BAITANG 1 Paaralan
DAILY LESSON LOG Guro
(Pang-araw-araw na Petsa/Oras
Tala sa Pagtuturo)
Lunes
I. LAYUNIN
The Learner. . .
demonstrates understanding
of whole numbers up to 100,
A. Pamantayang ordinal numbers up to 10th,
Pangnilalaman money up to PhP100 and
fractions ½ and 1/4.
The Learner. . .
is able to recognize,
represent, and order whole
B. Pamantayan sa
numbers up to 100 and
Pagganap
money up to PhP100 in
various forms and contexts.
The Learner. . .
1NS-Ia-1.1
C. Mga Kasanayan sa
visualizes and represents
Pagkakatuto
numbers from 0 to 100 using a
Isulat ang code ng
variety of materials.
bawat kasanayan
reads and writes numbers up
to 100 in symbols and in
words.
II. NILALAMAN Topic: One, Two, and Three
Martes
The Learner. . .
demonstrates understanding
of whole numbers up to 100,
ordinal numbers up to 10th,
money up to PhP100 and
fractions ½ and 1/4.
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. . .
1NS-Ia-1.1
visualizes and represents
numbers from 0 to 100 using a
variety of materials.
reads and writes numbers up
to 100 in symbols and in
words.
Topic: Four, Five and Six
Baitang/Antas
Asignatura MATEMATIKA
Markahan
Miyerkules
The Learner. . .
demonstrates
understanding of whole
numbers up to 100,
ordinal numbers up to
10th, money up to
PhP100 and fractions ½
and 1/4.
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. . .
1NS-Ia-1.1
visualizes and represents
numbers from 0 to 100
using a variety of
materials.
reads and writes
numbers up to 100 in
symbols and in words.
Topic: Seven, Eight, and
Nine
Unang Markahan
Huwebes Biyernes
The Learner. . . The Learner. . .
demonstrates demonstrates
understanding of whole understanding of whole
numbers up to 100, numbers up to 100,
ordinal numbers up to ordinal numbers up to
10th, money up to 10th, money up to
PhP100 and fractions ½ PhP100 and fractions ½
and 1/4. and 1/4.
The Learner. . . The Learner. . .
is able to recognize, is able to recognize,
represent, and order represent, and order
whole numbers up to whole numbers up to 100
100 and money up to and money up to PhP100
PhP100 in various forms in various forms and
and contexts. contexts.
The Learner. . . The Learner. . .
1NS-Ia-1.1 1NS-Ia-1.1
visualizes and visualizes and represents
represents numbers numbers from 0 to 100
from 0 to 100 using a using a variety of
variety of materials. materials.
reads and writes reads and writes
numbers up to 100 in numbers up to 100 in
symbols and in words. symbols and in words.
Topic: Zero Topic: Ten
III. KAGAMITANG
PANTURO
A. Sanggunian
1. Mga Pahina sa TG sa MATH 1pah. 13-17 TG sa MATH 1pah. 18- TG sa MATH 1pah. 22-25
Gabay ng Guro Math Teaching Guide 1-5 TG sa MATH 1pah. 6-12 21

2. Mga Pahina sa LM pah. 1-7 LM pah.13 at 14

Kagamitang Pang-
Mag-aaral
3. Mga Pahina sa
Teksbuk

4. Karagdagang
Kagamitan mula
sa portal ng
Learning
Resource
5. SLM pahina pahina pahina pahina pahina
Counters (e.g. popsicle sticks, Mga larawan tsart at Mga larawan tsart at Mga larawan tsart at Mga larawan tsart at
B. Iba Pang Kagamitang marbles, pieces of straws, pamilang pamilang pamilang pamilang
Panturo etc.)
