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Cot - DLP Science 3RDQ

1) The document is a daily lesson log from a 2nd grade mathematics class taught by Nicole M. Dollente on February 14, 2024. 2) The objectives of the lesson were for students to demonstrate understanding of similar fractions and be able to visualize, model, and represent similar fractions by subtracting fractions with the same denominator and simplifying if needed. 3) Resources used included the grade 2 mathematics curriculum guide, power point presentation, activity cards, and online materials while lesson procedures involved reviewing classroom standards, presenting the new lesson on subtracting similar fractions, and engaging students with a game to review the content.

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nicole macabante
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0% found this document useful (0 votes)
70 views11 pages

Cot - DLP Science 3RDQ

1) The document is a daily lesson log from a 2nd grade mathematics class taught by Nicole M. Dollente on February 14, 2024. 2) The objectives of the lesson were for students to demonstrate understanding of similar fractions and be able to visualize, model, and represent similar fractions by subtracting fractions with the same denominator and simplifying if needed. 3) Resources used included the grade 2 mathematics curriculum guide, power point presentation, activity cards, and online materials while lesson procedures involved reviewing classroom standards, presenting the new lesson on subtracting similar fractions, and engaging students with a game to review the content.

Uploaded by

nicole macabante
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Grades 2 School San Jose East Central Grade Level 2

DAILY LESSON School


LOG Teacher NICOLE M. DOLLENTE Learning Area MATHEMATICS

Teaching Dates and FEBRUARY 14, 2024 Quarter 3rd


Time 1:00-2:10

(ANNOTATIONS)
I. OBJECTIVES -PPST INDICATORS/ KRA
OBJECTIVES/RUBRIC INDICATORS TO
BE OBSERVED DURING THE
DEMONSTRATION
A. Content The learners demonstrate understanding of similar/ like fractions.
Standards

B. Performan The learners should be able to visualize, model and represent similar fractions.
ce
Standards

C. Learning Knowledge: Subtract fractions with the same KRA 3. Objective 7. Planned, managed
Competenc and implemented developmentally
denominator and simplify the result if necessary.
ies/ sequenced teaching and learning
Objectives Skills: Represent calculations with models, processes to meet curriculum
Write the including bar models. requirements and varied teaching
LC code for contexts.
Attitude: Perseverance in performing the given
each
operation. MOV--- Knowledge, skill and attitude
Values:Small parts are necessary to make up a or KSA is applied in lesson planning
whole. objectives in order to meet curriculum
requirements based on the Curriculum
Guide/CG.

II. CONTENT Subtracting Similar Fractions


II. LEARNING RESOURCES

A. References SSES Enhanced Mathematics Curriculum Guide- Grade 2


1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional Television, charts, power point presentation, activity cards, Meta-cards
Materials from
Learning
Resource (LR)
portal
B. Other https://www.scribd.com/document/ KRA 2. Objective 6. -Used
Learning 303810634/Detailed-Lesson-Plan-1 differentiated, developmentally
Resources appropriate learning experiences to
address learners’ gender, needs,
strengths, interests and experiences.
MOV---The lesson is delivered through
the use of power point presentation,
laptop and smart tv.
MOV---Printed materials like activity
sheets, assessment card are given on
clear sheets of manila papers/ meta
cards for the pupils to see and read
clearly and the use of representations
like pictures/charts.
IV. PROCEDURES
A. Reviewing (Integration of KRA 2. OBJECTIVE 5.
previous positive and non- Managed learner behavior
lesson or violent discipline) constructively by applying positive and
presenting the Presenting the non-violent discipline to ensure
new lesson classroom standards; learning-focused environment
1.Be kind, polite, and Pupils will read the
courteous to classroom standards as MOV---To avoid and prevent
their names are called. misbehavior, house rules/
others.
1. Be kind, polite, standards/guidelines are set before the
2. Keep your hands
and courteous to class starts or before doing an activity.
and feet to
others.
yourself. KRA 4, OBJ. 10
2. Keep your hands
3. Be respectful of Designs, selects, organizes and uses
and feet to
classmates, diagnostic, formative and summative
yourself.
teachers, and assessment strategies consistent with
3. Be respectful of
property. curriculum requirements.
classmates,
4. Listen to the MOV—Diagnostic questions are raised
teachers, and
teacher and to learners to diagnose if they have
property. background information about the
classmates, and
4. Listen to the topic of the day.
follow directions.
teacher and
5. Work hard and
classmates, and
always do your
follow directions.
best.
5. Work hard and
6. Be safe.
always do your
7. Raise your hand
best.
when you would
6. Be safe.
like to speak in
7. Raise your hand
class, when
when you would
leaving your seat
like to speak in
or if you need to
class, when
leave the
leaving your seat
classroom for a
or if you need to
reason.
leave the
8. Be ready to take
classroom for a
the consequences
reason.
if you break the
8. Be ready to take
rules.
the consequences
ENGAGEMENT:
if you break the
Ok very well said,
rules.
grade 6, that was
awesome. Now, let us
have some game, it is 4
pics one word. Can you
guess the word/s being
describe by the
pictures?
First word? Yes,
Jordanne?
Yes, correct. Next?
Why do you say so?
Cres?
Yes. How about word
number 3? Yes, wendi?

