School: ANAO ELEMENTARY SCHOOL Grade Level: V

Teacher: ANGELIQUE R. BARTOLOME Learning Area: MATHEMATICS

        GRADES 1 to 12 Teaching Dates and

        DAILY LESSON LOG Time: SEPTEMBER 19 – 23, 2022 (WEEK 5) Quarter: 1ST QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES
A.Content *Demonstrates *Demonstrates *Demonstrates *Demonstrates *Demonstrates
Standards understanding of whole understanding of whole understanding of whole understanding of whole understanding of whole
numbers up to 10 000 000 numbers up to 10 000 000 numbers up to 10 000 000 numbers up to 10 000 000 numbers up to 10 000 000
*Demonstrates *Demonstrates *Demonstrates *Demonstrates *Demonstrates
understanding of divisibility, understanding of divisibility, understanding of divisibility, understanding of divisibility, understanding of divisibility,
order of operations, factors order of operations, factors order of operations, factors order of operations, factors order of operations, factors
and multiples and the four and multiples and the four and multiples and the four and multiples and the four and multiples and the four
fundamental operations fundamental operations fundamental operations fundamental operations fundamental operations
involving fraction involving fraction involving fraction involving fraction involving fraction
B.Performance *The learner is able to *The learner is able to *The learner is able to *The learner is able to *The learner is able to
Standards recognize and represent recognize and represent recognize and represent recognize and represent recognize and represent
whole numbers up to 10 000 whole numbers up to 10 000 whole numbers up to 10 000 whole numbers up to 10 000 whole numbers up to 10 000
000 in various forms and 000 in various forms and 000 in various forms and 000 in various forms and 000 in various forms and
contexts. contexts. contexts. contexts. contexts.
*The learner is able to apply *The learner is able to apply *The learner is able to apply *The learner is able to apply *The learner is able to apply
divisibility, order of divisibility, order of divisibility, order of divisibility, order of divisibility, order of
operations, factors and operations, factors and operations, factors and operations, factors and operations, factors and
multiples and the four multiples and the four multiples and the four multiples and the four multiples and the four
fundamental operations fundamental operations fundamental operations fundamental operations fundamental operations
involving fractions in involving fractions in involving fractions in involving fractions in involving fractions in
mathematical problems and mathematical problems and mathematical problems and mathematical problems and mathematical problems and
real-life situations real-life situations real-life situations real-life situations real-life situations
C.Learning Finds the common multiples Solves real-life problems Solves real-life problems Creates problems (with Adds fractions and mixed
Competencies/O and the least common involving GCF and LCM of 2- involving GCF and LCM of 2- reasonable answers) fractions without regrouping
bjectives multiple (LCM) of 2-4 3 given numbers 3 given numbers involving GCF of 2-3 given
numbers using continuous M5NS-Ie-70.2, M5NS-Ie-70.2, Numbers
division M5NS-Ie-71.2,
M5NS-Id-6.2.2
II.CONTENT Number and Number Sense Number and Number Sense Number and Number Sense Number and Number Sense Number and Number Sense
III.LEARNING
RESOURCES
A.References
1.Teacher’s K-12 Curriculum Guide in CG p.54 CG p.54 CG p.54 CG p.55
Guide pages Math 5 pp.54, Lesson Guide
in Elem. Math 5
pp. 44-47,
2.Learners’s
Materials pages
3.Textbook
pages
4.Additional
materials from
learning resource
(LR) portal
B.Other Learning DLP, Activity Sheets, picture flash cards, pocket chart, flash cards, pocket chart, flash cards, pocket chart DLP, Place Value Chart,
Resource Activity Sheets
IV.PROCEDURES
A.Reviewing Drill 1. Drill 1. Drill 1. Drill Drill
previous lesson Strategy: “Jollibee or McDo” Directions: Give the GCF of Directions: Give the GCF of Directions: Give the GCF of Game: Fill Them Up
or presenting the Materials: flashcards, pocket these pairs of numbers. these pairs of numbers. the following numbers. Materials: fraction cards,
new lesson chart a. 16 and 24 a. 16 and 24 a. 12, 20 colored chalks
Mechanics: b. 20 and 30 b. 20 and 30 b. 14, 16, Mechanics:
a. The whole class will c. 21 and 35 c. 21 and 35 c. 24 , 6 a. Form 2 groups of five. Line
participate in the activity Directions: Give the LCM of Directions: Give the LCM of d. 12, 16 and 48 them up.