Number word cards for 1, 2
and 3
IV. PAMAMARAAN
Let the pupils recite the song Ipakita ang mga bilang 1, 2, 3 Ilan lahat ang mga bata Idikit ang mga bilang 1-
A. Balik-aral sa “One, two buckle my shoe..” at hayaan ang mga batang sa larawan? Isulat ito sa 9 sa simbolo at sa salita.
nakaraang aralin magdikit ng tamang dami ng simbolo at sa salita. Hayaan ang mga batng
at/o pagsisimula hanapin ang pangalan
larawan sa bawat bilang.
ng bagong aralin ng bawat bilang na
simbolo
B. Paghahabi sa Show a picture of a boy. Ask: Ipaulit ang tugma sa mga bata. Muling pabilangin ang Muling pabilangin ang Magpakita ng isang
layunin ng aralin What do you see? (I see a Isa, dalawa, tatlo mga bata mula isa mga bata mula isa lalagyang walang laman.
boy.) How many? (There is Ako ay may lobo. hanggang anim gamit hanggang siyam gamit Anong bilang ang
one boy.) Write the symbol 1 ang mga bagay na ang mga bagay na nagsasabi ng nakikita
and its number word on the pamilang tulad ng stik. pamilang tulad ng stik. ninyo sa lalagyan?
 board. Make the pupils read
them after you. Show a
picture of another boy with
the first boy. Ask: How many
boys do you see now? (There
are two boys.) Write the
symbol 2 and its number word
on the board. Make the pupils
read them after you.
TEACHING GUIDE FOR GRADE
1 – Unit 1 Ask: How many
boys do you think will there
be if another boy joins them?
(There will be three boys.)
Write the symbol 3 and its
number word on the board.
Make the pupils read.
C. Pag-uugnay ng Write the symbol 3 and its 1. Tumawag ng 3 batang 1. Gamit ang counters , 1. Gumamit ng tunay 1. Gumamit ng tunay na
mga halimbawa number word on the board. lalaki/babae. hayaang magbilang ang na bagay o larawan. bagay o larawan.
sa bagong aralin Make the pupils read them 2. Tanungin ang mga bata. mga bata ng anim na Magpakita ng 3 Magpakita ng 9
Ilang batang lalaki ang nasa stik. Dagdagan pa ito ng bayabas. Ipabilang sa bayabas. Ipabilang sa
after you. Focus on how each
harap? isa. mga bata ang mga mga bata ang mga
number is represented using
Isulat sa pisara ang simbolo at 2. Tanungin ang mga bayabas. Ipakita ang bayabas. Ipakita ang
the picture, the symbol, and salitang pamilang at ipabasa bata. simbulo at salitang simbulo at salitang
the number word. sa mga bata. Ilan na ngayon ang stik pamilang ng bilang na pamilang ng bilang na
3.Tumawag pa ng isang bata ninyong hawak ? nabanggit. nabanggit.
upang makisama sa 3 bata. 3. Hayaang itambal ng 2. Tanungin ang mga 2. Tanungin ang mga
4. Tanungin ang mga bata. mga bata ang simbulo at bata. bata.
Ilan na ngayon ang nakikita salitang pamilang. Ilang bayabas ang Ilang bayabas ang
ninyong batang lalaki sa Isulat ang simbulo 7 at nakikita ninyo sa kahon? nakikita ninyo sa kahon?
harap? ang salitang pito. 3. Bawasan ng isa 3. Dagdagan pa ng
Isulat ang simbulo 4 at ang Muli hayaang makibasa ang mga bayabas. isang bayabas.
salitang apat. ang mga bata sa guro. Ilan na ngayon ang Itanong: Ilan na ngayon
Muli hayaang makibasa ang Magdagdag pa ng isa at mga bayabas? ang mga bayabas sa
mga bata sa guro. sundin ang Bawasan pa muli kahon?
Magdagdag pa ng isa at pamamaraang ginawa sa ng isa hanggang sa wala 5. Ipaliwanag sa
 sundin ang pamamaraang naunang dalawang ng matira. mga bata na may
ginawa sa naunang dalawang bilang. Ilan na ang mga pamilang na 10 na ang
bilang. 5. Bigyan-diin ang bayabas? ibig sabihin ay sampu.
5. Bigyan-diin ang ugnayan ugnayan ng larawan, 5. Ipaliwanag sa mga
ng larawan, simbolo at simbolo at salitang bata na may
salitang pamilang pamilang. pamilang na
sero na ang
ibig sabihin
ay wala.
