Kindergarten School MALABON ELEMENTARY SCHOOL Teaching Dates March 11-15, 2024

Daily Lesson Log Teacher AISALYN L. LABAGALA Week No. 26 - 27

Content Focus Pagbilang Hanggang Dalawampu (Week 26) Quarter Third
Bilang 1-10 (Week 27)
Most Essential Learning Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7) Week 26
Competency Rote count up to 20 (MKSC-00-12) Week 27

BLOCKS MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OF TIME
Arrival Time

National Anthem National Anthem National Anthem National Anthem National

Opening Prayer Opening Prayer Opening Prayer Opening Prayer Anthem
Exercise Exercise Exercise Exercise Opening Prayer
Routine
Kumustahan Kumustahan Kumustahan Kumustahan Exercise
Activities
Attendance Attendance Attendance Attendance Kumustahan
Balitaan Balitaan Balitaan Balitaan Attendance
Balitaan
Meeting Time 1

Messages Tandaan ang Tandaan ang Tandaan ang Tandaan ang Ang mga bilang
mga bilang na mga bilang na mga bilang na mga bilang na 16 ay may
1,2,3,4, at 5. 6,7,8,9, at 10. 11-15 . - 20 . Magagamit katumbas na
Magagamit ang Magagamit ang Magagamit ang ang mga ito sa pangalan
mga ito sa pang- mga ito sa pang- mga ito sa pang- pang-araw-araw ( 1 – 20)
araw-araw na araw-araw na araw-araw na na gawain.
gawain. gawain. gawain.
Sa pagbabakat,
Dapat nating Sa pagbibilang Sa ating pagsusulat at
tandaan na kailangan nating pamumuhay sa pagbibilang ay
maging maingat ituro ang mga araw-araw ay mas natatandaan
sa pagbibilang binibilang natin mahalaga ang natin ang mga
upang mas upang mas lalo pagbibilang konsepto ng
maging maayos natin itong dahil ito ay numero.
at tama ang mga mabilang ng nagagamit natin
ito. Ang nasa maayos. Sa kung tayo ay
ibaba ay isang pamamagitan ng bibili,
number line ating kamay, magbabayad,
kung saan mata at bibig pagsusukli,
ipinapakita dito tayo ay pagsusukat at
ang mga bilang nakakabilang ng higit sa lahat
 na sunod-sunod maayos. natututo tayong
na nasa linya. magbilang. Sa
pagbibilang din
natutuhan natin
na maging
matiyaga at
matiisin.
Questions  Nakikilala mo  Gamit ang  Saan natin  Sa paanong  Ano ang
ba ang bilang iyong daliri, madalas paraan natin tunog ng
isa hanggang kaya mo bang ginagamit ang mas letrang Yy?
dalawampu? ituro at pagbibilang? matatandaan
bilangan ang ang kosepto ng  Paano isulat
 Kaya mo bang mga nakasulat  Anong numero at ang malaking
bumilang ng na numero? kaugalian ang pagbibilang? letrang Y?
isa hanggang natututunan Maliit na
dalawampu?  Magbigay ng natin sa  Kaya mo bang letrang y?
mga bagay na pagbibilang? bakatin at
(Magpakita ng maaari nating isulat ang mga  Ano-ano ang
number line at bilangin. bilang? mga salita na
ipabilang sa nagsisimula sa
bata ang isa (Maaring letrang Yy?
hanggang iguhit ito ng
dalawampu.) guro sa pisara
at sanayin ang
mga bata sa
konsepto ng
pagbibilang.)
Competencie Rote count up to 20 (MKSC-00-12)
s
Transition to The teacher gives instructions on how to do the independent activities, answers any questions,
Work Period and tells the learners to do their assigned tasks within the allotted time.
1
Work Period 1

Teacher- Number Names Point and Tell Market Day Writing Numbers Letter Yy
Supervised (Role Playing) 1-20 Mosaic
Activity
Introduce Letter
Yy
Competencie  Recognize and  Recognize and  Recognize and  Recognize and  Identify the
s identify identify identify identify letters of the
numerals 0 to numerals 0 to numerals 0 to numerals 0 to alphabet
 10 10 10 10 (mother
(LLKH-00-6) (LLKH-00-6) (LLKH-00-6) (LLKH-00-6) tongue
 Read and  Read and  Read and  Read and orthography
write write write write numerals )
numerals 0 to numerals 0 to numerals 0 to 0 to 10 (LLKAK-Ih-
10 10 10 (KPKFM-00- 3)
(KPKFM-00- (KPKFM-00- (KPKFM-00- 1.4)  Give the
1.4) 1.4) 1.4)  Rote count up sound of
Rote count up Rote count up  Rote count up to 20 (MKSC- each letter
to 20 (MKSC- to 20 (MKSC- to 20 (MKSC- 00-12) (mother
00-12) 00-12) 00-12)  Count objects tongue,
 Count objects with one-to- orthography
with one-to- one )
one correspondenc (LLKAK-Ih-
correspondenc e up to 7)
e up to quantities of  Naisasagaw
quantities of 10 a ang mga
10 (MKC-00-7) sumusunod
(MKC-00-7) na
Recognize and kasanayan;
identify coins pagbakat,
and bills up to pagkopya ng
PhP20 (pesos larawan,
and centavos) hugis, at titik
(MKAT-00-2) (KPKFM-
00-1.4)

