School TAGUMPAY ELEMENTARY SCHOOL Teaching Dates March 20 – March 24, 2023

Teacher RINA O. DELA CRUZ Week No. 26

Content Focus I can pick up on and count numbers. Quarter 3
KINDERGARTEN Most Essential Recognize numbers 1 to 10 (MKC-00-2)
DAILY LESSON Learning Competency Rote counts up to 20 (MKSC-00-12)
LOG (PIVOT 4A BUDGET OF WORK)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME (March 20, 2023) (March 21, 2023) (March 22, 2023) (March 23, 2023) (March 24, 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 Count Let's Go on a Number "Let's Count Together: "Let's Count to 10 with the "Let's Count Together!
Together: Hunt! Recognizing Mastering Numbers 1-10 Hand Game!" Learning to Count from 1 to
Messages Introducing Numbers Numbers 1 to 10 with Number Stations!" 20 with Number Cover All 1-
1 to 10 with Number 20."
Books!"
 What's your  Can you find the  What is your favorite  How many fingers do  Can you count from 1 to
favorite number number 5 on this number from 1 to 10 you have on one hand? 20 using the number
book from our page and point to it? and why? Can you count them out chart? Let's try it
collection, and why  How many fingers do  Can you count from 1 loud for me? together!
do you like it? you have on one to 10 using your  What's the first step in  What comes after the
 Can you count to hand? How many fingers? Show me playing the hand game number 14? How about
10 for us, using fingers on two hands how you do it! to count to 10? Can you after the number 19?
the number books together?  What is the next demonstrate it for the Let's practice counting up
to help you  Let's count from 1 to number after 5? And class? to those numbers and
Questions remember the 10 together. Can you what number comes  Can you show me how figuring it out!
numbers? repeat the numbers before 8? you would use the hand  Let's play a game where
 What are some after me? game to count to 8? we count around the
things we could How about to 10? circle, each saying the
count together as next number in order. If
a class, using the someone says the wrong
number books as number, we'll start over!
a guide? Can we make it all the
way to 20 without any
mistakes?
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
Teacher-Supervised Number Books 1-10 Number Hunt 1-10 Number Stations 1-10 Hand Game Number Cover All 1-20

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 (KTG, p.469) (KTG, p.202) (KTG, p.267) (Concrete quantities of 10) (KTG, p.282)
Activity
(KTG, p.267)
1. Playdough Numerals 1-10 (KTG, p.315)
2. It’s A Match 1-10 (KTG, p.298)
Independent
3. Number Mosaic 1-10 (KTG, p.256)
Activities
4. Find 1-10 (KTG, p.118)
5. Fingerprints Ladder (KTG, p.145)
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
Si Aling Oktopoda at Ang Sampung Alimasag Ang Sampung Pandesal Ang Sampung Bukitkit Sampung Magkakaibigan
ang Walong Munting https:// ni Ato https://www.youtube.com/ https://www.youtube.com/
Story Pugita www.youtube.com/watch? https:// watch?v=Pnr1wpZQ3-k watch?v=sTFheQ5MraA
v=Sj92zEuQeqQ www.youtube.com/watch?
v=4sYDQ6bX3Xo
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 Number Snap Number Concentration Walk the Line Recreational board Game Estimation
Activity (KTG, p.160) (KTG, p.175) (KTG, p.269) (KTG, p.337) (KTG, p.390)
1. Rainbow Numbers (KTG, p.146)
2. Comparing Quantities: A Game for Partners (KTG, p.270)
Independent
3. Mga Bilang na 1 Hanggang 10 (Pivot4A LM, p.30-31)
Activities
4. Pagtatantiya at Pagbibilang (Pivot4A LM, p.32)
5. Mga Bagay na may Bilang na 1 Hanggang 10 (Pivot4A LM, p.33)
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
Fishing Game Number Picking Up Shoot the Trash Count and Turn Obstacle Course to Safety
Activities (KTG, p.284) Game (KTG, p.470) (KTG, p.18) (KTG, p.559)
(KTG, p.315)
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

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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.
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.
Hands-on activities: young children learn best through play and exploration, so incorporating hands-on activities
can be highly effective. For example, you could have used counting blocks, number puzzles, or counting games to
help your students practice counting and recognizing numbers.

Visual aids: Many children are visual learners, so using visual aids such as number charts or flashcards can help
reinforce number recognition. You could have also used pictures of objects and animals to help students count and
recognize numbers.
5. Which of my teaching strategies worked well?
Why did this work?
Repetition and reinforcement: Consistent repetition and reinforcement can help solidify concepts in children's
minds. You could have repeated number recognition activities multiple times and provided positive feedback to
students when they successfully recognized numbers or completed counting tasks.

1. What difficulties did I encounter which my
principal or supervisor can help me solve?
Group activities: Group activities can promote social skills and collaboration, as well as provide opportunities for
students to practice their counting and number recognition skills with peers. You could have had students count
together in small groups or participate in games that required counting or recognizing numbers.
Difficulty in keeping students engaged: young children have short attention spans, and it can be challenging to
keep them interested in learning numbers and counting. Your principal or supervisor can help you by providing
resources and materials that can make learning fun and engaging, such as games, puzzles, and songs.

Difficulty in assessing students' progress: It can be difficult to assess how well your students are doing in
recognizing numbers and counting. Your principal or supervisor can help you by providing guidance on how to use
different assessment methods, such as observation, informal assessments, and performance tasks.

Difficulty in addressing individual student needs: Each student has different learning needs and styles, and it
can be challenging to address each student's individual needs in a large classroom setting. Your principal or
supervisor can help you by providing professional development opportunities on differentiated instruction, which can
help you tailor your teaching to meet the needs of all your students.

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 Difficulty in adapting to diverse student backgrounds: Students come from different backgrounds, and some
may have limited exposure to numbers and counting in their home environment. Your principal or supervisor can
help you by providing resources and materials that can help you teach numbers and counting in a way that is
culturally responsive and inclusive.

Difficulty in managing classroom behavior: It can be challenging to manage classroom behavior when teaching
young children. Your principal or supervisor can help you by providing guidance on effective classroom
management strategies, such as positive reinforcement, clear expectations, and consistent consequences for
misbehavior.
Number line: I used a number line to help the students recognize numbers from 1 to 10. The number line was
colorful and had different images of animals to make it more attractive to the students. I also made sure to use the
number line during various activities to reinforce their recognition.

Counting blocks: I used counting blocks to help the students understand rotation counts up to 20. The counting
blocks were made of different shapes and colors, and the students enjoyed playing with them. I also used the
counting blocks to create different patterns and shapes to help the students understand the concept better.

2. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Song and dance: I used songs and dances to help the students memorize the numbers and their order. The songs
were simple and catchy, and the students loved singing and dancing along.
Interactive games: I used interactive games to make learning fun and engaging for the students. I created games
that required the students to recognize the numbers and rotate counts, and the students enjoyed playing and
competing with their classmates.

Flashcards: I used flashcards to reinforce the recognition of numbers and rotation counts. The flashcards were
colorful and had pictures of different objects that the students could relate to.

Worksheets: I created worksheets that focused on recognizing numbers and rotation counts. The worksheets were
age-appropriate and had different activities that the students could complete on their own.

Manipulatives: I used manipulatives like beads and buttons to help the students understand the concept of
counting and recognizing numbers. The manipulatives were easy to handle and made learning more tactile.

Prepared by: Checked by: Approved by:

RINA O. DELA CRUZ FRANCISCO S. GIANAN ANA CRISTI S. PANGILINAN

Teacher 1 Curriculum Leader Principal III

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