School: MAGDUG ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: ARTHUR JHON P. CASTARDO Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: NOVEMBER 11 - 15, 2024 (WEEK 7) Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A. Content Standards The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of decimals understanding of the four fundamental understanding of the four understanding of the four understanding of the four
operations involving decimals and ratio fundamental fundamental operations involving fundamental
and proportion operations involving decimals decimals Operations involving decimals
and ratio and proportion.
B. Performance Standards The learner is able to recognize and The learner is able to apply the four The learner is able to apply the four The learner is able to apply the The learners are able to apply
represent decimals in various fundamental operations involving fundamental operations involving four fundamental operations the four fundamental
forms and contexts decimals and ratio and proportion in decimal in mathematical problems involving decimals operations involving decimals
mathematical problems and real-life and real-life situations and ratio and proportion in
situations mathematical problems and
real-life situations
C. Learning Estimates the quotients of decimal Solves routine and non-Routine Solves routine and non-routine Creates problems (with reasonable Creates problems (with
Competencies/Objectives numbers with reasonable results problems involving division without any problems involving division with any answers) involving multiplication reasonable answers) involving
Code: M5NS-Ilg-177 of of or division or with any of the other multiplication
the other operations of decimals and the other operations of decimals and operations of decimals and whole and division or with any of the
whole numbers including money whole numbers including money numbers including money other operation and whole
using appropriate problem solving using appropriate problem solving Code: M5NS –IIg-121.1 numbers
strategies and tools strategies and tools including money.
Code: M5NS-IIg-121.1 Code: M5NS – II6.120.1 Code - M5NS- IIg – 121.1,
II.CONTENT Estimating the quotients of decimal Solving routine and non-Routine Solving routine and non-routine Creating problems (with Creating Problems (With
numbers with reasonable results problems involving division without any problems involving division with any reasonable answers) involving Reasonable Answers) Involving
of of the multiplication or division or with Multiplication
the other operations of decimals and other operations of decimals and any of the other operations of and Division or With Any of the
whole numbers including money whole numbers including money decimals and whole numbers Other Operations and Whole
using appropriate problem solving using including money Numbers
strategies and tools appropriate problem solving Including Money
strategies and tools
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages Curriculum Guide, page 59 Curriculum Guide, page 59 Curriculum Guide, page 59 Curriculum Guide, page 59 Curriculum Guide, page 59
Lesson Guide in Elem. Math Grade 5 p. Lesson Guide in Elementary Mathematics 4 Teaching Guides Lesson Guide in Math 5, p 301-
318-320 Mathematics 5 pp 318 - 321 pp. 164-167 305, 318-321
2.Learners’s Materials pages
3.Textbook pages Excelling in Mathematics 5 pp 220-221 Mathematics for Better Life, pp 186 - Growing Up With Math 5 pp., Mathematics for Better Life 5
189 Lesson Guides in Elementary Math
5 pp. 268,270, 301-305, 318-321
4.Additional materials from learning DLP Gr. 6, Module 8 DepEd Learning Portal, Math 6 – MISOSA Gr. 5 Module- Word
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resource (LR) portal Division of Decimals (2166) Problems on Multiplication and
Division of Decimals
B.Other Learning Resource Flashcards, Power point presentations, Activity sheets, meta cards metacards, chart, picture of a boy metacards, tarpapel Flash cards, activity sheets,
tarpapel selling newspaper during cartolina strips, charts
weekends
IV.PROCEDURES
A.Reviewing previous lesson or 1.Drill Drill 1. Drill 1. Drill 1. Drill
presenting the new lesson Strategy: Relay Game Basic Division Facts Strategy: Let’s Pick Some Fruits Conduct a drill on solving problems Mental computation on
Mechanics: Mechanics: Mechanics: involving any of the four multiplying and dividing
20. Divide the class into 3 groups. n. Let 5 pupils stand on the aisle of the  Pick up a pupil’s name from a pre- operations of decimals decimals
21. Each group holds the cards room. prepared basket. Ate learned how to cook beef (By group)
containing the answers. o. The pupil who gets the correct  The one who will be picked will pick sinigang. She used 0.5 kg of radish G – 1 7.11 X 5
22. Flash cards containing division of answer moves one step forward. (One an apple from the tree then division and 0.25 kg. of okra. How many G – 2 8.6 X 2
decimal numbers. step for every right answer) sentence written on the apple. kilograms of vegetables did she G – 3 3.6 ÷ 4
23. As you flash the card the pupil p. The first pupil who reaches the place 2. Review use? G – 4 0.45 ÷ 5
holding the answer stands and come of the teacher wins the game. Directions: Arrange the jumbled Review problem solving steps and G – 5 0.56 ÷ 7
forward. The first pupil with the 6. Review letters to form the different step in strategies. Ask the learners to tell 2. Review
correct card to stand earns a point for Division of whole Numbers solving word problems. what they understand about the Directions: Rearrange the
his/her group. Materials: 4 sets of cards with digits 0-5 following essential guide questions jumbled steps followed in
24. The group with the most point Mechanics: to problem solving. solving
wins. 6. Form 4 groups. Give each group a set  What is asked in the problem? mathematical problem in proper
2. Reviewing Previous Lesson of cards.  What are given? order.
Directions: Perform as indicated. 7. Using the numbers on their cards, ask  How will you solve the problem? ___ Transform the word
1. The quotient if you divide 0.426 by each group to form a division equation  What operation/s will be used? problem into an equation
6 is ________. that will satisfy the question the  What is the number sentence? ___ Find what is/are given fact s
2. Find the quotient of 0.455 ÷ 5. teacher will dictate.  Is the solution or process ___ Know what is asked
3. If you divide0.258 by 6, what is the a. Form a division equation that gives correct? ___ Determine the operation to
answer? the smallest possible quotient.  What is he answer? be used
4. 3.65 ÷ 5 = N = ______. b. Form a division equation that gives ___ Solve for the answer
5. Solve for N in the equation, 0.801 ÷ the greatest possible quotient. ___ Write the answer
9 = N. 8. The group who can first get the
correct answer gets the point.
9. The first group to earn 3 points wins
the game.
B.Establishing a purpose for the lesson What is estimation? How do you keep yourself healthy? What items are usually sold by pairs Read and study this problem How many of you knew how to
When do you use it? or by pack? It’s Mother’s birthday. Her spend money wisely?
What are the activities that you usually do to
How is it important to your daily lives? daughter Gwenyth gave her a pair How can you show it?
make yourselves of slippers that cost P 80.50 and a
healthy and fit? bandana worth P 250.00. How
What kind of food do you prefer? Why?
much was left to her after buying
gifts for mother?
Can you solve the problem? Why
not?
What is the needed information
for you to solve the problem?
C.Presenting Examples/ instances of Present this problem My sister and I drink 0.5 liter of fresh At the department store, men’s socks Post the jumbled word problem on Presentation