 Know the  Tell the  Learn the  Learn the  Tell the name
name of each numbers by value of wright way of and sound of
Learning number. pointing counting in writing letter Yy
Checkpoints them. situations numbers
where money
is involved
 Writing Letter Yy (KTG, p. 335)
Independent  Yy Bag (KTG, p. 335)
Activities Words that start with letter Yy (KTG, p. 335)
Blending Sounds (KTG, p. 336)
Competencie  Writing Letter Yy (KTG, p. 335)
s  Yy Bag (KTG, p. 335)
 Words that start with letter Yy (KTG, p. 335)
  Blending Sounds (KTG, p. 336)
 Write the letter Yy properly
 Search of pictures which names start with letter Yy
Learning
 Sound out letter Yy
Checkpoints
 Find the words the first letter start with letter Yy
 Blend sounds to make a word
The teacher reminds the learners about the time left in Work Period Time 1 around 15 minutes
Transition to
before Meeting Time 2. After 10 minutes, the teacher tells the learners to start packing away the
Meeting
materials they used and be ready for Meeting Time 2. A transition song or a countdown may be
Time 2
used.
Meeting Time 2
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 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.
Questions/ Let the learners Let the learners Let the learners Let the learners Let the learners
Activity present their present their present their present their 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
Transition to to prepare for recess time/health break by sanitizing their hands.
Health
Break/ After their health break, the teacher reminds the children to pack away the things they used
Quiet Time 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

While singing a transition song, the teacher “wakes” the learners up and tells them that it’s
Transition to time to listen to a story. When the learners are ready, the teacher proceeds with the pre-reading
Story Time activities and makes sure that the learners are listening attentively.

Story Time

Story  Theme: Any  Theme: Any  Theme: Any  Theme: Any  Theme: Any
age and age and age and a age and age and
culturally culturally culturally culturally culturally
appropriate appropriate appropriate appropriate appropriate
story about story about story about story about story about
numbers. numbers. market numbers. letter Yy.

 Define  Define  Define  Define difficult  Define

difficult difficult difficult words. difficult
words. words. words. words.
  Motivation: Do  Motivation: Do  Motivation  Motivation: Do  Motivation
you know how you know how question: you know how question:
to count? to count? Have you to count? What is the
experience sound of letter
Motive: What is Motive: What is going to the Motive: What is Yy?
your favorite your favorite market? your favorite
number? number? number? Motive question:
Motive question: What are the
What are your words that start
experiences in with letter Yy?
the market?
Pre-reading Ask Ask Ask Ask Ask
Activity comprehension comprehensio comprehensio comprehensio comprehensio
questions. n questions. n questions. n questions. n questions.
During Ask comprehension questions.
Reading
Post Reading Ask: Who, Ask: Who,  Ask: Who,  Ask: Who,  Ask: Who,
What, Where What, Where What, Where What, Where What, Where
and When and When and When and When and When
question in the question in question in the question in the question in
story the story story story the story
Transition to After the post-reading activities, the teacher gives instructions regarding the teacher-supervised
Work Period and independent activities, answers any questions, and tells the learners to do their assigned
2 tasks within the allotted time.
Work Period 2

