The document provides a daily lesson log for a 5th grade mathematics class that focuses on ratios. Over the course of the week, students will: 1) Learn about ratios and how to express them using fractions, decimals, and proportions. Examples used include comparing numbers of circles to squares. 2) Practice skills like writing ratios in different forms using real objects and visual examples from daily life. Ratios compared may involve numbers of students, fruits, or classroom supplies. 3) Apply their understanding of ratios to solve word problems involving costs, quantities for sale, and family demographics to strengthen comprehension of ratios in practical scenarios. Assessment occurs through ratio identification, expression, and application exercises.

1. GRADES 1 to 12
DAILY LESSON LOG
School: DepEdClub.com Grade Level: V
Teacher: File Created by Ma’am EDNALYN D. MACARAIG Learning Area: MATHEMATICS
Teaching Dates and
Time: JANUARY 8 – 12, 2024 (WEEK 8) Quarter: 2ND QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES
A.Content Standards The learner demonstrates
understanding of ratio
The learner demonstrates
understanding of the four
fundamental
operations involving ratio
The learner is expected to
demonstrate understanding of
the four
fundamental operations involving
decimals and ratio and
proportion
The learner demonstrates
understanding of the four
fundamental
operations involving decimals
and ratio and proportion
The learner demonstrates
understanding of the four
fundamental operations
involving decimals and ratio
and proportion
B.Performance Standards The learner is able to recognize
and represent ratio in various
forms and
contexts
The learner is able to apply the four
fundamental operations involving
ratio in mathematical problems and
real-life situations
The learner is able to apply the
four fundamental operations
involving
decimals and ratio and
proportion in mathematical
problems and real-life
situations.
The learner is able to apply
the four fundamental
operations involving
decimals and ratio and
proportion in mathematical
problems and real-life
situations
The learner is able to apply
the four fundamental
operations involving
decimals and ratio and
proportion in mathematical
problems and real-life
situations.
C.Learning
Competencies/Objectives
Visualize the ratio of 2 given
numbers
Code: M5NS-IIh-122
Visualizes the ratio of 2 given
numbers
Code: M5NS-IIh-122,
Expresses ratio using the colon ( :
)
Code: M5NS-IIh-123,
Expresses ratio using fractions
Code: M5NS-IIh-123
Expresses ratio using either
the colon (:) or fractions
Code: M5NS-IIh-123
II.CONTENT Visualizing the ratio of 2 given
numbers
Visualizing the Ratio of 2 Given
Numbers
Expressing ratio using the colon (
: )
Expressing Ratio Using
Fractions
Expressing Ratio using either
the Colon (:) or Fractions
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages Curriculum Guide, page 60 of 109
Mathematics for a Better Life TM
pp. 185-87
Curriculum Guide, page 60 of 109
Lesson Guide in Elementary
Mathematics 5 p. 218
Curriculum Guide, page 60 of 109
Lesson Guide in Elementary
Mathematics 5, pp. 218-222
Curriculum Guide, page 60 of
109
Lesson Guide in Elementary
Mathematics pp 325-329
Curriculum Guide, page 60 of
109
2.Learners’s Materials pages
3.Textbook pages Mathematics for a Better Life pp.
194-195
Mathematics for a Better Life 5, p.
194
Realistic Math Worksheet, pp.
316 - 322
Mathematics for a Better Life
5, pp.
Mathematics for a better Life
pp. 196-197
4.Additional materials from
learning resource (LR) portal
DepEd Learning Portal Math 5 –
Module- Visualization of
Ratio (1372
Lesson Guide in Elem. Math
Grade 5 p. 218-222
BEAM LG Grade 5 Module 9
BEAM LG Grade 6 Module 11
B.Other Learning Resource Cutouts, pictures of objects,
powerpoint presentations
tarpapel of fruits, real objects, table
chart, flashcards
Charts, flashcards Charts, Pictures, power point
presentations
Concrete objects or cut-outs,
show-me- boards
IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
1. Drill
Game
Directions: Reduce the following
fractions to lowest term
1. Drill
Have a game on giving the
Strategy: Match Game
Mechanics: Each group will
Reducing Fractions to Lowest
Terms

