School: BAYANGA ES Grade Level: V

GRADES 1 to 12 Teacher: MA. LOURDES C. ROXAS Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: SEPTEMBER 19 – 23, 2022 (WEEK 5) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards *Demonstrates understanding of *Demonstrates understanding *Demonstrates understanding *Demonstrates *Demonstrates
whole numbers up to 10 000 000 of whole numbers up to 10 000 of whole numbers up to 10 000 understanding of whole understanding of whole
*Demonstrates understanding of 000 000 numbers up to 10 000 000 numbers up to 10 000 000
divisibility, order of operations, *Demonstrates understanding *Demonstrates understanding *Demonstrates *Demonstrates
factors and multiples and the of divisibility, order of of divisibility, order of understanding of divisibility, understanding of divisibility,
four fundamental operations operations, factors and operations, factors and order of operations, factors order of operations, factors
involving fraction multiples and the four multiples and the four and multiples and the four and multiples and the four
fundamental operations fundamental operations fundamental operations fundamental operations
involving fraction involving fraction involving fraction involving fraction
B.Performance Standards *The learner is able to recognize *The learner is able to recognize *The learner is able to recognize *The learner is able to *The learner is able to
and represent whole numbers up and represent whole numbers and represent whole numbers recognize and represent recognize and represent
to 10 000 000 in various forms up to 10 000 000 in various up to 10 000 000 in various whole numbers up to 10 whole numbers up to 10 000
and contexts. forms and contexts. forms and contexts. 000 000 in various forms 000 in various forms and
*The learner is able to apply *The learner is able to apply *The learner is able to apply and contexts. contexts.
divisibility, order of operations, divisibility, order of operations, divisibility, order of operations, *The learner is able to apply *The learner is able to apply
factors and multiples and the factors and multiples and the factors and multiples and the divisibility, order of divisibility, order of
four fundamental operations four fundamental operations four fundamental operations operations, factors and operations, factors and
involving fractions in involving fractions in involving fractions in multiples and the four multiples and the four
mathematical problems and real- mathematical problems and mathematical problems and fundamental operations fundamental operations
life situations real-life situations real-life situations involving fractions in involving fractions in
mathematical problems and mathematical problems and
real-life situations real-life situations
C.Learning Competencies/Objectives Finds the common multiples and Solves real-life problems Solves real-life problems Creates problems (with Adds fractions and mixed
the least common multiple (LCM) involving GCF and LCM of 2-3 involving GCF and LCM of 2-3 reasonable answers) fractions without regrouping
of 2-4 given numbers 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 Guide pages K-12 Curriculum Guide in Math 5 CG p.54 CG p.54 CG p.54 CG p.55
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 Resource DLP, Activity Sheets, picture flash cards, pocket chart, flash cards, pocket chart, flash cards, pocket chart DLP, Place Value Chart,
Activity Sheets
IV.PROCEDURES
A.Reviewing previous lesson or Drill 1. Drill 1. Drill 1. Drill Drill
presenting the new lesson Strategy: “Jollibee or McDo” Directions: Give the GCF of Directions: Give the GCF of Directions: Give the GCF of Game: Fill Them Up
Materials: flashcards, pocket these pairs of numbers. these pairs of numbers. the following numbers. Materials: fraction cards,
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 participate c. 21 and 35 c. 21 and 35 c. 24 , 6 a. Form 2 groups of five. Line
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 the a. 12 and 5 a. 12 and 5 2. Review sets of fraction cards.
pocket chart. b. 7 and 9 b. 7 and 9 How do we find the GCF of Review
c. The pupils will flap their hands 2. Review 2. Review numbers? Finding the LCD of some
like a bee, if the number is PRIME How do we express a number as How do we express a number as given fractions
and do the McDo sign if the a product of its prime factors? a product of its prime factors? Strategy: Relay Game
number is COMPOSITE. Materials: flashcards
37 Mechanics:
67 a. Divide the class into two
49 groups. One representative
86 from each group stands at
15 the back of the room.