b. Flashcards with written these pair of numbers. these pair of numbers. e. 15, 20 and 30 b. Each group will be given
numbers will be placed in a. 12 and 5 a. 12 and 5 2. Review sets of fraction cards.
the pocket chart. b. 7 and 9 b. 7 and 9 How do we find the GCF of Review
c. The pupils will flap their 2. Review 2. Review numbers? Finding the LCD of some
hands like a bee, if the How do we express a How do we express a given fractions
number is PRIME and do the number as a product of its number as a product of its Strategy: Relay Game
McDo sign if the number is prime factors? prime factors? Materials: flashcards
COMPOSITE. Mechanics:
37 a. Divide the class into two
67 groups. One representative
49 from each group stands at
86 the back of the room.
15 b. Flash the card with 2 to 3
Review fractions on it.
Directions: Find the GCF of c. The pupils give the LCD
the following using orally and the one who gives
continuous division. the correct answer first gets
Original File Submitted and the point.
Formatted by DepEd Club d. The game continues until
Member - visit all the selected players have
depedclub.com for more participated.
 e. The group with the most
points at the end of the
game
wins.
B.Establishing a Show a picture of a girl Class, what do I have here in Class, what do I have here in What are your favorite Who among you have
purpose for the studying in the library. Ask this jar? this jar? native delicacies? vegetable garden at home?
lesson the pupils to tell something Right. These are marbles. Right. These are marbles. Who prepares them for What are the vegetables
about the picture. Elicit the Elsa, a pupil likes to collect Elsa, a pupil likes to collect you? that you and your family
value of education and good marbles. marbles. Are they nutritious? grow? How do you take care
study habit. Her collection was so many Her collection was so many of your plants?
that she wants to group that she wants to group
them. them.
C.Presenting Presentation of the problem Problem Problem Presentation of the problem Last week, Mr. Reyes
Examples/ Elsa has 27 violet marbles, Elsa has 27 violet marbles, Kiara baked 30 pieces of worked 2 days in his
instances of the 54 blue marbles and 72 54 blue marbles and 72 puto and 48 pieces of vegetable
new lesson white marbles. She wants to white marbles. She wants to kutsinta to be packed in garden. He worked 2 14
divide the marbles into divide the marbles into plastic containers for her hours on the first day and 13
groups so that each group groups so that each group friends at school. She wants hour on the second day.
has the same number of has the same number of to divide the native How long did he work in all?
each color. What is the each color. What is the delicacies into identical
greatest number of groups greatest number of groups containers so that each
that Elsa can make? that Elsa can make? container has the same
number of each kind of
delicacy. If she wants each
container to have the
greatest number of
delicacies possible, how
many plastic containers
does she need?
D.Discussing new Have the pupils read the 2. Performing Activities 2. Performing Activities What did Kiara bake? What good trait do you
concepts and problem. Answer the following Answer the following What is asked in the think has Mr. Reyes for
practicing new In what subjects does questions: questions: problem? having a
skills #1 Angela attend enrichment Questions Questions What are given? vegetable garden at home?
classes? a. What are given? a. What are given? How will you solve the How can such garden help in
What can you say about b. What is being asked? b. What is being asked? problem? sustaining
Angela? What kind of pupil c. What operation will you c. What operation will you a family’s daily expenses?
is use? use? What other benefits can you
she? d. How will you solve this d. How will you solve this get from
How will you solve the problem? problem? maintaining such garden at
problem? 3. Processing Activities 3. Processing Activities home?
• What are given in the • What are given in the Performing the Activities
problem? problem? a. Have the pupils plan what
(27 violet marbles, 54 blue (27 violet marbles, 54 blue operation they will use to
 marbles and 72 white marbles and 72 white find the answer.
marbles) marbles) b. Let them write the
• What is being asked? • What is being asked? number sentence.
(The total greatest number (The total greatest number c. Lead them to solve the
of groups that Elsa of groups that Elsa problem by using visual
can make) can make) representation.
• What operation/s do we • What operation/s do we 3. Processing the Activities
need to solve our problem? need to solve our problem? Let one representative of
(Division) (Division) the group to report on their
• What is the answer to our • What is the answer to our outputs.
problem? problem? After all the groups have
(9 groups of marbles) (9 groups of marbles) presented their answers,
Therefore, Elsa can make 9 Therefore, Elsa can make 9 ask: How did you find the
groups of marbles for all her groups of marbles for all her activity? How were you able
marble collection. marble collection. to add fractions and mixed
fractions with different
denominators? What did
you do?
