School: CALASIAO COMPREHENSIVE NATIONAL HIGH SCHOOL Grade Level: GRADE 9

GRADES 1 to 12 Teacher: RODJI ANNE B. CASTRO Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: NOVEMBER 6-10, 2023 (Week 10) Quarter: 2nd QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning Competencies/Objectives:
Write the LC code for each
I. CONTENT
II. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
5. Other Learning Resources
B. GAD Core Values
III. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
The learner demonstrates understanding of key concepts of variation and radicals.
The learner is able to formulate and solve accurately problems involving radicals.
M9AL-IIa-1 M9AL-IIa-b-1 M9AL-IIb-c-1 M9AL-IIb-c-1 M9AL-IIa-1
The learner illustrates The learner translates into The learner solves problems The learner solves problems M9AL-IIa-b-1
situations that involve the variation statement a involving variation. involving variation. M9AL-IIb-c-1
following variations: (a) direct; relationship between two
(b) inverse; (c) joint; (d) quantities given by: (a) a table
combined. of values; (b) a mathematical
equation; (c) a graph, and vice
versa.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
PATTERNS AND ALGEBRA PATTERNS AND ALGEBRA PATTERNS AND ALGEBRA PATTERNS AND ALGEBRA PATTERNS AND ALGEBRA
(Direct Variation) – First (Direct Variation) – Second (Direct Variation) – Third (Direct Variation) – Fourth (Direct Variation) – QUIZ
Discussion Discussion Discussion Discussion
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete
and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
MATHEMATICS 9 Teacher's MATHEMATICS 9 Teacher's MATHEMATICS 9 Teacher's MATHEMATICS 9 Teacher's MATHEMATICS 9 Teacher's
Guide Guide Guide Guide Guide
MATHEMATICS 9 Learner’s MATHEMATICS 9 Learner’s MATHEMATICS 9 Learner’s MATHEMATICS 9 Learner’s MATHEMATICS 9 Learner’s
Materials Materials Materials Materials Materials
pp. 197 pp. 198-199 pp. 198-199 pp. 198-199 pp.200-201
Visual aids Visual aids Visual aids Visual aids Visual aids
Equalized Opportunities, Equalized Opportunities, Equalized Opportunities, Equalized Opportunities, Equalized Opportunities
Shared-responsibility Shared-responsibility Shared-responsibility Shared-responsibility
1. IPaD – 1 Problem a Day: 1. IPaD – 1 Problem a Day: 1. IPaD – 1 Problem a Day: 1. IPaD – 1 Problem a Day: REVIEW:
Twelve co-workers go out for Jody’s Mathematics quiz scores Jennifer flipped a coin three Jennifer flipped a coin three Quick recap on Direct
lunch together and order three are 56, 72, 89 and 87. What is times and got heads each time. times and got heads each time. Variations.
pizzas. Each pizza is cut into the median of her scores? What is the probability that she What is the probability that she
eight slices. If each person gets Answer: 87 gets heads on the next flip? gets heads on the next flip?
the same number of slices, how Answer: the probability of Answer: the probability of

B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
many slices will each person getting heads is 1/2 getting heads is 1/2
get?
Answer: 2 slices per person
2. REVIEW:
2. REVIEW: 2. REVIEW: 2. REVIEW:
Agree or Disagree? Recall the lesson on Illustrating Review on translate variation Review on translate variation
Analyze the following situation Direct Variations. statement given two quantities statement given two quantities
and tell if you agree or given and solve problems given and solve problems
disagree. involving direct variation. involving direct variation.
1. In the computer shop, the
more hours you play online
games, the more money you
pay.
2. The less time you study, the
lower scores you will get in the
exam.
3. The more children in the
family, the more expenses the
family will have.
4. The higher the temperature,
the more customers an ice
cream vendor has.
5. The more hours an
employee works, the fewer
wages he/she gets.
Introduce the topic variation For the students to direct For the students to direct For the students to direct PURPOSE:
through a game. variation in a deeper sense. variation in a deeper sense. variation in a deeper sense.
