School: Grade Level: V

GRADES 1 to 12 Teacher: File Created by Ma’am EDNALYN D. MACARAIG Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and
Time: JANUARY 9 – 13, 2023 (WEEK 8) Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards The learner demonstrates The learner demonstrates The learner is expected to The learner demonstrates The learner demonstrates
understanding of ratio understanding of the four demonstrate understanding of understanding of the four understanding of the four
fundamental the four fundamental fundamental operations
operations involving ratio fundamental operations involving operations involving decimals involving decimals and ratio
decimals and ratio and and ratio and proportion and proportion
proportion
B.Performance Standards The learner is able to recognize The learner is able to apply the four The learner is able to apply the The learner is able to apply The learner is able to apply
and represent ratio in various fundamental operations involving four fundamental operations the four fundamental the four fundamental
forms and ratio in mathematical problems and involving operations involving operations involving
contexts real-life situations decimals and ratio and decimals and ratio and decimals and ratio and
proportion in mathematical proportion in mathematical proportion in mathematical
problems and real-life problems and real-life problems and real-life
situations. situations situations.
C.Learning Visualize the ratio of 2 given Visualizes the ratio of 2 given Expresses ratio using the colon Expresses ratio using fractions Expresses ratio using either
Competencies/Objectives numbers numbers (:) Code: M5NS-IIh-123 the colon (:) or fractions
Code: M5NS-IIh-122 Code: M5NS-IIh-122, Code: M5NS-IIh-123, Code: M5NS-IIh-123
II.CONTENT Visualizing the ratio of 2 given Visualizing the Ratio of 2 Given Expressing ratio using the colon Expressing Ratio Using Expressing Ratio using either
numbers Numbers (:) Fractions the Colon (:) or Fractions
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages Curriculum Guide, page 60 of 109 Curriculum Guide, page 60 of 109 Curriculum Guide, page 60 of 109 Curriculum Guide, page 60 of Curriculum Guide, page 60 of
Mathematics for a Better Life TM Lesson Guide in Elementary Lesson Guide in Elementary 109 109
pp. 185-87 Mathematics 5 p. 218 Mathematics 5, pp. 218-222 Lesson Guide in Elementary
Mathematics pp 325-329
2.Learners’s Materials pages
3.Textbook pages Mathematics for a Better Life pp. Mathematics for a Better Life 5, p. Realistic Math Worksheet, pp. Mathematics for a Better Life Mathematics for a better Life
194-195 194 316 - 322 5, pp. pp. 196-197
4.Additional materials from DepEd Learning Portal Math 5 – Lesson Guide in Elem. Math
learning resource (LR) portal Module- Visualization of Grade 5 p. 218-222
Ratio (1372 BEAM LG Grade 5 Module 9
BEAM LG Grade 6 Module 11
B.Other Learning Resource Cutouts, pictures of objects, tarpapel of fruits, real objects, table Charts, flashcards Charts, Pictures, power point Concrete objects or cut-outs,
powerpoint presentations chart, flashcards presentations show-me- boards
IV.PROCEDURES
A.Reviewing previous lesson or 1. Drill Directions: Reduce the following 1. Drill Strategy: Match Game Reducing Fractions to Lowest
presenting the new lesson Game fractions to lowest term Have a game on giving the Mechanics: Each group will Terms
Puzzle: Naming Parts of a Whole Materials: flashcards fractional part of the shaded match the fractions with Strategy: Show-Me- Game
Mechanics a) 4/10 region. Use illustrations. Let the denominator of Mechanics:
a. Group the class into four. b) 12/24 pupils divide as fast as they can 10 and 100 and their 1. Each pupil uses his or her
b. Each group will be given c) 5/25 equivalent in decimals. own show-me-board.
flashcards of fractions d) 10/100 (Provide them with the 2. The teacher flashes
c. As teacher flashes cut outs or e) 25/100 materials) fractions in higher terms like
picture the group will show their 2. Reviewing Previous Lesson the examples below
answer using their flash cards. Directions: Give the ratio of . 3. When the teacher gives
d. The first group that will show c the following in colon form: the signal “Go” , the pupils
answer wins the game. 1. triangles to stars raise their show-me-boards
e. Continue until all cut outs have 2. stars to triangles containing the lowest term of
been shown. 3. triangles to all the shapes the fraction shown by the
The group with the highest score 4. circles to triangles teacher.
wins 5. triangles to circles 4. This activity continues for 3
2. Review to 5 minutes.
Review on Proper and Improper
Fractions
Game: Naming the Baby
a. Group the class into 2 groups. 2. Review
b. Give the set of flashcards where Directions: Compare the
written the proper and improper following quantities.
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 1. roses to leaves
wins the game. 2. basketballs to tennis balls
e. How will you differentiate 3. books to crayons
proper and improper fractions, 4. books to leaves
based on our activity? 5. roses to crayons
6. crayons to all objects
B.Establishing a purpose for the Place two sets of objects on a Ask the pupils to start counting off the members of their Look around your classroom? What pets do you have at What are the things that are
lesson table (marbles, popsicle sticks or group. Write the numbers of male and female on the table. What are the things you find home? inside your bag? Why do you
other counters). Without counting Male inside? What are the things How do you take care of carry them in going to school
them, which set has greater Female needed in our classroom? them? regularly? How do those
number of objects? Total Instill the value of being aware to Original File Submitted and things help you in your
Today, you will learn more about How will you compare the number of male to female? the things inside the classroom. Formatted by DepEd Club studies?
making comparisons female to male? Member - visit depedclub.com Please bring out some of your
How about the numbers of male to total number of pupils? for more stuff in your bag because we
female to the total number of pupils will be using them in our
lesson today.
C.Presenting Examples/ instances of Doris cuts 2 squares for every 3 Using Actual Pupils in Naming Ratio Strategy: Class Activity Study the pictures of dogs and a. Place different objects on
the new lesson circles to make a design. What is Mechanics: Count the number of boys. (Let cats the table like notebooks,
 the ratio of number of squares to a. Let the pupils count the number the pupils count.) pencils, crayons and sheets of
the number of circles? of girls and boys in their respective Count the number of girls. paper.
group. b. Ask the pupils to count the
b. Let the pupils write their answers number of objects in each set
on the chart. and tabulate their answers.
c. Tabulate the data on the board Sample answers
as follows:

