Kindergarten School Lipay Elementary School Teaching Dates March 27-31, 2023

Daily Lesson Log Teacher Arjay S. Fariñas Week No. 7

Content Focus Bilang 1-10 Quarter Third
Most Essential
Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
Learning Competency

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME
(March 27, 2023) (March 28, 2023) (March 29, 2023) (March 30, 2023) (March 31, 2023)
Arrival Time
(7:30am-7:40am)
National Anthem National Anthem National Anthem National Anthem National Anthem
Opening Prayer Opening Prayer Opening Prayer Opening Prayer Opening Prayer
Routine Exercise Exercise Exercise Exercise Exercise
Activities Kumustahan Kumustahan Kumustahan Kumustahan Kumustahan
Attendance Attendance Attendance Attendance Attendance
Balitaan Balitaan Balitaan Balitaan Balitaan
Meeting Time 1
(7:40am-7:50am)
Messages Tandaan ang mga bilang na Tandaan ang mga bilang na Ang mga bilang ay may Ang mga bilang ay may May mga bagay sa ating
1,2,3,4, at 5. Magagamit ang 6,7,8,9, at 10. Magagamit ang katumbas na pangalan kagaya katumbas na pangalan kagaya paligid na maaari mong
mga ito sa pang-araw-araw mga ito sa pang-araw-araw ng isa, dalawa, tatlo, apat, at ng anim, pito, walo, siyam, at gamitin sa pagbibilang. Mas
na gawain. na gawain. lima. Mahalagang matutuhan sampu. Mahalagang napapadali ang pagbibilang
mo rin ang pagkilala at matutuhan mo rin ang sa paggamit ng mga
pagsulat sa mga ito. pagkilala at pagsulat sa mga konkretong bagay o mga
ito. bagay na nahahawakan.
Questions  Nakikilala mo ba ang  Nakikilala mo ba ang  Kaya mo bang isulat ang  Kaya mo bang isulat ang  Kaya mo bang bumilang
bilang na isa? Dalawa? bilang na anim? Pito? pangalan ng bilang isa? pangalan ng bilang anim? mula isa hanggang
Tatlo? Apat? Lima? Walo? Siyam? Sampu? Dalawa? Tatlo? Apat? Pito? Walo? Siyam? sampu?
Lima? Sampu?
 Paano isulat ang bilang  Paano isulat ang bilang  Gamit ang ating mga
isa? Dalawa? Tatlo? Apat? anim? Pito? Walo? Siyam? (Maaari ring ituro ang (Maaari ring ituro ang daliri, tayo ay bumilang
Lima? Sampu? pangalan ng mga bilang sa pangalan ng mga bilang sa mula isa hanggang sampu.
wikang Ingles) wikang Ingles)
 Gamit ang ating mga  Gamit ang ating mga (Maaaring gumamit ng mga
daliri, tayo ay bumilang ng daliri, tayo ay bumilang ng konkretong bagay o counters
isa hanggang lima. anim hanggang sampu. sa pagbibilang.)

Competencies  Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)