“Guess the Word” To assess the students learning
on Direct Variation. And
prepare the students for
today’s quiz.
Will a decrease in production of Illustrative Example: Let the students answer Let the students answer Give more examples first
paper contribute to the decrease Aling Maria is a bangus vendor. Activity 3: How Steep Is Activity 3: How Steep Is before the quiz.
in the number of tress being She sells Php150.00 for a Enough? (page 196) Enough? (page 196)
cut? kilogram of it. The table below
shows the price at a particular
number of kilograms of bangus.
We let x as the number of
kilograms sold and y is the price.
Present the Module Map on The teacher will introduce the Steps in Solving Direct Variation Steps in Solving Direct Variation SKILL #1
page 189 of their book. topic by giving the definition of Problems Problems
direct variation followed by 1. Write the correct equation. 1. Write the correct equation. Identifying the direct variation.
expressing statements into Direct variation problems are Direct variation problems are
variations statements. solved using the equation y = kx. solved using the equation y = kx. Translating into variation

E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
Let the students answer a pre-
assessment to assess the
know-how of the students on
the topic variation.
Ask more questions that
involve variation.
There is direct variation
whenever a situation produces
pairs of numbers in which their
ratio is constant.
The statements:
“y varies directly as x”
“y is directly proportional to
x” and
“y is proportional to x”
maybe translated
mathematically as y = kx,
where k is the constant of
variation.
For two quantities, x and y, an
increase in x causes an
increase in y as well. Similarly,
a decrease in x causes a
decrease in y.
Examples:
1. If y varies directly as x and y
= 24 when x = 6, find the
variation constant and
equation of variation.
Also read the problem carefully Also read the problem carefully statement a relationship
to determine if there are any to determine if there are any between two quantities given
other changes in the direct other changes in the direct by: (a) a table of values; (b) a
variation equation, such as variation equation, such as mathematical equation; (c) a
squares, cubes, or square roots. squares, cubes, or square roots. graph, and vice versa.
2. Use the information given in 2. Use the information given in
the problem to find the value of the problem to find the value of
k, called the constant of k, called the constant of
variation. variation.
3. Rewrite the equation from 3. Rewrite the equation from
Step 1 by substituting in the Step 1 by substituting in the
value of k found in Step 2. value of k found in Step 2.
4. Use the equation found in 4. Use the equation found in
Step 3 and the remaining Step 3 and the remaining
information given in the information given in the
problem to answer the problem to answer the
question asked. When solving question asked. When solving
word problems, remember to word problems, remember to
include units in your final include units in your final
answer. answer.
Alternative Solution: Using Alternative Solution: Using SKILL #2
Proportion Proportion
Solving problems involving
y y direct variation.
Since is a constant, then we Since is a constant, then we
x x
y y
can write k= . From here, we can write k= . From here, we
x x
can establish a proportion such can establish a proportion such
that: that:
y1 y2 y1 y2
= =
x1 x2 x1 x2
Examples: Examples: Drills
1. If x varies directly as y, and x 1. If x varies directly as y, and x 1. Write an equation for the
= 5 when y = 4, find x when y = = 5 when y = 4, find x when y = following statements.
12. 12. a. The area A of a square varies
directly as the square of its side
s.
2. Determine if the table of
values express a direct
variation, then find the

G. Finding Practical Applications of
Concepts and Skills in Daily Living
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
Let the students search the
web to find practical
applications about the topic.
SUM-UP TIME
1. What is a variation?
2. What are the different types
of variations?
Answer pre-assessment on
page 190-192.
SOLVE ME
According to Hooke’s law, the
force F required to stretch a
spring F units is directly
proportional to the length x. If
a force of 20 grams is needed
to stretch a spring 3 cm, how
far is the spring stretched by a
force of 60 grams?
SUM-UP TIME
1. What is direct variation?
2. How to express
mathematical /variation
statements into an equation?
3. How to find the constant of
variation?
Activity
1. Write an equation for the
following statements.
a. An employer’s salary s varies
directly as the number pf days
d he has worked.
