Kindergarten School Lipay Elementary School - Palauig District Teaching Dates March 20-24, 2023

Daily Lesson Log Teacher Arjay S. Fariñas Week No. 6

Content Focus Pagbilang Hanggang Dalawampu Quarter Third
Most Essential
Rote count up to 20 (MKSC-00-12)
Learning Competency

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
(7:30am-7:40am)
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
Meeting Time 1
(7:40am-7:50am)
Messages Dapat nating tandaan na Sa pagbibilang kailangan Sa ating pamumuhay sa Sa pagbabakat, pagsusulat at Ang letrang Yy ay may
maging maingat sa nating ituro ang mga araw-araw ay mahalaga ang pagbibilang ay mas malaki at maliit na letra.
pagbibilang upang mas binibilang natin upang mas pagbibilang dahil ito ay natatandaan natin ang mga Maraming salita ang nag-
maging maayos at tama ang lalo natin itong mabilang ng nagagamit natin kung tayo ay konsepto ng numero. uumpisa letrang Yy,
mga ito. Ang nasa ibaba ay maayos. Sa pamamagitan ng bibili, magbabayad, halimbawa nito ay yero,
isang number line kung saan ating kamay, mata at bibig pagsusukli, pagsusukat at yelo, yakap at iba pa.
ipinapakita dito ang mga tayo ay nakakabilang ng higit sa lahat natututo tayong
bilang na sunod-sunod na maayos. magbilang. Sa pagbibilang
nasa linya. din natutuhan natin na
maging matiyaga at matiisin.
Questions  Nakikilala mo ba ang  Gamit ang iyong daliri,  Saan natin madalas  Sa paanong paraan natin  Ano ang tunog ng letrang
bilang isa hanggang kaya mo bang ituro at ginagamit ang mas matatandaan ang Yy?
dalawampu? bilangan ang mga pagbibilang? kosepto ng numero at
nakasulat na numero? pagbibilang?  Paano isulat ang
 Kaya mo bang bumilang  Anong kaugalian ang malaking letrang Y?
ng isa hanggang  Magbigay ng mga bagay natututunan natin sa  Kaya mo bang bakatin at Maliit na letrang y?
dalawampu? na maaari nating bilangin. pagbibilang? isulat ang mga bilang?
 Ano-ano ang mga salita
(Magpakita ng number line (Maaring iguhit ito ng guro na nagsisimula sa letrang
at ipabilang sa bata ang isa
sa pisara at sanayin ang mga Yy?
hanggang dalawampu.) bata sa konsepto ng
pagbibilang.)
Competencies  Rote count up to 20 (MKSC-00-12)
 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 Number Names Point and Tell Market Day (Role Playing) Writing Numbers 1-20 Letter Yy Mosaic
Activity
Introduce Letter Yy
 Recognize and identify  Recognize and identify  Recognize and identify  Recognize and identify  Identify the letters of the
numerals 0 to 10 numerals 0 to 10 numerals 0 to 10 numerals 0 to 10 alphabet (mother tongue
(LLKH-00-6) (LLKH-00-6) (LLKH-00-6) (LLKH-00-6) orthography)
 Read and write numerals 0  Read and write numerals 0  Read and write numerals 0  Read and write numerals 0 (LLKAK-Ih-3)
to 10 to 10 to 10 to 10  Give the sound of each
(KPKFM-00-1.4) (KPKFM-00-1.4) (KPKFM-00-1.4) (KPKFM-00-1.4) letter (mother tongue,
 Rote count up to 20  Rote count up to 20  Rote count up to 20  Rote count up to 20 orthography)
(MKSC-00-12) (MKSC-00-12) (MKSC-00-12) (MKSC-00-12) (LLKAK-Ih-7)
Competencies
 Count objects with one-to-  Count objects with one-to-  Naisasagawa ang mga
one correspondence up to one correspondence up to sumusunod na
quantities of 10 quantities of 10 kasanayan; pagbakat,
(MKC-00-7) (MKC-00-7) pagkopya ng larawan,
 Recognize and identify hugis, at titik
coins and bills up to (KPKFM-00-1.4)
PhP20 (pesos and
centavos) (MKAT-00-2)
 Know the name of each  Tell the numbers by  Learn the value of  Learn the wright way of  Tell the name and sound
Learning Checkpoints number. pointing them. counting in situations writing numbers of letter Yy
where money is involved
 Writing Letter Yy (KTG, p. 335)
 Yy Bag (KTG, p. 335)
Independent Activities
 Words that start with letter Yy (KTG, p. 335)
 Blending Sounds (KTG, p. 336)
 Identify the sounds of letters orally given (LLKPA-Ig-1)
 Identify the letters of the alphabet (mother tongue, orthography) (LLKAK-Ih-3)
Competencies  Identify several words that begin with the same sound as the spoken word (LLKPA-Ig-7)
 Name objects that begin with a particular letter of the alphabet (LLKV-00-5)
 Pagbakat, pagkopya ng larawan, hugis at titik (KPKFM-00-1.4)
 Write the letter Yy properly
 Search of pictures which names start with letter Yy
Learning Checkpoints  Sound out letter Yy
 Find the words the first letter start with letter Yy
 Blend sounds to make a word
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 Let the learners present their
work. 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 during 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)
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
Transition to Story
proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Time
Story Time
(9:10am-9:25am)
Story
Pre-reading Activity  Theme: Any age and  Theme: Any age and  Theme: Any age and a  Theme: Any age and  Theme: Any age and
culturally appropriate culturally appropriate culturally appropriate culturally appropriate culturally appropriate
story about numbers. story about numbers. story about market story about numbers. story about letter Yy.

 Define difficult words.  Define difficult words.  Define difficult words.  Define difficult words.  Define difficult words.

