DAILY School: MABUHAY ELEMENTARY SCHOOL Grade Level: III-ROSE

LESSON LOG Teacher: MARIEL T. SANGA Learning Area: ENGLISH

Teaching January 7, 2019
Dates & Time: (8:15-9:05) Quarter: Third
I. OBJECTIVES
A. Content Standards Beginning Literacy
B. Performance Grammar
Standards
C. Learning Use verbs in simple present tense
Competencies/Objectives
Write the LC code for EN3G –Iie-f-3.2.1.1
each
II. CONTENT Using Verbs in Simple Present Tense
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 143-144
2. Learner’s Materials 137-138
Pages
3. Textbook pages
4. Additional Materials Powerpoint, pictures, strips
from Learning Resource
(LR) Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Review pupils on action words. Let them read the following sentence-strips:
lesson or presenting the 1. Danny and Ana clean the room.
new lesson 2. Danny climbs a tree.
3. The boys play beside the canteen.
4. Tagpi barks.
5. Rona walks and sings along the bay.
B. Establishing a purpose Ask the pupils the meaning of verbs.
for the lesson Go back the sentences posted on the board. Allow the pupils to identify the verbs.
Ask them those are verbs. (Be sure that the pupils say that those are verbs
because they are action words).
C. Presenting examples / Let the pupils read the identified verbs and ask them to do the actions signaled by
instances of the new each action words.
lesson Ask: Did you show action to describe the meaning of each action word?
Say: Action words are also called verbs.
Have pupils read some action words with pictures.
D. Discussing new Game: Act and guess
concepts and practicing Divide the class into three groups. Each group will agree on 5 action words that
new skills # 1 they are to act out and the other group to guess the action they showed or
performed. The more verbs you can guess the more chances your group can win.
E. Discussing new In a group, pupils are instructed to make a sentence using verbs in simple present
concepts and practicing tense based on the pictures shown. Let them select a reporter to read their
new skills # 2 answers in front of the class.
F. Developing Mastery Talk about some of the things you do at home. (The teacher writes it on the
(Leads to Formative board). Ask the pupils to identify the verbs in each sentence.
Assessment)
G. Finding practical What do you do to keep the surroundings of your home clean? Is it necessary to
applications of concepts keep our surroundings always clean? Why?
and skills in daily living
H. Making Do you think verbs or action words play a large part of a sentence? If we are going
generalizations to remove the action word of a sentence, can you understand what the group of
words means?
I. Evaluating learning Identify the verb shown in every picture by unscrambling the letters in bold print
in each sentence.
(refer to LM pages 137-138)
J. Additional activities for Use the following verbs in simple present tense in a sentence.
application or 1. ride 2. watch 3. run
remediation 4. write 5. read
V. REMARKS
VI. REFLECTION
A. No. of learners who
learned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial
learning work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
H. What innovation or
localized materials did I
use / discover which I
wish to share with other
teachers?
 DAILY School: MABUHAY ELEMENTARY SCHOOL Grade Level: III-ROSE
LESSON LOG Teacher: MARIEL T. SANGA Learning Area: MATH
Teaching Dates OCTOBER 3, 2019
& Time: 9:40 – 10:30 Quarter: SECOND
I. OBJECTIVES

A. Content Standards Demonstrates understanding of multiplication and division of whole numbers

including money.
B. Performance Able to apply multiplication and division of whole numbers including money in
Standards mathematical problems in real –life situations.
C. Learning Multiplies three –digit numbers by using the associative property of multiplication.
Competencies/Objectives
Write the LC code for M3NS – IIb- 40.6
each
II. CONTENT Associative Property of Multiplication
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 134 - 137
2. Learner’s Materials 125 - 127
Pages
3. Textbook pages
4. Additional Materials Powerpoint
from Learning Resource
(LR) Portal
B. Other Learning
Resources
IV. PROCEDURES 4A’s Method
A. Reviewing previous Let the pupils find the product of the given distributive property of multiplication
lesson or presenting the in the box.
new lesson
a. 210 b. 49 c. 72 d. 130 e. 624