2. Determine if the table of
values express a direct
variation, then find the
Let the students think of their
own problem patterned with
the independent practice
activity that is related to real
life situation and has a factual
measure and represent the
given situation in mathematical
sentence.
SUM-UP TIME
1. What are the procedures
you have to observe when
solving problems that involve
direct variation?
2. How to solve problems
involving direct variation?
A. SOLVE ME!
Solve the word problem.
The amount of money y which
you earn varies directly as the
number of hours x which you
work. If you earn Php 455 for 7
hours work then,
a) Write a mathematical
Let the students think of their
own problem patterned with
the independent practice
activity that is related to real
life situation and has a factual
measure and represent the
given situation in mathematical
sentence.
SUM-UP TIME
1. What are the procedures
you have to observe when
solving problems that involve
direct variation?
2. How to solve problems
involving direct variation?
A. SOLVE ME!
Solve the word problem.
The amount of money y which
you earn varies directly as the
number of hours x which you
work. If you earn Php 455 for 7
hours work then,
a) Write a mathematical
constant of variation and
equation of variation.
x 7 14 -21
y 3 6 -9
3. Write an equation where y
varies directly as x. y = 48 when
x=6
4. Y varies directly as x. Find
the value as indicated.
a. If y = -3 when x = -4, find x
when y = 2.
The teacher takes the
opportunity to inculcate the
value of honesty and
independence while the
students are having their quiz.
SUM-UP TIME
1. What is direct variation?
2. How to express
mathematical statements into
an equation?
3. How to find the constant of
variation?
4. What are the procedures
you have to observe when
solving problems that involve
direct variation?
QUIZ
A. Write an equation for the
following statements.
1. The cost of a taxi fare (c)
varies directly as the distance
(D) travelled.
2. The total cost of filling up
your car with gas (g) varies
directly with the number of
gallons of gasoline (n) that you

J. Additional Activities for Application Assignment:
or Remediation
The teacher will ask the
students to have an advance
reading.
___ Lesson carried. Move on to
IV. REMARKS the next lesson.
___ Lesson not carried.
V. REFLECTION ___ Students did not find
difficulties in answering their
answer.
constant of variation and
equation of variation.
x 1 2 3
y -3 -6 -9
3. Write an equation where y
varies directly as x.
a. y = 28 when x = 7
4. Y varies directly as x. Find
the value as indicated.
a. If y = 12 when x = 4, find y
when x = 12.
Assignment:
Write an equation where y
varies directly as x.
1. y = 10 and x = 24
2. y = 200 when x = 300
3. y = 0.8 and x = 0.5
4. y = 1 and x = 2
y = 400 when x = 25
___ Lesson carried. Move on to
the next lesson.
___ Lesson not carried.
___ Students did not find
difficulties in answering their
answer.
statement that relates the two
quantities involved in the
problem.
b) What is the constant of
variation? Formulate the
mathematical equation.
c) Find the number of hours
you must work in order to earn
Php 793.
The teacher will ask the
students to review the lesson
for today and yesterday for
tomorrow’s quiz.
___ Lesson carried. Move on to
the next lesson.
___ Lesson not carried.
___ Students did not find
difficulties in answering their
answer.
statement that relates the two
quantities involved in the
problem.
b) What is the constant of
variation? Formulate the
mathematical equation.
c) Find the number of hours
you must work in order to earn
Php 793.
The teacher will ask the
students to review the lesson
for today and yesterday for
tomorrow’s quiz.
___ Lesson carried. Move on to
the next lesson.
___ Lesson not carried.
___ Students did not find
difficulties in answering their
answer.
are purchasing.
3. The weight W of an object is
directly proportional to its
mass m.
4. The number of pages of a
book you read (b) varies
directly with the number of
hours you spend in reading the
book (h).
5. The area A of a triangle is
proportional to its height h.
B. Find the values as indicated.
1. Determine the constant of
variation: s varies directly as t²;
s = 50 when t = 10.
2. If y varies directly as x, and y
is 8 when x is 12. Find y for x =
30.
3. If y varies directly as x, and x
= 2 when y = 7, then what is
the value of x when y = 16?