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the new lesson Mang Isidro made the electrical fruit every day. How many days will 3.5 sell at 3 pairs for P97.50. the board Strategy: Choosing the
installations inside his liters of fruit juice last for both of us? a. How much does each pair of socks and 2.16 kg. of fruits Operation
house. He bought 10.25 m of electric cost? Godfrey bought 3.5 kg of chicken Simplifying the Problem
wire for Php 122.50. b. If Joel needs only 7 pair of socks How many kilograms of foods did At a department store, men’s
About how much did he pay for each how much does he need to pay the he buy? socks sell at 3 pairs for
meter of wire? cashier? He also bought 5.6 kg. of rice P97.50. If Sonia bought 6 pairs
Ask some pupils to read the of the same socks from
sentences written on the strips sidewalk vendor for P172.50.
Which is cheaper to buy and
by how much? If you buy 10
pairs to sidewalk vendor how
much will you pay?
a. Help the pupils understand
the problem better by ask-
ing some comprehension
questions.
b. Let them plan on how they
will solve the problem
What operations should be
used?
How will write the equation or
number sentence?
Recall the steps in four
fundamental operations
involving
decimals and whole numbers
including money.
Compare the prices from
department store and sidewalk
vendor.
If you were to buy this kind of
socks in which place will
you go? Why?
D.Discussing new concepts and Group pupils into 3 to answer these What is asked in the problem? Strategy: Activity Based  Can you arrange the sentences Divide the class into group of 5s.
practicing new skills #1 questions: What are given? Activity: 4A’s to form a word problem? Tell each member of the
 What did Mang Isidro buy? How will you solve the problem? Act How much was the 3 pairs of  Ask pupils to do the activity by group that to create problem,
 How many meters of wire did he What is the number sentence or socks? pairs they are going to help each
buy? What was its cost? equation? Analyze What is the first questions? (Give ample time for the pupils to other to
 About how much did he pay for each Write the number sentence? How will you solve it? work on the activity.) familiarize themselves with the
meter of wire? Solve for the answer. Apply Now, let us try to solve  Give time for each pair to finish concept about the four
Give them time to work on their Look back if the answer makes sense? question 1? their work. fundamental
activity. Post them on the board and How do fresh fruit juices help our body? Act How many pairs of socks does  Ask them to report and post operations and its application to
explain. Joel need? their output real-life situation. Then, tell
To estimate, follow these steps: Analyze How will you solve that Godfrey bought 3.5 kg of chicken. them to
Mang Isidro made the electrical question? He also bought 5.6 kg. of rice, and think of the type of problem
installations inside his Apply Now, let us try to solve 2.16 kg. of fruits. How many they are planning to create.