Very good. And now


for the last word? Yes,
Lyka?
Ma’am sound energy.

Ma’am chemical energy.


Very good class, give
everybody energy clap. Ma’am because
How do these different chemical energy is
materials you use help present on them.
you? Do you think they Yes, Ma’am.
are useful? How?

Ma’am I think it is light


energy.

Ma’am it is electrical
energy.

Pupils answers may


vary.
B. Establishing a (Integration of the KRA 1, OBJ. # 1
purpose for use of ICT) -Applies knowledge of content within
the Presentation: and across curriculum teaching areas.
lesson/Motiva Show the students a MOV---Integration of arts in drawing of
tion/Motive mystery box. Ask the flashlight.
Questions pupils to choose one Pupils will draw a Use of laptop to create pie graphs.
representative per flashlight. KRA 2. OBJECTIVE 5.
group who is good in Managed learner behavior
drawing. Have the constructively by applying positive and
representatives peek non-violent discipline to ensure
inside the box and learning-focused environment.
draw what’s inside on
the board. (Flashlight)
After that, they will
stand on their assigned
position. Upon the
teacher’s signal, the
representatives will
draw what they have
seen inside the
mystery box and other
members of the group
will guess what the
object is. Then, answer
the following
questions:
Comprehension Check:
1. (Turn on the
flashlight) What energy
is shown when the
flashlight was turned
on?
2. What energy is
present in the battery Ma’am it is light energy.
of the flashlight? Yes,
Arbie?

3. What is the source Ma’am I think it is


of energy of the chemical energy,
flashlight? because the energy was
stored inside the
battery.
4. How many energies
were displayed by the
flashlight? Yes,
Zhowie?

Ma’am when the


flashlight was off still
5. Which comes first there being chemical
light energy or energy in the battery.
chemical energy? Yes, When turn on, it was
Jaley? converted into light
energy then, eventually
Ok, very good class. So it will be heat energy.
those were energies.
They are everywhere
Ma’am I think it is
around us. chemical energy.
Today, we will find out
more how an energy is
change from one form
to another through our
group activity
C. Presenting EXPLORATION KRA 1, OBJ. # 3
examples/inst (Integration of HOTS -Applies a range of teaching strategies
ances of the and Across subject to develop critical and creative
new lesson areas like Expressing thinking, as well as higher-order
ideas using thinking skills.
descriptive words, MOV---The questions presented to
phrases and check pupils’ comprehension on
pictures and video clip presented are
sentences and
arranged from lower level to higher
identifying proper
level thinking skills. Pupils are
heading) challenge to think creatively.

Present/Ask: Localization and contextualization.


