Grade

School SORSOGON EAST CENTRAL SCHOOL One - Cleverness

GRADE 1 Level
DAILY LESSON LOG Teacher MARY JOY D. MENDOZA Day Monday-Friday
Date November 28- December 2,2022 Quarter One

LUNES MARTES MIYERKULES HUWEBES BIYERNES

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.
MATHEMATICS
The learner... The learner... The learner...
demonstrates understanding demonstrates understanding of whole demonstrates understanding of whole
of whole numbers up to 100, numbers up to 100, ordinal numbers up numbers up to 100, ordinal numbers
ordinal numbers up to 10th, to 10th, money up to PhP100 and up to 10th, money up to PhP100 and
money up to PhP100 and fractions ½ and 1/4. fractions ½ and 1/4.
fractions ½ and 1/4.

The learner... The learner... The learner... The learner...

is able to recognize,
B. Pamantayan sa represent, and order whole
Pagganap numbers up to 100 and
money up to PhP100 in
various forms and contexts.
is able to recognize, is able to recognize, represent, and is able to recognize, represent, and
represent, and order whole order whole numbers up to 100 and order whole numbers up to 100 and
numbers up to 100 and money up to PhP100 in various forms money up to PhP100 in various forms
money up to PhP100 in and contexts. and contexts.
various forms and contexts.

C. Mga Kasanayan sa M1NS-Id- 6 M1NS-Id- 6 visualizes, represents, and orders sets

Pagkakatuto visualizes, represents, and
      Isulat ang code ng compares two sets using the
bawat kasanayan expressions “less than,”
“more than,” and “as many
as.”
visualizes, represents, and from least to greatest and vice versa.
compares two sets using the M1NS-Ie-7
expressions “less than,”
“more than,” and “as many
as.”

II. NILALAMAN Pagsusunod-sunod ng mga Pangkat Pagsusunod-sunod ng mga Pangkat

ng Bagay mula Kaunti - Marami ng Bagay mula Marami - Kaunti

III. KAGAMITANG
PANTURO
A. Sanggunian
1. Mga Pahina sa Lesson Guide in Elem. Math Lesson Guide in Elem. Math pahina 61-63
Gabay ng Guro Grade 1 pp. 76, 79, 82 Grade 1 pp. 76, 79, 82 pahina 61-63

2. Mga Pahina sa 82-84 82-84 pahina 79-83

Kagamitang Pang- pahina 79-83
Mag-aaral
3. Mga Pahina sa
Teksbuk

4. Karagdagang BEAM LG Gr.1 Module 2- Sets of BEAM LG Gr.1 Module 2- Sets of

Kagamitan mula sa Whole Numbers p. 19 Whole Numbers p. 19
 portal ng Learning
Resource
B. Iba Pang Kagamitang Cg P. 12 Cg P. 12 larawan, worksheets, counters
Panturo plaskard, place value chart, worksheet

IV. PAMAMARAAN
Magpakita ng mga cut-outs Sabihin kung mas kaunti, Gumuhit ng larawan na mas kaunti at
ng mga bagay/laruan. mas marami o kapareho ang mas marami sa sumusunod na set.
Hayaang paghambingin ng mga bilang. (Tingnan sa pisara)
mga bata ang laman ng bawat   65   ay ________sa 23
set.  Ipasabi kung ang laman  34    ay _______sa 43
ay mas marami o mas kaunti.  12     ay _______sa 12
Hal. OOOOO__
A. Balik-aral sa
GGG Gumuhit ng larawan na nagpapakita
nakaraang aralin
Tingnan ang laman ng unang ng kaunti-marami.
at/o pagsisimula ng
set. (Tingnan sa pisara)
bagong aralin
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 kung hinog at
maasim kung hilaw?
B. Paghahabi sa
layunin ng aralin
Magpakita ng isang Basahin ang kuwento sa LM, pahina Basahin ang kuwento sa LM, pahina
simbolong madalas    makita 79. 79.
ng mga bata.(babae/lalaki)
Saang CR ka papasok kung
ikaw ay babae?lalaki?