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 house. He bought 10.25 m of electric question 2? kilograms of foods did he buy? Lastly, advise
wire for Php 122.50. Do you all agree that this is the them to read the problem
About how much did he pay for each correct arrangement? Why? similar to the one given and
meter of wire? Is there any other arrangement? study the
Can you show other solution.
1. Round the divisor and dividend to arrangement? After each group have finished,
the nearest whole Does your work make sense? asked them to post their
number. Now let us solve the problem. Do output on the board
2. Use compatible numbers. it with your partner.
3. Divide. about 12 Let the pupils work on the
 10.25 122.50 10 120 problem and ask the first
 Note: 120 and 10 are compatible pair to finish to show her solution
numbers. on the board.
 So, Mang Isidro paid about Php
12.00 for each meter of electric wire.
Why are compatible numbers helpful
in estimating decimal quotients?

E. Discussing new concepts and Give more examples Give more examples Give more examples Give more examples Give more examples
practicing new skills #2
F.Developing Mastery Directions: What compatible numbers Directions: Read the problems carefully Strategy: Practical Inquiry Model Talk on the problem formed by the After the output have been
will help you make an then solve. Activity AICDR pupils. posted, asked each group to
estimate for the following numbers? 1. Our family can consume 0.75 kg of Team 1  How do you know that the do the reporting, explaining how
1). 2.43 ÷ 0.78 rice a day. How many Jun’s monthly electric bills for the arranged sentences formed a they create the problem.
2). 4.31 ÷ 0.53 days will it take us to consume 22.5 kg. past seven months were: correct word problem? The teacher then will ask: How
3). 7.68 ÷ 4.2 of rice? Php1,089.38; Php1,187.86; Talk on the problem formed by the did you create a problem
4). 19.85 ÷ 2.5 2. Mother paid Php300.65 for 3.5 kg of Php1,086.52; Php1,283.27; pupils. similar to the one given?
5). 15.2 ÷ 2.5 fish. How much does Php1,085.64; Php1,187.09 and  How do you know that the We familiarized ourselves with
a kilogram of fish cost? Php1,185.43. How much was Jun’s arranged sentences formed a the concept and its application
3. Mr. David bought 6 white T-shirts for average monthly electric bill? correct word problem? to real-life situation.
Php599.70. How Ask How many months were the How many kilograms of foods did We thought of the type of
much was the cost of each T- shirt? given electric bills? he buy? problem we wanted to create.
4. Mang Kanor paid Php689.15 for 5 kg Investigate What is asked in the He also bought 5.6 kg. of rice We read some problems similar
of dried fish. How problem? Godfrey bought 3.5 kg of chicken. to the one given and studied
much was the cost of each kilogram of Create How will you solve the He also bought 5.6 kg. of rice, and the solution.
dried fish? problem? 2.16 kg. of fruits. How many For more practice, let pupils
10. Alex bought a piece of rattan 2.8m Discuss Try to solve the problem. kilograms of foods did he buy? create problems similar to the
long. He cut it into pieces of 0.4 m each. Reflect What is you answer? Page403 given problem provided by the
How many pieces did he make? Team 2  What are the things a problem teacher.(Using Think-Pair and
For the last four weeks, Rica’s should have? Share)
mother recorded the grocery bills as  Can you name them? Directions: Fill the blank with a
follows: Php1,427.00; Php1,805.75;  How do you know that a question to create problem
Php1,753.25 and Php1,263.50. What problem has the complete using the data given.
was the average bill per week? information? A pharmacist is filling a
Ask How many weeks were the given  Can the problem be solved if prescription that call for 0.20
grocery bills? there is a missing gram of a vitamin. The vitamin is