Transition to Work The teacher gives instructions on how to do the independent activities, answers any questions, and tells the learners to do their assigned tasks within the
Period 1 allotted time.
Work Period 1
(7:50am-8:35am)
Teacher-Supervised Writing Numbers (1-5) Writing Numbers (6-10) Number Names (1-5) Number Names (6-10) Counting Objects
Activity
Introduce Letter Vv
 Recognize and identify  Recognize and identify  Recognize and identify  Recognize and identify  Recognize and identify
numerals 0 to 10 numerals 0 to 10 numerals 0 to 10 numerals 0 to 10 numerals 0 to 10
(MKC-00-2) (MKC-00-2) (MKC-00-2) (MKC-00-2) (MKC-00-2)
 Read and write numerals 0  Read and write numerals 0  Read and write numerals 0  Read and write numerals 0  Read and write numerals
to 10 to 10 to 10 to 10 0 to 10
Competencies
(MKC-00-3) (MKC-00-3) (MKC-00-3) (MKC-00-3) (MKC-00-3)
 Count objects with one-to-
one correspondence up to
quantities of 10
(MKC-00-7)
 Trace and write numbers  Trace and write numbers  Recognize number names  Recognize number names  Count objects using
1 to 5 6 to 10 (one, two, three, four, and (six, seven, eight, nine, concrete objects
Learning Checkpoints
five) and ten)
 Name and sound letter Vv
 Writing Letter Vv
 I Spy Vv (KTG, p. 386)
Independent Activities
 Words that start with letter Vv
 Letter Vv Collage
 Identify the sounds of letters orally given (LLKPA-Ig-1)
 Identify the letters of the alphabet (mother tongue, orthography) (LLKAK-Ih-3)
 Identify several words that begin with the same sound as the spoken word (LLKPA-Ig-7)
Competencies
 Name objects that begin with a particular letter of the alphabet (LLKV-00-5)
 Pagbakat, pagkopya ng larawan, hugis at titik (KPKFM-00-1.4)
 Pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
 Write the letter Vv properly
 Look for items that begin with the /v/ sound
 Search of pictures which names start with letter Vv
Learning Checkpoints
 Sound out letter Vv
 Find the words which the first letter starts with letter Vv
 Decorate letter Vv creatively
Transition to Meeting The teacher reminds the learners about the time left in Work Period Time 1 around 15 minutes before Meeting Time 2. After 10 minutes, the teacher tells the
Time 2 learners to start packing away the materials they used and be ready for Meeting Time 2. A transition song or a countdown may be used.
Meeting Time 2
(8:35am-8:45am)
Questions/Activity Let the learners present their Let the learners present their Let the learners present their Let the learners present their Let the learners present their
work. work. work. work. work.
Transition to Health The teacher commends the learners for the work they did in Work Period Time 1 and tells them to prepare for recess time/health break by sanitizing their
 hands.
Break/
Quiet Time After their health break, the teacher reminds the children to pack away the things they used during recess time, clean up their eating area, throw their trash in
the trash bin, sanitize their hands, and have their Quiet Time.
Health Break/Quiet Time
(8:45am-9:10am)
While singing a transition song, the teacher “wakes” the learners up and tells them that it’s time to listen to a story. When the learners are ready, the teacher
Transition to Story
proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Time
Story Time
(9:10am-9:25am)
Story Counting Crocodiles Counting Crocodiles Counting Crocodiles Counting Crocodiles
Pre-reading Activity  Theme: Any age and  Theme: Any age and  Theme: Any age and  Theme: Any age and  Theme: Any age and
culturally appropriate culturally appropriate culturally appropriate culturally appropriate culturally appropriate
story about numbers. story about numbers. story about numbers. story about numbers. story about counting

 Define difficult words.  Define difficult words.  Define difficult words.  Define difficult words.  Define difficult words.

 Motivation: Do you know  Motivation: Do you know  Motivation: Do you know  Motivation: Do you know  Motivation question:
how to count? how to count? how to count? how to count? When do we use
counting?
 Motive: What is your  Motive: What is your  Motive: What is your  Motive: What is your
favorite number? favorite number? favorite number? favorite number?  Motive question: Have
you experience buying
something in stores or
supermarket? What did
you feel?
During Reading Ask comprehension questions.
Post Reading  Who are the characters in  Who are the characters in  Who are the characters in  Who are the characters in  Who are the characters in
the story? the story? the story? the story? the story?

 Where did the monkey live?  Where did the monkey live?  Where did the monkey live?  Where did the monkey live?  Where did they go? What
What does he love to eat? What does he love to eat? What does he love to eat? What does he love to eat? did they feel?

