DLL Math Week 1 Grade 1 Olive

GRADE 1 to 12 Paaralan HWCS Baitang/Antas I-OLIVE
Guro JULIE R. GALLETO Araw LunES- Biyernes

DAILY LESSON LOG Linggo/ Petsa WEEK 1-JUNE 4-8,2018 Markahan UNANG MARKAHAN
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MATH
1.OBJECTIVES Objectives must be met over the week and connected to the curriculum standards.To meet the objectives,necessary procedures must be followed and if
needed,additionallessons,exercises, and remedial activities maybe done for developing content knowledge and competencies.These are assessed using Formative
Assessment strategies.Valuing objectives support the learning of content competencies and enable children to find significance and joy in learning the lessons.Weekly
objectives shall be derived from the curriculum guides.
A. CONTENT The Learner. . . The Learner. . . The Learner. . . The Learner. . . The Learner. . .
STANDARDS demonstrates understanding of demonstrates understanding of demonstrates understanding of whole demonstrates understanding of demonstrates understanding of whole
whole numbers up to 100, ordinal whole numbers up to 100, ordinal numbers up to 100, ordinal numbers whole numbers up to 100, ordinal numbers up to 100, ordinal numbers
numbers up to 10th, money up to numbers up to 10th, money up to up to 10th, money up to PhP100 and numbers up to 10th, money up to up to 10th, money up to PhP100 and
PhP100 and fractions ½ and 1/4. PhP100 and fractions ½ and 1/4. fractions ½ and 1/4. PhP100 and fractions ½ and 1/4. fractions ½ and 1/4.
B.PERFORMANCE The Learner. . . The Learner. . . The Learner. . . The Learner. . . The Learner. . .
STANDARDS is able to recognize, represent, and is able to recognize, represent, and is able to recognize, represent, and is able to recognize, represent, and is able to recognize, represent, and
order whole numbers up to 100 and order whole numbers up to 100 and order whole numbers up to 100 and order whole numbers up to 100 and order whole numbers up to 100 and
money up to PhP100 in various money up to PhP100 in various money up to PhP100 in various forms money up to PhP100 in various money up to PhP100 in various forms
forms and contexts. forms and contexts. and contexts. forms and contexts. and contexts.
C.LEARNING M1NS-Ia-1.1 M1NS-Ia-1.1 M1NS-Ia-1.1 M1NS-Ia-1.1 M1NS-Ia-1.1

