1. GRADE 1 to 12
DAILY
LESSON LOG
School Caloocan Central Elementary School Grade Level
Teacher Day W1
Date Quarter 3rd QUARTER
SUBJECT Mathematics Mathematics Mathematics Mathematics Mathematics
TIME
OBJECTIVES
A. Content Standard Demonstrates
understanding of division
of whole numbers up to
1000 including money.
2. demonstrates
understanding of unit
fractions.
Demonstrates
understanding of
division of whole
numbers up to 1000
including money.
2. demonstrates
understanding of unit
fractions.
Demonstrates
understanding of division
of whole numbers up to
1000 including money.
2. demonstrates
understanding of unit
fractions.
Demonstrates understanding
of division of whole numbers
up to 1000 including money.
2. demonstrates understanding
of unit fractions.
Demonstrates understanding of
division of whole numbers up to
1000 including money.
2. demonstrates understanding
of unit fractions.
B. Performance
Standard
is able to apply division of
whole numbers up to 1000
including money in
mathematical problems
and real life situations.
is able to recognize and
represent unit fractions in
various forms and contexts
is able to apply division
of whole numbers up to
1000 including money in
mathematical problems
and real life situations.
is able to recognize and
represent unit fractions
in various forms and
contexts
is able to apply division
of whole numbers up to
1000 including money in
mathematical problems
and real life situations.
is able to recognize and
represent unit fractions
in various forms and
contexts
is able to apply division of
whole numbers up to 1000
including money in
mathematical problems and
real life situations.
is able to recognize and
represent unit fractions in
various forms and contexts
is able to apply division of whole
numbers up to 1000 including
money in mathematical
problems and real life situations.
is able to recognize and
represent unit fractions in
various forms and contexts
C. Learning
Competency/
Objectives
Write the LC code for
each.
Visualizes and represents
division, and writes a
related equation for each
type of situation: equal
sharing, repeated
subtraction, equal jumps
on the number line, and
formation of equal groups
of objects.
Visualizes and represents
division, and writes a
related equation for each
type of situation: equal
sharing, repeated
subtraction, equal jumps
on the number line, and
formation of equal
groups of objects.
Visualizes and represents
division, and writes a
related equation for each
type of situation: equal
sharing, repeated
subtraction, equal jumps
on the number line, and
formation of equal
groups of objects.
Visualizes and represents
division, and writes a related
equation for each type of
situation: equal sharing,
repeated subtraction, equal
jumps on the number line, and
formation of equal groups of
objects.
Visualizes division of numbers
up to 100 by 2,3,4,5, and 10
(multiplication table of 2, 3, 4, 5
and 10). (M2NS-IIIb-51.1)
II. CONTENT Day 1: Identifies the parts
of division sentence and
visualizes, represents
Day 2: Visualizes and
represents division, and
writes a related equation
Day 3: Visualizes and
represents division, and
writes a related equation
Day 4: Visualizes and
represents division, and writes
a related equation for
Day 5: Visualizes division of
numbers up to 100 by 5 and 10
(multiplication table of 5 and
2. division, and writes a
related equation for equal
sharing
for repeated subtraction, for equal jumps on the
number line
formation of equal groups of
objects.
10).
III. LEARNING
RESOURCES
A. References DBOW in Mathematics 2
Module Week 6
MELC K-12
DBOW in Mathematics 2
Module Week 6
MELC K-12
DBOW in Mathematics 2
Module Week 6
MELC K-12
DBOW in Mathematics 2
Module Week 6
MELC K-12
DBOW in Mathematics 2
Module Week 6
MELC K-12
1. Teacher’s Guide
pages
Teachers Guide
Mathemtics 2
Teachers Guide
Mathematics 2
Teachers Guide
Mathematics 2
Teachers Guide Mathematics 2 Teachers Guide Mathematics 2
2. Learner’s
Materials pages
Caloocan SLM
Mathematics 2 Kuwarter 2-
Ika anim na Linggo
Caloocan SLM
Mathematics 2 Kuwarter
2-Ika anim na Linggo
Caloocan SLM
Mathematics 2 Kuwarter
2-Ika anim na Linggo
Caloocan SLM Mathematics 2
Kuwarter 2-Ika anim na Linggo
Caloocan SLM Mathematics 2
Kuwarter 2-Ika anim na Linggo
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
Longs, flat, ones
Popsicle sticks
Longs, flat, ones
Popsicle sticks
Longs, flat, ones
Popsicle sticks
Longs, flat, ones
Popsicle sticks
Longs, flat, ones
Popsicle sticks
B. Other Learning
Resource
IV. PROCEDURES
A. Reviewing
previous lesson or
presenting the new
lesson
Isulat ang letra ng tamang
sagot.