2. Puzzle: Naming Parts of a Whole
Mechanics
a. Group the class into four.
b. Each group will be given
flashcards of fractions
c. As teacher flashes cut outs or
picture the group will show their
answer using their flash cards.
d. The first group that will show c
answer wins the game.
e. Continue until all cut outs have
been shown.
The group with the highest score
wins
2. Review
Review on Proper and Improper
Fractions
Game: Naming the Baby
a. Group the class into 2 groups.
b. Give the set of flashcards where
written the proper and improper
fractions like the following
c. Post the table on the board
(written in manila paper)
d. The first group who posts their
answers correctly in fastest way
wins the game.
e. How will you differentiate
proper and improper fractions,
based on our activity?
Materials: flashcards
a) 4/10
b) 12/24
c) 5/25
d) 10/100
e) 25/100
fractional part of the shaded
region. Use illustrations. Let the
pupils divide as fast as they can
2. Review
Directions: Compare the
following quantities.
1. roses to leaves
2. basketballs to tennis balls
3. books to crayons
4. books to leaves
5. roses to crayons
6. crayons to all objects
match the fractions with
denominator of
10 and 100 and their
equivalent in decimals.
(Provide them with the
materials)
2. Reviewing Previous Lesson
Directions: Give the ratio of
the following in colon form:
1. triangles to stars
2. stars to triangles
3. triangles to all the shapes
4. circles to triangles
5. triangles to circles
Strategy: Show-Me- Game
Mechanics:
1. Each pupil uses his or her
own show-me-board.
2. The teacher flashes
fractions in higher terms like
the examples below
. 3. When the teacher gives
the signal “Go” , the pupils
raise their show-me-boards
containing the lowest term of
the fraction shown by the
teacher.
4. This activity continues for 3
to 5 minutes.
B.Establishing a purpose for the
lesson
Place two sets of objects on a
table (marbles, popsicle sticks or
other counters). Without counting
them, which set has greater
number of objects?
Today, you will learn more about
making comparisons
Ask the pupils to start counting off the members of
their group. Write the numbers of male and female on
the table.
Male
Female
Total
How will you compare the number of male to female?
female to male?
How about the numbers of male to total number of
pupils? female to the total number of pupils
Look around your classroom?
What are the things you find
inside? What are the things
needed in our classroom?
Instill the value of being aware to
the things inside the classroom.
What pets do you have at
home?
How do you take care of
them?
Original File Submitted and
Formatted by DepEd Club
Member - visit depedclub.com
for more
What are the things that are
inside your bag? Why do you
carry them in going to school
regularly? How do those
things help you in your
studies?
Please bring out some of your
stuff in your bag because we
will be using them in our
lesson today.
C.Presenting Examples/ instances of
the new lesson
Doris cuts 2 squares for every 3
circles to make a design. What is
Using Actual Pupils in Naming Ratio
Mechanics:
Strategy: Class Activity
Count the number of boys. (Let
Study the pictures of dogs and
cats
a. Place different objects on
the table like notebooks,