COMPETENCIES  visualizes and represents  visualizes and represents  visualizes and represents  visualizes and represents  Counts the number of objects in
number from 0 - 100 using number from 0 - 100 using number from 0 - 100 using number from 0 - 100 using a given set by ones and tens
(Write the LC code variety of materilas. variety of materilas. variety of materilas. variety of materilas.  Reads and writes numbers
for each.)  Reads and writes numbers 0-  Reads and writes numbers 0-  Reads and writes numbers 0-100  Reads and writes numbers 0-
100 in numbers and symbols 100 in numbers and symbols in numbers and symbols 100 in numbers and symbols
 Identifies the number that is  Identifies the number that is  Identifies the number that is one  Identifies the number that is
one more or one less from a one more or one less from a more or one less from a given one more or one less from a
given number. given number. number. given number.
II.CONTENT Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense
0-10 11-20 21-50 51-100
LEARNING
RESOURCES
A. References
1.Teacher’s Guide Tg 14-17 Tg 18-20 TG 21-22
Tg2-7 TG 8-13
Pages
2.Learner’s Material LM 2-5 LM 21 LM 24 LM 26 LM 30
pages
B.Other Learning
Resources
III.PROCEDURES
A. Reviewing Singing of number Song Singing of Number Song Review Counting of Numbers. Review counting of numbers 1-50 Review counting 1-100
previous lesson
or presenting the
new lesson
B. Establishing a Show bundles of 85 sticks to the
Show two bundles of sticks each to Show 5 bundles of 10 sticks each to
purpose for the pupils.
the pupils the pupils.
lesson Let the pupils bring out one bundle Say “I have a bundle sticks.How will
Show a picture of a boy. Say I have two sets of 10 sticks Say: I have five sets of 10 sticks
of 10 sticks we know the number of sticks in the
Ask What do you see?How many? each.HOW MANY STICKS ARE IN each.
Let them count. bundle?(Counting by ones and tens
ALL? How many sticks are there in all?
Let the pupils count he bundle of
Refer to Tg for further elaboration.
sticks by one and tens.
C. Presenting Show another picture with two Ask.How many sticks are in the If I add one more stick to the 20 sticks Write the 50 on the board and let Explain to the pupils that they will
examples/instanc boys.How many boys do yu see bundle? ,how many are there in all? the pupils read it.If add one stick to perform an activity in pairs.
es of the new now?Write the symbol and its How many sticks will there if you the 50 how many sticks are there in Each group will have 2 bunches
lesson add one more sticks? Let the pupils say the answer. all? number of sticks 51-100
number word on the board Let the
pupils read after you.
D. Discussing the Tell the pupils the numbers 1,2,3 The number could be 11 if we add Repeat the procedure until reaches 50 Repeat the procedure until reaches Let the pupils count the sticks in each
new concepts are examples of numbers. one. Eplain to the pupils that they will 100 bunch given to them.Using rubber
and practicing Focus on how each number is Eplain that 11 is a symbol that performan activityin groups with 3 Eplain to the pupils that they will bands they make sets of 10 sticks
new skills #1 represented using the picture, the means one set of sticks and 1 loose pupils each.Each group will hve 2 performan activityin groups with 3 each.and then the number of such sets
symbol and the number word. stick. bunches of different numbers of sticks pupils each.Each group will hve 2 made and the number of loose
Say:We can call one set of 10 sticks about 21 to 50.ask the pupils to count bunches of different numbers of sticks.Then they fill up the place value
Show them number word card ONE as tens and the loose as ones.So we the number of sticks in each bunch sticks about 51 to 100.ask the pupils chart.
on the board. can also say that 11 means 1 tens and to write it on their answer sheet. to count the number of sticks in
Ask and 1 ones. each bunch and to write it on their
How many counters should we put answer sheet.
on the board to show 1?Put one
counter beside its number
word..Show the pupils how to write
1 to 10 in symbols and in words
E. Discussing the new Let the pupils observe the sets of Refer page 12 on TG Then ask them to group the sticks by Then ask them to group the sticks Dicuss the answer of the pupils to the
concepts and counters on the board.Ask them for tens and ones and fill up the place by tens and ones worksheet.Call on Pupils to write the
practicing new skills # their observations. How about if we add some more value chart on the answer sheet. and fill up the total number in each set,then write the
2 sticks? place value chart digits in the tens and ones in the
Let the pupils focus on the Introduce on the answer appropriate column of the place value
statement. “Two is more than one” 12,13,14,15,16,17,18,19,20 sheet. on the board.
Emphasize that 20 means that there
Ask.What number is one more than are two sets of 10 sticks each and
two?(Three is one more than three) no loose sticks or 2 tens and 0 ones.
F.Developing mastery Flash a number word card Let the pupils to read the numbers Ask a representative of each group Ask a representative of each group Ask a representative of each group to
Let the pupils show its 10 t0 20 written on the board. to tell the class the number of sticks in to tell the class the number of sticks tell the class the number of sticks in
corresponding number of counters. Learn More Activity each bunch given to them and the in each bunch given to them and the each bunch given to them and the
Show a set of counters.Ask the How about if instead of sticks we numberof tens and ones they wrote in numberof tens and ones they wrote number of tens and ones they wrote in
pupils to raise its corresponding have other objects like these? the place value chart. Make a in the place value chart. Make a the place value chart. Make a
number word card. Refer TG p13 for the activity. summary of this information on the summary of this information on the summary of this information on the