 How many crocodiles did  How many crocodiles did  How many crocodiles did  How many crocodiles did  Did the characters enjoy
the monkey count? the monkey count? the monkey count? the monkey count? counting?
Transition to Work After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and tells
Period 2 the learners to do their assigned tasks within the allotted time.
Work Period 2
(9:25am-10:05am)
Teacher-Supervised Number Bingo Number Playdough Missing Number (What Missing Number (What Missing Number (What
 Activity Comes Before) Comes In Between) Comes After)
 Recognize and identify  Recognize and identify  Recognize and identify  Recognize and identify  Recognize and identify
numerals 0 to 10 numerals 0 to 10 numerals 0 to 10 numerals 0 to 10 numerals 0 to 10
(MKC-00-2) (MKC-00-2) (MKC-00-2) (MKC-00-2) (MKC-00-2)
 Read and write numerals 0  Read and write numerals 0  Read and write numerals 0  Read and write numerals 0  Read and write numerals
to 10 to 10 to 10 to 10 0 to 10
(MKC-00-3) (MKC-00-3) (MKC-00-3) (MKC-00-3) (MKC-00-3)
 Count objects with one-to-  Identify the number that  Identify the number that  Identify the number that
Competencies one correspondence up to comes before, after, or in comes before, after, or in comes before, after, or in
quantities of 10 between between between
(MKC-00-7) (MKC-00-5) (MKC-00-5) (MKC-00-5)
 Naisasagawa ang mga
sumusunod na kasanayan:
pagmomolde ng luwad
(clay), pagbuo ng puzzles
(KPKFM-00-1.5)
 Identify numbers by putting  Decorate numbers with  Identify the number that  Identify the number that  Identify the number that
Learning Checkpoints counters on numbers picked playdough or modelling clay comes before from 0-10 comes in between two comes after from 0-10
by the teacher numbers
 Block Play
 Comparing Numbers
Independent Activities
 Number Tower (1-10)
 Number Name-Symbol Match
 Nagagamit ang mga kilos lokomotor at di-lokomotor sa paglalaro, pag-eehersisyo, pagsasayaw (KPKGM-Ig-3)
 Nakagagawa ng modelo ng mga pangkaraniwang bagay sa paligid: dahon, bato, buto, patpat, tansan, atbp. (SKMP-00-3)
 Recognize and identify numerals 0 to 10 (MKC-00-2)
 Read and write numerals 0 to 10 (MKC-00-3)
Competencies
 Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
 Match objects, pictures based on properties /attributes in one-to-one correspondence - object to object - object to picture - picture to picture (MKAT-00-
1)
 Identify the number that comes before, after, or in between (MKC-00-5)
 Build structures of blocks with different shapes and colors
 Compare and identify which number has greater value
Learning Checkpoints
 Recognize the sequence of number using lego blocks
 Match the number symbols to their respective names
The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before Indoor Activity/Light Physical Activity. After 10
Transition to Indoor/
minutes, the teacher tells the learners to start packing away the materials they used and be ready for Indoor/Light Physical Activity. A transition song or
Light Physical Activity
countdown may be used.
Indoor Activity/ Light Physical Activity
(10:05am-10:25am)
Activities Number Bowling Unstructured Free Play Turn, Count and Jump Unstructured Free Play Number Hunt
  Recognize and identify  Nakasasali sa mga laro, o  Recognize and identify  Nakasasali sa mga laro, o  Recognize and identify
numerals 0 to 10 anumang pisikal na numerals 0 to 10 anumang pisikal na gawain numerals 0 to 10
(MKC-00-2) gawain at iba’t ibang (MKC-00-2) at iba’t ibang paraan ng (MKC-00-2)
 Read and write numerals 0 paraan ng pageehersisyo  Count objects with one-to- pageehersisyo  Read and write numerals
to 10 (KPKPF-00-1) one correspondence up to (KPKPF-00-1) 0 to 10
(MKC-00-3)  Nagagamit ang mga kilos quantities of 10  Nagagamit ang mga kilos (MKC-00-3)
 Nakasasali sa mga laro, o lokomotor at di-lokomotor (MKC-00-7) lokomotor at di-lokomotor  Count objects with one-to-
anumang pisikal na sa paglalaro, pag-  Nakasasali sa mga laro, o sa paglalaro, pag- one correspondence up to
gawain at iba’t ibang eehersisyo, pagsasayaw anumang pisikal na eehersisyo, pagsasayaw quantities of 10
paraan ng pageehersisyo (KPKGM-Ig-3) gawain at iba’t ibang (KPKGM-Ig-3) (MKC-00-7)
Competencies
(KPKPF-00-1)  Naipakikita ang paraan ng pag-eehersisyo  Naipakikita ang  Nakasasali sa mga laro, o
 Nagagamit ang mga kilos pagpapahalaga sa maayos (KPKPF-00-1) pagpapahalaga sa maayos anumang pisikal na
lokomotor at di-lokomotor na pakikipaglaro  Naipakikita ang na pakikipaglaro gawain at iba’t ibang
sa paglalaro, pag- (KAKPS-00-19) pagpapahalaga sa maayos (KAKPS-00-19) paraan ng pag-eehersisyo
eehersisyo, pagsasayaw na pakikipaglaro (KPKPF-00-1)
(KPKGM-Ig-3) (KAKPS-00-19)  Naipakikita ang
 Naipakikita ang pagpapahalaga sa
pagpapahalaga sa maayos maayos na pakikipaglaro
na pakikipaglaro (KAKPS-00-19)
(KAKPS-00-19)
 Identify number names and symbols
Learning Checkpoints  Identify the sequence of numbers in a fun way
 Develop social skills with other children
Transition to Meeting The teacher tells the learners to help pack away the materials they used in the Indoor Activity/Light Physical Activity time and get ready to do the wrap-up
Time 3 activities in Meeting Time 3. A transition song or countdown may be used.
Meeting Time 3
(10:25am-10:30am)
Activities  The learners talk about  The learners talk about the  The learners talk about the  The learners talk about the  The learners talk about
the number symbols 1-5. number symbols 6-10. number names-one, two, number names – six, the importance of
three, four, and five. seven, eight, nine, and ten. counting in daily lives.
Wrap-Up Questions/  The teacher checks if the  The teacher checks if the  The teacher checks if the  The teacher checks if the  The teacher checks if the
Activity learners were able to learners were able to learners were able to learners were able to learners were able to
identify and write the identify and write the names of numbers 1-5. name numbers 6-10. identify situation where
number symbol 1,2,3,4, number symbols 6,7,8,9, counting is used.
and 5. and 10.
Dismissal Routine The teacher reminds the learners to sanitize their hands and to always follow the health protocols.

REMARKS
REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What
else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so that
when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the evaluation.

B. No. of learners who require additional activities for

remediation.
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 this 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: Checked:

ARJAY S. FARIÑAS JONEL P. DECANO

Teacher Principal I