K TO 12 School Grade One

DAILY LESSON LOG Teacher Learning Mathematics

Date / Time Quarter/Week Quarter 1/Week1

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards/Focus The learner demonstrates understanding of whole numbers up to 100, ordinal numbers up to 10 th , money up to PhP100 and fractions ½ and ¼ .

B. Performance Standards/Terminal
The learner is able to recognize, represent, and order whole numbers up to 100 and money up to PhP100 in various forms and context
Objectives
C. Learning Competencies/ Enabling
The learner visualizes and represents numbers from 0 to 100 using a variety of materials.
Objectives (Write the LC code for
M1NS-Ia-1.1
each)
Numbers and Number Numbers and Number Numbers and Number Numbers and Number Numbers and Number
II. CONTENT Sense Sense Sense Sense Sense
(Numbers from 0 to 3.) (Numbers from 4 to 6) (Numbers from 7 to 9.) (Numbers from 0 to 10.) (Numbers from 11 to
100)
III. LEARNING RESOURCES
A. References
Lesson Guide in Elem.
1. Teacher’s Guide pages pp. 1 - 5 pp. 6 - 12 pp. 13 - 17 pp. 18 - 25 Math
Grade 1 2003 pp. 70-73
2. Learner’s Materials pages pp 1 - 7 pp. 8 - 14 pp. 15 - 21 pp. 22 - 31
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Portal
Real objects, cut outs, Real objects, cut outs, Real objects, cut outs, Real objects, cut outs, other Real objects, cut outs,
B. Other Learning Resources other materials found in other materials found in other materials found in materials found in the other materials found in
the locality the locality the locality locality the locality
IV. PROCEDURE
A. Reviewing Previous Lesson/ Show a picture of a boy. Review: Review: Review: Sing a song “Ten Little
Presenting the new Lesson What do you see? How Show sets of counters. Post number symbol cards Let’s sing “Little Indians” Indians” using a chart
many? Let the pupils tell how from 1 – 6 on the board. and do finger play. with drawing.
Write the symbol 1 and many objects are in each Then, show sets of How many pencils do you
the number word on the set. ( Sets of 1, 2, or 3) counters. Let the pupils have in your pencil case?
board. Make the pupils pick its corresponding How many notebooks do
read after you. number symbol card and you have in your bag? Call

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 tell the number it picks. some pupils to show their
things.
B. Establishing a purpose for Show a picture of another Call 3 pupils to come in Let the pupils bring out Show the pupils 2 objects What is the song about?
the Lesson boy with the first boy. front. their counters. Ask each placed in a jar. How many Indians are
How many boys do you How many boys are in pupil to show a set of 6 there in the beginning?
see now? Write the front of you? counters. Then ask them How many objects do you In the end? Are the
symbol 2 and the number Have the pupils count to add 1 more counter and see in the jar? drawings of Indians in
word on the board. Make them. identify the number of the chart the same
the pupils read after you. Ask: How many boys will counters. (Write 2 on the board.) number mentioned in the
there be if another boy Put 7 counters on a pocket song?
joins them? chart and write the symbol
“7” and word “seven” on
the board.
C. Presenting Examples/ How many boys do you Call another boy to join Have pupils add 1 more Remove 1 object. How Showing one set with 11
Instances of the new Lesson think will there be if the three boys in front. counter to their set of 7 many objects are there to 100 objects at a time
another boy joins them? Ask the pupils to count the counters. How many now? (random sampling).
number of boys. counters are there now? Ask: How many objects
Write the symbol 3 and Write the symbol “4” and (Write 1 on the board.) are there in set A? B? C?
the number word on the the word “four” on the Put 8 counters on a pocket D? E? etc.
board. Make the pupils board. chart and write the symbol How many objects will From the given set of
read after you. How many boys should “8” and word “eight” on remain if I remove this one objects, can you tell the
join the four boys so that the board. left? number of objects? Write
(Focus on how each there will be 5 boys the symbol for number
number is represented altogether? How many counters do Remove the remaining each set represents.
using the picture, the (Call another boy to come you think will there be if object. Emphasize that
symbol and the number in front to show that there we add one more counter nothing is left in the jar.
word.) are 5 boys.) to the set of 8 counters?
Have the pupils count the Write “nothing” or “none”
number of boys. Put 9 counters on a pocket on the board. Tell the pupils
Write the symbol “5” and chart and write the symbol that “0” is a number that
the word “five” on the “9” and word “nine” on means “nothing” or “none”.
board. the board. Write the symbol “0” and
What if another boy joins word “zero” on the board.
them? How many children Let the pupils read the
will there be? numbers 7, 8, and 9 in
(Call another boy to come symbols and in words.
in front to show 6 boys.)
Have the pupils count the
number of boys.
Write the symbol “6” and
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 the word “six” on the
board.
D. Discussing the new Concept Let the pupils observe the Let the pupils observe the Let the pupils observe the Show the pupils an empty “Guided Practice”
and Practicing new skill #1 pictures on the board. pictures on the board. pictures on the board. container. How many Using flash cards with
things are there in the different number of
1. container? objects on it, let the
1. pupils tell the number of
1. Put one object in the objects in each card.
2. container. How many (Show cards having 11 –
2. objects are in the container? 100 objects)
Write “1” on the board.
3. 2.
3. Repeat this process until 9
is reached. (Make sure that
4. the numbers 0 to 9 are
4. written on the board
3. consecutively.)

