bilang mula isa hanggang bilang mula isa hanggang ay nagsasaad o
100 ay ginagamit ang mga 100 ay ginagamit ang mga Sa pag-aayos ng mga Sa pag-aayos ng mga nagpapahayag ng posisyon o
simbolong (>) kung mas simbolong (>) kung mas pangkat ng bagay ayon sa pangkat ng bagay ayon pagkasunod–sunod ng mga
marami, (<) kung mas marami, (<) kung mas bilang, maari itong iayos ng sa bilang, maari itong bilang, o bagay. Ito ay
kaunti, at (=) kung kaunti, at (=) kung least to greatest, mula sa iayos ng least to ginagamit sa pagbibigay
magkapareho. magkapareho. pinakakaunti hanggang sa greatest, mula sa karangalan ng mga mag
pinakamarami at greatest to pinakakaunti hanggang aaral, kalahok at iba pa.
least, mula pinakamarami sa pinakamarami at Ang sampung unang ordinal
hanggang pinakakaunti. greatest to least, mula numbers ay ang mga
pinakamarami sumusunod:
hanggang
pinakakaunti.

1st first una

 2nd second ikalawa

3rd third ikatlo

4th fourth ikaapat

5th fifth ikalima

6th sixth ikaanim

7th seventh ikapito

8th eighth ikawalo

9th ninth ikasiyam

10th tenth ikasampu

I. Pagtataya ng aralin Bilugan ang tamang

simbolo ng paghahambing.
Paghambingin ang mga
bilang. Isulat ang tamang
Lagyan ng tsek (√) ang Lagyan ng kung ang Tingnan at pag-aralan
patlang kung ang mga bilang mga bilang ay nakaayos ang pagkasunod
simbolo sa patlang upang
ay nakaayos ng “least to -sunod ng mga larawan.
maging tama ang pamilang ng pakaunti at
greatest” at ekis (X) kung
na pangungusap. kung ang mga bilang ay
nakaayos naman ng
(>,<,=) nakaayos ng parami.
”greatest to least” 1. Aling larawan ang nasa
____1. 9, 6, 3, 1
___1) 8, 7, 6, 5 ____2. 11, 15, 19, 28 pang-anim (6th) na
____3. 97, 89, 64, 51 posisyon?
___2) 33, 34, 35, 36 A. bag
____4. 26, 35, 41, 68
___3) 10, 15, 20, 25 ____5. 94, 82, 46, 8 B. pambura
C. lapis
___4) 21, 20, 19, 18 2. Alin ang pang-apat (4th) na
___5) 12,13,14,15 larawan mula sa
kaliwa?
A. pantasa
B. ballpen
C. pandikit
3. Aling larawan ang
pampito (7th) mula sa
kaliwa?
A. krayola
B. pantasa
C. gunting
 4. Mula sa kaliwa, aling
larawan ang ikatlo (3rd)?
A. gunting
B. stapler
C. pambura
5. Aling larawan ang
ikasiyam (9th) mula sa
kaliwa?

A.

B.

C.

J.Karagdagang gawain para
sa takdang-aralin at
remediation
May 35 na laso si Glenda.
Mas kaunti ng 10 ang laso
ni Sabel. Isulat sa simbolo
ang naglalarawan sa
paghahambing ng bilang
ng mga laso ni Glenda sa
mga laso ni Sabel.
Sagutan ang ____ sa
pahina ____ ng Math
Workbook.
Takdang - aralin Takdang - aralin
1) Gumuhit ng mga larawan Sagutin ang pahina 55 Sagutin ang pahina 57 ng
na nagpapakita ng “least ng inyong Math inyong Math Workbook.
to greatest” at “greatest to Workbook.
least”. (Limitahan sa 10
lamang ang lahat ng
larawan)

Least to Greatest

______ ______ ______

Greatest to Least

______ ______ ______

V. MGA TALA
VI. PAGNINILAY
A. Bilang ng mag-aaral na
nakakuha ng 80% sa
pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation
C. Nakatulong ba ang
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
___ of Learners who ___ of Learners who earned 80%
earned 80% above above
___ of Learners who ___ of Learners who require
require additional additional activities for
activities for remediation remediation
___Yes ___No ___Yes ___No
remedial? Bilang ng mga mag-
aaral na naka-unawa sa aralin
D. Bilang ng mga mag-aaral na
magpapatuloy sa remediation
E. Alin sa mga istratehiya sa
pagtuturo ang nakatulong ng
lubos?
F. Anong suliranin ang aking
naranasan na nasolusyunan
sa tulong ng aking
punongguro?
____ of Learners who caught
up the lesson
___ of Learners who continue
to require remediation
Strategies used that work
well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional
Materials
__ local poetical composition
____ of Learners who caught
up the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional
Materials
__ local poetical composition
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
____ of Learners who
caught up the lesson
___ of Learners who
continue to require
remediation
Strategies used that work
well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of
Paragraphs/
Poems/Stories
___ Differentiated
Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s
Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’
behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical
works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical
____ of Learners who caught up
the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition

G. Anong kagamitang panturo
ang aking nadibuho na nais
kong ibahagi sa mga kapwa ko
guro?
The lesson have successfully
delivered due to:
___ pupils’ eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work
well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in
doing their tasks
The lesson have successfully
delivered due to:
___ pupils’ eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in
doing their tasks
The lesson have successfully
delivered due to:
___ pupils’ eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in
doing their tasks
composition
The lesson have The lesson have successfully
successfully delivered due delivered due to:
to: ___ pupils’ eagerness to learn
___ pupils’ eagerness to ___ complete/varied IMs
learn ___ uncomplicated lesson
___ complete/varied IMs ___ worksheets
___ uncomplicated lesson ___ varied activity sheets
___ worksheets Strategies used that work well:
___ varied activity sheets ___ Group collaboration
Strategies used that work ___ Games
well: ___ Solving Puzzles/Jigsaw
___ Group collaboration ___ Answering preliminary
___ Games activities/exercises
___ Solving Puzzles/Jigsaw ___ Carousel
___ Answering preliminary ___ Diads
activities/exercises ___ Think-Pair-Share (TPS)
___ Carousel ___ Rereading of Paragraphs/
___ Diads Poems/Stories
___ Think-Pair-Share (TPS) ___ Differentiated Instruction
___ Rereading of ___ Role Playing/Drama
Paragraphs/ ___ Discovery Method
Poems/Stories ___ Lecture Method
___ Differentiated Why?
Instruction ___ Complete IMs
___ Role Playing/Drama ___ Availability of Materials
___ Discovery Method ___ Pupils’ eagerness to learn
___ Lecture Method ___ Group member’s
Why? Cooperation in doing their
___ Complete IMs tasks
___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s
Cooperation in
doing their tasks