`Grad School Tambis Central Elementary School Grade Level TWO-CARE

es 2 Teacher KAREEN A. TABACON Learning Area MATH

DAILY Teaching
LESSON THIRD
Dates and April 13 , 2023 – 1:30 – 2:30 Quarter
LOG (CO 1)
Time

(ANNOTATIONS)
I. OBJECTIVES -PPST
INDICATORS/
KRA
OBJECTIVES
A. Content Demonstrates understanding of straight and
Standards curved lines, flat and curved surfaces and
basic shapes.

B. Performance Is able to recognize and construct straight

Standards and curved lines, flat and curved surfaces and
basic shapes

C. Learning COMPETENCY
Competencies/ Construct squares, rectangles, triangles,
Objectives circles, half-circles and quarter circles
Write the LC using cut-outs and square grids
code for each.
M2GE-IIIg-6
Objectives:
At the end of the lesson, the pupils are
expected to :

K- Identify square, rectangle, triangle, circle,

half-circle and quarter circle;

S- Drawn two dimensional objects using

square grids; and

A- Manifested appreciation the value of

shapes in our life.

II. SUBJECT
MATTER
A. Topic Construct squares, rectangles, triangles,
circles, half-circples and quarter circles
using cut-outs and square grids
B. References MELCs: K to 12 Curriculum Guide Grade II,
Math. , LAS Quarter 3, Week 8
1. Teacher’s Guide TG pp.
2. Learner’s Materials
3. Textbook pages Mathematics 2 page 261-267

Other Learning Laptop, Printed Worksheets, Cut-out shapes, Indicator 7

Resources real object, tarpapel, TV and ppt
Planned, managed
Teaching Strategies: and implemented
1. Collaborative Learning Strategy developmentally
(Group work activity) sequenced
2. Differentiated activity teaching and
3. Individual work activity learning processes
4. Game-Based Learning to meet
 5. 4As Model Lesson Approach curriculum
requirements and
varied teaching
contexts..
Integration: Aral.Pan

III. PROCEDURES Teacher’s Activities Pupil’s Activities

MathSayang araw mga bata! Mathsayang araw Indicator 2
Ma’am
Use a range of
Kumusta kayo? Mabuti po ma’am teaching strategies
that enhances
Aduna akoy magic box dinhi og mukuha mo learners
og isa unya isulti kung unsa kini achievement in
literacy and
(Magkuha ang mga bata og isulti kung unsa numeracy skills
ang ilang nakuha)

Nasabtan ba mga bata? Opo, ma’am

ACTIVITY

Ipapasagot sa mga bata ang sumusunod na Indicator 1

Gawain.
Apply knowledge
Panuto: Isulat ang sumusunod na fraction of content within
mula sa pinakamababa hanggang sa Sasagutan ng mga bata and across
pinakamataas. gihatag nga pangutana. curriculum
teaching areas
1. 2/4 , ¼, ¾
2. 4/8, 3/8, 5/8
3. 2/5, 1/5, 3/5

Mga bata,ganahan ba mo magkanta? Opo, ma’am Indicator 4

Ipapakanta ng guro ang awiting “apat na Managed

pangunahing Hugis” na may kinalaman sa classroom
aralin structure to
engage learners,
individually or in
Karon atung mahibaluan kung unsa ang mga groups, in
nagkalain-laing porma gamit ang mga cut- meaningful
outs ug grids exploration,
discovery and
hands-on activity
Paghahawan ng balakid sa salitang cut-outs with a range of
at grid physical learning
environments

Karun, atong pamation ug tan.awon ang usa

ka video mahitungod sa mga porma o hugis
gamit ang cut-outs ug grid
ANALYSIS Indicator 5
Apan unsay dapat ninyong buhaton sulod sa
klase? Maminaw og tarong sa Managed learner
leksyon behavior
constructively by
Dili makig estorya sa applying positive
katapad and non-violent
 discipline to
Itaas ang kamot kung ensure learning-
gusto motubag focused
environment.
Magtinabangay sa
Group Activity

opo maam

Mabuhat ba ninyo mga bata?

(Video Presentation)

Rektanggulo,
kuwadrado, triangulo,
lignin, tuga nga lignin, Indicator 3
kuwadrante
Used a range of
Opo maam teaching strategies
1. Basi Sa video, unsaman tung mga porma to develop critical
nga gipakita? 4 ka gamay nga and creative
kuwadrado, 2 ka thinking, as well
rektangulo, 4 ka as higher order
trianggulo. Ug lingin thinking skills.