1. Ito ay tinatawag na
repeated addition.
A. subtraction B.
multiplication C. division
2. Alin ang angkop na
pagpaparami as repeated
addition para sa larawan?
A. 3 + 3 + 3 + 3 B. 4 + 4 +
4 C. 6 + 6
3. B. Establishing a
purpose for the
lesson
Mayroong 24 na
piraso ng lapis si Marnie
na ipamimigay o
ipamamahagi sa kanyang 6
na kaibigan.
Tanong: Ilang piraso ng
lapis ang matatanggap ng
bawat kaibigan ni
Marnie? Paano natin
ipapakita at ilalarawan ang
bilang ng lapis na
natanggap ng bawat isa?
Paano isusulat ang
kaugnay na division
equation ng sitwasyong
ito?
.
Sa pagsulat ng kaugnay na
equation nito, sundin ang
sumusunod na
pamamaraan:
mga bagay o object ay ang
dividend.
object sa bawat pangkat ay
ang
divisor.
mga pangkat ang magiging
quotient.
C. Presenting
4. examples/
instances of the
new lesson
Mayroong 30 na piraso ng
holen si Emman na
ipamimigay o
ipamamahagi sa kanyang 5
na kaibigan.
Tanong: Ilang piraso ng
holen ang matatanggap
ng bawat kaibigan ni
Emman? Paano natin
ipapakita at ilalarawan ang
bilang ng holen na
natanggap ng bawat isa?
Paano isusulat ang
kaugnay na division
equation ng sitwasyong
ito?
D. Discussing new
concepts and
practicing new
skills #1
Gawain 1:
Ipakita ang sagot sa 48
hinati sa 8 sa
pamamagitan ng
repeated
subtraction. Isulat ito sa
loob ng kahon.
E. Discussing new
concepts and
practicing new
skills #2
5. F. Developing
mastery (leads to
Formative
Assessment 3)
G. Finding practical
application of
concepts and skills
in daily living
H.Making
generalizations
and abstractions
about the lesson
Ang division ay maaaring
maipakita at mailarawan
gamit
ang mga sumusunod:
equal sharing, repeated
subtraction, equal
jumps on the number line
at formation of equal
groups of objects.
Ang division ay maaaring
maipakita at mailarawan
gamit
ang mga sumusunod:
equal sharing, repeated
subtraction, equal
jumps on the number
line at formation of equal
groups of objects.
. Ang division ay
maaaring maipakita at
mailarawan gamit
ang mga sumusunod:
equal sharing, repeated
subtraction, equal
jumps on the number
line at formation of equal
groups of objects.
Ang division ay maaaring
maipakita at mailarawan gamit
ang mga sumusunod: equal
sharing, repeated subtraction,
equal
jumps on the number line at
formation of equal groups of
objects.
.
I. Evaluating
learning
. .
J. Additional
activities for
application or
remediation
Iguhit ang isinasaad sa
bawat bilang at isulat ang
kaugnay na
division equation nito.
1.10 bagay ang hinati sa 5
2. 18 bagay ang hinati sa
anim
3. 49 na bagay ang hinati
sa pito
4. 36 bagay hinati sa siyam
5. 80 bagay hinati sa 10
6. IV. REMARKS
V. REFLECTION
A..No. of learners who
earned 80% in the
evaluation
___ of Learners who earned 80%
above
___ of Learners who earned 80%
above
___ of Learners who earned 80%
above
___ of Learners who earned 80% above ___ of Learners who earned 80% above
B.No. of learners
who require additional
activities for remediation
who scored below 80%
___ of Learners who require
additional activities for remediation
___ of Learners who require
additional activities for
remediation
___ of Learners who require
additional activities for
remediation
___ of Learners who require additional
activities for remediation
___ of Learners who require additional
activities for remediation
C. Did the remedial
lessons work?
No. of learners who have
caught up with
the lesson
___Yes ___No
____ of Learners who caught up the
lesson
___Yes ___No
____ of Learners who caught up
the lesson
___Yes ___No
____ of Learners who caught up
the lesson
___Yes ___No
____ of Learners who caught up the
lesson
___Yes ___No
____ of Learners who caught up the lesson
D. No. of learners who
continue to require
remediation
___ of Learners who continue to
require remediation
___ of Learners who continue to
require remediation
___ of Learners who continue to
require remediation
___ of Learners who continue to require
remediation
___ of Learners who continue to require
remediation
E. Which of my teaching
strategies worked well?
Why
did these work?
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation
in
doing their tasks
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in
doing their tasks
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation
in
doing their tasks
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
G. What innovation or
localized materials did I
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
7. use/discover which I wish
to share with other
teachers?
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