3. the ratio of number of squares to
the number of circles?
a. Let the pupils count the number
of girls and boys in their respective
group.
b. Let the pupils write their answers
on the chart.
c. Tabulate the data on the board
as follows:
the pupils count.)
Count the number of girls.
pencils, crayons and sheets of
paper.
b. Ask the pupils to count the
number of objects in each set
and tabulate their answers.
Sample answers
D.Discussing new concepts and
practicing new skills #1
What are the objects being
compared?
Show them cut outs of 2 squares
and 3 circles.
How will you compare the
number of squares to the number
of circles?. What do you call to
comparison you made?
How do we write ratio?
Group Reporting Strategy: Thinking Skills (RMFD)
Guide the pupils to show the
relationship of the number of
boys to the number of girls.
How do you write the
comparison of the number of
boys to the number of girls using
colon form? The first term is the
number of boys. The second term
is the number of girls.
Let the pupils count other
objects/things. Let them
give/write the ratio in colon
form.
buttons to stones
shells to tansan
matchboxes to marbles
bottle caps to paper clips
Did you count the objects/things
correctly? Why? What will you do
if you are given objects to
use/manipulate? How will you
handle them?
Discussing New Concepts and
Practicing New Skills
How many dogs are there?
How about the cats?
What is the ratio of the
number of dogs to cats? Write
it in
fraction form.
fraction form: 4
3
How can you be a responsible
pet owner?
Directions: Use the pictures to
give the ratio in fraction form.
1. ratio of triangles to circles
2. ratio of circles to triangles
3. ratio of square to rhombus
4. ratio of rhombus to square
5. ratio of circle to all the
figures
Ratios can be written in
fraction form. The order of
the number
is important and cannot be
reversed
E. Discussing new concepts and
practicing new skills #2
Group Activity- (Experiential
Learning)
1. The class will be divided into 5
groups.
2. Each group will give 5 examples
of ratio based on objects that
can be found in the classroom.
3. Give them time to finish the
activity.
How many pupils are there in each
column?
How do you compare the number
of boys to the number of girls
in Column 1? Column 2?
(Introduce the concept of ratio as
the comparison of two
quantities.)
Present more examples:
Give other examples Give other examples How will you compare the
number of notebooks with the
number of
pencils? Introduce the
concept of ratio as the
comparison of two
quantities.
The ratio of notebooks to
pencils is 5 to 7.

4. 4. Group presentation.
5. Processing the outputs of the
group.
Compare the number of boys in
Rows 1 and 2.
Compare the number of girls in
Rows 3 and 4.
Can we interchange the terms
in the ratio? Why? or Why
not?
(Lead the pupils to state that
the terms of a ratio are not
commutative.)
Ratios can also be written in
other ways:
The ratio 5 to 7 can also be
written as
Give more examples or have
the pupils form
other ratios using the objects
in the table.
F.Developing Mastery A. Directions: Use the set of
pictures. What is the ratio of the
number of:
B. Directions: Draw a picture to
show the given ratio.
1. A ratio of 3 to 4.
2. A ratio of 5 to 6
Use of Concrete Objects
Materials: concrete objects
Mechanics:
a. Put different objects on the table
like notebooks, ballpens, crayons
and sheets of paper.
b. Ask pupils to count the number
of objects in each set and write
their answers on the board.
Sample answers:
Set 1 – 5 notebooks, 6 ballpens
Set 2 – 8 crayons, 12 sheets of
paper
Using the sets of pictures, write the
ratio of the following.
Directions: Write a ratio for these
sets of fruits.
a) mango to chico _________
b) atis to chico __________
c) mango to atis __________
d) atis to all fruits _________
e) mango and chico to all fruits
____________
Strategy : Activity-Based (3 A’s)
Group the learners into five
groups. Instruct them to express
the
following ratios using colon form.
1. circle to rectangle
2. circle to triangle
3. square to cicle
4. rectangle to all shapes
5. triangles to squares
6. squares to all shapes
Directions: Express the
following ratios in fraction
form.
1). 3:4
2). 4:2
3). 4:9
4).11:12
5). 5:11
Avocado Php8.00
Banana Php5.00
Papaya Php25.00
Pineapple Php35.00 Apple
Php20.00
Directions: Give the
comparison of the cost of the
following. Express
your answers using fraction
form and colon form.
Fraction Form Colon Form
a. Avocado to Banana
_______ ________
b. Banana to Papaya _______
________
c. Avocado to Apple _______
________
d. Apple to Papaya _______
________
e. Pineapple to Avocado
_______
G.Finding Parctical application of
concepts and skills in daily living
Directions: Answer the following.
1. What is the ratio of the number
of vowels to the number of
consonants in the English
Alphabet?
2. What is the ratio of the number
Directions: Visualize and write the
ratio for the following situation.
In the orchard of Mr. Felipe, there
are 30 mango trees,
24 guava trees, 18 rambutan ttrees
and 20 chico trees.
Read and solve the problem
Ronald bought 3 pencils for Php
10 at Elen’s School Supply Store.
Ruby bought 6 pencils for 20.
Give the ratio of pencils to the
amount of money of each child
Group Activity (CPFM Activity)
Group the pupils into 3
groups.
A. Directions: Draw the
Philippine flag. Then answer
these
In your class, what is the ratio
of the number of:
1. boys to girls
2. girls to boys
3. boys to all pupils
4. girls to all pupils