4. If y varies directly as the
square root of x and y = 2 when
5
x = 16. Find x when y= .
4
5. Suppose y varies directly as
the cube of x and y = 24 when x
= 2. Determine y when x = 4.
The teacher will ask the
students to have an advance
reading on the topic Inverse
Variation.
___ Lesson carried. Move on to
the next lesson.
___ Lesson not carried.
___ Students did not find
difficulties in answering their
answer.

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 work
well? Why did these work?
___ Students found difficulties
in answering their lesson.
___ Students did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___ Students were interested
on the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___ Students mastered the
lesson despite of limited
resources used by the teacher.
___ Majority of the students
finished their work on time.
___ Some students did not
finished their work on time due
to unnecessary behavior.
___ of learners who learned
80% above
___ learners require
additional activities for
remediation
___ YES
___ NO ___
learners caught up with the
lesson.
____ learners continue to
require remediation
Strategies used that worked
well:
___ TACTILE CONCRETE
EXPERIENCES IN MATH: Using
three dimensional objects in
Math instruction such as
geometrical shapes, coins, or
blocks used to form various
geometrical shapes.
___ THINK ALOUDS: Using
explicit explanations of the
steps of problem solving
through teacher modeling
___ Students found difficulties
in answering their lesson.
___ Students did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___ Students were interested
on the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___ Students mastered the
lesson despite of limited
resources used by the teacher.
___ Majority of the students
finished their work on time.
___ Some students did not
finished their work on time due
to unnecessary behavior.
___ of learners who learned
80% above
___ learners require
additional activities for
remediation
___ YES
___ NO ___
learners caught up with the
lesson.
____ learners continue to
require remediation
Strategies used that worked
well:
___ TACTILE CONCRETE
EXPERIENCES IN MATH: Using
three dimensional objects in
Math instruction such as
geometrical shapes, coins, or
blocks used to form various
geometrical shapes.
___ THINK ALOUDS: Using
explicit explanations of the
steps of problem solving
through teacher modeling
___ Students found difficulties
in answering their lesson.
___ Students did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___ Students were interested
on the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___ Students mastered the
lesson despite of limited
resources used by the teacher.
___ Majority of the students
finished their work on time.
___ Some students did not
finished their work on time due
to unnecessary behavior.
___ of learners who learned
80% above
___ learners require
additional activities for
remediation
___ YES
___ NO ___
learners caught up with the
lesson.
____ learners continue to
require remediation
Strategies used that worked
well:
___ TACTILE CONCRETE
EXPERIENCES IN MATH: Using
three dimensional objects in
Math instruction such as
geometrical shapes, coins, or
blocks used to form various
geometrical shapes.
___ THINK ALOUDS: Using
explicit explanations of the
steps of problem solving
through teacher modeling
___ Students found difficulties
in answering their lesson.
___ Students did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___ Students were interested
on the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___ Students mastered the
lesson despite of limited
resources used by the teacher.
___ Majority of the students
finished their work on time.
___ Some students did not
finished their work on time due
to unnecessary behavior.
___ of learners who learned
80% above
___ learners require
additional activities for
remediation
___ YES
___ NO ___
learners caught up with the
lesson.
____ learners continue to
require remediation
Strategies used that worked
well:
___ TACTILE CONCRETE
EXPERIENCES IN MATH: Using
three dimensional objects in
Math instruction such as
geometrical shapes, coins, or
blocks used to form various
geometrical shapes.
___ THINK ALOUDS: Using
explicit explanations of the
steps of problem solving
through teacher modeling
___ Students found difficulties
in answering their lesson.
___ Students did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___ Students were interested
on the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___ Students mastered the
lesson despite of limited
resources used by the teacher.
___ Majority of the students
finished their work on time.
___ Some students did not
finished their work on time due
to unnecessary behavior.
___ of learners who learned
80% above
___ learners require
additional activities for
remediation
___ YES
___ NO ___
learners caught up with the
lesson.
____ learners continue to
require remediation
Strategies used that worked
well:
___ TACTILE CONCRETE
EXPERIENCES IN MATH: Using
three dimensional objects in
Math instruction such as
geometrical shapes, coins, or
blocks used to form various
geometrical shapes.
