DLL Mathematics-1 Q1 W6

School: Grade Level: I
GRADES 1 to 12 Teacher: Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates andTime: Quarter: 1ST QUARTER
LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. LAYUNIN
The learner... The learner... The learner... The learner... The learner...
demonstrates understanding of whole demonstrates understanding of whole demonstrates understanding of demonstrates understanding of demonstrates understanding of
numbers up to 100, ordinal numbers up numbers up to 100, ordinal numbers up whole numbers up to 100, ordinal whole numbers up to 100, whole numbers up to 100, ordinal
A. Pamantayang Pangnilalaman to 10th, money up to PhP100 and to 10th, money up to PhP100 and numbers up to 10th, money up to ordinal numbers up to 10th, numbers up to 10th, money up to
fractions ½ and 1/4. fractions ½ and 1/4. PhP100 and fractions ½ and 1/4. money up to PhP100 and PhP100 and fractions ½ and 1/4.
fractions ½ and 1/4.
The learner... The learner... The learner... The learner... The learner...
is able to recognize, represent, and order is able to recognize, represent, and order is able to recognize, represent, is able to recognize, represent, is able to recognize, represent, and
B. Pamantayan sa Pagganap whole numbers up to 100 and money up whole numbers up to 100 and money up and order whole numbers up to and order whole numbers up to order whole numbers up to 100 and
to PhP100 in various forms and contexts. to PhP100 in various forms and contexts. 100 and money up to PhP100 in 100 and money up to PhP100 in money up to PhP100 in various
various forms and contexts. various forms and contexts. forms and contexts.
C. Mga Kasanayan sa Pagkakatuto M1NS-Id- 6 M1NS-Id- 6 M1NS-Ie-8.1 M1NS-Ie-8.1 M1NS-Ie-8.1

Isulat ang code ng bawat visualizes, represents, and compares two visualizes, represents, and compares two visualizes and counts by 2s, visualizes and counts by 2s, visualizes and counts by 2s, 5s
kasanayan sets using the expressions “less than,” sets using the expressions “less than,” 5s and 10s through 100. 5s and 10s through 100. and 10s through 100.
“more than,” and “as many as.” “more than,” and “as many as.”
II. NILALAMAN
III. KAGAMITANG PANTURO

A. Sanggunian
Lesson Guide in Elem. Math Grade 1 pp. Lesson Guide in Elem. Math Grade 1 pp. Lesson Guide in Elem. Math Grade Lesson Guide in Elem. Math Lesson Guide in Elem. Math Grade 1
1. Mga Pahina sa Gabay ng Guro
76, 79, 82 76, 79, 82 1 pp. 76, 79, 82 Grade 1 pp. 76, 79, 82 pp. 76, 79, 82
2. Mga Pahina sa Kagamitang 82-84 82-84 90-92 93-97 98-102