5. of boys to the number of
girls in your class?
3. In a class of 36 pupils, there are
13 boys. Find the ratio
Page414
of the number of
a. Girls to boys
b. Boys to all pupils
c. All pupils to girls
__________
trees to chico trees
__________
chico trees _________
trees __________
the trees _________
Page427
questions:
1. What is the ratio of stars to
sun?
2. What is the ratio of sun to
rays?
B. Directions: Answer the
questions. Give the ratio in
fraction
form.
1. The flag of the United
States has 50 stars and 13
stripes. What is the ratio of
stripes to stars?
2. In Mrs. Lopez’ class, there
are 3 books for every 6
pupils. What is the ratio of
pupils to books?
Express your answers in colon
form and fraction form.
H.Making generalization and
abstraction about the lesson
How do we visualize ratio? What is
ratio?
What is a ratio?
quantities or given sets of objects.
It is also a pair of numbers that
compare two quantities in the same
unit by division.
How will you visualize ratio?
presented with the use of pictures
and real objects.
How do you express ratio? How do we write ratios? A ratio is a comparison of two
quantities or given sets of
objects. It is also a pair of
numbers that compare two
quantities in the same unit by
division.
We write ratio using colon or
fraction form
I.Evaluating learning The table below shows the
number of different vehicles sold
by Cars
Incorporated last year.
Directions: Use the information in
the table to write the following
ratios.
Type of Vehicle
Quantity
Sold
Sports Utility Vehicle 60
Van 36
Car 40
Truck 25
4) Number of cars sold to number
of trucks sold
Directions: Visualize the ratio of
these sets of objects by using
illustrations or drawings.
a) 15 oranges to 3 plastic bags
b) 5 boxes to 50 candles
c) 1 ball pen to 3 notebooks
d) 5 shirts to 2 pants
e) 15 red caps to 10 black cap
Use the information in the chart to answer the
questions. Express the following ratios in colon
form
Ages of the Medina Family Members
Name
Present Age
Mr. Medina 44
Mrs. Medina 42
Kathy 18
John 16
Julius 15
Mae 12
1. What is the ratio of Mr. Medina’s age to Kathy’s
age?
2. What is the ratio of Mrs. Medina’s age to Julius’s
age?
Directions: Write the ratio in
fraction form.
1). 2 books for every 4 pupils
2). 9 players to 1 team
3). 12 flowers to 3 vases
4). 6 desks to 12 pupils
5). 5 butterflies to 4 flowers
Directions: Write the following
ratio in Fraction form and
Colon form.
Fraction Form Colon Form
1. 2 teachers to 46 pupils
__________ __________
2. 4 books to 10 pupils
_________ _________
3. 12 flowers to 4 vases
__________ _________
4. 21 garbage cans to 14
classrooms ______ _______
5. 36 glasses of juice to 30
sandwiches ____ _______