Review b. Flash the card with 2 to 3
Directions: Find the GCF of the fractions on it.
following using continuous c. The pupils give the LCD
division. orally and the one who gives
Original File Submitted and the correct answer first gets
Formatted by DepEd Club the point.
Member - visit depedclub.com d. The game continues until
for more all the selected players have
participated.
e. The group with the most
points at the end of the
game
wins.
B.Establishing a purpose for the lesson Show a picture of a girl studying Class, what do I have here in this Class, what do I have here in this What are your favorite Who among you have
in the library. Ask the pupils to jar? jar? native delicacies? vegetable garden at home?
tell something about the picture. Right. These are marbles. Elsa, a Right. These are marbles. Elsa, a Who prepares them for What are the vegetables that
Elicit the value of education and pupil likes to collect marbles. pupil likes to collect marbles. you? you and your family grow?
 good study habit. Her collection was so many that Her collection was so many that Are they nutritious? How do you take care of
she wants to group them. she wants to group them. your plants?
C.Presenting Examples/ instances of the Presentation of the problem Problem Problem Presentation of the Last week, Mr. Reyes worked
new lesson Elsa has 27 violet marbles, 54 Elsa has 27 violet marbles, 54 problem 2 days in his vegetable
blue marbles and 72 white blue marbles and 72 white Kiara baked 30 pieces of garden. He worked 2 14
marbles. She wants to divide the marbles. She wants to divide the puto and 48 pieces of hours on the first day and 13
marbles into groups so that each marbles into groups so that each kutsinta to be packed in hour on the second day. How
group has the same number of group has the same number of plastic containers for her long did he work in all?
each color. What is the greatest each color. What is the greatest friends at school. She wants
number of groups that Elsa can number of groups that Elsa can to divide the native
make? make? delicacies into identical
containers so that each
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 concepts and Have the pupils read the 2. Performing Activities 2. Performing Activities What did Kiara bake? What good trait do you think
practicing new skills #1 problem. Answer the following questions: Answer the following questions: What is asked in the has Mr. Reyes for having a
In what subjects does Angela Questions Questions problem? vegetable garden at home?
attend enrichment a. What are given? a. What are given? What are given? How can such garden help in
classes? b. What is being asked? b. What is being asked? How will you solve the sustaining
What can you say about Angela? c. What operation will you use? c. What operation will you use? problem? a family’s daily expenses?
What kind of pupil is d. How will you solve this d. How will you solve this What other benefits can you
she? problem? problem? get from
How will you solve the problem? 3. Processing Activities 3. Processing Activities maintaining such garden at
• What are given in the • What are given in the home?
problem? problem? Performing the Activities
(27 violet marbles, 54 blue (27 violet marbles, 54 blue a. Have the pupils plan what
marbles and 72 white marbles and 72 white operation they will use to
marbles) marbles) find the answer.
• What is being asked? • What is being asked? b. Let them write the
(The total greatest number of (The total greatest number of number sentence.
groups that Elsa groups that Elsa c. Lead them to solve the
can make) can make) problem by using visual
• What operation/s do we need • What operation/s do we need representation.
to solve our problem? to solve our problem? 3. Processing the Activities
(Division) (Division) Let one representative of the
• What is the answer to our • What is the answer to our group to report on their
problem? problem? outputs.
(9 groups of marbles) (9 groups of marbles) After all the groups have
 Therefore, Elsa can make 9 Therefore, Elsa can make 9 presented their answers, ask:
groups of marbles for all her groups of marbles for all her How did you find the
marble collection. marble collection. activity? How were you able
to add fractions and mixed
fractions with different
denominators? What did you
do?
