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    Daily Lesson Log

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    Math1 Q3 w1 melcs

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    Daily Lesson Log

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    6 views5 pages

    Math1 Q3 w1 Melcs

    Uploaded by

    Maria Theresa Villaruz
    Daily Lesson Log

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 5

    GRADE 1 School Grade Level ONE

    DAILY LESSON LOG Teacher Learning Area MATHEMATICS


    Date Quarter/Week 3 – Week 1

    MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


    I. OBJECTIVES
    A. Content Standard The learner...
    Demonstrates understanding of fractions ½ and 1/4.
    B. Performance Standard The learner...
    is able to recognize, represent, and compare fractions ½ and 1/4 in various forms and contexts.
    C. Learning Competency/Objectives M1NS-IIIa-37
    Write the LC code for each. counts groups of equal quantity using concrete objects up to 50 and writes an equivalent expression. e.g., 2 groups of 5

    M1NS-IIIa-48
    visualizes, represents, and separates objects into groups of equal quantity using concrete objects up to 50. e.g., 10 grouped by 5s
    Contextualized Competency counts groups of equal quantity using concrete objects up to 50 and writes an equivalent expression. e.g., 2 groups of 5 using pictures of local fruits/vegetables/ objects found in the
    community.

    visualizes, represents, and separates objects into groups of equal quantity using concrete objects up to 50. e.g., 10 grouped by 5s pictures of local objects/fruits and vegetables found in the
    community.

    II. CONTENT

    III. 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
    B. Other Learning Resource Pictures of local objects, vegetables and fruits that
    IV. PROCEDURES
    A. Reviewing previous lesson or Pagkanta sang Math song Drill: Counting Drill: Counting Drill: Counting
    presenting the new lesson
    B. Establishing a purpose for the Subong aton pagatun-an ang pag- Ang pag-isip sang mga grupo nga Ang pag-isip sang mga grupo nga Sa nagligad nga leksyon Weekly Test
    lesson isip sang mga grupo nga may may pareho sang kadamuon gamit may pareho sang kadamuon gamit nahbaluan naton ang pag-isip sang
    pareho sang kadamuon gamit ang ang konkreto nga mga butang ang konkreto nga mga butang mga grupo nga may pareho nga
    mga konkreto nga butang. ginatawag nga equivalent number ginatawag nga equivalent number kadamuon gamit ang mga konkreto
    expression. expression. nga bagay. Nahibaluan man naton

    1
    ang husto nga pagsulat sang
    equivalent expression. Sa inyo papel

    Idrowing ang ginahambal nga


    equivalent number expression
    C. Presenting Tun-an naton ang pagsulat sang Tuluka ang mga laragway. Ano ang Subong sa aton leksyon tun-an
    examples/instances of the new isa ka equivalent expression suno equivalent number expression sang naton kun paano ipakita, ilaragway 4 ka grupo sang tag 5
    sa ginhatag nga mga grupo sang mga masunod nga laragway. kag painon ang mga konkreto nga 2 ka grupo sang tag 10
    lesson
    mga konkreto nga butang ukon bagay nga may magkapareho nga 4 ka grupo sang tag 6
    laragway. kadamuon 5 ka grupo sang tag 5
    3 ka grupo sang tag 9

    5 5 5 5 5

    D. Discussing new concepts and Tun-an ang mga masunod. Ano ang equivalent number Ano ang equivalent number Tuluka ang mga ehemplo sa
    practicing new skills # 1 expression sang mga laragway sa expression sang mga masunod idalum. Grupuhon ang mga manga
    Nagkadto sandat Kardo, Artur kag ibabaw nga laragway. sa 3 ka magkapareho nga
    Edwin sa uma agud manguha sang kadamuon kag ihambal ang
    bayabas. Kada isa sa ila may May ara lima ka lapis sa kada 1. equivalent number expression sini.
    nakuha nga tig tatlo ka bayabas. grupo sang tag lima nga makita sa
    Buligan naton sila nga isipon ang laragway. Gani ang Isa ka sabado, gusto magbulig
    grupo sang mga nakuha nila nga sang mag-utod nga Alvin, Karlo
    mga bayabas. Isulat ang equivalent Equivalent number expression kag Mira sa ila ginikanan nga
    expression. magdugos sang ila mangga sa
    5 ka grupo sang 5 uma. Gusto nila nga tungaon ang
    Kardo Artur Edwin 27 ka bilog nga mangga sa ila nga
    Lima ka grupo sang tag lima 3 nga may magkapareho sang
    kadamuon. Pila ayhan ka mangga
    3 3 3 2. ang mabaton sang kada isa sa ila?
    Makit-an sa ehemplo sa ibabaw
    nga may tig tatlo ka grupo nga may Equivalent number expression
    tig tatlo ka bilog sang bayabas.
    Equivalent expression
    3 ka grupo sang tag 9

    3 ka grupo sang 3

    E. Discussing new concepts and Tuluka ang mga laragway sa Tuluka ang mga laragway sa

    2
    practicing new skills # 2 idalum. idalum

    Equivalent expression Equivalent expression

    Apat ka grupo sang tag lima ka


    talong. Tatlo ka grupo sang tag anum ka
    krayola.
    F. Developing mastery Nagkadto sa uma sanday Ana, Idrowing ang ginahambal nga Idrowing ang ginahambal nga Makit-an ang 50 ka lipak nga
    (leads to Formative Assessment Karla, Liza kag Mona. Nanguha sila equivalent number expression equivalent number expression gingrupo sa lima nga may
    3) sang chico. Kada isa sa ila may magkapareho nga kadamuon.
    nakuha nga tig-anum ka chico. 4 ka grupo sang tag 2 3 ka grupo sang tag 5
    Buligan naton sila nga isipon ang 3 ka grupo sang tag 3 3 ka grupo sang tag 2 Equivalent expression
    grupo sang mga nakuha nila nga 4 ka grupo sang tag 4
    mga chico. Isulat ang equivalent 5 ka grupo sang tag 2
    expression.