6. 5) Number of vans sold to number
of sports utility vehicles sold
6) Number of sports utility vehicles
sold to the total number of cars
and vans sold
7) Number of trucks sold to the
total number of sports utility
vehicles and vans sold
8) Number of sports utility vehicles
sold to the total number of
vehicles sold
3. What is the ratio of Julius’s age to Mae’s age?
4. In two years, what will be the ratio of Mr.
Medina’s age to Mrs.
Medina’s age?
5. What was the ratio of the age of Mrs. Medina to
the age of her
youngest child two years ago
J.additional activities for application
or remediation
Directions: Explain how the
following rates satisfy the meaning
of ratio.
Rates
1). Php 350 per 6 hours
2). 1 580 people per square
metres
3). 1 250 kilowatt per minute
4). 120 metres per minute
5) Php 111.75 per 3 litres of
gasoline
Directions: Draw or illustrate the
following to visualize the ratio of
numbers.
a) 10 flowers to 5 leaves
b) 2 pigs to 3 carabao
c) 10 spoons to 12 forks
d) 8 chairs to 9 tables
e) 1 table to 8 chairs
Directions: Read each situation
and answer the questions. Use
colon
form in expressing ratios.
1. The Philippine flag has a sun
and 3 starts. What is the ratio of
stars to sun?
2. The flag of the United States
has 50 stars and 13 stripes.
What is the ratio of stripes to
stars?
3. Sweden’s flag has 4 blue
rectangles and 2 yellow stripes.
What is the ratio of rectangles to
stripes?
4. Thailand’s flag has 2 red
stripes, 2 white stripes and 1 blue
stripe. What is the ratio blue
stripe to white stripes to red
stripes?
5. The flag of Papua New Guinea
has 5 stars and 2 triangles.
What is the ratio of its stars to
those in the Philippine flag?
Directions: Answer the
following questions. Write the
ratio in
fraction form.
1. What is the ratio of the
number of vowels to the
number
of consonants in the English
alphabet?
2. What is the ratio of the
number of boys to the
number of
girls in your class?
Give the ratio. Use colon form
and fraction form in
writing the ratio.
1. I have 3 guavas for every
five chicos in my basket.
Ratio of guavas to chicos
________ ______
Ratio of chicos to guavas
________ ______
2. For every foot 5 are toes
Ratio of foot to toes _______
______
Ratio of toes to foot _______
______
3. There are 20 eyes for every
10 faces
Ratio of faces to eyes _______
______
Ratio of eyes to faces _______
______
4. Tony has 4 rabbits for every
7 chickens
Ratio of chickens to rabbits
_______ ______
Ratio of all animals to chickens
_____ ______
5. In the ballgame are 100
male for every 20 female
Ratio of male to female
______ ______
Ratio of female to male
______ ______
V.REMARKS

7. VI.REFLECTION
A.No. of learners who earned 80% in
the evaluation
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
B.No.of learners who require additional
activities for remediation
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
C.Did the remedial work? No.of
learners who have caught up with the
lesson
___ 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
D.No. of learners who continue to
require 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
___ of Learners who require
additional activities for
remediation
E.Which of my teaching strategies
worked well? Why did these work?
___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
F.What difficulties did I encounter
which my principal or supervisor can
helpme solve?
___ 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
G.What innovation or localized
materials did used/discover which I
wish to share with other teachers?
Strategies used that work well:
 ___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
 ___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory
charts.
Strategies used that work well:
 ___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
 ___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory
charts.
Strategies used that work well:
 ___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
 ___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory
charts.
Strategies used that work well:
 ___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
 ___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
Strategies used that work well:
 ___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
 ___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.

8. 
 ___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and projects.

 ___Contextualization:
 Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.

 ___Text Representation:
 Examples: Student created drawings,
videos, and games.
 ___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson

 ___Schema-Building: Examples:
Compare and contrast, jigsaw learning,
peer teaching, and projects.

 ___Contextualization:
 Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.

 ___Text Representation:
 Examples: Student created drawings,
videos, and games.
 ___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use, and
providing samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson

 ___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and projects.

 ___Contextualization:
 Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.

 ___Text Representation:
 Examples: Student created drawings,
videos, and games.
 ___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson

 ___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.

 ___Contextualization:
 Examples: Demonstrations,
media, manipulatives, repetition,
and local opportunities.

 ___Text Representation:
 Examples: Student created
drawings, videos, and games.
 ___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the less

 ___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.

 ___Contextualization:
 Examples: Demonstrations,
media, manipulatives, repetition,
and local opportunities.

 ___Text Representation:
 Examples: Student created
drawings, videos, and games.
 ___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the