E. Discussing Divide the pupils into teams. Mr. Cruz paints their house Mr. Cruz paints their house Directions: Divide the class Directions: Find the sums.
new concepts Let them work on the every 3 years while Mr. every 3 years while Mr. into group of 5s. The task of Simplify, if possible.
and practicing problem by learning team. Perez paints their house Perez paints their house the pupils is to help each a) 2/3 + 5/ 14 b) 7/ 38 + 1/4
new skills #2 Note: Solving this problem every 4 years. If they every 4 years. If they other to solve the problem. c) 1/4 + 12 1/4 d) 2 3/8 + 1/2
requires finding the least painted their house at the painted their house at the Give them enough time to e) 2 23 + 19
common multiple of same time this year, when same time this year, when perform the task.
numbers. will they paint their house at will they paint their house at  After all groups have
Let the pupils find the LCM the same time again? the same time again? finished, asked them to post
of the numbers using the their output on the board
method that they know. and let them discuss their
solutions
F.Developing Let the groups present their Miss Reyes baked 150 Miss Reyes baked 150 Directions: Group the Read, analyze and solve.
Mastery outputs. chocolate chip cookies and chocolate chip cookies and learners into five groups. a. How much paint will be
How did you solve for the 132 peanut butter cookies. 132 peanut butter cookies. Encourage the used if 1 34 gallon will be
correct answer? She divided the chocolate She divided the chocolate groups to create a problem used for the
Which multiples are chip cookies into piles and chip cookies into piles and similar to the given one. stage and 15 gallons in the
common to both 2 and 4? so with the peanut butter so with the peanut butter Then, solve the problem. a. . hallway?
Among cookies. Each pile had only cookies. Each pile had only Given : 36 manggo-flavoured b. Jewel wraps her gifts. One
the common multiples, one type of cookie, had the one type of cookie, had the sweets (Tim) 44 grape- gift used 16 meter of a
which one is the least or same number of cookies and same number of cookies and flavoured sweets (Peter) wrapper,
smallest? the greatest possible the greatest possible Asked: number of sweets in another gift used 2 13
If none of the group used number of cookies. number of cookies. each tray meters. How much wrapper
the continuous division a. How many cookies were a. How many cookies were Problem: was used in
method there in each pile? there in each pile? _______________________ all?
or decomposition method b. How many piles of b. How many piles of _________
 show them how it is done. chocolate chip cookies were chocolate chip cookies were Solution and answer:
Then, give there? there? ______________________
other set of numbers and c. How many piles of peanut c. How many piles of peanut b. Given: Two wires with
find their LCM using the butter cookies were there? butter cookies were there? lengths of 448 cm and 616
same method. cm Asked: length of the two
pieces of wires cut
Problem:
_______________________
_______
Solution and answer:
_____________________
c. Given: 120 crayons, 30
pieces of paper, 20 pencils
Asked: largest number of
students she can have in her
class
so that each student gets
equal number of crayons,
paper and pencil
Problem:
_______________________
_______
Solution and
answer:_________________
_____
G.Finding Directions: Find the LCM Answer the following Answer the following Directions: Create a problem Directions: Solve the
Parctical using continuous division problem. problem. with the following given following problems. Express
application of a) 9, 12, d) 30, 42 Juan has 96 m of copper Juan has 96 m of copper data. your answer in lowest term
concepts and b) 16, 24, e) 10, 15 ,30 wire and 136 m of aluminum wire and 136 m of aluminum Given: 14 rock CDs, 12 if possible.
skills in daily c) 52, 72, 81 wire. What is the maximum wire. What is the maximum classical CDs, and 8 pop CDs a. Mang Jose catches a 4 1/8
living length he can cut these wire length he can cut these wire Asked: greatest number of -kg tuna fish, Mang Andres
so that all the pieces are of so that all the pieces are of CDs Oscar can pack in each catches a 3/5-kg of yellow-
the same length? the same length? box fin fish. What was the total
Problem: weight of their catches?
_______________________ b. Mel spends1 3/5 hours
_______ watching TV, Garry spends 2
Solution and answer: 1/8 hours playing
______________________ badminton, and Joey spends
1/4 hour hanging out with
friends. Altogether, how
much time is spent by them?
c. Junel jogs  2 1/4 km in the
morning and the in 1/4 the
afternoon
 How many km does he jog in
one day?