E. Discussing new concepts and Divide the pupils into teams. Let Mr. Cruz paints their house Mr. Cruz paints their house Directions: Divide the class Directions: Find the sums.
practicing new skills #2 them work on the problem by every 3 years while Mr. Perez every 3 years while Mr. Perez into group of 5s. The task of Simplify, if possible.
learning team. paints their house every 4 years. paints their house every 4 years. the pupils is to help each a) 2/3 + 5/ 14 b) 7/ 38 + 1/4
Note: Solving this problem If they painted their house at If they painted their house at other to solve the problem. c) 1/4 + 12 1/4 d) 2 3/8 + 1/2
requires finding the least the same time this year, when the same time this year, when Give them enough time to e) 2 23 + 19
common multiple of numbers. will they paint their house at the will they paint their house at the perform the task.
Let the pupils find the LCM of the same time again? same time again?  After all groups have
numbers using the method that finished, asked them to
they know. post their output on the
board and let them discuss
their solutions
F.Developing Mastery Let the groups present their Miss Reyes baked 150 chocolate Miss Reyes baked 150 chocolate Directions: Group the Read, analyze and solve.
outputs. chip cookies and 132 peanut chip cookies and 132 peanut learners into five groups. a. How much paint will be
How did you solve for the correct butter cookies. She divided the butter cookies. She divided the Encourage the used if 1 34 gallon will be
answer? chocolate chip cookies into piles chocolate chip cookies into piles groups to create a problem used for the
Which multiples are common to and so with the peanut butter and so with the peanut butter similar to the given one. stage and 15 gallons in the
both 2 and 4? Among cookies. Each pile had only one cookies. Each pile had only one Then, solve the problem. hallway?
the common multiples, which type of cookie, had the same type of cookie, had the same a. . Given : 36 manggo- b. Jewel wraps her gifts. One
one is the least or smallest? number of cookies and the number of cookies and the flavoured sweets (Tim) 44 gift used 16 meter of a
If none of the group used the greatest possible number of greatest possible number of grape-flavoured sweets wrapper,
continuous division method cookies. cookies. (Peter) Asked: number of another gift used 2 13
or decomposition method show a. How many cookies were there a. How many cookies were there sweets in each tray meters. How much wrapper
them how it is done. Then, give in each pile? in each pile? Problem: was used in
other set of numbers and find b. How many piles of chocolate b. How many piles of chocolate _______________________ all?
their LCM using the same chip cookies were there? chip cookies were there? _________
method. c. How many piles of peanut c. How many piles of peanut Solution and answer:
butter cookies were there? butter cookies were there? ______________________
b. Given: Two wires with
lengths of 448 cm and 616
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 Parctical application of Directions: Find the LCM using Answer the following problem. Answer the following problem. Directions: Create a Directions: Solve the
concepts and skills in daily living continuous division Juan has 96 m of copper wire Juan has 96 m of copper wire problem with the following following problems. Express
a) 9, 12, d) 30, 42 and 136 m of aluminum wire. and 136 m of aluminum wire. given data. your answer in lowest term if
b) 16, 24, e) 10, 15 ,30 What is the maximum length he What is the maximum length he Given: 14 rock CDs, 12 possible.
c) 52, 72, 81 can cut these wire so that all the can cut these wire so that all the classical CDs, and 8 pop CDs a. Mang Jose catches a 4 1/8
pieces are of the same length? pieces are of the same length? Asked: greatest number of -kg tuna fish, Mang Andres
CDs Oscar can pack in each catches a 3/5-kg of yellow-fin
box 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 generalization and abstraction What is a Least Common Multiple How will you solve word How will you solve word How do you create How do we add fractions and
about the lesson (LCM)? problem involving LCM? problem involving LCM? problems (with reasonable mixed forms with different
How is continuous division done answers) denominators?
in getting the Least involving GCF of 2-3
Common Multiple of a set of numbers?
numbers?