Iparinig ang maikling
kwento:
Nanungkit ang
C. Pag-uugnay ng
magkakaibigan ng mangga sa
mga halimbawa sa
bukid.  Si Sherwin, 10
bagong aralin
mangga ang nakuha niya.  Si
Rea naman ay 5 nakakuha ng
5 mangga.  !0 mangga rin
ang nasungkit ni Dan.
Ipakita ang mga simbolong Magkaroon ng tanungan tungkol sa Magkaroon ng tanungan tungkol sa
> , < o =. kuwento. kuwento.
Ginagamit ang simbolong >
kung mas marami,
< kung mas kaunti o, = para
sa  kapareho.
Hal.   4 > 2       2=2
  2<4
 Iguhit sa pisara ang sagot na
ibibigay ng mga bata.
(Visualization)
 Ilang mangga ang napitas ni
Sherwin?(10)
 Ilang mangga naman ang
nakuha ni Rea?(5)
 Sino ang mas maraming
D. Pagtalakay ng mangga si Sherwin o si Dan? 
bagong konsepto at Bakit?
paglalahad ng Sino ang mas kaunti ang
bagong kasanayan nakuhang mangga?  Bakit?
#1 Sinu-sino  ang nakakuha ng
magkaparehong
bilang ng mangga?
1.  Tumawag ng 4 na lalaki at
6 na babae sa harap. Aling
pangkat ang mas marami ang
mga lalaki o mga babae?
(babae)
Aling pangkat ang mas
kaunti? (lalaki)
Paghambingin ang 6 at 4.
1.Ang anim ay mas marami
E. Pagtalakay ng
kaysa 4.
bagong konsepto at
Ang 4 ay mas kaunti kaysa 6.
paglalahad ng
2.  Tumawag muli ng 3 babae
bagong kasanayan
at 3 lalaki.
#2
Magkunwaring
magkakapareha sa sayawan
ang  mga bata.Ano ang
masasabi mo sa pangkat ng
mga lalaki at babae?
Pareho ba ang bilang nila?
Ang tatlo at tatlo  ba ay
magsingdami o
magkapareho?
F. Paglinang sa Ipagawa ang Pagsasanay 1 ,2  I
kabihasnan at 3 sa p. 70-72
(Tungo sa Formative
Assessment)
Paghambingin ang mga Ipakita ang larawan: ‘
bilang .Isulat ang >,< o = sa
patlang.
 23___45
12___21
67___67
22___22
89__98
Ipakita ang larawan:
Pagsusunod-sunod ng bilang ng lapis
mula kaunti –marami Itanong:
Ano ang napansin ninyo sa
Itanong: pagkakasunod-sunod nito?
Ano ang napansin ninyo sa (Hayaan magbigay ng obserbasyon
pagkakasunod-sunod nito? ang mga bata.)
(Hayaan magbigay ng obserbasyon ang
mga bata.)
Paghambingin ang mga Isulat sa pisara:
bilang. Isulat  ang >, < o = kaunti – marami
sa guhit. Talakayin ang ibig sabihin nito.
  45 _____23
  34  ____34
  17  ____71
   99 ___92
   12 ___ 6
Isulat sa pisara:
marami – kaunti
Talakayin ang ibig sabihin nito.
Pangkatang Gawain: Pangkatang Gawain:
P1: Pagsunod-sunorin ang larawan. P1: Pagsunod-sunorin ang mga
P2: Gumuhit ng larawan sa kahon na bilang..
nagpapakita ng kaunti-marami. P2: Pagkumparahin ang baong pera

Paano tayo naghahambing ng
G. Pag-uugnay sa mga bilang?
pang araw-araw na Anu-anong mga salita ang
buhay ating ginagamit sa
paghahambing?
Paano tayo naghahambing
ng mga bilang?
Anu-anong mga salita ang
ating ginagamit sa
paghahambing?
P3: Pagsunod-sunorin ang mga bilang.
P4: Pagkumparahin ang baong pera ng
mga bata.
Ipasagawa ang inihandang worksheet.
ng mga bata.
P3: Pagsunod-sunorin ang larawan
P4: Gumuhit ng larawan sa kahon na
nagpapakita ng marami-kaunti.
Talakayin ang kahalagahan ng
pagkakaroon ng kaunting bagay at
maraming bagay.

  Tandaan: Tandaan: Paano ninyo pinagsusunod-sunod ang

Ginagamit ang mas kaunti
kung mas maliit ang bilang
ng mga bagay sa dalawang
pangkat.
H. Paglalahat ng Ginagamit ang mas marami
Aralin kung mas higit ang bilang ng
mga bagay sa dalawang
pangkat.
Ginagamit ang kapareho
kung pantay o
magkasingdami ang bilang
ng mga bagay sa dalawang
pangkat.
Paghambingin ang mga
bilang.  Punan ng mas
marami, mas kaunti, o
I. Pagtataya ng Aralin kapareho sa patlang.
Ang  45  ay  ______sa 54
Ang  88  ay   _____sa 55
Ang 33  ay   _____sa 33.
Ang 41 ay _____sa 31.
Ang  18 ay _____s 81.
J. Karagdagang
gawain para sa Ipagawa ang Gawaing-
takdang aralin at Bahay  sa LM pah. 84
remediation
V. MGA TALA
Ginagamit ang <  kung mas mga bilang?
kaunti  ang  isang bilang sa
dalawang  bilang na
painaghahambing.
Ginagamit ang >  kung mas
marami  ang isang  bilang sa Paano ninyo pinagsusunod-sunod ang
dalawang bilang na mga bilang?
pinaghahambing.
Ginagamit ang =  kung
pantay o magkasingdami
ang  dalawang bilang na
pinaghahambing.
Paghambingin ang mga
bilang.  Punan ng >,< o =
ang patlang.
 99____100
67 ____87
40____40
64 ____46
55 ____44
Sumulat ng isang bilang na
mas kaunti sa 12 pero mas
marami sa 5.
Sumulat ng isang bilang na
mas marami kaysa 47 pero
mas kaunti sa 80

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

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