D.Discussing new concepts and What are the objects being Group Reporting Strategy: Thinking Skills (RMFD) Discussing New Concepts and
practicing new skills #1 compared? Guide the pupils to show the Practicing New Skills
Show them cut outs of 2 squares relationship of the number of How many dogs are there?
and 3 circles. boys to the number of girls. How about the cats?
How will you compare the How do you write the What is the ratio of the
number of squares to the number comparison of the number of number of dogs to cats? Write
of circles?. What do you call to boys to the number of girls using it in
comparison you made? colon form? The first term is the fraction form.
How do we write ratio? number of boys. The second term  We can write this ratio in
is the number of girls. fraction form: 4
Let the pupils count other 3
objects/things. Let them  We read the ratio “4 is to 3”
give/write the ratio in colon How can you be a responsible
form. pet owner?
buttons to stones Directions: Use the pictures to
shells to tansan give the ratio in fraction form.
matchboxes to marbles 1. ratio of triangles to circles
bottle caps to paper clips 2. ratio of circles to triangles
Did you count the objects/things 3. ratio of square to rhombus
correctly? Why? What will you do 4. ratio of rhombus to square
if you are given objects to 5. ratio of circle to all the
use/manipulate? How will you figures
handle them? Ratios can be written in
fraction form. The order of
the number
is important and cannot be
reversed
E. Discussing new concepts and Group Activity- (Experiential How many pupils are there in each Give other examples Give other examples How will you compare the
practicing new skills #2 Learning) column? number of notebooks with the
1. The class will be divided into 5 How do you compare the number number of
groups. of boys to the number of girls pencils? Introduce the
2. Each group will give 5 examples in Column 1? Column 2? concept of ratio as the
of ratio based on objects that (Introduce the concept of ratio as comparison of two
can be found in the classroom. the comparison of two quantities.
3. Give them time to finish the quantities.) The ratio of notebooks to
activity. Present more examples: pencils is 5 to 7.
 4. Group presentation. Compare the number of boys in Can we interchange the terms
5. Processing the outputs of the Rows 1 and 2. in the ratio? Why? or Why
group. Compare the number of girls in not?
Rows 3 and 4. (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 Use of Concrete Objects Strategy : Activity-Based (3 A’s) Directions: Express the Avocado Php8.00
pictures. What is the ratio of the Materials: concrete objects Group the learners into five following ratios in fraction Banana Php5.00
number of: Mechanics: groups. Instruct them to express form. Papaya Php25.00
a. Put different objects on the table the 1). 3:4 Pineapple Php35.00 Apple
B. Directions: Draw a picture to like notebooks, ballpens, crayons following ratios using colon form. 2). 4:2 Php20.00
show the given ratio. and sheets of paper. 3). 4:9 Directions: Give the
1. A ratio of 3 to 4. b. Ask pupils to count the number 4).11:12 comparison of the cost of the
2. A ratio of 5 to 6 of objects in each set and write 5). 5:11 following. Express
their answers on the board. your answers using fraction
Sample answers: form and colon form.
Set 1 – 5 notebooks, 6 ballpens Fraction Form Colon Form
Set 2 – 8 crayons, 12 sheets of 1. circle to rectangle a. Avocado to Banana
paper 2. circle to triangle _______ ________
 Use of Pictures 3. square to cicle b. Banana to Papaya _______
Using the sets of pictures, write the 4. rectangle to all shapes ________
ratio of the following. 5. triangles to squares c. Avocado to Apple _______
Directions: Write a ratio for these 6. squares to all shapes ________
sets of fruits. d. Apple to Papaya _______
a) mango to chico _________ ________
b) atis to chico __________ e. Pineapple to Avocado
c) mango to atis __________ _______
d) atis to all fruits _________
e) mango and chico to all fruits
____________
G.Finding Parctical application of Directions: Answer the following. Directions: Visualize and write the Read and solve the problem Group Activity (CPFM Activity) In your class, what is the ratio
concepts and skills in daily living 1. What is the ratio of the number ratio for the following situation. Ronald bought 3 pencils for Php Group the pupils into 3 of the number of:
of vowels to the number of In the orchard of Mr. Felipe, there 10 at Elen’s School Supply Store. groups. 1. boys to girls
consonants in the English are 30 mango trees, Ruby bought 6 pencils for 20. A. Directions: Draw the 2. girls to boys
Alphabet? 24 guava trees, 18 rambutan ttrees Give the ratio of pencils to the Philippine flag. Then answer 3. boys to all pupils
2. What is the ratio of the number and 20 chico trees. amount of money of each child these 4. girls to all pupils
 of boys to the number of  mango trees to guava trees Page427 Express your answers in colon
