BAITANG 1 Paaralan PAARALANG ELEMENTARYA NG TABANG Baitang/Antas 1-FAITH

DAILY LESSON LOG Guro SANDRA A. DARIO Asignatura MATHEMATHICS

(Pang-araw-araw na Petsa/Oras HULYO 10-14, 2017 (WEEK 6) Markahan UNANG MARKAHAN
Tala sa Pagtuturo)

Lunes Martes Miyerkules Huwebes Biyernes

I. LAYUNIN HULYO 10, 2017 HULYO 11, 2017 HULYO 12, 2017 HULYO 13, 2017 HULYO 14, 2017
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
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
Pangnilalaman 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...
B. Pamantayan sa is able to recognize, represent, and order
whole numbers up to 100 and money up
Pagganap to PhP100 in various forms and contexts.
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...
is able to recognize, represent,
and order whole numbers up to
100 and money up to PhP100 in
various forms and contexts.
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...
is able to recognize, represent,
and order whole numbers up to
100 and money up to PhP100 in
various forms and contexts.

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

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

II. NILALAMAN

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

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

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

4. Karagdagang
Kagamitan mula sa
portal ng Learning
Resource
B. Iba Pang Kagamitang Cg P. 12 Cg P. 12 Cg P. 12 Cg P. 12 Cg P. 12
Panturo

IV. PAMAMARAAN
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
bagay/laruan. Hayaang paghambingin kapareho ang mga bilang. 0, ___2,3,4, hanggang 100. limahan ang ginawang pagbilang
ng 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 34 ay _______sa 43 46,47,48,49,___ 50,55,60,65
o mas kaunti. 12 ay _______sa 12 12,14,16,18
A. Balik-aral sa Hal. OOOOO__
nakaraang aralin GGG
at/o pagsisimula ng Tingnan ang laman ng unang set.
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
B. Paghahabi sa layunin hilaw?
ng aralin
Magpakita ng isang simbolong madalas
makita ng mga bata.(babae/lalaki)
Saang CR ka papasok kung ikaw ay
babae?lalaki?
Nakakita na ba kayo ng kuneho?
Paano kumilos ang kuneho?
(Ipagaya)
Mahilig ba kayo sa saging?
Ituro ang awit: Peel the Banana
Paano ipinagbibili ang saging?
(piling)
www.youtube.com/watch?v=
MFmr_TZLpS0
Anu-anong prutas ang kumpol-
kumpol pag
pinipitas? (ubas, duhat)
Masustansiya ba ang ubas?
Anu-ano ang maaring gawin sa
ubas? (alak, pasas)

C. Pag-uugnay ng mga Iparinig ang maikling kwento:
halimbawa sa Nanungkit ang magkakaibigan ng
mangga 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 > , < o =. Ipakita ang cut-out ng isang Gumamit ng cut-out ng saging.(5 Namitas ng ubas si Linda sa
Ginagamit ang simbolong > kung mas kuneho at karot. Iparinig ang saging sa isang piling) kanyang ubasan.
marami, maikling kwento tungkol dito. Maraming saging sa tindahan ni Halina ating siyang tulungan sa
< kung mas kaunti o, = para sa Isang kuneho ang gutom na Aling Pacing. pagbilang.
kapareho. gutom. Nais niyang makuha nang Halina at ating bilangin. Gumamit ng cut-out ng ubas .
Hal. 4 > 2 2=2 mabilis ang karot na nasa dulo (10 ubas = isang kumpol)
2<4 ng bato. (Gawin hanggang 100)
Paano kaya niya ito gagawin?
 (Gawin hanggang 100)