4
 Investigate What is asked in the fact/information? only available in 0.05
problem? So, what are the things needed to gram tablets. How many tablets
Create How will you solve the create a complete word should he put in the con-
problem? problem? tainer. If there are 5
Discuss Try to solve the problem. We familiarized ourselves with the prescriptions,
Reflect What is you answer? concepts of the four __________________?
Team 3 operations.
Mr. Dionisio commission for the last  We thought of the type of
five months were: Php12,089.45; problem we want to create.
Php11,187.80; Php16,686.75;  We read some sample problems
Php18,283.25; Php19,085.70. How and studied their solutions.
much was Mr. Dionisio’s average Let’s try to create another problem
monthly commission? using these information. Be
Ask How many monthly commissions sure to show the solution for the
were the given? problem you made.
Investigate What is asked in the
problem?
Create How will you solve the
problem?
Discuss Try to solve the problem.
Reflect What is you answer?
G.Finding Parctical application of Strategy: Group Work- How Fast We Group Work Strategy: Scaffold- Group the pupils into four. Let
concepts and skills in daily living Are? Directions: Read each problem carefully Knowledge Integration each group work collaboratively on
Mechanics: then solve for the Activity: 4A’s the assigned task for them based
a. Group the pupils into 3. correct answer. Activity I will give you your on the table
b. Distribute envelopes with activity 1. A group of 5 pupils signed up for a respective activity sheets to work on Presented below:
cards. weekend computer Analysis (Pupils will work The table below shows the data of
c. Tell the pupils to estimate the course. They paid a total of Php315.75. on the activity sheets and discussed the vegetables harvested by Gwen,
quotients and write them How much did each pupil pay? what to do with their problem.) Godwin and Jim
in the meta cards as fast as they can. 2. In an EPP class, Lance made 8 Abstraction Work with you Group I - Addition of Decimals
d. The group who finishes first wins hamburgers for lunch respective teams actively and be sure Directions: Based on the table of
using 1.36 kg of ground beef. How toparticipate with the team’s output. data presented, create a problem
much ground beef Application Try to solve your problem involving addition of decimals.
was used in each hamburger? Mr. Reyes bought 175 Group II – Subtraction of Decimals
3. Aunt Lucy paid Php258.45 for 9.2 kg hollow blocks at P6.75 per piece and Directions: Based on the table of
of rice. How 3 sacks of cement at P235.50 per data presented, create a problem
much did a kilogram of rice cost her? sack. How much did Mr. Reyes involving subtraction of decimals.
spend? Group III – Multiplication of
Decimals
Directions: Based on the table of
data presented,
create a problem involving
multiplication of
decimals.
Group IV – Division of Decimals
Directions: Based on the table of

5
 data presented, create a problem
involving division of decimals.
H.Making generalization and How do we estimate decimal How do we solve problems involving How do we solve routine and non- Lead the pupils to generalize How will you create a problem
abstraction about the lesson quotients? division of decimals? routine problems involving division To create a word problem, (with reasonable answers)
with any of the other operations of ● familiarize yourself with the involving multiplication and
decimals including money using concept division or with any of the other
appropriate problem solving ● think of the type of problem to operations and whole numbers
strategies and tools? be created. including money?
a. Consider the character, cite
the situation/setting, data
presented, word problem to be
created and the key
question.
b. Ensure that the word problem
is clearly stated and
practical
 Read some sample problems
and study their solutions.
I.Evaluating learning Directions: Estimate each quotient. Directions: Read the problems carefully Directions: Using the data below, Directions: Read the data given.
Letter only. then solve. Analyze and solve the following create a one -step word problem Ask question to create problem
1). 8.9 ÷ 3.2 = 1. Mr. Ramos paid Php323. 75 for 35 involving: involving multiplication and
problems
A. 2 B. 3 C. 4 D. 5 liters of gasoline. How (a) Addition of Decimals division or with any of the other
Albert’s mother gives him Php 50.00
2). 41.96 ÷ 5.9 = much did each liter cost? (b) Subtraction of Decimals operations and whole number
every day. He spends 0.5 of it and
A. 5 B. 6 C. 7 D. 8 2. When a greater number is divided by (c) Multiplication of Decimals including money.
saves the other half. How much
3). 44.3 ÷ 3.8 = a smaller number, (d) Division of Decimals 1. Mrs. Cruz bought 5 mangoes
saving does he have for 5 days?
A. 9 B. 10 C. 11 D.12 the quotient is 20. If the smaller for P45.50. If she has
4). 15.77 ÷ 2.81 = number is the tenths digit P136.50,
A. 5 B. 6 C. 7 D. 8 of 2.5, find the greater number. __________________________
3. A boy bicycles 7.5 km in 40 minutes. ___?
Find his average 2. A 0.60 sac of fertilizer was
speed in kilometer per minute? used equally at 0.12 sack per
4. How many pieces of wire each 2.4 field.
dm long can be cut __________________________
from a roll of wire 15 m long? _________?
5. Ina has Php400 in her pocket. If she 3. Mrs. Roxas had 0.81 metre of
has 8 paper bills, gold ribbon which he cut
what are the possible denominations of Into pieces. If each piece
paper bills she measured 0.09 metre,
has? __________
__________________________
__?
4. Josie bought and paid
P630.00 for 3.5 kilogram of
pork,
good for 3 days.
__________________________
___?