girls in your class? __________ questions: form and fraction form.
3. In a class of 36 pupils, there are  mango trees to chico trees 1. What is the ratio of stars to
13 boys. Find the ratio __________ sun?
Page414  rambutan trees to guava and 2. What is the ratio of sun to
of the number of chico trees _________ rays?
a. Girls to boys  mango and chico trees to all the B. Directions: Answer the
b. Boys to all pupils trees __________ questions. Give the ratio in
c. All pupils to girls  chico and rambutan trees to all fraction
the trees _________ 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?
H.Making generalization and How do we visualize ratio? What is What is a ratio? How do you express ratio? How do we write ratios? A ratio is a comparison of two
abstraction about the lesson ratio?  A ratio is a comparison of two quantities or given sets of
quantities or given sets of objects. objects. It is also a pair of
It is also a pair of numbers that numbers that compare two
compare two quantities in the same quantities in the same unit by
unit by division. division.
How will you visualize ratio? We write ratio using colon or
 Visualization of ratio can be fraction form
presented with the use of pictures
and real objects.
I.Evaluating learning The table below shows the Directions: Visualize the ratio of Use the information in the chart to answer the questions. Directions: Write the ratio in Directions: Write the following
number of different vehicles sold these sets of objects by using Express the following ratios in colon form fraction form. ratio in Fraction form and
by Cars illustrations or drawings. Ages of the Medina Family Members 1). 2 books for every 4 pupils Colon form.
Incorporated last year. a) 15 oranges to 3 plastic bags Name 2). 9 players to 1 team Fraction Form Colon Form
Directions: Use the information in b) 5 boxes to 50 candles Present Age 3). 12 flowers to 3 vases 1. 2 teachers to 46 pupils
the table to write the following c) 1 ball pen to 3 notebooks Mr. Medina 44 4). 6 desks to 12 pupils __________ __________
ratios. d) 5 shirts to 2 pants Mrs. Medina 42 5). 5 butterflies to 4 flowers 2. 4 books to 10 pupils
Type of Vehicle e) 15 red caps to 10 black cap Kathy 18 _________ _________
Quantity John 16 3. 12 flowers to 4 vases
Sold Julius 15 __________ _________
Sports Utility Vehicle 60 Mae 12 4. 21 garbage cans to 14
Van 36 1. What is the ratio of Mr. Medina’s age to Kathy’s age? classrooms ______ _______
Car 40 2. What is the ratio of Mrs. Medina’s age to Julius’s age? 5. 36 glasses of juice to 30
Truck 25 3. What is the ratio of Julius’s age to Mae’s age? sandwiches ____ _______
4) Number of cars sold to number 4. In two years, what will be the ratio of Mr. Medina’s age
of trucks sold to Mrs.
 5) Number of vans sold to number Medina’s age?
of sports utility vehicles sold 5. What was the ratio of the age of Mrs. Medina to the
6) Number of sports utility vehicles age of her
sold to the total number of cars youngest child two years ago
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
J.additional activities for application Directions: Explain how the Directions: Draw or illustrate the Directions: Read each situation Directions: Answer the Give the ratio. Use colon form
or remediation following rates satisfy the meaning following to visualize the ratio of and answer the questions. Use following questions. Write the and fraction form in
of ratio. numbers. colon ratio in writing the ratio.
Rates a) 10 flowers to 5 leaves form in expressing ratios. fraction form. 1. I have 3 guavas for every
1). Php 350 per 6 hours b) 2 pigs to 3 carabao 1. The Philippine flag has a sun 1. What is the ratio of the five chicos in my basket.
2). 1 580 people per square c) 10 spoons to 12 forks and 3 starts. What is the ratio of number of vowels to the Ratio of guavas to chicos
metres d) 8 chairs to 9 tables stars to sun? number ________ ______
3). 1 250 kilowatt per minute e) 1 table to 8 chairs 2. The flag of the United States of consonants in the English Ratio of chicos to guavas
4). 120 metres per minute has 50 stars and 13 stripes. alphabet? ________ ______
5) Php 111.75 per 3 litres of What is the ratio of stripes to 2. What is the ratio of the 2. For every foot 5 are toes
gasoline stars? number of boys to the Ratio of foot to toes _______
3. Sweden’s flag has 4 blue number of ______
rectangles and 2 yellow stripes. girls in your class? Ratio of toes to foot _______
What is the ratio of rectangles to ______
stripes? 3. There are 20 eyes for every
4. Thailand’s flag has 2 red 10 faces
stripes, 2 white stripes and 1 blue Ratio of faces to eyes _______
stripe. What is the ratio blue ______
stripe to white stripes to red Ratio of eyes to faces _______
stripes? ______
5. The flag of Papua New Guinea 4. Tony has 4 rabbits for every
has 5 stars and 2 triangles. 7 chickens
What is the ratio of its stars to Ratio of chickens to rabbits
those in the Philippine flag? _______ ______