Pang-Mag-aaral
3. Mga Pahina sa Teksbuk
4. Karagdagang Kagamitan mula

sa portal ng Learning
Resource
B. Iba Pang Kagamitang Panturo Cg P. 12 Cg P. 12 Cg P. 12 Cg P. 12 Cg P. 12
IV. PAMAMARAAN
A. Balik-aral sa nakaraang aralin Magpakita ng mga cut-outs ng mga Sabihin kung mas kaunti, mas marami o Ibigay ang nawawalang bilang. Pagbilang nang dalawahan: 2 Sabihin kung dalawahan o limahan
at/o pagsisimula ng bagong bagay/laruan. Hayaang paghambingin ng kapareho ang mga bilang. 0, ___2,3,4, hanggang 100. ang ginawang pagbilang
aralin mga bata ang laman ng bawat set. 65 ay ________sa 23 15,16,17,___19 24,26,28,30 .
Ipasabi kung ang laman ay mas marami o 34 ay _______sa 43 46,47,48,49,___ 50,55,60,65
mas kaunti. 12 ay _______sa 12 12,14,16,18
Hal. OOOOO__
GGG
Tingnan ang laman ng unang set.
Ihambing ito sa set ng mga titik G.
Sabihin kung mas marami o mas kaunti.
(Magbigay hanggang 5 pagsasanay)
Anong prutas ang hugis-puso na matamis Magpakita ng isang simbolong madalas Nakakita na ba kayo ng kuneho? Mahilig ba kayo sa saging? Anu-anong prutas ang kumpol-
kung hinog at maasim kung hilaw? makita ng mga bata.(babae/lalaki) Paano kumilos ang kuneho? Ituro ang awit: Peel the Banana kumpol pag
B. Paghahabi sa layunin ng Saang CR ka papasok kung ikaw ay babae? (Ipagaya) Paano ipinagbibili ang saging? pinipitas? (ubas, duhat)
aralin lalaki? (piling) Masustansiya ba ang ubas?
www.youtube.com/watch?v= Anu-ano ang maaring gawin sa
MFmr_TZLpS0 ubas? (alak, pasas)
Iparinig ang maikling kwento: Ipakita ang mga simbolong > , < o =. Ipakita ang cut-out ng isang Gumamit ng cut-out ng saging.(5 Namitas ng ubas si Linda sa kanyang
Nanungkit ang magkakaibigan ng mangga Ginagamit ang simbolong > kung mas kuneho at karot. Iparinig ang saging sa isang piling) ubasan.
sa bukid. Si Sherwin, 10 mangga ang marami, maikling kwento tungkol dito. Maraming saging sa tindahan ni Halina ating siyang tulungan sa
nakuha niya. Si Rea naman ay 5 nakakuha < kung mas kaunti o, = para sa kapareho. Isang kuneho ang gutom na Aling Pacing. pagbilang.
C. Pag-uugnay ng mga ng 5 mangga. !0 mangga rin ang Hal. 4 > 2 2=2 gutom. Nais niyang makuha nang Halina at ating bilangin. Gumamit ng cut-out ng ubas .
halimbawa sa bagong nasungkit ni Dan. 2<4 mabilis ang karot na nasa dulo ng (10 ubas = isang kumpol)
aralin bato. (Gawin hanggang 100)
Paano kaya niya ito gagawin?
Original File Submitted and
Formatted by DepEd Club
Member - visit depedclub.com for
(Gawin hanggang 100)
more
Iguhit sa pisara ang sagot na ibibigay ng Paghambingin ang mga bilang .Isulat ang Gamit ang cut-out ipakita ang Ilang lahat ang saging sa tindahan Paano tayo nagbilang?
mga bata. (Visualization) >,< o = sa patlang. pagtalon ng kuneho sa bawat ni Aing Pacing?
Ilang mangga ang napitas ni Sherwin?(10) 23___45 bilang gamit ang isahang Paano natin binilang ang mga
Ilang mangga naman ang nakuha ni Rea? 12___21 pagbilang.(1-100) Mabilis ba saging?
(5) 67___67 niyang nakuha ang karot? Muling
Sino ang mas maraming mangga si 22___22 gamitin ang cut-out ng kuneho, sa
D. Pagtalakay ng bagong Sherwin o si Dan? Bakit? 89__98 pagkakataong ito dalawahan ang
konsepto at paglalahad ng Sino ang mas kaunti ang nakuhang gagawin nating paglundag.
bagong kasanayan #1 mangga? Bakit? Tingnan natin kung mas mabilis
Sinu-sino ang nakakuha ng niyang makukuha ang karot.
magkaparehong
bilang ng mangga?
E. Pagtalakay ng bagong 1. Tumawag ng 4 na lalaki at 6 na babae Paghambingin ang mga bilang. Isulat ang Tingnan natin kung mas mabilis Gamit ang popsicle sticks, Gamit ang sampuan paraan ng
konsepto at paglalahad ng sa harap. Aling pangkat ang mas marami >, < o = sa guhit. niyang makukuha ang karot. hayaang magbilang ang bawat pagbilang isulat 10 hanggang 100.
bagong kasanayan #2 ang mga lalaki o mga babae? (babae) 45 _____23 (Isulat sa pisara ang bilang bata sa kanilang upuan nang 10 20 30 40 50
Aling pangkat ang mas kaunti? (lalaki) 34 ____34 natutuntungan ng kuneho) limahan mula 5 hanggang 100. 60 70 80 90 100
Paghambingin ang 6 at 4. 17 ____71 2,4,6,8,10
1.Ang anim ay mas marami kaysa 4. 99 ___92 12,14,16,18,20
Ang 4 ay mas kaunti kaysa 6. 12 ___ 6
2. Tumawag muli ng 3 babae at 3 lalaki. 22,24,26,28,30
Magkunwaring magkakapareha sa 32,34,36,38,40
sayawan ang mga bata.Ano ang masasabi 42,44,46,48,50
mo sa pangkat ng mga lalaki at babae? 52,54,56,58,60
Pareho ba ang bilang nila? 62,64,66,68,70
Ang tatlo at tatlo ba ay magsingdami o 72,74,76,78,80
magkapareho? 82,84,86,88,90
92,94,96,98 100.
Ipabasa ang bilang na