Iguhit sa pisara ang sagot na ibibigay ng Paghambingin ang mga bilang .Isulat Gamit ang cut-out ipakita ang Ilang lahat ang saging sa Paano tayo nagbilang?
mga bata. (Visualization) ang >,< o = sa patlang. pagtalon ng kuneho sa bawat tindahan ni Aing Pacing?
Ilang mangga ang napitas ni Sherwin? 23___45 bilang gamit ang isahang Paano natin binilang ang mga
(10) 12___21 pagbilang.(1-100) Mabilis ba saging?
Ilang mangga naman ang nakuha ni 67___67 niyang nakuha ang karot?
D. Pagtalakay ng Rea?(5) 22___22 Muling gamitin ang cut-out ng
bagong konsepto at Sino ang mas maraming mangga si 89__98 kuneho, sa pagkakataong ito
paglalahad ng Sherwin o si Dan? Bakit? dalawahan ang gagawin nating
Sino ang mas kaunti ang nakuhang paglundag. Tingnan natin kung
bagong kasanayan mangga? Bakit? mas mabilis niyang makukuha
#1 Sinu-sino ang nakakuha ng ang karot.
magkaparehong
bilang ng mangga?

1. Tumawag ng 4 na lalaki at 6 na Paghambingin ang mga bilang. Isulat Tingnan natin kung mas mabilis Gamit ang popsicle sticks, Gamit ang sampuan paraan ng
babae sa harap. Aling pangkat ang mas ang >, < o = sa guhit. niyang makukuha ang karot. hayaang magbilang ang bawat pagbilang isulat 10 hanggang 100.
marami ang mga lalaki o mga babae? 45 _____23 (Isulat sa pisara ang bilang bata sa kanilang upuan nang 10 20 30 40 50
(babae) 34 ____34 natutuntungan ng kuneho) limahan mula 5 hanggang 100. 60 70 80 90 100
Aling pangkat ang mas kaunti? (lalaki) 17 ____71 2,4,6,8,10
Paghambingin ang 6 at 4. 99 ___92 12,14,16,18,20
E. Pagtalakay ng 1.Ang anim ay mas marami kaysa 4. 12 ___ 6
bagong konsepto at Ang 4 ay mas kaunti kaysa 6. 22,24,26,28,30
2. Tumawag muli ng 3 babae at 3 lalaki. 32,34,36,38,40
paglalahad ng
Magkunwaring magkakapareha sa 42,44,46,48,50
bagong kasanayan sayawan ang mga bata.Ano ang 52,54,56,58,60
#2 masasabi mo sa pangkat ng mga lalaki 62,64,66,68,70
at babae? 72,74,76,78,80
Pareho ba ang bilang nila? 82,84,86,88,90
Ang tatlo at tatlo ba ay magsingdami o 92,94,96,98 100.
magkapareho?
Ipabasa ang bilang na
dalawahan sa mga bata ng
pangkatan
F. Paglinang sa 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
kabihasnan 70-72 sa p. 91 LM pah. 95-97 LM pah. 99-101
(Tungo sa Formative
Assessment)
 Paano tayo naghahambing ng mga
G. Pag-uugnay sa pang bilang?
araw-araw na Anu-anong mga salita ang ating
buhay ginagamit sa paghahambing?
Tandaan:
Ginagamit ang mas kaunti kung mas
maliit ang bilang ng mga bagay sa
dalawang pangkat.
H. Paglalahat ng Aralin Ginagamit ang mas marami 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 kapareho
I. Pagtataya ng Aralin 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 takdang
Ipagawa ang Gawaing-Bahay sa LM
aralin at pah. 84
remediation
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
Paano tayo naghahambing ng mga
bilang?
Anu-anong mga salita ang ating
ginagamit sa paghahambing?
Tandaan:
Ginagamit ang < kung mas kaunti ang
isang bilang sa dalawang bilang na
painaghahambing.
Ginagamit ang > kung mas marami ang
isang bilang sa dalawang bilang na
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
Paano tayo nagbilang?
Ilan ang idinadagdag natin kung
dalawahan ang paraan ng ating
pagbilang?
Tandaan:
Nagdadagdag tayo ng dalawa sa
susunod na bilang tuwing
bumibilang tayo ng dalawahan.
Isulat ang nawawalang bilang.
2,4,___8,__,12
12,14,16,___,20
__34,36,__40
52,__56,__60
92,__96,98,__
Ipagawa ang Gawaing-Bahay sa
LM pah. 92
Paano tayo nagbilang?
Ilan ang idinadagdag natin kung
limahan ang paraan ng ating
pagbilang?
Tandaan:
Nagdadagdag tayo ng lima sa
susunod na bilang tuwing
bumibilang tayo ng limahan.
Isulat ang nawawalang bilang.
5,10,____20
45,__,55, 60
20,___,30, __
__,20,25,30
85,90,95,___
Gamit ang inyong number chart.
Bumilang nang limahan . Ikahon
ang mga bilang na inyong
lulundagan
Paano tayo nagbilang?