I.Evaluating learning Solve these problems. Solve these problems. Directions: Create a Add. Reduce your answer to
Directions: Give the least a. Alicia waters her orchids a. Alicia waters her orchids problem using the given lowest terms, if possible
common multiple (LCM). Use every 4 days and her violets every 4 days and her violets information. a) 4 2/3 + 1/5
every 7 days. Not counting the every 7 days. Not counting the a. Given : 45 okra plants, 81 b) 3/8 + 10 1/4
 continuous division. first day, when is the next time first day, when is the next time corn plants and 63 tomato c) 1/10 + 12 1/5 + 3/5
a) 6, 8 d) 8, 10 will she water her plants at the will she water her plants at the plants d) 8 3/8 + 3 1/6
b) 18, 36 e) 8, 12 ,16 same day again? same day again? Asked: greatest number of e) 7 1/3 + 2/9
c) 15 ,30 ,45 b. A group of 45 dancers and 30 b. A group of 45 dancers and 30 plants in 1 row
clowns in a parade. You want to clowns in a parade. You want to b. Given : PE Club of 16 girls
arrange the two groups in rows arrange the two groups in rows and 36 boys
with the same number of people with the same number of people Asked: biggest number of
in each row, but without mixing in each row, but without mixing members each group can
the groups. What is the greatest the groups. What is the greatest have which
number of people you can have number of people you can have would have an equal
in each row? in each row? number of boys and girls c.
Given : two pieces of string,
one 20 feet long and the
other 12 feet long Asked:
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 activities for application or Directions: In each set of Directions: Solve the following Directions: Solve the following Directions: Write a question Directions: Find the sums.
remediation numbers, circle the common problems. problems. for the given problem. a. Reduce the answers to
multiples of a. Ken, Kenneth and Kenzrae are a. Ken, Kenneth and Kenzrae are Megan is creating party simplest forms.
the given numbers in the left. jogging around a track. Ken jogging around a track. Ken favors with pencils and a) 2 2/3 + 1/8
a. 2 and 6: takes 4 minutes to jog once takes 4 minutes to jog once stickers. She has 20 pencils b) 6 1/5 + 23
(4,10,18,25,29,36,40,46.54) around the track. Kenneth takes around the track. Kenneth takes and 8 stickers, and wants c) 42/8 + 1/2
b. 8 and 15: (10, 5 minutes and Kenzrae 6 5 minutes and Kenzrae 6 each party favor to include d) 1 2/10 + 3/5
40,70,90,120,150,180, 240) minutes. If they start together at minutes. If they start together at the same combination of e) 7 3/9 + 1/3
 c. 9 and 12: 6:00 a.m., at what time will they 6:00 a.m., at what time will they pencils and stickers, with
(18,28,36,40,52,63,72,80,88,95) be together again at the starting be together again at the starting none left over. b. There are
point. point. 36 teachers and 42 parents
b. Sally has two pieces of string. b. Sally has two pieces of string. playing in a sports fest. Each
One is 20 m long and the other One is 20 m long and the other team must have equal
is 10 m long. She cuts the strings is 10 m long. She cuts the strings number of teachers and
in the same length. How many in the same length. How many parents as members.
were the strings she made? were the strings she made?
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on ___Lesson carried. Move on
evaluation the next objective. the next objective. the next objective. to the next objective. to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got _____% of the pupils got
mastery mastery mastery 80% mastery 80% mastery
B.No.of learners who require additional ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find
activities for remediation in answering their lesson. in answering their lesson. in answering their lesson. difficulties in answering difficulties in answering their
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in their lesson. lesson.
answering their lesson. answering their lesson. answering their lesson. ___Pupils found difficulties ___Pupils found difficulties in
___Pupils did not enjoy the ___Pupils did not enjoy the ___Pupils did not enjoy the in answering their lesson. answering their lesson.
lesson because of lack of lesson because of lack of lesson because of lack of ___Pupils did not enjoy the ___Pupils did not enjoy the
knowledge, skills and interest knowledge, skills and interest knowledge, skills and interest lesson because of lack of lesson because of lack of
about the lesson. about the lesson. about the lesson. knowledge, skills and knowledge, skills and
___Pupils were interested on ___Pupils were interested on ___Pupils were interested on interest about the lesson. interest about the lesson.