dalawahan sa mga bata ng
pangkatan
F. Paglinang sa kabihasnan Ipagawa ang Pagsasanay 1 ,2 at 3 sa p. Ipagawa ang Pagsasanay 1 ,2 at Ipagawa ang Pagsasanay 1-2 sa Ipagawa ang Pagsasanay 1-2sa LM
(Tungo sa Formative 70-72 sa p. 91 LM pah. 95-97 pah. 99-101
Assessment)
Paano tayo naghahambing ng mga bilang? Paano tayo naghahambing ng mga bilang? Paano tayo nagbilang? Paano tayo nagbilang? Paano tayo nagbilang?
G. Pag-uugnay sa pang araw- Anu-anong mga salita ang ating ginagamit Anu-anong mga salita ang ating ginagamit Ilan ang idinadagdag natin kung Ilan ang idinadagdag natin kung Ilan ang idinadagdag natin kung
araw na buhay sa paghahambing? sa paghahambing? dalawahan ang paraan ng ating limahan ang paraan ng ating lsampuan ang paraan ng ating
pagbilang? pagbilang? pagbilang?
Tandaan: Tandaan: Tandaan: Tandaan: Tandaan:

Ginagamit ang mas kaunti kung mas Ginagamit ang < kung mas kaunti ang Nagdadagdag tayo ng dalawa sa Nagdadagdag tayo ng lima sa Nagdadagdag tayo ng sampu sa
maliit ang bilang ng mga bagay sa isang bilang sa dalawang bilang na susunod na bilang tuwing susunod na bilang tuwing susunod na bilang tuwing
dalawang pangkat. painaghahambing. bumibilang tayo ng dalawahan. bumibilang tayo ng limahan. bumibilang tayo ng sampuan.
H. Paglalahat ng Aralin Ginagamit ang mas marami kung mas Ginagamit ang > kung mas marami ang
higit ang bilang ng mga bagay sa isang bilang sa dalawang bilang na
dalawang pangkat. pinaghahambing.
Ginagamit ang kapareho kung pantay o Ginagamit ang = kung pantay o
magkasingdami ang bilang ng mga bagay magkasingdami ang dalawang bilang na
sa dalawang pangkat. pinaghahambing.
Paghambingin ang mga bilang. Punan ng Paghambingin ang mga bilang. Punan ng Isulat ang nawawalang bilang. Isulat ang nawawalang bilang. Gamit ang sampuan paraan ng
mas marami, mas kaunti, o kapareho sa >,< o = ang patlang. 2,4,___8,__,12 5,10,____20 pagbilang isulat 10 hanggang 100
patlang. 99____100 12,14,16,___,20 45,__,55, 60
I. Pagtataya ng Aralin
Ang 45 ay ______sa 54 67 ____87 __34,36,__40 20,___,30, __
Ang 88 ay _____sa 55 40____40 52,__56,__60 __,20,25,30
Ang 33 ay _____sa 33. 64 ____46 92,__96,98,__ 85,90,95,___
Ang 41 ay _____sa 31. 55 ____44
Ang 18 ay _____s 81.
J. Karagdagang gawain para sa Sumulat ng isang bilang na mas kaunti sa Ipagawa ang Gawaing-Bahay sa Gamit ang inyong number chart. Ipagawa ang Gawaing-Bahay sa LM
Ipagawa ang Gawaing-Bahay sa LM pah.
takdang aralin at 12 pero mas marami sa 5. LM pah. 92 Bumilang nang limahan . Ikahon pah. 102
84
remediation Sumulat ng isang bilang na mas marami ang mga bilang na inyong
kaysa 47 pero mas kaunti sa 80 lulundagan
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 work well: 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 ___ Group collaboration
___ Games ___ Games
___ Games ___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises
activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel
___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads
___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
E. Alin sa mga istratehiyang ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
pagtuturo ang nakatulong Poems/Stories Poems/Stories
Poems/Stories Poems/Stories Poems/Stories
ng lubos? Paano ito ___ Differentiated Instruction ___ Differentiated Instruction
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
nakatulong? ___ Role Playing/Drama ___ Role Playing/Drama
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method