2. Parehas pa ang ang kilid ug vertex sa Triangulo-3

kuwadrado? Rektangulo-4
3. Unsa man ang puwede mabuo sa Kuwadrado-4
kuwadrado? Wala ma’am

4. Pila ka kilid ang triangulo? Rektangulo? 4 ka rektanggulo,6 nga

Kuwadrado? kuwadrado,, 3
trianggulo,6 trianggulo,
5. Naa bay kilid ang lingin? 6 ka lingin

1 ka kuwadrado, 3 ka
triangulo, 2 ka
6. Unsa man ang puwede mabuo sa rektangulo, 9 ka
rektanggulo? triangulo, 1 ka lingin

tunga sa lingin ug
7. Unsa ang puwede mabuo sa triangulo? kwadrante mam

8. Unsa man ang puwede maporma sa lingin?

Adunay akoy ipakita nga hulagway.

( contextualization
 )

Integrasyon
ARAL.PAN
ANALYSIS
Pangangalaga ng
likas na yaman
Bukid, maam

Trianggulo ma’am
Unsa inyong Nakita?

Unsa may porma sa bukid?

Indicator 7

Planned, managed
Naa koy grid dinhea (ipilit ni teacher ang grid
and implemented
sa board)
developmentally
sequenced
Paansweran ni teacher ang grid sa pag
teaching and
drowing og lain-laing porma
learning processes
to meet
Kinsay una muanswer?
curriculum
requirements and
varied teaching
contexts..

Group Activities
Bahinon ang mga bata sa tulo ka grupo. Indicator 7
GROUP 1- Ilha ang mga porma nga makita
Planned, managed
sa kolum A pangita ang letra sa saktong
and implemented
ngalan sa porma nga makita sa kolum B.
developmentally
1. A. Kuwadrado sequenced
teaching and
learning processes
to meet
curriculum
2. B. Rektangulo requirements and
ABSTRACTION varied teaching
contexts..

(GROUP
ACTIVITY) 3. C. Triangulo

4. D. Lingin

5. E. Tunga nga
lignin

GROUP 2- Mag-gupit og mga porma

(kuwadrado, rektangulo, triangulo, lignin,
tunga nga lignin ug kuwadrante nga gihatag
sa maestra dayon ipilit kini sa kartolina.
 Indicator 6

Used
differentiated,
developmentally
GROUP 3- Ihulagway ang balay gamit ang appropriately
nagkalain-laing porma sa sulod sa square learning
grid. Adunay legend nga maoy gamiton sa experience to
drowing. address learners
needs, strengths
-atop -bintana -lamesa interests and
experiences
-lawas sa balay o pultahan o
hagdanan

Direksyon: Pinduta ang saktong porma nga

Individual makita sa screen pinaagi sa cocomelon game.
performance
Indicator 8

Selected,
developed,
(Game-Based learning organized and
used appropriate
teaching and
learning
resources,
including ICT, to
address learning
goals.

Hinumduman:
Ang porma o hugis ay naglalarawan sa Indicator 1
APPLICATION panlabas na katangian ng isang bagay.
Apply knowledge
Ang kuwadrado, rektangulo, triangulo, of content within
lignin, tunga nga lignin, kuwadrante ay mga and across
halimbawa sa magkalain-laing porma curriculum
ngaatung makita sa palibot. teaching areas.

Makahimo ta ug lain-laing porma gikan sa

mga ginunting nga porma o cut-outs
Panuto: Gamit ang square grids, maghimo og
porma sa gipangayo sa kada numero ug Indicator 1
koloran kini.
 1. Blue-lingin 2. Green-triangulo Apply knowledge
of content within
3.Yellow-rektangulo 4. Red- and across
kuwadrado curriculum
5. violet-half-circle o tunga nga lingin teaching areas.

Indicator 9

Designed,
selected,
organized and
used diagnostic,
formative and
summative
assessment
strategies
consistent with
curriculum
requirements

ASSIGNMENT:
Gumuhit ng klase-klaseng porma, guntingon
ug ipilit sa papel.

V- REMARKS

VI. REFLECTION
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 these 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:

KAREEN A. TABACON
Teacher 1

Observed by:

JESSICA M. DIAPANA
Master Teacher I