H.Making What is a Least Common How will you solve word How will you solve word How do you create problems How do we add fractions
generalization Multiple (LCM)? problem involving LCM? problem involving LCM? (with reasonable answers) and mixed forms with
and abstraction How is continuous division involving GCF of 2-3 different
about the lesson done in getting the Least numbers? denominators?
Common Multiple of a set of
numbers?
I.Evaluating Directions: Give the least Solve these problems. Solve these problems. Directions: Create a problem Add. Reduce your answer to
learning common multiple (LCM). a. Alicia waters her orchids a. Alicia waters her orchids using the given information. lowest terms, if possible
Use continuous division. every 4 days and her violets every 4 days and her violets a. Given : 45 okra plants, 81 a) 4 2/3 + 1/5
a) 6, 8 d) 8, 10 every 7 days. Not counting every 7 days. Not counting corn plants and 63 tomato b) 3/8 + 10 1/4
b) 18, 36 e) 8, 12 ,16 the first day, when is the the first day, when is the plants c) 1/10 + 12 1/5 + 3/5
c) 15 ,30 ,45 next time will she water her next time will she water her Asked: greatest number of d) 8 3/8 + 3 1/6
plants at the same day plants at the same day plants in 1 row e) 7 1/3 + 2/9
again? again? b. Given : PE Club of 16 girls
b. A group of 45 dancers and b. A group of 45 dancers and and 36 boys
30 clowns in a parade. You 30 clowns in a parade. You Asked: biggest number of
want to arrange the two want to arrange the two members each group can
groups in rows with the groups in rows with the have which
same number of people in same number of people in would have an equal
each row, but without each row, but without number of boys and girls c.
mixing the groups. What is mixing the groups. What is Given : two pieces of string,
the greatest number of the greatest number of one 20 feet long and the
people you can have in each people you can have in each other 12 feet long Asked:
row? row? greatest length, in feet, that
she can cut them d. Given :
12 blue marbles and 15
white marbles Asked:
greatest number of groups
Julie can make
To create problems involving
GCF of 2 – 3 numbers, the
following will serve as guide:
 Familiarize yourselves with
the concepts of GCF
 Think of type of problems
you want to create.
 Read some examples of
problems and study the
solution.
e. Given : 10 stuffed cats and
20 stuffed dogs Asked:
 greatest number of groups
Leslie can place her stuffed
animals into
J.additional Directions: In each set of Directions: Solve the Directions: Solve the Directions: Write a question Directions: Find the sums.
activities for numbers, circle the common following problems. following problems. for the given problem. a. Reduce the answers to
application or multiples of a. Ken, Kenneth and Kenzrae a. Ken, Kenneth and Kenzrae Megan is creating party simplest forms.
remediation the given numbers in the are jogging around a track. are jogging around a track. favors with pencils and a) 2 2/3 + 1/8
left. Ken takes 4 minutes to jog Ken takes 4 minutes to jog stickers. She has 20 pencils  b) 6 1/5 + 23
a. 2 and 6: once around the track. once around the track. and 8 stickers, and wants c) 42/8 + 1/2
(4,10,18,25,29,36,40,46.54) Kenneth takes 5 minutes Kenneth takes 5 minutes each party favor to include d) 1 2/10 + 3/5
b. 8 and 15: (10, and Kenzrae 6 minutes. If and Kenzrae 6 minutes. If the same combination of  e) 7 3/9 + 1/3
40,70,90,120,150,180, 240) they start together at 6:00 they start together at 6:00 pencils and stickers, with
c. 9 and 12: a.m., at what time will they a.m., at what time will they none left over. b. There are
(18,28,36,40,52,63,72,80,88, be together again at the be together again at the 36 teachers and 42 parents
95) starting point. starting point. playing in a sports fest. Each
b. Sally has two pieces of b. Sally has two pieces of team must have equal
string. One is 20 m long and string. One is 20 m long and number of teachers and
the other is 10 m long. She the other is 10 m long. She parents as members.
cuts the strings in the same cuts the strings in the same
length. How many were the length. How many were the
strings she made? strings she made?
