Kindergarten School Teaching Dates

Daily Lesson Log Teacher Week No. 10

Content Focus Pagdaragdag at Pagbabawas Gamit ang Pamilang na Pangungusap Quarter Four
Most Essential
Learning Competency  Write addition and subtraction number sentences using concrete representations (MKAT-00-10)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME (July 3, 2023)
Arrival Time
(7:30am-7:40am)
National Anthem
Opening Prayer
Routine Exercise
Activities Kumustahan
Attendance
Balitaan
Meeting Time 1
(7:40am-7:50am)
Messages Maaring gumamit ng mga
larawan sa pagbuo ng
pamilang na pangungusap o
number sentence. Huwag
kalilimutan ang simbolong
plus sign (+) at equal sign
(=).
(Ipaliwanag sa mga bata ang
tamang paraan ng pagbuo ng
pamilang na pangungusap
gamit ang mga larawan o
konretong representasyon.)
(July 4, 2023) (July 5, 2023) (July 6, 2023) (July 7, 2023)
National Anthem National Anthem National Anthem National Anthem
Opening Prayer Opening Prayer Opening Prayer Opening Prayer
Exercise Exercise Exercise Exercise
Kumustahan Kumustahan Kumustahan Kumustahan
Attendance Attendance Attendance Attendance
Balitaan Balitaan Balitaan Balitaan
Nakatutulong ang pagbuo ng Maaring gumamit ng mga Nakatutulong ang pagbuo ng Matututo ako ng mga
pamilang na pangungusap larawan sa pagbuo ng pamilang na pangungusap bagong aralin at
upang lubos na maunawaan pamilang na pangungusap o upang lubos na maunawaan makakikilala ng mga bagong
ang konsepto ng pagdaragdag number sentence. Huwag ang konsepto ng pagbabawas kaklase at kaibigan sa unang
o addition. kalilimutan ang simbolong o subtraction. baiting.
minus sign (-) at equal sign
(Magbigay ng iba’t ibang (=). Ang mga larawan o Handa na ako!
halimbawa at talakayin ito.) konkretong bagay ay
(Ipaliwanag sa mga bata ang maaaring gamitin bilang
tamang paraan ng pagbuo ng pamalit sa mga bilang tulad
pamilang na pangungusap ng mga simbolong 1
gamit ang mga larawan o hanggang 10. Mas
konretong representasyon.) napapaunlad nito ang
kakayahan nating bumilang.

(Magbigay ng iba’t ibang

Questions  Ano ang mga maaari
nating gamitin sa pagbuo
ng pamilang na
pangungusap?
 Ano ang mga simbolong
 Ano ang simbolong
ginagamit sa pagdaragdag
o addition?
 Ano ang simbolong
ginagamit upang maipakita
 Ano ang mga maaari
nating gamitin sa pagbuo
ng pamilang na
pangungusap?
 Ano ang mga simbolong
halimbawa at talakayin ito.)
 Sa pagbabawas o
subtraction, ano ang tawag
sa bilang na binabawasan?
 Ano naman ang tawag sa
bilang na ibinawas?
 Ano ang pangalan ng
iyong magiging guro sa
unang baitang (Grade 1)?
 Anong mga bagay ang
inaasahan mo sa unang
 isusulat natin sa pagbuo ng
pamilang na pangungusa
sa konseptong
pagdaragdag?
 Kaya mo bang sagutan ang
mga halimbawang
ipapakita ko?
Competencies  Write addition and subtraction number sentences using concrete representations (MKAT-00-10)
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 Addition Sentences
Activity Wroksheet
Competencies  Recognize and identify
numerals 0-10
(MKC-00-2)
 Write addition and
subtraction number
sentences using concrete
representations
(MKAT-00-10)
 Recognize the words “put
together,” “add to,” and
“in all” that indicate the
act of adding whole
numbers (MKAT-00-26)
 Combine elements of two
sets using concrete objects
to represent the concept of
addition
(MKAT-00-3)
 Write addition and
subtraction number
sentences using concrete
