School TAGUMPAY ELEMENTARY SCHOOL Teaching Dates March 27 – March 31, 2023

Teacher RINA O. DELA CRUZ Week No. 27

"Let's Count Together: Learning to Count
KINDERGARTEN Content Focus Objects up to 10 with One-to-One Quarter 3
DAILY LESSON Correspondence"
LOG Most Essential
Learning Competency Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
(PIVOT 4A BUDGET OF WORK)

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 / Meeting Time 1
Preparation Preparation Preparation Preparation Preparation
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
"Let's Compare: Who “Let's Learn How “Let's Explore Number Let's Lift the Bowl and We will explore our school
Messages Has More and Who Many!” Stations in Add Some Fun! and count all the wonderful
Has Less?" Kindergarten!” things we find.
 Who has more  How many fingers do  What are number  What do you think will  What things can we count
apples, Tim with 3 you have on one stations, and how can happen when we lift two in our classroom?
or Lily with 5? hand? they help us learn bowls and put their  How many doors are
 Who has less  How many toes do about numbers? contents together? there in our school?
crayons, Emily you have on both  What are some  Can you think of some  How many rooms can we
with 8 or John with feet? examples of number things we can use to fill count on our school?
Questions 4?  How many crayons stations that we can our bowls and practice
 Who has more do you have in your use in our classroom? adding them up?
blocks, the blue pencil case?  How can we use  How many bowls do you
bin with 15 or the number stations to think we can lift and add
green bin with 10? practice counting and together before they
sequencing in a fun become too heavy?
way?
Transition to Work The teacher gives instructions on how to do the independent activities, answers any questions, and tells the learners to join their group and do
Period 1 the assigned tasks.
Work Period 1
Who has more? Who How Many Pockets? Number Stations Lift the Bowl School Counting Tour
Teacher-Supervised
has less? Zippers? Buttons? (KTG, p.312) (KTG, p.312) (KTG, p.326)
Activity
(KTG, p.174) (KTG, p.235)
Independent 1. Number Concentration (KTG, p.297)
Activities 2. Counting Bags (KTG, p.314)
3. It’s a Match (KTG, p.329)
4. Numeral Writing (KTG, p.340)

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 5. Domino (KTG, p.352)
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
Transition to
teacher tells the learners to start packing away the materials they used and be ready for Meeting Time 2. A transition song or a countdown may
Meeting Time 2
be used.
Meeting Time 2
Questions/Activity  Let the learners present their work.
The teacher commends the learners for the work they did in Work Period Time 1 and tells them to prepare for recess time by washing their
Transition to Health
hands. Encourage sharing especially if not all children have food.
Break/
The teacher reminds the children to pack away the things they used in recess time, clean up their eating area, throw their trash in the trash bin,
Quiet Time
wash their hands, brush their teeth, change their wet clothes, and have their Quiet Time.
Supervised Recess / Health Break/Quiet Time
Transition to Story 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,
Time the teacher proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Story Time
Story
Transition to Work After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any
Period 2 questions, and tells the learners to join their group and do the assigned tasks.
Work Period 2
Teacher-Supervised Checking Estimates Go 9 Counting Steps Philippine Symbols 1-10 Problem Solving
Activity (KTG, p.391) (KTG, p.404) (KTG, p.405) (KTG, p.450) (KTG, p.556)
1. Grab Counting (KTG, p.378)
2. Follow the grocery list (KTG, p.393)
Independent
3. Wheel Counting (KTG, p.393)
Activities
4. Math Equations (KTG, p.422)
5. Caps and Cans (KTG, p.469)
Transition to The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before Indoor/Outdoor Games. After 10 minutes,
Indoor/ Light the teacher tells the learners to start packing away the materials they used and be ready for Indoor/Outdoor Games. A transition song or
Physical Activity countdown may be used.
Indoor Activity/ Light Physical Activity
The Falling Leaves Scavenger Hunt Number Walk Nature Counting Outdoor Sorting
Activities
(KTG, p.489)
Transition to The teacher tells the learners to help pack away the materials they used in the Indoor/Outdoor Games time and get ready to do the wrap up
Meeting Time 3 activities in Meeting Time 3. A transition song or countdown may be used.
Meeting Time 3
Wrap-Up Questions/
The teacher acknowledges the learners’ sharing and encourages them to come back so they can still learn more.
Activity
Dismissal Routine The teacher reminds the learners to sanitize their hands and to always follow the health protocols.

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

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2. No. of learners who require additional activities
for remediation.
3. Did the remedial lessons work? No. of learners
who have caught up with the lesson.
4. No. of learners who continue to require
remediation.
5. Which of my teaching strategies worked well?
Why did this work?
1. What difficulties did I encounter which my
principal or supervisor can help me solve?
2. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Prepared by:
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Using manipulatives, providing hands-on activities, and incorporating songs and rhymes are effective teaching
strategies for counting with one-to-one correspondence up to quantities of 10. These strategies help engage
students and make learning more enjoyable, while also reinforcing their understanding of counting and number
recognition.
1. Difficulty in grasping the concept of one-to-one correspondence: Some students may find it challenging to
understand the concept of matching one object to one number. To help with this, you can use concrete objects
like counting blocks or toys to help students understand the concept of one-to-one correspondence.
2. Difficulty in recognizing numbers: Some students may struggle with recognizing numbers or associating
numbers with quantities. To address this, you can use games and activities that involve counting and number
recognition, such as counting songs, number bingo, or number matching games.
3. Difficulty in counting objects accurately: Students may struggle with counting objects accurately or skip
counting. To help with this, you can provide practice exercises that involve counting and repetition, such as
counting sets of objects and writing the corresponding numbers.
4. Difficulty in staying focused during counting activities: Some students may find it challenging to stay focused
during counting activities. To address this, you can use engaging and interactive activities that involve
movement, music, or visuals to help students stay engaged and interested.
1. Use real-life objects such as toys, fruits, and snacks to make counting more engaging and relatable for
students. For example, you can use small toy cars to teach counting from 1 to 10 or use apples to teach
counting from 1 to 5.
2. Create a counting station in your classroom where students can practice counting using manipulatives such as
counting bears, cubes, or beads. This can help students build their one-to-one correspondence skills and
develop their understanding of number concepts.
3. Incorporate technology into your teaching by using interactive counting games or apps on tablets or computers.
There are many free apps available that allow students to practice counting in a fun and engaging way.
4. Use visual aids such as number charts or number lines to help students visualize the concept of counting and
develop their number sense.
5. Provide opportunities for students to count and compare quantities in real-life situations, such as during snack
time or when lining up for recess. This can help students see the relevance of counting and develop their ability
to use counting skills in everyday situations.
6. Encourage students to use their fingers to count and develop their finger awareness. This can help students
develop their one-to-one correspondence skills and strengthen their understanding of number concepts.
7. Use songs, rhymes, and chants to make counting more fun and memorable for students.
8. Don't forget to provide plenty of opportunities for students to practice counting on their own or with a partner.
The more opportunities they have to practice, the more confident and proficient they will become in counting
objects with one-to-one correspondence up to quantities of 10.
Checked by: Approved by:
RINA O. DELA CRUZ FRANCISCO S. GIANAN ANA CRISTI S. PANGILINAN
Teacher 1 Curriculum Leader Principal II

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