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 5. At P18.35 a litre, Jun gave the
cashier P200-bill and re-
ceived a change of P34.85.
_______________________?

J.additional activities for application or Directions: Read and analyze the Directions: Solve each problem Directions: Solve the problem below A. Directions: Create a word Directions: Create your own
remediation problem. following the 4-step plan. What will be the total amount of problem by completing the data problem (with reasonable
1. A newspaper sheet is about 0.68 1. Andy travelled 154.5 km. in your savings for one week if you are needed. Supply the data that answers)
mm thick. Antonio 3.2 hours. What was his saving 0.25 of Php 60.00 which your would complete the involving multiplication and
has a stack of newspaper sheets 34.94 average speed for the mother is giving you everyday? problems below. Then solve for division or with any of the other
mm high. About how many newspaper journey? the correct answer. operations of whole numbers
sheets are in the stack? 2. 2. An 11-year old boy roller 1. For every that Jonna receives including money
from her mother daily, she
skated around a rink two
saves . How much does she
times in 4.14 minutes. What
save in a week?
was her average time per lap?
3. 3. Jose bought 5-metre hose
for Php60.55. How much did
each meter of hose cost?
4. 4. Lyn, Beth, and Amy bought
materials for their project
worth ₱276.45. The girls
divided the amount equally
among themselves. How
much is each share?
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to
the evaluation objective. objective. next objective. next objective. the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery mastery
B.No.of learners who require ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties
additional activities for remediation answering their lesson. answering their lesson. answering their lesson. answering their lesson. in answering their lesson.
___Pupils found difficulties in answering ___Pupils found difficulties in answering ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
their lesson. their lesson. answering their lesson. answering their lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the
because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, lesson because of lack of
and interest about the lesson. and interest about the lesson. and interest about the lesson. skills and interest about the lesson. knowledge, skills and interest

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 ___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the about the lesson.
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on
encountered in answering the questions encountered in answering the questions encountered in answering the encountered in answering the the lesson, despite of some
asked by the teacher. asked by the teacher. questions asked by the teacher. questions asked by the teacher. difficulties encountered in
___Pupils mastered the lesson despite ___Pupils mastered the lesson despite of ___Pupils mastered the lesson despite ___Pupils mastered the lesson answering the questions asked
of limited resources used by the limited resources used by the teacher. of limited resources used by the despite of limited resources used by by the teacher.
teacher. ___Majority of the pupils finished their teacher. the teacher. ___Pupils mastered the lesson
___Majority of the pupils finished their work on time. ___Majority of the pupils finished their ___Majority of the pupils finished despite of limited resources used
work on time. ___Some pupils did not finish their work work on time. their work on time. by the teacher.
___Some pupils did not finish their work on time due to unnecessary behavior. ___Some pupils did not finish their ___Some pupils did not finish their ___Majority of the pupils finished
on time due to unnecessary behavior. work on time due to unnecessary work on time due to unnecessary their work on time.
behavior. behavior. ___Some pupils did not finish
their work on time due to
unnecessary behavior.