representations
(MKAT-00-10)
na pareho ag dami ng
bilang ng dalawang
pangkat?
(Bumuo ng number sentence
upang mas lalong
maunawaan ng bata ang mga
ginagamit na simbolo.)
Hands On Number Sentences:
Addition
 Recognize and identify
numerals 0-10
(MKC-00-2)
 Write addition and
subtraction number
sentences using concrete
representations
(MKAT-00-10)
 Recognize the words “put
together,” “add to,” and
“in all” that indicate the
act of adding whole
numbers (MKAT-00-26)
 Combine elements of two
sets using concrete objects
to represent the concept of
addition
(MKAT-00-3)
 Write addition and
subtraction number
sentences using concrete
representations
(MKAT-00-10)
isusulat natin sa pagbuo ng
pamilang na pangungusa
sa konseptong
pagbabawas?
 Kaya mo bang sagutan ang
mga halimbawang
ipapakita ko?
Subtraction Sentences
Worksheet
 Recognize and identify
numerals 0-10
(MKC-00-2)
 Write addition and
subtraction number
sentences using concrete
representations
(MKAT-00-10)
 Recognize the words “take
away,” “less,” and “are
left” that indicate the act of
subtracting whole numbers
(MKAT-00-4)
 Take away a quantity from
a given set using concrete
objects to represent the
concept of subtraction
(MKAT-00-4)
 Ano ang tawag sa natirang
bilang o sagot sa
pagbabawas o subtraction?
(Magbigay ng halimbawa at
ipatukoy sa bata ang
minuend, subtrahend at
difference.)
Hands On Number Sentences: Grade 1 Classroom Visit
Subtraction
 Recognize and identify
numerals 0-10
(MKC-00-2)
 Write addition and
subtraction number
sentences using concrete
representations
(MKAT-00-10)
 Recognize the words “take
away,” “less,” and “are
left” that indicate the act of
subtracting whole numbers
(MKAT-00-4)
 Take away a quantity from
a given set using concrete
objects to represent the
concept of subtraction
(MKAT-00-4)
araw mo sa unang
baiting?
 Handa ka na bang sa mga
bagong karanasan sa
susunod na pasukan?
(Hikayatin ang mga bata na
magbahagi sa klase.
Magkaroon ng munting
talakayan.)
 Name common
objects/things in the
environment (in school,
home, and community)
(LLKV-00-1)
 Express simple ideas
through symbols (e.g.,
drawings, invented
spelling)
(LLKC-00-1)
 Nakasusunod sa mga
itinakdang gawain
(routines) sa paaralan at
silid-aralan
(SEKPSE-lla-4)
 Naipakikita ang
kahandaan na sumubok
ng bagong karanasan
(SEKPSE-IIIc-6)
  Answer addition sentences  Answer addition sentences  Answer subtraction  Answer subtraction  Demonstrate readiness
using pictures or concrete using pictures or concrete sentences using pictures sentences using pictures to try new experiences.
Learning Checkpoints
representation. representation. or concrete or concrete
representation. representation.
Independent Activities  My Portfolio: Compilation of My Work
 Pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
 Nakagugupit at nakapagdidikit ng iba’t ibang hugis na may iba’t ibang tekstura (SKMP-00-4)
Competencies
 Nakaguguhit, nakapagpipinta, at nakapagkukulay ng iba’t ibang bagay o gawain (dekorasyon sa mga halaman sa paligid) (SKMP-00-2)
 Nakagagawa ng modelo ng mga pangkaraniwang bagay sa paligid, dahon, bato, buto, patpat, tansan, atbp. (SKMP-00-3)
Talk about experiences in school.
Learning Checkpoints
Express simple ideas through symbols (e.g., drawings, invented spelling).
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 Song: Goodbye Song.
work. work. work. work.