Ilan ang idinadagdag natin kung
lsampuan ang paraan ng ating
pagbilang?
Tandaan:
Nagdadagdag tayo ng sampu
sa susunod na bilang tuwing
bumibilang tayo ng sampuan.
Gamit ang sampuan paraan ng
pagbilang isulat 10 hanggang 100
Ipagawa ang Gawaing-Bahay sa
LM pah. 102
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
E. Alin sa mga ___ Carousel
___ Diads
___ Carousel
___ Diads
___ Carousel
___ Diads
___ Carousel
___ Diads
___ Carousel
___ Diads
istratehiyang ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
pagtuturo ang ___ Rereading of Paragraphs/
Poems/Stories
___ Rereading of Paragraphs/
Poems/Stories
___ Rereading of Paragraphs/
Poems/Stories
___ Rereading of Paragraphs/
Poems/Stories
___ Rereading of Paragraphs/
Poems/Stories
nakatulong ng ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
lubos? Paano ito ___ Role Playing/Drama
___ Discovery Method
___ Role Playing/Drama
___ Discovery Method
___ Role Playing/Drama
___ Discovery Method
___ Role Playing/Drama
___ Discovery Method
___ Role Playing/Drama
___ Discovery Method
nakatulong? ___ 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 in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in
doing their tasks doing their tasks doing their tasks doing their tasks doing their tasks
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
F. Anong suliranin ang 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/
aking nararanasan Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
na nasulusyunan sa __ 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:
tulong ng punong __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
guro at superbisor? __ 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 used as __ Recycling of plastics to be used __ Recycling of plastics to be used as
Instructional Materials Instructional Materials Instructional Materials as Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
G. Anong kagamitang The lesson have successfully delivered due to:
___ pupils’ eagerness to learn
The lesson have successfully delivered due to:
___ pupils’ eagerness to learn
The lesson have successfully
delivered due to:
The lesson have successfully
delivered due to:
The lesson have successfully delivered
due to:
panturo ang aking ___ complete/varied IMs ___ complete/varied IMs ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn
nadibuho na nais ___ uncomplicated lesson
___ worksheets
___ uncomplicated lesson
___ worksheets
___ complete/varied IMs
___ uncomplicated lesson
___ complete/varied IMs
___ uncomplicated lesson
___ complete/varied IMs
___ uncomplicated lesson
kong ibahagi sa ___ varied activity sheets ___ varied activity sheets ___ worksheets ___ worksheets ___ worksheets
Strategies used that work well: Strategies used that work well: ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets

___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
kapwa ko guro? ___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration
___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games
___ Games ___ Games ___ Games
___ Solving Puzzles/Jigsaw
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises
activities/exercises activities/exercises activities/exercises
___ Carousel
___ Carousel ___ Carousel ___ Carousel
___ Diads
___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS)
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method
___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method
___ Lecture Method ___ Lecture Method ___ Lecture Method
Why?
Why? Why? Why?
___ Complete IMs
___ Complete IMs ___ Complete IMs ___ Complete IMs
___ 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
___ Group member’s Cooperation in
___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in
doing their tasks
doing their tasks doing their tasks doing their tasks