    G. Finding practical application of Ginbaklan ni nanay sang tag 5 ka Gintagaan kamo sang inyo Tiya Ginbaklan ni tatay sang tag 24 ka
    concepts and skills in daily living krayola ang iya lima ka mga anak. sang 12 ka dough nuts. Hambal ni dulse ang iya tatlo ka mga anak.
    Paano naton isipon ang grupo sang Tita tungaon ninyo ini nga 4 ka
    krayola nga ginbakal ni nanay? mag-ululutod. Ano ang equivalent Paano naton isipon ang grupo
    expression ang pwede nga himuon sang dulse nga ginbakal ni nanay?
    sa nasambit nga sitwasyon.
    H. Making generalizations and Tandaan: Tandaan: Tandaan: Tandaan:
    abstractions about the lesson
    Ang equivalent number expression Ang equivalent number expression Ang equivalent number expression Ang equivalent number expression
    amo ang pag-isip sang mga grupo amo ang pag-isip sang mga grupo amo ang pag-isip sang mga grupo amo ang pag-isip sang mga grupo
    nga may pareho sang kadamuon. nga may pareho sang kadamuon. nga may pareho sang kadamuon. nga may pareho sang kadamuon.
    I. Evaluating learning Ano ang husto nga equivalent Intindihon sang maayo ang malip- Usisaon sang maayo ang mga
    number expression sang mga Idrowing ang masunod nga mga ot nga istorya sa idalum. Sabtan grupo sang mga prutas. Pilion ang
    masunod nga laragway. equivalent number expression sa ang mga pamangkot. Isulat ang husto nga equivalent expression
    inyo nga papel gamit ang mga sabat sa imo kuwaderno. sin isa sulod sang kahon. Isulat
    3
    butang o bagay nga makit-an sa ang letra sang husto nga sabat.
    lokalidad. May 45 ka sayote nga nakuha si
    Tiyay Magda sa ila uma. Gusto
    1. 3 ka grupo sa tag 3 niya ga tungaon in isa lima ka
    a. 5 ka grupo sang tag 3 2. 2 ka grupo sang tag 4 grupo nga may palarehas ng
    b. 4 ka grupo sang tag 4 3. 3 ka grupo sang tag 5 kadamuon agud ihatag sa iya mga
    c. 3 ka grupo sang tag 4 4. 4 ka grupo sang tag 3 customer.

    Mga pamangkot:

    1. Pila ka bilog nga sayote


    ang nakuha ni Tiyay 1.
    Magda?
    2. Sin-o ang namuksi sang
    sayote sa uma.
    3. Ano ayhan ang maayo 2.
    nga pamatasan ni Tiyay
    Magda.
    4. Pila ka grupo gintunga ni
    tiyay Magda ang iya mga
    sayote? 3.
    5. Pila ka bilog nga sayote
    ang mabaton sang kada
    customer?
    4.

    5.

    J. Additional activities for application


    or remediation
    V. REMARKS
    VI. REFLECTION
    A. No. of learners who earned
    80% in the evaluation ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned
    80% above 80% above 80% above 80% above 80% above
    B. No. of learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
    additional activities for additional activities for additional activities for additional activities for additional activities for additional activities for
    remediation who scored below remediation remediation remediation remediation remediation

    4
    80%
    C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
    work? No. of learners who ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught up
    have caught up with the lesson the lesson the lesson up the lesson up the lesson the lesson
    D. No. of learners who continue ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue
    to require remediation to require remediation to require remediation to require remediation to require remediation to require remediation

    E. Which of the teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
    strategies worked well? Why ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
    did these work? ___ Games ___ Games ___ Games ___ Games ___ Games
    ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
    ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
    activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
    ___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
    ___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
    ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
    ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
    Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
    ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
    ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
    ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
    ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
    Why? Why? Why? Why? Why?
    ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
    ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
    ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
    ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
    Cooperation in Cooperation in Cooperation in Cooperation in Cooperation in
    doing their tasks doing their tasks doing their tasks doing their tasks doing their tasks
    F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
    encounter which my principal __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
    or supervisor can help me
    solve. __ Colorful Ims __ Colorful IMs __ Colorful Ims __ Colorful Ims __ Colorful IMs
    __ Unavailable Technology __ Unavailable Technology
    __ Unavailable Technology Equipment (AVR/LCD) __ Unavailable Technology __ Unavailable Technology Equipment (AVR/LCD)
    Equipment (AVR/LCD) __ Science/ Computer/ Equipment (AVR/LCD) Equipment (AVR/LCD) __ Science/ Computer/
    __ Science/ Computer/ Internet Lab __ Science/ Computer/ __ Science/ Computer/ Internet Lab
    Internet Lab __ Additional Clerical works Internet Lab Internet Lab __ Additional Clerical works
    __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works

    G. What innovations or localized The lesson have successfully The lesson have successfully The lesson have successfully The lesson have successfully The lesson have successfully
    materials did I use/discover delivered due to: delivered due to: delivered due to: delivered due to: delivered due to:
    which I wish to share with ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn
    other teachers? ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs
    ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson
    ___ worksheets ___ worksheets ___ worksheets ___ worksheets ___ worksheets
    ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets

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