__1. (30 x 2) + (6 x 2) __3. (20 x 5) + (6 x 5) __5. (100 x 6) + (8 x 3)

__2. (10 x 4) + (3 x 3) __4. (50 x 4) + (5 x 2)

B. Establishing a purpose Show a number sentence. Let them identify the missing number.
for the lesson 1.) 9 x (4 x 5) =( 9 x _) x 5 2.) (8 x _) x 2 = 8 x (6 x 2) 3.) _ x (8 x 3) = (9 x 8) x 3
4.) ( 4 x 5) x _ = 4 x (5 x 7) 5.) 7 x (8 x _) = (7 x _) x 2
C. Presenting examples / Divide the class into three groups. Let them listen to you and ask them to follow
instances of the new the directions carefully.
lesson Like for example:
Using 6, 5&2.
Draw a box on a piece of paper.
Write the given numbers in the box.
Then, put a multiplication symbol in between of the numbers.
Multiply the first and second number. Then multiply your answer to the third
number .What is the answer?
Like for example: using 6, 5 & 2,
= 660
x5x2

This could also be written using a parenthesis; this is called Associative Property
of Multiplication.
(6 x 5) x 2 = 6 x (5 x 2)= 60
D. Discussing new Divide the class into three groups. Each group will be given three numbers and
concepts and practicing instruct them to follow the directions pasted on the board.
new skills # 1 Group 1 = 6, 7& 3 Group 2 = 8, 4 & 2 Group 3 = 9 , 5 & 3
E. Discussing new Check and Discuss the answer of each group.
concepts and practicing
new skills # 2
F. Developing Mastery Let the pupils answer Buluhaton 4, A on LM pages 126-127.
(Leads to Formative
Assessment)
G. Finding practical Why do we need to follow directions? What will happen if we will not follow
applications of concepts directions?
and skills in daily living
H. Making Ask the pupils on how is Associative Property of Multiplications be formed?
generalizations How did you get the product of the given factors?
I. Evaluating learning Answer Buluhaton 4, B on LM page 127. Find the missing factor then get the
product.
J. Additional activities for Answer Buluhaton 5. Refer to LM page 127.
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
learned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial
learning work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
H. What innovation or
localized materials did I
use / discover which I
wish to share with other
teachers?
 DAILY School: MABUHAY ELEMENTARY SCHOOL Grade Level: III - ROSE
LESSON LOG Teacher: MARIEL T. SANGA Learning Area: ENGLISH
Teaching Dates February 4, 2019
& Time: 8:15 – 9:05 Quarter: FOURTH
I. OBJECTIVES
A. Content Standards Developing Reading and Writing
B. Performance Reading Comprehension
Standards
C. Learning Read words with vowel digraphs ai (pail), and ay (bay)
Competencies/Objectives
Write the LC code for EN3PW -Iva -e -22
each
II. CONTENT “Vowel Digraphs Ai and Ay”
III. LEARNING
RESOURCES CG p. 47 of 170
A. References
1. Teacher’s Guide Pages 310 & 319
2. Learner’s Materials
Pages 291-292, 298-299
3. Textbook pages
4. Additional Materials Power point, flashcards, pictures
from Learning Resource
(LR) Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Show pictures with vowel digraphs ai and ay. Let the pupils read it as the teacher
lesson or presenting the flashes it to them.
new lesson
B. Establishing a purpose Ask the pupil what they have observed on the name of each picture.
for the lesson What sound is common in each word?
C. Presenting examples /
instances of the new These words have the long /a/ sound spelled as ai or ay. And it is called a “Vowel
lesson Digraph Ai and Ay”. Let the pupils read again the content.
Present a grouped of phrases and sentences that have a long /a/ sound.
D. Discussing new Have pupils read the phrases and sentences with digraphs ai and ay and let them
concepts and practicing identify it. Allow the pupils pass an object as the music on, and when it stop, the one
new skills # 1 who is holding the object will be the one to answer.
1. a curved trail 6. The maid is happy.
2. red clay 7. He is on his way home.
3. a gay maid 8. Father paints the new house.
4. paint in the can 9. That animal has a gray tail.
5. pail of water 10. They paint the train red.
E. Discussing new Ask the pupils how digraphs ai and ay be formed? Where can we found digraph aiin
concepts and practicing a word/syllable? And ay?
new skills # 2
F. Developing Mastery The pupils are grouped into 6. Each grouped will be given an activity sheet to be
(Leads to Formative answered. All they have to do is to complete a word by adding a digraphs ai and ay
Assessment) based on the given picture.
G. Finding practical Ask the pupils how their grouped work the activity. What makes them got perfect?
applications of concepts And how they finished their work earlier?
and skills in daily living
H. Making Ask the pupils what is the sound formed of the digraphs ai and ay? Where are they
generalizations placed in a word/syllable?
I. Evaluating learning A. Guess the answer to the riddle. Choose your answer from the words on the side
of the ship. Write your answer on your paper.
 B. Choose digraph (ai or ay ) to complete each word that makes the sentence
complete too.