___ THINK ALOUDS: Using
explicit explanations of the
steps of problem solving
through teacher modeling
metacognitive thought. Ex.
Reading a story aloud and
shopping at points to think
aloud about reading
strategies/processes or math
demonstrating the though
process used in problem
solving.
___ MODEL-LEAD- TEST
STRATEGY INSTRUCTION: 3
stages process for teaching
students to independently use
learning strategies: (1) teacher
models correct use or strategy;
(2) teacher leads students to
practice correct use; (3)
teacher tests’ students’
independent use of it.
___ GRAPHIC ORGANIZERS:
Visual displays to organize
information into things like
tress, flowcharts, web etc.
OTHER TECHNIQUES AND
STRATEGIES USED:
___ Repetition
___ Mathematics Games
___ Manipulative Tools
___ Pair Work
___ Explicit Teaching
___ Group Collaboration
___ Carousel
___ Diads
___ Differentiated Instruction
___ Discovery Method
___ Lecture Method
___ Complete IMs
___ Availability of Materials
___ Students eagerness to
learn
___ Group member’s
collaboration/ cooperation in
metacognitive thought. Ex.
Reading a story aloud and
shopping at points to think
aloud about reading
strategies/processes or math
demonstrating the though
process used in problem
solving.
___ MODEL-LEAD- TEST
STRATEGY INSTRUCTION: 3
stages process for teaching
students to independently use
learning strategies: (1) teacher
models correct use or strategy;
(2) teacher leads students to
practice correct use; (3)
teacher tests’ students’
independent use of it.
___ GRAPHIC ORGANIZERS:
Visual displays to organize
information into things like
tress, flowcharts, web etc.
OTHER TECHNIQUES AND
STRATEGIES USED:
___ Repetition
___ Mathematics Games
___ Manipulative Tools
___ Pair Work
___ Explicit Teaching
___ Group Collaboration
___ Carousel
___ Diads
___ Differentiated Instruction
___ Discovery Method
___ Lecture Method
___ Complete IMs
___ Availability of Materials
___ Students eagerness to
learn
___ Group member’s
collaboration/ cooperation in
metacognitive thought. Ex.
Reading a story aloud and
shopping at points to think
aloud about reading
strategies/processes or math
demonstrating the though
process used in problem
solving.
___ MODEL-LEAD- TEST
STRATEGY INSTRUCTION: 3
stages process for teaching
students to independently use
learning strategies: (1) teacher
models correct use or strategy;
(2) teacher leads students to
practice correct use; (3)
teacher tests’ students’
independent use of it.
___ GRAPHIC ORGANIZERS:
Visual displays to organize
information into things like
tress, flowcharts, web etc.
OTHER TECHNIQUES AND
STRATEGIES USED:
___ Repetition
___ Mathematics Games
___ Manipulative Tools
___ Pair Work
___ Explicit Teaching
___ Group Collaboration
___ Carousel
___ Diads
___ Differentiated Instruction
___ Discovery Method
___ Lecture Method
___ Complete IMs
___ Availability of Materials
___ Students eagerness to
learn
___ Group member’s
collaboration/ cooperation in
metacognitive thought. Ex.
Reading a story aloud and
shopping at points to think
aloud about reading
strategies/processes or math
demonstrating the though
process used in problem
solving.
___ MODEL-LEAD- TEST
STRATEGY INSTRUCTION: 3
stages process for teaching
students to independently use
learning strategies: (1) teacher
models correct use or strategy;
(2) teacher leads students to
practice correct use; (3)
teacher tests’ students’
independent use of it.
___ GRAPHIC ORGANIZERS:
Visual displays to organize
information into things like
tress, flowcharts, web etc.
OTHER TECHNIQUES AND
STRATEGIES USED:
___ Repetition
___ Mathematics Games
___ Manipulative Tools
___ Pair Work
___ Explicit Teaching
___ Group Collaboration
___ Carousel
___ Diads
___ Differentiated Instruction
___ Discovery Method
___ Lecture Method
___ Complete IMs
___ Availability of Materials
___ Students eagerness to
learn
___ Group member’s
collaboration/ cooperation in
metacognitive thought. Ex.
