School BANI ELEMENTARY Grade Level KINDER

Grades SCHOOL
1-12 Teacher ALMEDA S. DE VERA Learning Area
Daily Lesson Log Teaching Date and Jan. 31, 2019 Quarter Fourth
Time
I. OBJECTIVES Indicate the following: NOTES
Developmental Domain (DD): Content
Standards (CS) Performance Standards (PS):
Learning Competency Code(LCC)
Developmental Domain :
The child demonstrate an understanding of the sense of quantity and
A. Content
numeral relations that addition results in increase and subtraction results in
Standards
decrease.
The child shall be able to perform simple addition and subtraction of up to
B. Performance
Standards 10 objects or pictures/ drawings

C. Learning MKC-00-8, MKC-00-4

Competencies/
Objectives Write
the LC code for
each
II. CONTENT/ Greater Than/ Less Than/ equal to
SUBJECT
MATTER
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Material pages
3. Textbook pages
4. Additional
Materials for
Learning Resource
Portal
B. Other Learning
Resources
IV.
PROCEDURES
ten sticks in your right hand." "None and ten is ten." or "Zero and ten is ten."
"Place one stick in your left hand." "One and nine is ten."
"Place one more stick in your left hand." "Two and eight is ten."
A. Reviewing "Place one more stick in your left hand." "Three and seven is ten."
"Place one more stick in your left hand." "Four and six is ten."
previous lesson or
"Place one more stick in your left hand." "Five and five is ten."
presenting the new "Place one more stick in your left hand." "Six and four is ten."
lesson "Place one more stick in your left hand." "Seven and three is ten."
"Place one more stick in your left hand." "Eight and two is ten."
"Place one more stick in your left hand." "Nine and one is ten."
"Place one more stick in your left hand." "Ten and none is ten." or "Ten and zero is ten"
 Lift the bowl

"Place ten blocks under the bowl." "None and ten is ten." or "Zero and ten is ten."
"Place nine block under the bowl." "One and nine is ten."
"Place eight blocks under the bowl." "Two and eight is ten."
B. Establishing a "Place seven blocks under the bowl." "Three and seven is ten
purpose for the "Place six block under the bowl." "four and six is ten."
lesson "Place five blocks under the bowl." "Five and five is ten."
"Place four block under the bowl." "Six and four is ten."
"Place three block under the bowl." "Seven and three is ten."
"Place two blocks under the bowl." "Eight and two is ten."
"Place one block under the bowl." "Nine and one is ten."
"Place no blocks under the bowl." "ten and none is ten." or "ten and zero is ten."
Peek thru the wall

Wall off ten blocks.” "None and ten is ten." or "Zero and ten is ten."
“Wall off nine blocks.” "One and nine is ten."
“Wall off eight blocks.” "Two and eight is ten."
C. Presenting “Wall off seven blocks.” "Three and seven is ten”
examples/ instances “Wall off six blocks.” "four and six is ten."
of the new lesson “Wall off five blocks.” "Five and five is ten."
“Wall off four blocks.” "Six and four is ten."
“Wall off three blocks.” "four and three is ten."
“Wall off two blocks.” "Five and two is ten."
“Wall off one blocks.” "Six and one is ten."
“Wall off no blocks.” "ten and none is ten." or "ten and zero is ten."
D. Discussing new Counting the real objects
concepts and Examples.
practicing new Banana. Tomatoes, eggplants, stone, egg, calamansi, onion
skills #1
Procedure:
1. Each takes a handful of marbles and divide the marbles into counting cups
E. Discussing new
so that each cup holds the quantity being explored.
concepts and
2. Expect to see the children creating a wide variety of combinations,
practicing new
anything that totals five or ten, in this case is correct.
skills #2
3. When all the marbles are divided into 2-5 groups, the children sort the cups
according to the combinations formed.
Materials: clothespins, small card numbers, More/less spinner
Procedure:
1. Each player draws a numeral card from a pile of cards.
F. Developing 2. They each build the appropriate clothespin stack to match their cards.
mastery 3. One child turns the more/less spinner. If it lands on less, the partner whose
(Leads to stack has lesser clothespins wins both stacks. If the
Formative spinner lands on more, the partner with more clothespins wins both stacks.
Assessment 3) 4. They continue to take turns, each accumulating clothespins.
5. When the time is up or the children decide to end the game, they snap
together all the clothespins. They turn the spinner to see if the
person who has accumulated more or less clothespins is the winner.
G. Finding practical More than/Less than
application of Objective: to practice comparing quantities using the more than, less than
concepts and skills symbol
in daily living Materials: call out cards for each player, tokens, calling cards
Number of players/participants: 3 - 4 children
Procedure:
 1. Provide each player with a number call out card (with any six numbers from
1-10 written on it).
2. Assign a child to be a caller with the job of picking a calling card and
announcing what is written on it. The calling cards have “more
than (number)” or “less than (number)” written on it.
3. When the caller reads what is written on the calling card (for example,
“more than 7” or ‘< 7’), the other players will select a number
that is more or less than what is written on the card and cover it with a token.
4. First one to cover all spaces wins.
to explore different combinations that makes 10
Materials: 6 sets of numeral cards (1- 9)
Procedure:
1. All cards are dealt. Last card is turned face up. Each player keeps the
H. Making cards dealt to him in a stack,
generalizations and face down, without looking at them.
abstractions about 2. By turns, players turn over the top card of his stack. If this card can be
the lesson used with one on the table to make a total of 10,
the player can take it and keep the pair. If there are no cards that can be
used, he has to discard his card
in the middle of the table, face up.
3. The player who collects the most number of pairs wins.
Isulat so simbolon > , < o = ed malimpek ya korti

I. Evaluating
learning

J. Additional
activities for
application or
remediation
V. REMARKS
VI.
REFLECTION
A. No. of Learners
who earned 80% in
the evaluation
B. No. of Learners
who require
additional activities
for remediation
who scored below
80%
C. Did the
remedial lessons
work? No. of
Learners who have
caught up with the
lessons
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 encountered
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?