7. Kate got wet in the r _ _ n.

8. Renz was in p _ _ n when he hurt his leg.
9. The family pr _ _s together at night.
10. Crizelle loves to play a red cl_ _.
J. Additional activities for Do page 292 and 299 on English LM.
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who learned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial learning
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I use /
discover which I wish to share
with other teachers?
 DAILY School: MABUHAY ELEMENTARY SCHOOL Grade Level: III-ROSE
LESSON LOG Teacher: MARIEL T. SANGA Learning Area: Science
Teaching Dates February 26, 2020
& Time: 2:10 – 3:00 Quarter: FOURTH
I. OBJECTIVES

A. Content Standards Understanding of natural objects in the sky affect one’s daily activities.
B. Performance Able to list down activities which affect their daily activities
Standards
C. Learning Describe the natural objects that are found in the sky during daytime and nighttime.
Competencies/Objectives
Write the LC code for S3ES – Ivg – h - 6
each
II. CONTENT Objects Seen in the Sky at Night Time and Day Time
III. LEARNING
RESOURCES
A. References CG p. 21 of 64
1. Teacher’s Guide Pages Page 140
2. Learner’s Materials Page 166-167
Pages
3. Textbook pages
4. Additional Materials Metacards, graphic organizer, pictures
from Learning Resource
(LR) Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Have pupils a review about the different types of clouds. Ask them to elaborate
lesson or presenting the each type.
new lesson
B. Establishing a purpose Show two pictures (day and night). Let the pupils enumerate on what they have
for the lesson seen in the pictures. And on what they can see about a kind of day a picture
shows.
C. Presenting examples / The teacher explains the picture shown on the board. And elaborate the different
instances of the new things or objects found in the sky during day and night.
lesson
D. Discussing new Group the pupils into three. Each group is instructed to select a leader to report
concepts and practicing their answer to the questions found in the metacards given.
new skills # 1 1. List the objects seen in the sky during day time.
2. List the objects seen in the sky during nighttime.
E. Discussing new Present a graphic organizer to the pupils. Allow them to complete it by writing the
concepts and practicing following objects seen in the sky during day and night.
new skills # 2

Night Time
Day Time

F. Developing Mastery Ask the pupils why the following objects seen in the sky during day time cannot be
(Leads to Formative seen in the sky at nighttime?
Assessment)
G. Finding practical Our environment needs a total care to us humans. We need to have awareness on
applications of concepts how to preserve our Mother Earth.
and skills in daily living (Ask pupils what they need to do in order to eradicate pollution and some
 disasters like flood and landslide.)

H. Making Here are the objects seen in the sky during day time:
generalizations 1. sun
2. rainbows
3. clouds
4. birds
5. airplane
Here are the objects seen in the sky during nighttime:
1. moon
2. stars
3. shooting stars
4. fireflies
5.
I. Evaluating learning Connect the objects seen in the sky during day and night.

stars

Day time sun

rainbows

moon

Nighttime birds
 Shooting stars

airplane

J. Additional activities for Draw something that shows objects seen in the sky at day and nighttime.
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
learned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who scored
below 80%
C. Did the remedial learning
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
H. What innovation or
localized materials did I use
/ discover which I wish to
share with other teachers?