Reading a story aloud and
shopping at points to think
aloud about reading
strategies/processes or math
demonstrating the though
process used in problem
solving.
___ MODEL-LEAD- TEST
STRATEGY INSTRUCTION: 3
stages process for teaching
students to independently use
learning strategies: (1) teacher
models correct use or strategy;
(2) teacher leads students to
practice correct use; (3)
teacher tests’ students’
independent use of it.
___ GRAPHIC ORGANIZERS:
Visual displays to organize
information into things like
tress, flowcharts, web etc.
OTHER TECHNIQUES AND
STRATEGIES USED:
___ Repetition
___ Mathematics Games
___ Manipulative Tools
___ Pair Work
___ Explicit Teaching
___ Group Collaboration
___ Carousel
___ Diads
___ Differentiated Instruction
___ Discovery Method
___ Lecture Method
___ Complete IMs
___ Availability of Materials
___ Students eagerness to
learn
___ Group member’s
collaboration/ cooperation in

F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?
Prepared by:
RODJI ANNE B. CASTRO, LPT
Teacher I, Mathematics Department
doing their tasks
___ Audio Visual Presentation
of the lesson.
___ Bullying among students
___ Students’ behavior /
attitude
___ colorful IMs
___ unavailable Technology
Equipment (AVR/LCD)
___ Science/ Computer/
Internet Lab
___ Additional Clerical Works
PLANNED INNOVATIONS
___ Contextualized/ Localized
and indigenized IMs
___ Localized Videos
___ Making Big Books from
views of the locality
___ Recycling of plastics to be
used as Instructional Materials
___ Local Poetical Composition
doing their tasks
___ Audio Visual Presentation
of the lesson.
___ Bullying among students
___ Students’ behavior /
attitude
___ colorful IMs
___ unavailable Technology
Equipment (AVR/LCD)
___ Science/ Computer/
Internet Lab
___ Additional Clerical Works
PLANNED INNOVATIONS
___ Contextualized/ Localized
and indigenized IMs
___ Localized Videos
___ Making Big Books from
views of the locality
___ Recycling of plastics to be
used as Instructional Materials
___ Local Poetical Composition
Checked by:
DR. MARIA DAISY M. ICO
Head Teacher VI, Mathematics Department
doing their tasks
___ Audio Visual Presentation
of the lesson.
___ Bullying among students
___ Students’ behavior /
attitude
___ colorful IMs
___ unavailable Technology
Equipment (AVR/LCD)
___ Science/ Computer/
Internet Lab
___ Additional Clerical Works
PLANNED INNOVATIONS
___ Contextualized/ Localized
and indigenized IMs
___ Localized Videos
___ Making Big Books from
views of the locality
___ Recycling of plastics to be
used as Instructional Materials
___ Local Poetical Composition
doing their tasks
___ Audio Visual Presentation
of the lesson.
___ Bullying among students
___ Students’ behavior /
attitude
___ colorful IMs
___ unavailable Technology
Equipment (AVR/LCD)
___ Science/ Computer/
Internet Lab
___ Additional Clerical Works
PLANNED INNOVATIONS
___ Contextualized/ Localized
and indigenized IMs
___ Localized Videos
___ Making Big Books from
views of the locality
___ Recycling of plastics to be
used as Instructional Materials
___ Local Poetical Composition
Noted:
DR. CARINA C. UNTALASCO
Principal IV
doing their tasks
___ Audio Visual Presentation
of the lesson.
___ Bullying among students
___ Students’ behavior /
attitude
___ colorful IMs
___ unavailable Technology
Equipment (AVR/LCD)
___ Science/ Computer/
Internet Lab
___ Additional Clerical Works
PLANNED INNOVATIONS
___ Contextualized/ Localized
and indigenized IMs
___ Localized Videos
___ Making Big Books from
views of the locality
___ Recycling of plastics to be
used as Instructional Materials
___ Local Poetical Composition