V.REMARKS
VI.REFLECTION
A.No. of learners ___Lesson carried. Move on ___Lesson carried. Move on ___Lesson carried. Move on ___Lesson carried. Move on ___Lesson carried. Move on
who earned 80% to the next objective. to the next objective. to the next objective. to the next objective. to the next objective.
in the evaluation ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of  the pupils got _____% of  the pupils got _____% of  the pupils got _____% of  the pupils got _____% of  the pupils got
80% mastery 80% mastery 80% mastery 80% mastery 80% mastery
B.No.of learners ___Pupils did not find ___Pupils did not find ___Pupils did not find ___Pupils did not find ___Pupils did not find
who require difficulties in answering their difficulties in answering their difficulties in answering their difficulties in answering their difficulties in answering their
additional lesson. lesson. lesson. lesson. lesson.
activities for ___Pupils found difficulties ___Pupils found difficulties ___Pupils found difficulties ___Pupils found difficulties ___Pupils found difficulties
remediation in answering their lesson. in answering their lesson. in answering their lesson. in answering their lesson. in answering their lesson.
___Pupils did not enjoy the ___Pupils did not enjoy the ___Pupils did not enjoy the ___Pupils did not enjoy the ___Pupils did not enjoy the
lesson because of  lack  of lesson because of  lack  of lesson because of  lack  of lesson because of  lack  of lesson because of  lack  of
knowledge, skills and knowledge, skills and knowledge, skills and knowledge, skills and knowledge, skills and
interest  about the lesson. interest  about the lesson. interest  about the lesson. interest  about the lesson. interest  about the lesson.
___Pupils  were interested ___Pupils  were interested ___Pupils  were interested ___Pupils  were interested ___Pupils  were interested
on the lesson, despite of on the lesson, despite of on the lesson, despite of on the lesson, despite of on the lesson, despite of
some difficulties some difficulties some difficulties some difficulties some difficulties
encountered in answering encountered in answering encountered in answering encountered in answering encountered in answering
the questions asked by the the questions asked by the the questions asked by the the questions asked by the the questions asked by the
teacher. teacher. teacher. teacher. teacher.
 ___Pupils mastered the ___Pupils mastered the ___Pupils mastered the ___Pupils mastered the ___Pupils mastered the
lesson despite of limited lesson despite of limited lesson despite of limited lesson despite of limited lesson despite of limited
resources used by the resources used by the resources used by the resources used by the resources used by the
teacher. teacher. teacher. teacher. teacher.
___Majority of the pupils ___Majority of the pupils ___Majority of the pupils ___Majority of the pupils ___Majority of the pupils
finished their work on time. finished their work on time. finished their work on time. finished their work on time. finished their work on time.
___Some pupils did not ___Some pupils did not ___Some pupils did not ___Some pupils did not ___Some pupils did not
finish their work on time finish their work on time finish their work on time finish their work on time finish their work on time
due to unnecessary due to unnecessary due to unnecessary due to unnecessary due to unnecessary
behavior. behavior. behavior. behavior. behavior.
C.Did the ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned
remedial work? 80% above 80% above 80% above 80% above 80% above
No.of learners
who have caught
up with the
lesson
D.No. of learners ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
who continue to additional activities for additional activities for additional activities for additional activities for additional activities for
require remediation remediation remediation remediation remediation
remediation
E.Which of my ___Yes  ___No ___Yes  ___No ___Yes  ___No ___Yes  ___No ___Yes  ___No
teaching ____ of Learners who ____ of Learners who ____ of Learners who ____ of Learners who ____ of Learners who
strategies caught up the lesson caught up the lesson caught up the lesson caught up the lesson caught up the lesson
worked well?
Why did these
work?
F.What ___  of Learners who ___  of Learners who ___  of Learners who ___  of Learners who ___  of Learners who
difficulties did I continue to require continue to require continue to require continue to require continue to require
encounter which remediation remediation remediation remediation remediation
my principal or
supervisor can
helpme solve?
G.What Strategies used that work Strategies used that work Strategies used that work Strategies used that work Strategies used that work
innovation or well: well: well: well: well:
localized  ___Metacognitive  ___Metacognitive  ___Metacognitive  ___Metacognitive  ___Metacognitive
materials did Development: Exa Development: Exa Development: Exa Development: Exa Development: Exa
used/discover mples: Self mples: Self mples: Self mples: Self mples: Self
which I wish to assessments, note assessments, note assessments, note assessments, note assessments, note
share with other taking and studying taking and studying taking and studying taking and studying taking and studying
teachers? techniques, and techniques, and techniques, and techniques, and techniques, and
vocabulary vocabulary vocabulary vocabulary vocabulary
assignments. assignments. assignments. assignments. assignments.