Have you been in a
farm where these Yes Ma’am.
onions grow? How do
they grow? Yes,
Francine? Ma’am through the
work of the farmer,
then, light from the sun
Correct. In order for and water.
plants to make their
own food, they use
light energy through
the process of _________,
yes Sharina?
Yes. Photo means Ma’am photosynthesis.
light and synthesis PPST MODULE 2
means process. MT I-IV RUBRIC, INDICATOR 2
What will happen -Applies a range of teaching strategies
when the light was that enhance learner achievement in
trapped in the leaf of literacy and numeracy skills.
the plant? What is MOV---Literacy and numeracy in giving
and understanding the meaning of
photosynthesis? Yes,
difficult words is shown during the
Xian?
discussion of new concept and
practicing new skills.
Ma’am photosynthesis
is the process by which
plant uses the light
Correct. and/or energy from the sun to
simply saying that make its own food.
photosynthesis is
what? Yes Dwyne? It is changing the light
energy into chemical
Right. There is a energy.
change of energy or
transformation of
energy from one form
into another.
Today, we will find out
more how an energy is
change from one form
to another through
our group activity
D. Discussing EXPLANATION PPST MODULE 3
new concepts (Integration of KRA 1, OBJ. # 3
and practicing Literacy and MT I-IV RUBRIC, INDICATOR 2
new skills #1 Numeracy Skills, -Applies a range of teaching strategies
Health, and HOTS) to develop critical and creative
How is energy thinking, as well as higher-order
transformation occur? thinking skills.
MOV---The questions presented are
Why do energy
arranged from lower level to higher
transform?
level thinking skills. Pupils are
Today, we will find out challenge to think creatively.
more how an energy is
change from one form
to another through our
group activity.

(Integration of
positive & non-violent
discipline and
Differentiated/Tiered
Activity)
(Integration of the
use of ICT)

Group Activity-
Directions:
1. Group
yourselves into
six. The standards for the
2. Choose your activity.
leader.
3. The leader gets
the activity
sheets and the
assessment
card from the
teacher.
4. Go to your
respective area
assigned to
you.
5. Begin doing the
activity
following the Rubric in Assessing
group Group Performance in
standards. Simple Activity (Self-
6. Be mindful of Assessment)
the rubrics
Direction: Assess your
presented.
group performance in
7. Finish in 5
accomplishing the task
minutes, and
provided.
then present
your output in
less than 2
minutes.

ACTIVITY 1
“Tick Tock on the
Clock”
Using one cellphone’s
clock, let it alarm for 3
seconds. Record your
data.

ACTIVITY 2
“Cool Me Down”. Use
the electric fan on the
side of our classroom.
Observe What will
happen if you turn it
on. Record your data.
E. Discussing ACTIVITY 3 KRA 1, OBJ. # 1
new concepts “Hot Jog”. Jog in your -Applies knowledge of content within
and practicing place for 1 minute. and across curriculum teaching areas.
new skills #2 MOV---Use of cellphone for alarm and
light.
ACTIVITY 4
“Light Up My Life”. Use KRA 2, OBJ. # 6
-Uses differentiated, developmentally
the flash light of your
appropriate learning experiences to
cellphone.
address learners’ gender, needs,
strengths, interests and experiences.
MOV---The learners are given
differentiated/tiered activities
according to their strengths and
interests.
MOV---By applying differentiated
activities with rubrics, learners are
ensured of their active participation.

PPST MODULE 5
KRA 2, OBJ. # 5
MT I-IV RUBRIC, INDICATOR 4
-Manages learner behavior
constructively by applying positive and
non-violent discipline to ensure
learning-focused environment.
MOV---To avoid and prevent
misbehavior, house rules/
standards/guidelines are set before
doing the activity.
MOV---Learners are given positive
feedback after each group sharing.

F. Developing Show pictures of PPST Module1


mastery (leads people doing different KRA 1, OBJ. # 1
to Formative activities. MT I-IV RUBRIC, INDICATOR 1
Assessment 3) How can these people -Applies knowledge of content within
do their tasks? and across curriculum teaching areas.
Group MOV--- Contextualization, localization
Presentation/Reporting and gender fair are properly observed
(Learners are given in the manner of grouping, and in the
utmost recognition in choice of instructional materials.
the task they are Through the accomplished simple
presented.) activities, pupils relate the different
activities of the workers to their daily
Self-Assessment of the activities.
Group Activity
(Each group presents
their group output
rating by presenting
their Self-Assessment
Card.)

