Republic of the Philippines

Department of Education
REGION VIII
Ormoc City Division
LINAO NATIONAL HIGH SCHOOL
Brgy. Linao, Ormoc City, Leyte

DAILY LESSON LOG

SY 2023-2024
Name of Teacher: JADE A. MARENTES School: LINAO NHS Date: February 16, 2024
District: 3 Grade level: 7 & 10 Quarter: 3RD

CATCH-UP FRIDAYS
Morning Session Afternoon Session

I. OBJECTIVES: To engage students in a creative exploration of To reinforce numeracy skills through a

mathematical concepts through a math-themed collaborative group activity where students use
poem, fostering an appreciation for the beauty and math to address a sinking ship scenario and make
versatility of mathematics. critical decisions.
II. CONTENTS: National Reading Program (NRP)  Numeracy
A. Subj. Matter Mathematics & English  Order of operations (PEMDAS/BODMAS)
 Collaborative problem-solving

B. References DepEd Memorandum #001 s. 2024 DepEd Memorandum #001 s. 2024

C. Materials Video, PPT, manila paper Video presentation
III.PROCEDURE: Daily Routine
Prayer
Checking of attendance
Energizer.
Pre-Reading Activities Pre-Numeracy Activities
During Reading During Numeracy
Activity 1: “MatheMusical Verse Creation” Activity 1:
"Sinking Ship Numeracy Group Challenge"
Materials Needed:
Materials Needed:
1. TV projector for displaying the poem. 1. Small slips of paper or index cards with
2. Individual notebooks or paper for each student. mathematical expressions (e.g., -2+3, 4×5,
3. Writing implements (pencils, pens, etc.). etc.).
2. Stopwatch or timer.
Procedure:
Procedure:
1. Introduction (5 minutes):
1. Group Formation (30 minutes):
 Begin by discussing the interconnectedness of math
and language, emphasizing that mathematical concepts  Present the scenario to the students: "You are
can be expressed creatively through poetry. on a sinking ship, and you need to group
 Share the objective of the activity: to create a math- yourselves based on the mathematical
themed poem that captures the essence of mathematical expressions provided. Use your numeracy
concepts. skills to solve these expressions and form
 Let them read the poem by group. groups quickly."
 Emphasize the importance of understanding
and correctly solving mathematical
Post-Reading Activities
expressions in a time-sensitive situation.

Brainstorming (10 minutes): Post-Numeracy Activities

 Brainstorm as a class, listing various mathematical
concepts, terms, and symbols on the manila paper.
Encourage students to think about numbers, shapes,
operations, and any other math-related ideas. They can
look at the modules provided. Post it on the board.
Activity 2: Individual or Group Work (30
minutes):
 Instruct students to craft their own math-
expressions with a combination of the four
fundamental operations of integers. They can
 Republic of the Philippines
Department of Education
REGION VIII
Ormoc City Division
LINAO NATIONAL HIGH SCHOOL
Brgy. Linao, Ormoc City, Leyte

work individually or in small groups and

Activity 2: Individual or Group Work (30 minutes):
 Instruct students to craft their own math-themed
poems. They can work individually or in small groups,
combining mathematical terms with creative language.
 Encourage them to explore various math topics, such as
arithmetic, geometry, algebra, or any specific concept
you've been studying.
Extension (Optional):
solve for the correct answer.
 Encourage them to involve the addition,
subtraction, multiplication and division in
one expression.
 Write the expression on a tag board then let
their group answer it on the board.

Activity 3: Sharing and Discussion (15 minutes):
 Have students share their poems with the class. Display
them on a bond paper.
 After each presentation, open the floor for discussion.
Ask students to identify the mathematical concepts
present in each poem and how the poet creatively
expressed them.
 Challenge students to sing a mathematical
expression for their peers, a mathematical
version of the tune to "Twinkle, Twinkle,
Little Star"
(See attached Song Lyrics)
Reflection (10 minutes):

Extension (Optional):  Ask students to reflect on the activity. How

Challenge students to sing a mathematical expression for their
peers, a mathematical version of the tune to "Twinkle, Twinkle,
Little Star".
(See attached Song Lyrics)
did understanding numeracy skills contribute
to the group formation? What challenges did
they face in interpreting and solving the
expressions?

Reflection (10 minutes):

 Ask students to reflect on the experience. How did they

find combining math and musical poetry? Did it change
their perspective on math? What challenges or joys did
they encounter?

IV.
REFLECTION

Prepared by:

JADE A. MARENTES Checked by:

SST-I
NELSIE T. MAÑAGO Noted:
MT-I
LENGIE D. GABI, DevEdD
SSP-III
 Republic of the Philippines
Department of Education
REGION VIII
Ormoc City Division
LINAO NATIONAL HIGH SCHOOL
Brgy. Linao, Ormoc City, Leyte

"Quest for Knowledge in Numbers"

I
In the land of decimals, where digits align,
A quest for understanding, a journey so fine.
II
Fractions whisper secrets, in numerator and denominator's embrace,
A dance of parts, in mathematical grace.
III
Seventh graders, seekers of algebra's realm,
Solving equations, like knights at the helm.
IV
Expressions are puzzles, awaiting to be solved,
X and Y variables, mysteries to be evolved.
V
Geometry unfolds, angles and lines in play,
Triangles and circles, shaping our way.
VI
Area and perimeter, the guardians of shapes,
Length times width, the formula escapes.
VII
Probability's chance, a game of fate,
Coins flipping, dice rolling, determining our state.
VII
Statistics we gather, in data we trust,
Mean, median, mode, a mathematical thrust.
VIII
The number line stretches, integers in array,
Positive and negative, dancing in a sway.
IX
In the realm of exponents, powers ascend,
A mathematical journey, where rules transcend.
X
Seventh-grade minds, a mathematical sea,
Navigating the currents, in numeracy's decree.
ALL
So onward we venture, in the quest for math's lore,
Seventh-grade mathematicians, forever wanting more.
Math is Wonderful

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