the lesson, despite of some the lesson, despite of some the lesson, despite of some ___Pupils were interested ___Pupils were interested
difficulties encountered in difficulties encountered in difficulties encountered in on the lesson, despite of on the lesson, despite of
answering the questions asked by answering the questions asked answering the questions asked some difficulties some difficulties
the teacher. by the teacher. by the teacher. encountered in answering encountered in answering
___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson the questions asked by the the questions asked by the
despite of limited resources used despite of limited resources despite of limited resources teacher. teacher.
by the teacher. used by the teacher. used by the teacher. ___Pupils mastered the ___Pupils mastered the
___Majority of the pupils finished ___Majority of the pupils ___Majority of the pupils lesson despite of limited lesson despite of limited
their work on time. finished their work on time. finished their work on time. resources used by the resources used by the
___Some pupils did not finish ___Some pupils did not finish ___Some pupils did not finish teacher. teacher.
their work on time due to their work on time due to their work on time due to ___Majority of the pupils ___Majority of the pupils
unnecessary behavior. unnecessary behavior. unnecessary behavior. finished their work on time. finished their work on time.
___Some pupils did not ___Some pupils did not finish
finish their work on time their work on time due to
due to unnecessary unnecessary behavior.
behavior.

C.Did the remedial work? No.of learners ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned
who have caught up with the lesson above 80% above 80% above 80% above 80% above
D.No. of learners who continue to ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
require remediation additional activities for additional activities for additional activities for additional activities for additional activities for
remediation remediation remediation 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 ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who ____ of Learners who caught
the lesson the lesson the lesson caught up the lesson up the lesson
F.What difficulties did I encounter which ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue ___ of Learners who ___ of Learners who
my principal or supervisor can helpme require remediation to require remediation to require remediation continue to require continue to require
solve? remediation remediation
G.What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work
materials did used/discover which I ___Metacognitive Development: ___Metacognitive ___Metacognitive well: well:
wish to share with other teachers? Examples: Self assessments, note Development: Examples: Self Development: Examples: Self ___Metacognitive ___Metacognitive
taking and studying techniques, assessments, note taking and assessments, note taking and Development: Examples: Development: Examples:
and vocabulary assignments. studying techniques, and studying techniques, and Self assessments, note Self assessments, note taking
___Bridging: Examples: Think- vocabulary assignments. vocabulary assignments. taking and studying and studying techniques, and
pair-share, quick-writes, and ___Bridging: Examples: Think- ___Bridging: Examples: Think- techniques, and vocabulary vocabulary assignments.
anticipatory charts. pair-share, quick-writes, and pair-share, quick-writes, and assignments. ___Bridging: Examples:
anticipatory charts. anticipatory charts. ___Bridging: Examples: Think-pair-share, quick-
Think-pair-share, quick- writes, and anticipatory
___Schema-Building: Examples:
writes, and anticipatory charts.
Compare and contrast, jigsaw ___Schema-Building: Examples: ___Schema-Building: Examples:
charts.
learning, peer teaching, and Compare and contrast, jigsaw Compare and contrast, jigsaw
projects. learning, peer teaching, and learning, peer teaching, and ___Schema-Building:
___Contextualization: projects. projects. ___Schema-Building: Examples: Compare and
___Contextualization: ___Contextualization: Examples: Compare and contrast, jigsaw learning,
Examples: Demonstrations,
contrast, jigsaw learning, peer teaching, and projects.
media, manipulatives, repetition, Examples: Demonstrations, Examples: Demonstrations,
peer teaching, and projects. ___Contextualization:
and local opportunities. media, manipulatives, media, manipulatives,
repetition, and local repetition, and local ___Contextualization: Examples: Demonstrations,
___Text Representation:
opportunities. opportunities. Examples: Demonstrations, media, manipulatives,
Examples: Student created
___Text Representation: ___Text Representation: media, manipulatives, repetition, and local
drawings, videos, and games.
repetition, and local opportunities.