Ask: Let the pupils read the

1. What number is 1 more numbers.
Ask: than 4? What number comes after
1. How many more is two 2. How many more is 6 4. 9?
than one? than 5? What would I do so that
2. What number is 1 more 3. What number is 1 less there will be 10 objects in
than 2? than 5? the container?
3. How many less is one 4. How many less is 5
than two? than 6? Count the objects and write
4. What number is 1 less (Let the pupils read the Ask: the symbol “10” and word
than 3? numbers from 1 to 6 1. What number is 1 more “ten” on the board.
focusing on how each than 7?
number is represented in 2. How many more is 9 Let the pupils count the
symbol and in word.) than 8? numbers from 0 to 10.
3. What number is 1 less
than 8?
4. How many less is 8
than 9?

E. Discussing the new Concept “Guided Practice” “Guided Practice” “Guided Practice” “Guided Practice” “Pair and Share”
and Practicing new skill #2 Distribute the counters A. Distribute the counters A. Show a set of counters. A. Distribute counters. Distribute objects which
and number symbols. Let and number symbols. Let Ask the pupils to raise its Have the pupils count 10 the pupils can use to
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 them make sets of 1, 2, them make sets of 4, 5, corresponding number objects. When they are make sets of 11 to 100 in
and 3 counters and place and 6 counters and place symbol card. done, raise these 10 objects. each set (random order).
them next to their number them next to their number B. Copy the number Together, let them count Guide them in making
symbols. symbols. symbol and word on your form 1 to 10 putting one sets out of given objects.
paper. (See LM, pages 17 object at a time. How many Ask: How many objects
– 19) objects do you have? are there in your set?
B. Show a set of counters. Let each pair have a
Ask the pupils to raise its chance to participate in
corresponding number B. Using their “show me the activity.
symbol card. board”, let the pupils draw
the number of objects
shown in the number
symbol card. (0 or 10)
F. Developing Mastery “Individual Activity” “Group Activity” “Group Activity” “Group Activity” “Individual Activity”
(Leads to formative assessment 3) Tell the number. Copy the Distribute counters and Group 1: Draw a set with Group 1: Tell the number of Pass the ball while
number symbol and word number symbols in each 7 objects. objects in each set (0 or 10) playing the music. When
on the paper. group. Let each group the music stops, the pupil
make sets of 4, 5, and 6 Group 2: Count the Group 2: Draw objects to holding the ball will go
Worksheets 1-1-3 on counters. Put the counters number of objects in the represent each number. to the board and count
pages 3 – 5 of the LM. in the pocket chart beside box. Write the number the number of objects in
the corresponding number symbol and word on the Group 3: Encircle the a set.
symbol. paper. correct number of objects in
each given set.
Group 3: Draw a line to
match the set of counters
and the number symbol.
G. Finding Practical Applications of Did you enjoy our Did you enjoy our Did you enjoy our Did you enjoy our activity? Did you enjoy our
Concepts and Skills in Daily Living activity? Why? Is it activity? Why? Is it activity? Why? Is it Why? Is it important to activity? Why? Is it
important to know how to important to know how to important to know how to know how to count the important to know how
count the objects count the objects count the objects objects properly? In what to count the objects
properly? In what activity properly? In what activity properly? In what activity activity in your daily life do properly? In what
in your daily life do you in your daily life do you in your daily life do you you use counting? activity in your daily life
use counting? use counting? use counting? do you use counting?
H. Making Generalizations and How can we tell the How can we tell the How do we know the How can we tell the number How do we know that
Abstractions about the Lesson number of objects in a number of objects in sets? number of objects in a of objects in a given set? the number of objects in
given set? (By counting (By counting the objects) given set? (By looking and (By counting the objects) each set is the same as
the objects) counting the objects) the given number beside
each set?
(By counting the objects
and telling the given
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 number of objects in a
given set.)
Answer “Pagsasanay 2” Answer “Pagsasanay 2” Answer “Pagsasanay 2” Encircle the drawing that Tell the number of
I. Evaluating Learning on page 6 of the LM. on page 13 of the LM. on page 20 of the LM. shows “0” and box the objects in each set.
drawing that shows “10”.
Answer “Gawaing-bahay” Answer “Pagsasanay 1-1- Answer “Gawaing-bahay” Let the pupils do
J. Additional Activities for on page 7 of the LM. 3” on pages 10-12 of the on page 21 of the LM. “Worksheets 1 & 1-1” on
Application or Remediation LM. pages 23 and 27
respectively.

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%.
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 these work?
F. Which difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers.

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