Distribute the counters and Ipamahagi ang counters sa Ipamahagi ang Ipasagot ng pasalita Laro: Show-me-Yours
number word cards to the mga bata. Ipahilera ang counters sa mga bata. Ilan ang ilong mo? Gamit ang mga
pupils. Ask them to lay out plaskard na may bilang na 4,5, Ipahilera ang plaskard na Ilan ang putting daliri, ipakikita ng mga
D. Pagtalakay ng
their number word cards from at 6 ang plaskard ng mga may bilang na 7,8, at 9 buhok mo? bata ang katumbas ng
bagong konsepto
1 to 3. Let them make sets of salitang pamilang. at ang plaskard ng mga Ilan ang tenga mo? bilang na ipakikita ng
at paglalahad ng
1, 2, and 3 counters and place Hayaang itambal ng mga bata salitang pamilang. Ilang dilaw na kuko guro.
bagong
them next to their number ang counters sa tamang Hayaang itambal ng mayroon ka?.
kasanayan #1
word cards. simbulo at salitang pamilang. mga bata ang counters
sa tamang simbulo at
salitang pamilang.
Put the number word card “1 Ilagay ang plaskard na apat Ilagay ang plaskard Magpakita ng bilang sa Magpakita ng bilang sa
one” on the board. Ask “How sa pisara. na pito sa pisara. plaskard. plaskard.
E. Pagtalakay ng
many counters should we put Itanong sa mga bata: Gamit ang show-me- Gamit ang show-me-
bagong konsepto
on the board to show 1?” (We Itanong sa mga bata: Ilang Ilang counter ang dapat board board
at paglalahad ng
should put one counter.) Put counter ang dapat ilagay sa ilagay sa pisara upang Hayaang iguhit ng mga
bagong
one counter beside its number pisara upang ipakita ang apat? ipakita ang pito? bata ang katumbas ng Hayaang iguhit ng mga
kasanayan #2
word. Show the pupils how to Ulitin ang pamamaraang Ulitin ang pamamaraang bilang o simbulo na bata ang
write 1 and one. ginawa para sa bilang na 5 at ginawa para sa bilang na ipapakita ng guro.
6. 8 at 9
F. Paglinang sa Let the pupils do Worksheet Ipakita ang plaskard ng mga 1. Ipakita ang plaskard 1. Ipakita ang plaskard 1. Ipakita ang plaskard ng
kabihasnan 1-1. Repeat the procedures numerong tinalakay. Hayaang ng mga numerong ng mga numerong mga numerong tinalakay.
(Tungo sa Formative for number two and number ang mga bata na itaas ang tinalakay. Hayaang ang tinalakay. Hayaang ang Hayaang ang mga bata na
Assessment) bilang ng counter na kailangan mga bata na itaas ang mga bata na itaas ang itaas ang bilang ng
three. Let the pupils do
sa bawat bilang na ipapakita bilang ng counter na bilang ng counter na counter na kailangan sa
Worksheet 1 -2 and ng guro. kailangan sa bawat kailangan sa bawat bawat bilang na ipapakita
Worksheet 1-3 bilang na ipapakita ng bilang na ipapakita ng ng guro.
guro. guro. 2. Magpakita ng set ng
 2. Magpakita ng set ng 2. Magpakita ng set ng mga counter. Hayaang
mga counter. Hayaang mga counter. Hayaang ipakita ng mga bata ang
ipakita ng mga bata ang ipakita ng mga bata ang plaskard ng salitang
plaskard ng salitang plaskard ng salitang bilang at simbolo nito.
bilang at simbolo nito. bilang at simbolo nito.

Make the pupils observe the Magpakita ng set ng mga Pasagutan ang Pasagutan ang Pasagutan ang
sets of counters on the board. counter. Hayaang ipakita ng Pagsasanay 2 sa LM Pagsasanay 2 sa LM
G. Pag-uugnay sa Ask them for their mga bata ang plaskard ng pah.24/Ipasagot ang pah.28-29/ Ipasagot ang
pang araw-araw salitang bilang at simbolo nito. Pagsasanay SLM pahina ___ SLM pahina ___
observations. Encourage the
na buhay pupils to express their
answers using even their own
dialect.