Show a set of objects.Let the pupils board by using a table. board by using a table. board by using a table.
show a set of objects that has one See page 15 on TG Refer TG page 17 Refer TG page 22
more or one less object than the
number of objects in the set shown.
Show a number word card.Let the
pupils raise a number word card
that is one more or one less than the
given number.
G.Finding practical Kung tagaan ka ni Nanay ug duha Unsay imong isulti kung naa kay `Unsaon nimo pag ihap imong mga Use of show me board let the pupils Use of show me board let the pupils
applications of ka Lollipop unya imong manghud duh aka tagnapulo nga kwartta? holen sa balay?aduna ka bay holen write their answer on the numbers write their answer on the numbers
concepts and skills in wala mohatag ka ba?Ngano man? ?kinsay wala? dictated by the teachers. dictated by the teachers.
daily living
H. Making Numbers have also their number Numbers have also their number Numbers have also their number Numbers have also their number Numbers have also their number
generalizations and names and value. names and value. names and value. names and value. names and value.
abstraction about the
lesson
I.Evaluating learning Connect the number to its number Give dictation on writing numbers. Answer the following : Answers page 26-27 on the LM Answer page 30 on LM
names with a line. 1-5 Page 24 LM
J.Additional activities Write the number and its number Buhata sa balay ang naa sa pahina Isulat ang nawala nga numero Buhata sa balay ang naa sa pahina Buhata sa balay ang naa sa pahina 31
for application or names in your math notebook. 22 (refer TG page 25 for the assignment 28-29 sa inyong libro. Sa LM.
remediation
Bring one bundle of 10 sticks or Sa LM.
straws tomorrow
IV.REMARKS 1.
V.REFLECTION
A.No. of learners who
earned 80% in the
evaluation
B.No. of learners who ___ of Learners who earned 80% ___ of Learners who earned 80% Iguhitanglarawanngsarilingpaaralan. ___ of Learners who earned 80% ___ of Learners who earned 80%
require additional above above Kulayanito. Sa ilalim nit, above above
activities for italaangtungkulin at Gawain nito.
remediation
C.Did the remedial ___ of Learners who require ___ of Learners who require Maghanapnglarawannanagpapakitang ___ of Learners who require ___ of Learners who require
lessons work? No. of additional activities for remediation additional activities for remediation Gawain at tungkulinngpamilya at additional activities for remediation additional activities for remediation
leraners who have paaralan at idikititosakwaderno.
caught up with the
lesson
D.No. of learners who ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
continue to require ____ 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 the
remediation lesson lesson lesson lesson lesson
E.Which of the ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
teaching strategies require remediation require remediation require remediation require remediation require remediation
worked well? Why did
these work?
F.What difficulties did 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:
I encounter which my ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
principal or supervisor ___ Games ___ Games ___ Games ___ Games ___ Games
can help me solve? ___ 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 Cooperation ___ Group member’s Cooperation ___ Group member’s Cooperation in ___ Group member’s Cooperation ___ Group member’s Cooperation in
in in doing their tasks in doing their tasks
doing their tasks doing their tasks doing their tasks
G.What innovations or __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
localized materials did __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
I use/discover which I __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
wish to share with __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
other teachers? Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works Planned Innovations: __ Additional Clerical works __ Additional Clerical works
Planned Innovations: Planned Innovations: __ Localized Videos Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Making big books from __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from views of the locality __ Making big books from __ Making big books from
views of the locality views of the locality __ Recycling of plastics to be used as views of the locality views of the locality
__ Recycling of plastics to be used __ Recycling of plastics to be used Instructional Materials __ Recycling of plastics to be used __ Recycling of plastics to be used as
as Instructional Materials as Instructional Materials __ local poetical composition as Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
The lesson have successfully The lesson have successfully delivered The lesson have successfully delivered The lesson have successfully The lesson have successfully delivered
delivered due to: due to: due to: delivered due to: due to:
___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn
___ 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
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:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ 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 Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation ___ Group member’s Cooperation in
Cooperation in doing their tasks doing their tasks in doing their tasks
doing their tasks doing their tasks
Prepared by: NOTED:
JULIE R. GALLETO GRACE JOY M. SOLIS Ed. D.

TEACHER III PRINCIPAL

DLL Math Week 1 Grade 1 Olive

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GRADE 1 to 12 Paaralan HWCS Baitang/Antas I-OLIVE

Guro JULIE R. GALLETO Araw LunES- Biyernes

C.LEARNING M1NS-Ia-1.1 M1NS-Ia-1.1 M1NS-Ia-1.1 M1NS-Ia-1.1 M1NS-Ia-1.1

Prepared by: NOTED:

JULIE R. GALLETO GRACE JOY M. SOLIS Ed. D.

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