G. Finding (Integration of HOTS, PPST MODULE 3


practical Predicting Outcomes KRA 1, OBJ. # 3
applications of & Identifying Cause & MT I-IV RUBRIC, INDICATOR 2
concepts and Effect relationship) -Applies a range of teaching strategies
skills in daily to develop critical and creative
living Ask the following thinking, as well as higher-order
questions thinking skills.
1. What energy MOV---The questions presented
change occurs in: challenge the pupils to think critically.
A. Functioning
clock PPST Module1
Ma’am it was chemical→ KRA 1, OBJ. # 1
mechanical→ sound MT I-IV RUBRIC, INDICATOR 1
B. Running electric -Applies knowledge of content within
fan Ma’am it was and across curriculum teaching areas.
electrical→ mechanical MOV--- Integration across learning
→wind→ heat areas like predicting outcome of energy
C. Jogging in place conservation, identifying cause and
effect are observed effectively.

D. Lighted bulb Ma’am it’s chemical→


mechanical→ heat

Very Good energy clap


for everyone. Ma’am it was
chemical→
mechanical→ heat
If you are energy, what
will it be and why?

What do you think will


happen if we do not
conserve energy?
H. Making Ask: PPST MODULE 10
generalization How do energy Ma’am they change KRA 4, OBJ. 10
s and transform? from one form into Designs, selects, organizes and uses
abstractions another, like for diagnostic, formative and summative
about the example this electric assessment strategies consistent with
lesson fan, from electrical curriculum requirements.
energy into mechanical MOV—Formative questions are raised
energy, then into heat to learners to diagnose how far they
energy. have learned or if the objectives of the
lesson are carried.
2. Is energy
transformation
important? Why??
Yes, Ma’am, because we
can be able to use it
more meaningfully.
Some forms of energy
have to be changed into
another forms before
they can do work or
functions.

I. Evaluating Evaluation: PPST MODULE 10


learning Direction: KRA 4, OBJ. 10
Choose and write the -Designs, selects, organizes and uses
letter of the correct diagnostic, formative and summative
answer. assessment strategies consistent with
1. What is energy curriculum requirements.
transformation? MOV---The use of formative assessment
A. When an consistent with curriculum
energy has been requirements is followed in order to
created. interpret the result of the learners’
B. When an progress.
energy has been
destroyed. PPST MODULE 11
C. Change of form KRA 4, OBJ. 11
to another form of Monitors and evaluates learners’
energy. progress and achievement using
D. Change of form learners’ attainment data.
with the same form of MOV—Results of evaluation are
energy. monitored and reflected on the
2. From electrical Learners’ Data in order to support and
energy, this energy assess learners’ progress and
takes place in the achievement.
television EXCEPT:
A. Chemical
B. Heat
C. Light
D. Sound
3. You have notice that
flashlight lighted after
putting the battery and
switching it on. Which
energy transformation
occurs?
A. Chemical to light
B. Chemical to heat
C. Chemical to sound
D. Chemical to
mechanical
4. How is energy
changed when you
pluck the strings of
guitar?
A. Light to heat
energy
B. Chemical to
sound energy
C. Mechanical to
sound energy
D. Radiant to
mechanical energy
5. Why is energy
needed to be
transformed into
another form?
A. for the animals
to multiply
B. to produce
more equipment
C. so that plants &
animals survive
D. It has to be
changed into usable
form
J. Additional Assignment:
activities for 1. Look around
application or your home. List down
remediation some devices or
appliances; then
describe the
transformation or
change of energy from
one form to another.
You may draw or paste
pictures in a short
bond paper.
2. As a student
how can you help in
minimizing electrical
energy consumption in
your own house?
V. REMARKS
VI. REFLECTION

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 these
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 & SUBMITTED BY:
LORELIE C. ALCANTARA
Teacher III
Noted:

ARTURO R. AGUSTIN
Master Teacher I

YOLANDA S. BULATAO, PhD


Principal III

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