C.Did the remedial work? No.of ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
learners who have caught up with the above above above above
lesson
D.No. of learners who continue to ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require
require remediation activities for remediation activities for remediation activities for remediation additional activities for remediation additional activities for
remediation

E.Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
worked well? Why did these work? ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up
lesson lesson lesson lesson the lesson
F.What difficulties did I encounter ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
which my principal or supervisor can require remediation remediation require remediation require remediation require remediation
helpme solve?
G.What innovation or localized 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:
materials did used/discover which I ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive
wish to share with other teachers? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self
taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and assessments, note taking and
vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments. studying techniques, and
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think- vocabulary assignments.
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory pair-share, quick-writes, and ___Bridging: Examples: Think-
charts. charts. charts. anticipatory charts. pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw learning, Compare and contrast, jigsaw learning, Compare and contrast, jigsaw Compare and contrast, jigsaw ___Schema-Building:
peer teaching, and projects. peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and Examples: Compare and
projects. contrast, jigsaw learning, peer
teaching, and projects.
___Contextualization: ___Contextualization: ___Contextualization:
Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media, ___Contextualization:
Examples: Demonstrations, media, ___Contextualization:
manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local
opportunities. opportunities. opportunities. manipulatives, repetition, and local Examples: Demonstrations,

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 opportunities. media, manipulatives, repetition,
and local opportunities.
___Text Representation: ___Text Representation: ___Text Representation:
Examples: Student created drawings, Examples: Student created drawings, Examples: Student created drawings, ___Text Representation:
videos, and games. videos, and games. videos, and games. Examples: Student created ___Text Representation:
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking drawings, videos, and games. Examples: Student created
slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the ___Modeling: Examples: Speaking drawings, videos, and games.
language you want students to use, and language you want students to use, and language you want students to use, slowly and clearly, modeling the ___Modeling: Examples:
providing samples of student work. providing samples of student work. and providing samples of student language you want students to use, Speaking slowly and clearly,
Other Techniques and Strategies work. and providing samples of student modeling the language you want
used: work. students to use, and providing
Other Techniques and Strategies ___ Explicit Teaching Other Techniques and Strategies samples of student work.
used: ___ Group collaboration used:
___ Explicit Teaching ___Gamification/Learning throuh play ___ Explicit Teaching Other Techniques and Strategies
___ Group collaboration ___ Answering preliminary ___ Group collaboration used: Other Techniques and
___Gamification/Learning throuh play activities/exercises ___Gamification/Learning throuh play ___ Explicit Teaching Strategies used:
___ Answering preliminary ___ Carousel ___ Answering preliminary ___ Group collaboration ___ Explicit Teaching
activities/exercises ___ Diads activities/exercises ___Gamification/Learning throuh ___ Group collaboration
___ Carousel ___ Differentiated Instruction ___ Carousel play ___Gamification/Learning throuh
___ Diads ___ Role Playing/Drama ___ Diads ___ Answering preliminary play
___ Differentiated Instruction ___ Discovery Method ___ Differentiated Instruction activities/exercises ___ Answering preliminary
___ Role Playing/Drama ___ Lecture Method ___ Role Playing/Drama ___ Carousel activities/exercises
___ Discovery Method Why? ___ Discovery Method ___ Diads ___ Carousel
___ Lecture Method ___ Complete IMs ___ Lecture Method ___ Differentiated Instruction ___ Diads
Why? ___ Availability of Materials Why? ___ Role Playing/Drama ___ Differentiated Instruction
___ Complete IMs ___ Pupils’ eagerness to learn ___ Complete IMs ___ Discovery Method ___ Role Playing/Drama
___ Availability of Materials ___ Group member’s ___ Availability of Materials ___ Lecture Method ___ Discovery Method
___ Pupils’ eagerness to learn collaboration/cooperation ___ Pupils’ eagerness to learn Why? ___ Lecture Method
___ Group member’s in doing their tasks ___ Group member’s ___ Complete IMs Why?
collaboration/cooperation ___ Audio Visual Presentation collaboration/cooperation ___ Availability of Materials ___ Complete IMs
in doing their tasks of the lesson in doing their tasks ___ Pupils’ eagerness to learn ___ Availability of Materials
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Group member’s ___ Pupils’ eagerness to learn
of the lesson of the lesson collaboration/cooperation ___ Group member’s
in doing their tasks collaboration/cooperation
___ Audio Visual Presentation in doing their tasks
of the lesson ___ Audio Visual Presentation
of the lesson

PREPARED BY: CHECKED BY:

ARTHUR JHON P. CASTARDO VIVENCIA C. VALENCIA ARVIN G. MANLUPIG

TEACHER II MASTER TEACHER I PRINCIPAL II
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