___Modeling: Examples: Examples: Student created Examples: Student created
opportunities. ___Text Representation:
Speaking slowly and clearly, drawings, videos, and games. drawings, videos, and games.
___Text Representation: Examples: Student created
modeling the language you want ___Modeling: Examples: ___Modeling: Examples:
students to use, and providing Speaking slowly and clearly, Speaking slowly and clearly, Examples: Student created drawings, videos, and games.
samples of student work. modeling the language you want modeling the language you want drawings, videos, and ___Modeling: Examples:
students to use, and providing students to use, and providing games. Speaking slowly and clearly,
Other Techniques and Strategies samples of student work. samples of student work. ___Modeling: Examples: modeling the language you
used: Speaking slowly and clearly, want students to use, and
___ Explicit Teaching Other Techniques and Other Techniques and modeling the language you providing samples of student
___ Group collaboration Strategies used: Strategies used: want students to use, and work.
___Gamification/Learning throuh ___ Explicit Teaching ___ Explicit Teaching providing samples of
play ___ Group collaboration ___ Group collaboration student work. Other Techniques and
___ Answering preliminary ___Gamification/Learning ___Gamification/Learning Strategies used:
activities/exercises throuh play throuh play Other Techniques and ___ Explicit Teaching
___ Carousel ___ Answering preliminary ___ Answering preliminary Strategies used: ___ Group collaboration
___ Diads activities/exercises activities/exercises ___ Explicit Teaching ___Gamification/Learning
___ Differentiated Instruction ___ Carousel ___ Carousel ___ Group collaboration throuh play
___ Role Playing/Drama ___ Diads ___ Diads ___Gamification/Learning ___ Answering preliminary
___ Discovery Method ___ Differentiated Instruction ___ Differentiated Instruction throuh play activities/exercises
___ Lecture Method ___ Role Playing/Drama ___ Role Playing/Drama ___ Answering preliminary ___ Carousel
Why? ___ Discovery Method ___ Discovery Method activities/exercises ___ Diads
___ Complete IMs ___ Lecture Method ___ Lecture Method ___ Carousel ___ Differentiated
___ Availability of Materials Why? Why? ___ Diads Instruction
___ Pupils’ eagerness to learn ___ Complete IMs ___ Complete IMs ___ Differentiated ___ Role Playing/Drama
___ Group member’s ___ Availability of Materials ___ Availability of Materials Instruction ___ Discovery Method
collaboration/cooperation ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Role Playing/Drama ___ Lecture Method
in doing their tasks ___ Group member’s ___ Group member’s ___ Discovery Method Why?
___ Audio Visual Presentation collaboration/cooperation collaboration/cooperation ___ Lecture Method ___ Complete IMs
of the lesson in doing their tasks in doing their tasks Why? ___ Availability of Materials
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Complete IMs ___ Pupils’ eagerness to
of the lesson of the lesson ___ Availability of Materials learn
___ Pupils’ eagerness to ___ Group member’s
learn collaboration/cooperatio
___ Group member’s n
collaboration/cooperati in doing their tasks
on ___ Audio Visual
in doing their tasks Presentation
___ Audio Visual of the lesson
Presentation
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 and __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized __Contextualized/Localized
Indigenized IM’s Indigenized IM’s 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 be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to __ Recycling of plastics to be
used as Instructional Materials used as Instructional Materials used as Instructional Materials be used as Instructional used as Instructional
__ local poetical composition __ local poetical composition __ local poetical composition Materials Materials
__ local poetical __ local poetical
composition composition

Prepared by: Checked by:

MA. LOURDES C. ROXAS ALMIRA L. SALINAS ROMMELYN L. GONZALES

Teacher I Master Teacher I School Head