DAILY School: MABUHAY ELEMENTARY SCHOOL Grade Level: III-ROSE

LESSON LOG Teacher: MARIEL T. SANGA Learning Area: FILIPINO
Teaching Dates AUGUST 5, 2019
& Time: 1:30 – 2:20 Quarter: FIRST
I. OBJECTIVES

A. Content Standards Naipamalas ang iba’tibang kasanayan upang makilala at mabasa ang mga pamilyar
at di-pamilyar na salita.
B. Performance Nakikinig at nakatutugon nang angkop at wasto.
Standards
C. Learning Nababasa ang mga salitang may Klaster.
Competencies/Objectives
Write the LC code for F3PP-IIc-d-2.3
each
II. CONTENT “Mga Salitang May Klaster”
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 93 – 94
2. Learner’s Materials 56 – 58
Pages
3. Textbook pages Bagong Filipino sa Salita at Gawa Pahina 82-87
4. Additional Materials
from Learning Resource
(LR) Portal
B. Other Learning
Resources
IV. PROCEDURES INDUCTIVE METHOD
A. Reviewing previous Magpakita ang guro ng mga larawan at tukuyin ng mga bata ang pangalan nito.
lesson or presenting the Gamitin ito bilang sagot sa mga bugtong na ibibigay.
new lesson Mga larawan:
dyanitor gripo krayola blusa dyaket

Mga Bugtong:
1. Katulong sa Paaralan at sa kahit saan bilang tagalinis ng bakuran.
2. Kapag bukas, tubig ay tumutulo, kapag sarado, daloy ay humuhinto.
3. Ito ay gamit sa pagkukulay na may pula, berde, lila, rosas at dilaw.
4. Kapares at katerno ng paldang luma o bago.
5. Kapag panahon ay malamig, ito ang kasuotang ginagamit.
B. Establishing a purpose Gamit ang mga salita na nakapaloob sa larawan. Mayroon ba kayong kakaibang
for the lesson nakikita? Ano ang inyong nakikita? (May mga letrang sinalungguhitan)
C. Presenting examples / Ipabigkas sa mga bata ang tunog ng mga may salungguhit na mga letra.
instances of the new (/dy/, /gr/, /kr/, /bl/, dy/. Base sa ating tinatalakay noong nakaraang leksyon, ano
lesson ang tawag sa mga titik na ito? (katinig)
Ipaliwanag sa mga bata na kung ang isang salita ay nagtataglay ng dalawang
magkakasunod na katinig na sinusundan ng patinig sa loob ng isang pantig, ito ay
tinatawag na “Salitang May Klaster”.
D. Discussing new Magkakaroon ng kasanayan. Bawat bata ay kukuha ng metacards na may
concepts and practicing nakasulat na salita. Kilalanin nila ito kung ito ay may klaster o wala. Idikit ito sa
new skills # 1 kolum kung saan ito nararapat.
E. Discussing new Pangkatin sa anim ang mgabata. Punan ng klaster ang mga grupo ng letra sa bawat
concepts and practicing aytem para mabuo ang pangalan ng nasa larawan.
new skills # 2 1. gripo _ _ ipo 2. plasa _ _ asa 3. prutas _ _ utas

blusa troso
4. _ _ usa 5. _ _ oso

F. Developing Mastery Bilugan ang salitana may klaster sa pangungusap.

(Leads to Formative 1. Siya ay isang tsuper.
Assessment) 2. Nakakatakot ang bruha sa estorya.
3. Si Binibining Gloria ang bagong guro.
4. Malala ang krisis sa tubig natin.
5. Nawawala ang tsinelas ni Susan.
G. Finding practical Bilang isang mag-aaral, ano ang dapat ninyong gawin upang lubos ninyong
applications of concepts maunawaan ang leksyon at makakuha kayo ng malaking marka sa pagsusulit?
and skills in daily living Posibleng sagot:
Makinig ng mabuti sa guro.
Huwag mikikipag-usap sa katabi.
Aktibong lumahok sa talakayan at mga gawaing ibinigay ng guro.
H. Making Ang mga salitang nagtataglay ng dalawang magkasunod na katinig na sinusundan
generalizations ng patinig sa loob ng isang pantig ay tinatawag na klaster.
I. Evaluating learning Bilugan ang salitang may klaster.
1. pluma papel lapis aklat
2. ibon pusa kwago aso
3 parke prito barko darna
4. pinsan paaralan bata bruha
5. dyaryo radyo bulsa tubig
J. Additional activities for Magbigay ng mga salita na nagsisimula sa tunog ng klaster na nasa talaan.
application or 1. /ts/ 3. /kw/ 5. /gr/
remediation 2. /br/ 4. /sw/
V. REMARKS
VI. REFLECTION
A. No. of learners who
learned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial
learning work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
H. What innovation or
localized materials did I
use / discover which I
wish to share with other
teachers?