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
Transition to Health hands.
Break/
Quiet Time After their health 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, sanitize their hands, and have their Quiet Time.
Health Break/Quiet Time
(8:45am-9:10am)
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, the teacher
Time proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Story Time
(9:10am-9:25am)
Story
Pre-reading Activity  Theme: Any age and  Theme: Any age and  Theme: Any age and  Theme: Any age and Sharing of memorable
culturally appropriate culturally appropriate culturally appropriate culturally appropriate experience.
story about going to story about different story about a family story about going to
school. activities in school. preparing the child to school.
school.
 Define difficult words.  Define difficult words.  Define difficult words.
 Define difficult words.
 Motivation question: What  Motivation question: What  Motivation question: What
do you think will happen are the routines that we  Motivation question: How makes you feel excited?
 when you are in Grade 1?
 Motive question: What
happened when the
characters went to school
in the story?
During Reading Ask comprehension questions.
Post Reading  What happened when the
characters went to school?
 What do you expect to
happen next year?
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 with the allotted time.
Work Period 2
(9:25am-10:05am)
Animals Addition
Teacher-Supervised
Activity
 Recognize and identify
numerals 0-10
(MKC-00-2)
 Recognize the words “put
together,” “add to,” and
“in all” that indicate the
Competencies act of adding whole
numbers (MKAT-00-26)
 Combine elements of two
sets using concrete objects
to represent the concept of
addition
(MKAT-00-3)
 Add number sentences.
Learning Checkpoints
have in Kindergarten?
 Motive question: What are
the routines of the class in
the story?
 What are the routines in
the story?
 How is it the same or
different with the routines
that we have in
Kindergarten?
Fruits Subtraction
 Recognize and identify
numerals 0-10
(MKC-00-2)
 Recognize the words “put
together,” “add to,” and
“in all” that indicate the
act of adding whole
numbers (MKAT-00-26)
 Combine elements of two
sets using concrete objects
to represent the concept of
addition
(MKAT-00-3)
 Subtract number
sentences.
does your family help you
when going to school?
 Motive question: How did
the families help the
children before going to
school?
 How did the families help
the children in going to
school?
 What are the things that
you can do to prepare for
Grade 1?
Graph: Children Staying in
Old School and Children
Going to New School
KTG p. 592
 Collect data on one
variable (e.g., sex /boys or
girls) through observation
and asking questions
(MKAP-00-1)
 Create simple pictographs
(MKAP-00-2)
 Discuss simple pictographs
(MKAP-00-3)
 Count objects with one-to-
one correspondence up to
quantities of 10
(MKC-00-7)
 Create and discuss
simple pictographs.
 Motive question: What will
make the children in the
story excited?
 What made the child feel
excited?
 What makes you excited
about going to Grade 1?
Inventory: Class Schedules in Inventory: Things I Need
Kindergarten and Grade 1
KTG p. 592-593
KTG p. 592
 Read and write numerals 0  Read and write numerals
to 10 0 to 10
(MKC-00-3) (MKC-00-3)
 Count objects with one-to-  Count objects with one-to-
one correspondence up to one correspondence up to
the quantities of 10 the quantities of 10
(MKC-00-7) (MKC-00-7)
Read and write numerals 0  Count objects with one-
to 10. to-one correspondence
up to the quantities of
10.
  Lift the frog (Addition Drill; concrete up to quantities of 10) KTG p. 593
 Lift the frog (Subtraction Drill; concrete up to quantities of 10) KTG p. 593
Independent Activities
 Repeat it (Simple Multiplication Drill; concrete up to quantities of 10) KTG p. 594
 Share it (Simple Division Drill; concrete up to quantities of 10) KTG p. 594
 Use a variety of materials and communicate strategies used to determine answers to addition and subtraction problems listened to (MKAT-00-10)
 Solve simple addition and subtraction number stories (up to quantities of 10) read by the teacher using a variety of ways (e.g., concrete materials,
Competencies drawings) and describe and explain the strategies used (MKAT-00-11)
 Group, represent, and count sets of equal quantity of materials up to 10 (beginning of multiplication) (MKAT-00-15)
 Separate and represent groups of equal quantities using concrete objects up to 10 (beginning division) (MKAT-00-16)
 Use a variety of materials and communicate strategies used to determine answers to addition and subtraction problems listened to.
 Solve simple addition and subtraction number stories (up to quantities of 10) read by the teacher using a variety of ways (e.g., concrete materials,
Learning Checkpoints drawings) and describe and explain.
 Group, represent, and count sets of equal quantity of materials up to 10 (beginning of multiplication).
 Separate and represent groups of equal quantities using concrete objects up to 10 (beginning division).
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 minutes,
Transition to Indoor/
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 countdown
Light Physical Activity
may be used.
Indoor Activity/ Light Physical Activity
(10:05am-10:25am)
Activities Fun indoors Fun indoors Fun indoors Fun indoors Fun indoors
 Naipakikita ang  Naipakikita ang  Naipakikita ang  Naipakikita ang  Naipakikita ang
pagpapahalaga sa maayos pagpapahalaga sa maayos pagpapahalaga sa maayos pagpapahalaga sa maayos pagpapahalaga sa maayos
na pakikipaglaro na pakikipaglaro na pakikipaglaro na pakikipaglaro na pakikipaglaro
(KAKPS-00-19) (KAKPS-00-19) (KAKPS-00-19) (KAKPS-00-19) (KAKPS-00-19)
 Nagagamit ang mga kilos  Nagagamit ang mga kilos  Nagagamit ang mga kilos  Nagagamit ang mga kilos  Nagagamit ang mga kilos
lokomotor at di-lokomotor lokomotor at di-lokomotor lokomotor at di-lokomotor lokomotor at di-lokomotor lokomotor at di-lokomotor
sa paglalaro, pag- sa paglalaro, pag- sa paglalaro, pag- sa paglalaro, pag- sa paglalaro, pag-
Competencies
eehersisyo, pagsasayaw eehersisyo, pagsasayaw eehersisyo, pagsasayaw eehersisyo, pagsasayaw eehersisyo, pagsasayaw
(KPKGM-Ig-3) (KPKGM-Ig-3) (KPKGM-Ig-3) (KPKGM-Ig-3) (KPKGM-Ig-3)
 Naipakikita ang  Naipakikita ang  Naipakikita ang  Naipakikita ang  Naipakikita ang
pagpapahalaga sa maayos pagpapahalaga sa maayos pagpapahalaga sa maayos pagpapahalaga sa maayos pagpapahalaga sa
na pakikipaglaro na pakikipaglaro na pakikipaglaro na pakikipaglaro maayos na pakikipaglaro
(KAKPS-00-19) (KAKPS-00-19) (KAKPS-00-19) (KAKPS-00-19) (KAKPS-00-19)

 Play individual or group game which follows a set rule. Observe safety measures.
Learning Checkpoints
 Learn the importance of sportsmanship.
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 learn the  The learners write addition  The learners learn the  The learners write Song: I’m Ready to Go.
 concept of addition using sentence. concept of subtraction subtraction sentence.
concrete objects or set of using concrete objects or
pictures. set of pictures.
Wrap-Up Questions/  The teacher takes note if  The teacher takes note if  The teacher takes note if  The teacher takes note if  Ask: What makes you feel
Activity the learners are able to the learners are able to the learners are able to the learners are able to excited about entering
add group or set of write addition sentence. subtract group or set of write subtraction sentence. Grade 1?
concrete objects or concrete objects or
pictures. pictures.
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 students’ 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 that 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?

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