 Motivation: Do you know  Motivation: Do you know  Motivation question: Have  Motivation: Do you know  Motivation question:
how to count? how to count? you experience going to how to count? What is the sound of letter
the market? Yy?
 Motive: What is your  Motive: What is your  Motive: What is your
favorite number? favorite number?  Motive question: What are favorite number?  Motive question: What
your experiences in the are the words that start
market? with letter Yy?
During Reading Ask comprehension questions.
Post Reading  Who is the main character  Who is the main character  Who loves to go to the  Who is the main character  What are the names of the
in the story? in the story? market? in the story? objects in the story?

 Where did the ball
bounces?
 How many people did it see
along the way?
 Where did the ball
bounces?
 How many people did it
see along the way?
 What did the character see
in the market?
 What did her mother buy
for her?
 Where did the ball
bounces?
 How many people did it
see along the way?
 In what letter does the
names of the objects
start?
 Can you draw those
objects?
 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 within the allotted time.
Work Period 2
(9:25am-10:05am)
Teacher-Supervised Number Lines Missing Numbers Money Matters Count and Add: Money Count and Add: Objects
Activity
 Recognize and identify  Recognize and identify  Recognize and identify  Recognize the words “put  Recognize the words “put
numerals 0 to 10 numerals 0 to 10 numerals 0 to 10 together,” “add to,” and together,” “add to,” and
(LLKH-00-6) (LLKH-00-6) (LLKH-00-6) “in all” that indicate the “in all” that indicate the
 Read and write numerals  Read and write numerals  Read and write numerals act of adding whole act of adding whole
0 to 10 0 to 10 0 to 10 numbers numbers
(KPKFM-00-1.4) (KPKFM-00-1.4) (KPKFM-00-1.4) (MKAT-00-26) (MKAT-00-26)
 Rote count up to 20  Rote count up to 20  Rote count up to 20  Count objects with one-to-  Count objects with one-
(MKSC-00-12) (MKSC-00-12) (MKSC-00-12) one correspondence up to to-one correspondence up
Competencies  Count objects with one-  Count objects with one-  Count objects with one- quantities of 10 to quantities of 10
to-one correspondence up to-one correspondence up to-one correspondence up (MKC-00-7) (MKC-00-7)
to quantities of 10 to quantities of 10 to quantities of 10  Combine elements of two
(MKC-00-7) (MKC-00-7) (MKC-00-7) sets using concrete
 Identify the number that  Identify the number that  Recognize and identify objects to represent the
comes before, after, or in comes before, after, or in coins and bills up to concept of addition
between between PhP20 (pesos and (MKAT-00-3)
(MKC-00-5) (MKC-00-5) centavos)
(MKAT-00-2)
 Recognize numbers in  Identify and write missing  Learn counting using  Count and add the colors  Count and add the
Learning Checkpoints
their correct order numbers money shapes
 Block Play
 Number Playdough
Independent Activities
 Skip Counting
 Domino Match
 Nagagamit ang mga kilos lokomotor at di-lokomotor sa paglalaro, pag-eehersisyo, pagsasayaw (KPKGM-Ig-3)
 Nakagagawa ng modelo ng mga pangkaraniwang bagay sa paligid: dahon, bato, buto, patpat, tansan, atbp. (SKMP-00-3)
 Match numerals to a set of concrete objects (MKC-00-4)
Competencies
 Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
 Nakapagmomolde ng luwad (clay) sa nais na anyo (SKMP-00-6)
 Match objects, pictures based on properties /attributes in one-to-one correspondence - object to object - object to picture - picture to picture (MKAT-00-1)
 Build structures of blocks with different shapes and colors
 Make the correct number of playdough indicated on the mat
Learning Checkpoints
 Skip counting by twos
 Match dominos with the same number of dots
Transition to Indoor/ 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
Light Physical Activity minutes, 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 may be used.
Indoor Activity/ Light Physical Activity
(10:05am-10:25am)
Activities Unstructured Free Play Unstructured Free Play Unstructured Free Play Unstructured Free Play Unstructured Free Play
 Nakasasali sa mga laro, o  Nakasasali sa mga laro, o  Nakasasali sa mga laro, o  Nakasasali sa mga laro, o  Nakasasali sa mga laro, o
anumang pisikal na anumang pisikal na anumang pisikal na anumang pisikal na gawain anumang pisikal na
gawain at iba’t ibang gawain at iba’t ibang gawain at iba’t ibang at iba’t ibang paraan ng gawain at iba’t ibang
paraan ng pageehersisyo paraan ng pageehersisyo paraan ng pageehersisyo pageehersisyo paraan ng pageehersisyo
(KPKPF-00-1) (KPKPF-00-1) (KPKPF-00-1) (KPKPF-00-1) (KPKPF-00-1)
 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
Competencies
sa paglalaro, pag- sa paglalaro, pag- sa paglalaro, pag- sa paglalaro, pag- sa paglalaro, pag-
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)
Learning Checkpoints  Pretend to be in a place in the community where people can have fun
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 talk about  The learners talk about  The learners talk about  The learners talk about the  The learners talk about
the numbers from 1 to 20. counting numbers through counting using money. symbols of numbers. the sound and name of
pointing using their letter Yy.
finger.
Wrap-Up Questions/  The teacher checks if the  The teacher checks if the  The teacher checks if the  The teacher checks if the  The teacher checks if the
Activity learners were able to learners were able to learners were able to learners were able to write learners were able to tell
recognize numbers 1 to point and count numbers. recognize money and talk numbers. words which names start
20. about situations where with letter Yy.
counting is used.
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 student’s 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 which 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?

Prepared by: Checked:

ARJAY S. FARIÑAS JONEL P. DECANO

Teacher Principal I