___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method
___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why?
Why? Why? Why?
___ Complete IMs ___ Complete IMs
___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ 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 ___ Pupils’ eagerness to learn
___ Group member’s Cooperation ___ Group member’s
___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in
in Cooperation in
doing their tasks doing their tasks doing their tasks
doing their tasks doing their tasks
F. Anong suliranin ang aking __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
nararanasan na __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
nasulusyunan sa tulong ng __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
punong guro at __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
superbisor? Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ 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 views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be used
Instructional Materials Instructional Materials used as Instructional Materials used as Instructional Materials as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
The lesson have successfully The lesson have successfully
The lesson have successfully delivered due The lesson have successfully delivered due The lesson have successfully
delivered due to: delivered due to:
to: to: delivered due to:
___ pupils’ eagerness to learn ___ pupils’ eagerness to learn
___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn
___ complete/varied IMs ___ complete/varied IMs
___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs
___ uncomplicated lesson ___ uncomplicated lesson
___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson
___ worksheets ___ worksheets
___ worksheets ___ worksheets ___ worksheets
___ varied activity sheets ___ 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: Strategies used that work well:
___ Group collaboration ___ Group collaboration
___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games
___ Games ___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises
G. Anong kagamitang panturo activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel
ang aking nadibuho na nais ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads
kong ibahagi sa kapwa ko ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
guro? ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories
Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method
___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method
___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why?
Why? Why? Why?
___ Complete IMs ___ Complete IMs
___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ 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 ___ Pupils’ eagerness to learn
___ Group member’s Cooperation ___ Group member’s
___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in
in Cooperation in
doing their tasks doing their tasks doing their tasks
doing their tasks doing their tasks

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School: Grade Level: I

GRADES 1 to 12 Teacher: Learning Area: MATHEMATICS

LUNES MARTES MIYERKULES HUWEBES BIYERNES

C. Mga Kasanayan sa Pagkakatuto M1NS-Id- 6 M1NS-Id- 6 M1NS-Ie-8.1 M1NS-Ie-8.1 M1NS-Ie-8.1

III. KAGAMITANG PANTURO

2. Mga Pahina sa Kagamitang 82-84 82-84 90-92 93-97 98-102

4. Karagdagang Kagamitan mula

Ipabasa ang bilang na

Tandaan: Tandaan: Tandaan: Tandaan: Tandaan:

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