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
VI.REFLECTION
A.No. of learners who earned 80% in ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to
the evaluation next objective. objective. next objective. the next objective. the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery mastery
B.No.of learners who require additional ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find difficulties
activities for remediation answering their lesson. answering their lesson. answering their lesson. in answering their lesson. in answering their lesson.
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
answering their lesson. answering their lesson. answering their lesson. answering their lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the ___Pupils did not enjoy the lesson
because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills lesson because of lack of because of lack of knowledge,
and interest about the lesson. and interest about the lesson. and interest about the lesson. knowledge, skills and interest skills and interest about the
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the about the lesson. lesson.
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on ___Pupils were interested on
encountered in answering the encountered in answering the encountered in answering the the lesson, despite of some the lesson, despite of some
questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. difficulties encountered in difficulties encountered in
___Pupils mastered the lesson despite ___Pupils mastered the lesson despite ___Pupils mastered the lesson answering the questions asked by answering the questions asked by
of limited resources used by the of limited resources used by the despite of limited resources used by the teacher. the teacher.
teacher. teacher. the teacher. ___Pupils mastered the lesson ___Pupils mastered the lesson
___Majority of the pupils finished ___Majority of the pupils finished their ___Majority of the pupils finished despite of limited resources used despite of limited resources used
their work on time. work on time. their work on time. by the teacher. by the teacher.
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Majority of the pupils finished ___Majority of the pupils finished
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary their work on time. their work on time.
behavior. behavior. behavior. ___Some pupils did not finish ___Some pupils did not finish
their work on time due to their work on time due to
unnecessary behavior. unnecessary behavior.
C.Did the remedial work? No.of ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
learners who have caught up with the above above above above
lesson
D.No. of learners who continue to ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require
require remediation activities for remediation activities for remediation additional activities for remediation additional activities for additional activities for
remediation remediation
E.Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
worked well? Why did these work? ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up
lesson lesson lesson the lesson the lesson
F.What difficulties did I encounter ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
which my principal or supervisor can require remediation require remediation require remediation require remediation require remediation
helpme solve?
G.What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
materials did used/discover which I ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development:
wish to share with other teachers? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, taking and studying techniques,
vocabulary assignments. vocabulary assignments. vocabulary assignments. and vocabulary assignments. and vocabulary assignments.
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think- ___Bridging: Examples: Think-
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory pair-share, quick-writes, and pair-share, quick-writes, and
charts. charts. charts. anticipatory charts. anticipatory charts.

___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw learning, Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw
learning, peer teaching, and projects. peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and learning, peer teaching, and
projects. projects.

___Contextualization: ___Contextualization: ___Contextualization:

Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media, ___Contextualization: ___Contextualization:
manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local Examples: Demonstrations, Examples: Demonstrations,
opportunities. opportunities. opportunities. media, manipulatives, repetition, media, manipulatives, repetition,
and local opportunities. and local opportunities.

___Text Representation: ___Text Representation: ___Text Representation:

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