School LA FILIPINA NAT’L HIGH SCH.

Grade Level 9
Grade 9 Teacher BERNABE A. CENABRE Learning Area Mathematics
August 22 – 26, 2022 Quarter 1st Quarter
Daily Lesson Log Teaching Dates and Time

Day 1 Day 2 Day 3 Day 4 Day 5

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning To set the mood and establish good To set the mood and establish good and To conduct a diagnostic test to To check and gather data for To give
Competencies/Objective and welcoming classroom atmosphere welcoming classroom atmosphere as students determine the level of students’ possible bridging program for students
s as students transition from learning transition from learning from home to in-person knowledge and skills in the least learned time to
from home to in-person learning learning modality mathematics. competencies learn
modality independen
To orient students the grading system and share tlly
the overview of the whole mathematics lessons
II. CONTENT
Continue to the activity “My Flag” and Students Checking and Recording the
Psychosocial Activity: “My Flag” Conduct Diagnostic Test ICL
Orientation about the Subject FOCR

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
Pages
3. Textbook pages

4. Additional materials International Federation of Red Cross and

Red Crescent Societies & Save the Chil-
dren Denmark. (2014). Children’s
Resilience Program: Psychosocial Support
In and Out of Schools, Facilitator
Handbook 1: Getting Started. p. 87.
B. Other Learning Materials  Paper or material that can be DO 8, S. 2015 – POLICY GUIDELINES ON Diagnostic Test Questionnaires Answer sheets of the students
drawn on or painted on CLASSROOM ASSESSMENT FOR THE K TO 12
 Art materials for as much creativity BASIC EDUCATION PROGRAM
as possible (e.g. colored markers,
crayons, pencils, glitter, glue,
paint, fabric, scissors, old
magazines, etc.)
 String in which flags will be
 attached
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose Students create their own flag through
for the lesson visual arts and crafts that represent
themselves in order to explore what
makes them unique and enable
students to learn more about each
other.
C. Presenting
examples/instances of
the new lesson
D. Discussing new concepts  Tell the students that everyone is
and practicing new skills going to make a personal flag. It
#1 can be related to their heritage and
family, their likes or dislikes, or
something they can do that they
are proud of.
 Give them about 15-20 minutes to
create their flags. They can do
anything they want to with the
paper for the flag – cut it into a flag
shape, paint it, color it with crayons,
glue pictures from magazines on it,
etc. using any of the art materials.
Ask the students to write their
names on the back of the flags.
 When everyone has finished, ask
them talk about the flags they have
created with one classmate.
 Now ask the students to help attach
the flags to a long piece of string. If
you can, hang the flags up in the
classroom, and display them.
E. Discussing new concepts
Let’s talk! Evaluating the Activity
a. What was easy about creating your own flag?
What was hard?
b. Did you learn something about your fellow
students that you did not know about before?
c. How does it feel that your fellow students now
know more about you?
d. Do you think this activity will help you
appreciate each other more? Why or why not?
 Discuss the D.O no. 8 series of 2015 about the
Tell the students that this
Diagnostic Test is not graded
however encourage them to
answer it seriously so that the
teacher can help them
throughout the year in learning
the subject.
The test is composed of 25
items that is good for 35 – 40
minutes. The questions are
taken from their previous grade
level of their mathematics
subject.
Answer the test quietly and do
not disturb your classmates
while answering. If there are
questions, then raise your hand
so that you will be
acknowledged by the teacher to
address your queries.
Write your answer on a
separate sheet of paper. Please
do not forget to write your
name, grade level and section.
If you are done, then you may
review your answers. If you are
done reviewing your answers,
then keep your answer sheets
with you and let’s wait for others
to finish answering. Your paper
will be collected after the
allotted time.
Check the papers to know the
level of understanding and
skills of students and to get the
frequency of correct responses
to determine the least learned
competencies for possible
bridging program.
Students will read the question
and ask someone to answer
that question. Student may
explain their answers.
Teachers may help student in
explaining the answer if
necessary. Do this until the
last item.
Ask the students how they find
the questions written on the
test papers.
Record the score.
Gather and arrange the
answer sheets according to
their scores. Separate the
upper 25% of the scores and
the lower 25% of the scores.
The rest of the scores will be
the middle scores.
Record the correct responses
in every item.
 and practicing new skills
#2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
J. Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION
grading system of the Mathematics subject.
 Share the overview of the whole lesson of the
mathematics subject. Ask them whether these
lessons are familiar to them.
 Ask students on their expectation about
the subject, to their teacher and
classmates.
 Ask student their Grade Goal for the
subject and how they are going to reach
this goal. Let them write this grade goal
on the first page of their notebook or on
the cover page.
Let’s talk! Evaluating the Activity
a. What was easy about creating your
own flag? What was hard?
b. Did you learn something about your
fellow students that you did not
know about before?
c. How does it feel that your fellow
students now know more about
you?
d. Do you think this activity will help
you appreciate each other more?
Why or why not?
Encourage students to review
their basic math skills
[operations on whole number,
fractions, etc.] at home.
 A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for remediation
who scored below 80 %
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by: Reviewed and checked by: Approved by:

LORRY LAE M. TABUADA RAMEL M. ABAY NOEL G. ESCOBAL

Teacher II Master Teacher I Assistant Principal II
MARCELA II P. ASAYAS III
LORRY LAE M. TABUADA II
JOSEPH I. FORSUELO I
BERNABE A. CENABRE II