Teacher- Number Lines Missing Number Writing Number Count and Add:
Supervised (0-10) Numbers (11 – ( 1 – 20) Counting ( 1 – Objects
Activity 20) 20)
Competencie  Recognize  Recognize  Recognize  Recognize the  Recognize the
s and identify and identify and identify words “put words “put
numerals 0 to numerals 0 to numerals 11 together,” together,”
10 10 to 15 “add to,” and “add to,” and
(LLKH-00-6) (LLKH-00-6) (LLKH-00-6) “in all” that “in all” that
 Read and  Read and  Read and indicate the act indicate the
write write write of adding act of adding
numerals 0 to numerals 0 to numerals 0 to whole numbers whole
10 10 10 (MKAT-00-26) numbers
(KPKFM-00- (KPKFM-00- (KPKFM-00-  Count objects (MKAT-00-
1.4) 1.4) 1.4) with one-to-one 26)
 Rote count up  Rote count up  Rote count up correspondenc  Count objects
e up to with one-to-
 to 20 to 20 to 20 quantities of 10 one
(MKSC-00- (MKSC-00- (MKSC-00-  (MKC- corresponden
12) 12) 12) 00-7) ce up to
 Count objects  Count objects  Count objects quantities of
with one-to- with one-to- with one-to- 10
one one one (MKC-00-7)
corresponden corresponden corresponden  Combine
ce up to ce up to ce up to elements of
quantities of quantities of quantities of two sets using
10 10 10 concrete
(MKC-00-7) (MKC-00-7) (MKC-00-7) objects to
 Identify the  Identify the  Recognize represent the
number that number that and identify concept of
comes before, comes before, coins and addition
after, or in after, or in bills up to  (MKAT-
between between PhP20 (pesos 00-3)
(MKC-00-5) (MKC-00-5) and centavos)
  (MKAT-
00-2)
Recognize Identify and  Learn  Count and  Count and
Learning numbers in write missing counting add the colors add the
Checkpoints their correct numbers using money shapes
order
 Block Play
Independent  Number Playdough (1 -20)
Activities  Arranging Number ( 1 – 20)
 Domino Match (1 – 20)
 Nagagamit ang mga kilos lokomotor at di-lokomotor sa paglalaro, pag-eehersisyo,
pagsasayaw (KPKGM-Ig-3)
Competencie
 Nakagagawa ng modelo ng mga pangkaraniwang bagay sa paligid: dahon, bato, buto,
s
patpat, tansan, atbp. (SKMP-00-3)
 Match numerals to a set of concrete objects (MKC-00-4)
 Build structures of blocks with different shapes and colors
Learning  Make the correct number of playdough indicated on the mat
Checkpoints  Skip counting by twos
 Match dominos with the same number of dots
Transition to The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes
Indoor/ Light before Indoor Activity/Light Physical Activity. After 10 minutes, the teacher tells the learners to
Physical start packing away the materials they used and be ready for Indoor/Light Physical Activity. A
Activity transition song or countdown may be used.
Indoor Activity/ Light Physical Activity
 Unstructured Unstructured Unstructured Unstructured Unstructured
Activities
Free Play Free Play Free Play Free Play Free Play
 Nakasasali sa  Nakasasali sa  Nakasasali sa  Nakasasali sa  Nakasasali sa
mga laro, o mga laro, o mga laro, o mga laro, o mga laro, o
anumang anumang anumang anumang anumang
pisikal na pisikal na pisikal na pisikal na pisikal na
gawain at gawain at gawain at gawain at iba’t gawain at
iba’t ibang iba’t ibang iba’t ibang ibang paraan iba’t ibang
paraan ng paraan ng paraan ng ng paraan ng
pageehersisyo pageehersisyo pageehersisyo pageehersisyo pageehersisyo
(KPKPF-00- (KPKPF-00- (KPKPF-00- (KPKPF-00-1) (KPKPF-00-
1) 1) 1)  Nagagamit 1)
 Nagagamit  Nagagamit  Nagagamit ang mga kilos  Nagagamit
ang mga kilos ang mga kilos ang mga kilos lokomotor at ang mga kilos
lokomotor at lokomotor at lokomotor at di-lokomotor lokomotor at
Competencie di-lokomotor di-lokomotor di-lokomotor sa paglalaro, di-lokomotor
s sa paglalaro, sa paglalaro, sa paglalaro, pag- sa paglalaro,
pag- pag- pag- eehersisyo, pag-
eehersisyo, eehersisyo, eehersisyo, pagsasayaw eehersisyo,
pagsasayaw pagsasayaw pagsasayaw (KPKGM-Ig- pagsasayaw
(KPKGM-Ig- (KPKGM-Ig- (KPKGM-Ig- 3) (KPKGM-Ig-
3) 3) 3)  Naipakikita 3)
 Naipakikita  Naipakikita  Naipakikita ang  Naipakikita
ang ang ang pagpapahalag ang
pagpapahalag pagpapahalag pagpapahalag a sa maayos pagpapahalag
a sa maayos a sa maayos a sa maayos na a sa maayos
na na na pakikipaglaro na
pakikipaglaro pakikipaglaro pakikipaglaro (KAKPS-00- pakikipaglaro
(KAKPS-00- (KAKPS-00-19) (KAKPS-00- 19)  (KAKPS-00-
19) 19) 19)
Learning  Show balance in following straight line
Checkpoints
Transition to The teacher tells the learners to help pack away the materials they used in the Indoor
Meeting Activity/Light Physical Activity time and get ready to do the wrap-up activities in Meeting Time
Time 3 3. A transition song or countdown may be used.
Meeting Time 3

Activities  The learners  The learners  The learners  The learners  The learners
talk about talk about talk about talk about the talk about
the numbers counting counting symbols of the sound
from 1 to 20. numbers using money. numbers. and name of
 through letter Yy.
pointing
using their
finger.
Wrap-Up  The teacher  The teacher  The teacher  The teacher  The teacher
Questions/ checks if the checks if the checks if the checks if the checks if the
Activity learners learners were learners were learners were learners
were able to able to point able to able to write were able to
recognize and count recognize numbers. tell words
numbers 1 to numbers. money and which names
20. talk about start with
situations letter Yy.
where
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 by: Noted by:

AISALYN L. LABAGALA MARIA ELIZABETH H. LAMAMIGO ROSELA Q. ABUDE, Ed.D.
Teacher Master Teacher I Principal III