DAILY School: MABUHAY ELEMENTARY SCHOOL Grade Level: III-ROSE

LESSON LOG Teacher: MARIEL T. SANGA Learning Area: MATH 3
Teaching MAY 28, 2021
Dates & Time: (9:40 – 10:30) Quarter: Third
I. OBJECTIVES
A. Content Standards Demonstrates understanding of continuous and repeating patterns and
mathematical sentences involving multiplication and division of whole numbers.
B. Performance Is able to apply knowledge of continuous and repeating patterns and number
Standards sentences involving multiplication or division of whole numbers in various
situations.
C. Learning Determines the missing term/s in a given combination of continuous and
Competencies/Objectives repeating pattern
Write the LC code for M3GE-IIIi-4
each
II. CONTENT Patterns and Algebra (Determining the Missing Term in a Pattern)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 275-277
2. Learner’s Materials LM pp. 255-259
Pages
3. Textbook pages
4. Additional Materials Math 3 Curriculum Guide
from Learning Resource
(LR) Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Checking of Assignment.
lesson or presenting the Lead pupils to answer the activity on the board.
new lesson Write the missing number.
1.) 1+2 = __ 2.) ___-3 = 8 3.) 4 x __= 10 4.) 24 ÷6 = ___
B. Establishing a purpose Present the illustration on the board.
for the lesson (The children arrange the stars according to its size.)
Ask: What did the children do with the stars?
What can you say about the arrangement of the stars?
C. Presenting examples / Have pupils study the given patterns.
instances of the new Say: Look at the given set of shapes. How are the shapes arranged? What do they
lesson form? What shape should be put on the line? Why?

1Z, 2Y, 3X, ____, _____, 6U

D. Discussing new Group the class by fours. Provide a worksheet for each group. Let them identify
concepts and practicing and write the missing term/s in the given pattern.
new skills # 1 a. Look at the pattern, then draw the next shape.

Explain your answer: ________________________________

b. What are the next three shapes in this pattern? Draw them.

Explain your answer: _________________________________________

c. What figures should be put on the blanks? Draw them.

Explain your answer: _______________________________________

E. Discussing new Discuss the answers of the groups.

concepts and practicing Ask: In letter a, what is the next shape? Why?
new skills # 2 How about in letter b, what are the missing shapes?
In letter c, what figures should be on the blanks?
F. Developing Mastery Have pupils answer Activity 1 and 2 individually in the LM.
(Leads to Formative Pages 256-257.
Assessment)
G. Finding practical During our group activity, what have you observed to the group who got the
applications of concepts correct answers? What makes them finish earlier?
and skills in daily living (varied answers)
Correct! Being cooperative is very important during group activities because as the
saying goes, two heads are bettercc than one. It’s good to help one another in
order to reach the common goal.
H. Making How can you identify the missing term/s in a given pattern of shapes, figures or
generalizations numbers?
 Look how the figures or shapes are arranged and identify which shape/s
repeat over and over.
 Identify the order of the repeated figures.
How can you find the missing number/s in a given pattern or sequence?
  Determine if the numbers are arranged in increasing or decreasing order.
 Explore the relationship between the numbers by finding the difference
between numbers that are next to each other.
 Usethe difference between numbers to find the missing number.
I. Evaluating learning Let pupils answer Activity 4 in the LM.
J. Additional activities for Let pupils answer Activity 5 in the LM.
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
learned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who scored
below 80%
C. Did the remedial learning
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
H. What innovation or
localized materials did I use
/ discover which I wish to
share with other teachers?

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