It would be good if the pupils Ang simbulong 4 ay binabasa Ang simbulong 7 ay Ang simbulong 0 ay Ang simbulong 10 ay
themselves can discover and bilang apat, ang 5 ay lima at binabasa bilang pito, ang binabasa bilang sero na binabasa bilang sampu
express the following ang 6 ay anim 8 ay walo at ang 9 ay ang ibig sabihin ay wala.
siya
relationships: two is one less
than three; one is one less
than two; two is one more
than one; and three is one
H. Paglalahat ng
more than two. It is also good
Aralin
if the pupils can discover that
the relationship “two is one
less than three” means the
same as “three is one more
than two.” Similarly, the
relationship “one is one less
than two” means the same as
“two is one more than one.”
 Ask the pupils to do Ipasulat ang mga bilang1 Bilugan ang bilang na Pasagutan ang
Worksheet 2 hanggang 6 sa angkop sa dami ng bagay Pagsasanay 2 sa LM
kanilangkwaderno sa set. pah. 24/Ipasagot ang
I. Pagtataya ng Aralin
1. 7, 8, 9 SLM pahina ____
2. 7, 8, 9
3. 7, 8 , 9
4. 7, 8, 9
5. 7, 8, 9
Gumuhit sa loob ng Gumuhit ng isang
J. Karagdagang kahon ng mga bagay na lalagyang walang laman.
gawain para sa matatagpuan sa inyong
Bring counters such as LM pah.13 at 14/Ipasagot ang
takdang aralin at bahay na may bilang na
popsicle sticks. SLM pahina
remediation sumusunod:

7 8 9
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
remedial? Bilang
ng mga mag-aaral
na nakaunawa sa
aralin
D. Bilang ng mga
mag-aaral na
magpapatuloy sa
 remediation

Strategies used that Strategies used that Strategies used that work
work well: work well: well:
___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games
Strategies used that work Strategies used that work
___ Solving ___ Solving ___ Solving
well: well:
Puzzles/Jigsaw Puzzles/Jigsaw Puzzles/Jigsaw
___ Group collaboration ___ Group collaboration
___ Answering ___ Answering ___ Answering
___ Games ___ Games
preliminary preliminary preliminary
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
activities/exercises activities/exercises activities/exercises
___ Answering preliminary ___ Answering preliminary
___ Carousel ___ Carousel ___ Carousel
activities/exercises activities/exercises
___ Diads ___ Diads ___ Diads
___ Carousel ___ Carousel
___ Think-Pair-Share ___ Think-Pair-Share ___ Think-Pair-Share
___ Diads ___ Diads
E. Alin sa mga (TPS) (TPS) (TPS)
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
istratehiyang ___ Rereading of ___ Rereading of ___ Rereading of
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
pagtuturo ang Paragraphs/ Paragraphs/ Paragraphs/
Poems/Stories Poems/Stories
nakatulong ng Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction
lubos? Paano ito ___ Differentiated ___ Differentiated ___ Differentiated
___ Role Playing/Drama ___ Role Playing/Drama
nakatulong? Instruction Instruction Instruction
___ Discovery Method ___ Discovery Method
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Lecture Method ___ Lecture Method
___ Discovery Method ___ Discovery Method ___ Discovery Method
Why? Why?
___ Lecture Method ___ Lecture Method ___ Lecture Method
___ Complete IMs ___ Complete IMs
Why? Why? Why?