 ___Bridging: Exam  ___Bridging: Exam  ___Bridging: Exam  ___Bridging: Exam  ___Bridging: Exam
 ples: Think-pair- ples: Think-pair- ples: Think-pair- ples: Think-pair- ples: Think-pair-
share, quick-writes, share, quick-writes, share, quick-writes, share, quick-writes, share, quick-writes,
and anticipatory and anticipatory and anticipatory and anticipatory and anticipatory
charts. charts. charts. charts. charts.
    
 ___Schema-  ___Schema-  ___Schema-  ___Schema-  ___Schema-
Building: Examples:  Building: Examples:  Building: Examples:  Building: Examples:  Building: Examples: 
Compare and Compare and Compare and Compare and Compare and
contrast, jigsaw contrast, jigsaw contrast, jigsaw contrast, jigsaw contrast, jigsaw
learning, peer learning, peer learning, peer learning, peer learning, peer
teaching, and teaching, and teaching, and teaching, and teaching, and
projects. projects. projects. projects. projects.
 ___Contextualizati  ___Contextualizati  ___Contextualizati  ___Contextualizati  ___Contextualizati
on:   on:   on:   on:   on:  
 Examples: Demonst  Examples: Demonst  Examples: Demonst  Examples: Demonst  Examples: Demonst
rations, media, rations, media, rations, media, rations, media, rations, media,
manipulatives, manipulatives, manipulatives, manipulatives, manipulatives,
repetition, and local repetition, and repetition, and repetition, and local repetition, and
opportunities. local opportunities. local opportunities. opportunities. local opportunities.
 ___Text  ___Text  ___Text  ___Text  ___Text
Representation:   Representation:   Representation:   Representation:   Representation:  
 Examples: Student  Examples: Student  Examples: Student  Examples: Student  Examples: Student
created drawings, created drawings, created drawings, created drawings, created drawings,
videos, and games. videos, and games. videos, and games. videos, and games. videos, and games.
 ___Modeling: Exa  ___Modeling: Exa  ___Modeling: Exa  ___Modeling: Exa  ___Modeling: Exa
mples: Speaking mples: Speaking mples: Speaking mples: Speaking mples: Speaking
slowly and clearly, slowly and clearly, slowly and clearly, slowly and clearly, slowly and clearly,
modeling the modeling the modeling the modeling the modeling the
language you want language you want language you want language you want language you want
students to use, students to use, students to use, students to use, students to use,
and providing and providing and providing and providing and providing
samples of student samples of student samples of student samples of student samples of student
work. work. work. work. work.
Other Techniques and Other Techniques and Other Techniques and Other Techniques and Other Techniques and
Strategies used: Strategies used: Strategies used: Strategies used: Strategies used:
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___Gamification/Learning ___Gamification/Learning ___Gamification/Learning ___Gamification/Learning ___Gamification/Learning
throuh play throuh play throuh play throuh play throuh play
___ 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
 ___ Differentiated ___ Differentiated ___ Differentiated ___ Differentiated ___ Differentiated
Instruction Instruction Instruction Instruction 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 ___ Pupils’ eagerness to ___ Pupils’ eagerness to ___ Pupils’ eagerness to ___ Pupils’ eagerness to
learn learn learn learn learn
___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
                                       
collaboration/cooperation          collaboration/cooperation
             collaboration/cooperation
             collaboration/cooperation
             collaboration/cooperation
            
       in doing  their  tasks        in doing  their  tasks        in doing  their  tasks        in doing  their  tasks        in doing  their  tasks
___ Audio Visual ___ Audio Visual ___ Audio Visual ___ Audio Visual ___ Audio Visual
Presentation Presentation Presentation Presentation Presentation
       of the lesson        of the lesson        of the lesson        of the lesson        of the lesson
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
      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 __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__Contextualized/Localized __Contextualized/Localized __Contextualized/Localized __Contextualized/Localized __Contextualized/Localized
and Indigenized IM’s and Indigenized IM’s and Indigenized IM’s and Indigenized IM’s and Indigenized IM’s
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
     views of the locality      views of the locality      views of the locality      views of the locality      views of the locality
__ Recycling of plastics  to __ Recycling of plastics  to __ Recycling of plastics  to __ Recycling of plastics  to __ Recycling of plastics  to
be used as Instructional be used as Instructional be used as Instructional be used as Instructional be used as Instructional
Materials Materials Materials Materials Materials
__ local poetical __ local poetical __ local poetical __ local poetical __ local poetical
composition composition composition composition composition

PREPARED BY: NOTED BY:

ANGELIQUE R. BARTOLOME DAISY B. CORDOVA

TEACHER 1 PRINCIPAL II