___ Availability of Materials ___ Availability of Materials
___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Availability of ___ Availability of ___ Availability of
___ Group member’s ___ Group member’s
Materials Materials Materials
Cooperation in Cooperation in
___ Pupils’ eagerness to ___ Pupils’ eagerness to ___ Pupils’ eagerness to
doing their tasks doing their tasks
learn learn learn
___ Group member’s ___ Group member’s ___ Group member’s
Cooperation in Cooperation in Cooperation in
doing their tasks doing their tasks doing their tasks
F. Anong suliranin __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among __ Bullying among pupils
ang aking __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ pupils __ Pupils’
nararanasan na __ Colorful IMs __ Colorful IMs behavior/attitude __ Pupils’ behavior/attitude
nasulusyunan sa __ Unavailable Technology __ Unavailable Technology __ Colorful IMs behavior/attitude __ Colorful IMs

Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
tulong ng punong Planned Innovations:
guro at __ Localized Videos
superbisor? __ Making big books from
views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be
used as Instructional Materials used as Instructional Materials
__ local poetical composition __ local poetical composition
G. Anong kagamitang The lesson have successfully
panturo ang aking delivered due to:
nadibuho na nais ___ pupils’ eagerness to learn
kong ibahagi sa ___ complete/varied IMs
kapwa ko guro? ___ 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)
__ Colorful IMs
__ Unavailable
__ Unavailable
Technology __ Unavailable
Technology
Equipment Technology
Equipment
(AVR/LCD) Equipment (AVR/LCD)
Equipment (AVR/LCD) (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/
__ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab
Internet Lab Internet Lab
__ Additional Clerical __ Additional Clerical
__ Additional Clerical works __ Additional Clerical
works works
Planned Innovations: works
Planned Innovations: Planned Innovations:
__ Localized Videos Planned Innovations:
__ Localized Videos __ Localized Videos
__ Making big books from __ Localized Videos
__ Making big books __ Making big books from
views of the locality __ Making big books
from views of the locality
from
views of the locality __ Recycling of plastics
views of the locality
__ Recycling of plastics to be used as
__ Recycling of plastics
to be used as Instructional Materials
to be used as
Instructional Materials __ local poetical
Instructional Materials
__ local poetical composition
__ local poetical
composition
composition
The lesson have successfully The lesson have The lesson have The lesson have
delivered due to: successfully delivered successfully delivered successfully delivered due
___ pupils’ eagerness to learn due to: due to: to:
___ complete/varied IMs ___ pupils’ eagerness to ___ pupils’ eagerness to ___ pupils’ eagerness to
___ uncomplicated lesson learn learn learn
___ worksheets ___ complete/varied IMs ___ complete/varied ___ complete/varied IMs
___ varied activity sheets ___ uncomplicated IMs ___ uncomplicated lesson
Strategies used that work lesson ___ uncomplicated ___ worksheets
well: ___ worksheets lesson ___ varied activity sheets
___ Group collaboration ___ varied activity ___ worksheets Strategies used that work
___ Games sheets ___ varied activity well:
___ Solving Puzzles/Jigsaw Strategies used that sheets ___ Group collaboration
___ Answering preliminary work well: Strategies used that ___ Games
activities/exercises ___ Group collaboration work well: ___ Solving
___ Carousel ___ Games ___ Group collaboration Puzzles/Jigsaw
___ Diads ___ Solving ___ Games ___ Answering
___ Think-Pair-Share (TPS) Puzzles/Jigsaw ___ Solving preliminary
 Puzzles/Jigsaw
___ Answering
___ Answering
preliminary activities/exercises
preliminary
activities/exercises ___ Carousel
activities/exercises
___ Carousel ___ Diads
___ Carousel
___ Diads ___ Think-Pair-Share
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Think-Pair-Share
(TPS) ___ Rereading of
Poems/Stories Poems/Stories (TPS)
___ Rereading of Paragraphs/
___ Differentiated Instruction ___ Differentiated Instruction ___ Rereading of
Paragraphs/ Poems/Stories
___ Role Playing/Drama ___ Role Playing/Drama Paragraphs/
Poems/Stories ___ Differentiated
___ Discovery Method ___ Discovery Method Poems/Stories
___ Differentiated Instruction
___ Lecture Method ___ Lecture Method ___ Differentiated
Instruction ___ Role Playing/Drama
Why? Why? Instruction
___ Role Playing/Drama ___ Discovery Method
___ Complete IMs ___ Complete IMs ___ Role Playing/Drama
___ Discovery Method ___ Lecture Method
___ Availability of Materials ___ Availability of Materials ___ Discovery Method
___ Lecture Method Why?
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Lecture Method
Why? ___ Complete IMs
___ Group member’s ___ Group member’s Why?
___ Complete IMs ___ Availability of
Cooperation in Cooperation in ___ Complete IMs
___ Availability of Materials
doing their tasks doing their tasks ___ Availability of
Materials ___ Pupils’ eagerness to
Materials
___ Pupils’ eagerness to learn
___ Pupils’ eagerness to
learn ___ Group member’s
learn
___ Group member’s Cooperation in
___ Group member’s
Cooperation in doing their tasks
Cooperation in
doing their tasks
doing their tasks