Beruflich Dokumente
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GRADES 1 to 12
Teacher: Learning Area: MATHEMATICS
DAILY LESSON LOG
Teaching Dates and
Time: WEEK 7 Quarter: 4TH Quarter
III. LEARNING K to12 Curriculum Guide K to12 Curriculum Guide K to12 Curriculum Guide K to12 Curriculum Guide
RESOURCES Grade 2 – Mathematics pages Grade 2 – Mathematics pages 27 Grade 2 – Mathematics pages Grade 2 – Mathematics pages 27-
A. References 27 27-28 28
1. Teacher’s Guide Pages 380-383 (softcopy) 380-383(softcopy) 384-387 (softcopy) 384-387(softcopy)
2. Learner’s Materials LM in Mathematics pages LM in Mathematics pages LM in Mathematics pages LM in Mathematics pages
pages 271-272 271-272 273-276 273-276
3. Text book pages
4. Additional Materials 1. Square tiles or square 1. Square tiles or square 1. Square tiles (Cut-out 1. Square tiles (Cut-out
from Learning Resources cardboards cardboards Cardboards) Cardboards)
2. Graphing paper 2. Graphing paper 2. Cartolina with small squares 2. Cartolina with small squares
3. Straight edge 3. Straight edge drawn drawn
4. Activity sheets 4. Activity sheets Lesson 111 Lesson 111
Lesson 110 Lesson 110
B. Other Learning laptop laptop laptop laptop
Resources
IV. PROCEDURES
A. Reviewing previous lesson INSTRUCTIONAL PROCEDURE INSTRUCTIONAL PROCEDURE INSTRUCTIONAL PROCEDURE INSTRUCTIONAL PROCEDURE
or presenting the new lesson Preparatory Activities Preparatory Activities Preparatory Activities Preparatory Activities
1. Drill 1.Pre-Assessment: 1.Drill 2. Pre-assessment:
How many squares are there in Board work activity: a. Show flashcards. Give the Give the number of square units
each figure? Using cut-out cardboards, let the answers orally. for each figure. Try to
pupils draw the figures described recite the number sentence for
below. Ask three pupils at a time. each answer.
a. A square with 4 square units.
b. A square with 9 square units.
c. A rectangle with 8 square units. Give the products of;
d. A rectangle with 3 squares 1. 3 and 3
wide and 5 squares long. 2. 4 and 4
e. A rectangle with 4 squares 3. 7 and 10
wide and 5 squares long. 4.8 and 10
5. 10 and 9
B. Establishing a purpose B. Establishing a purpose B. Establishing a purpose B. Establishing a purpose B. Establishing a purpose
for the lesson ( Motivation) for the lesson for the lesson for the lesson for the lesson
1.Motivation: 1.Motivation 1.Motivation 1.Motivation
Show a big grid with different Show a big grid with different Show this cube or a picture of Show this cube or a picture of this.
shapes drawn on it. shapes drawn on it. this.
Questions: Questions:
Questions:
a. What are the shapes you can a. What are the shapes you can
Questions: a. Are you familiar with this? (it’s a
see on the grid? see on the grid?
a. Are you familiar with this? (it’s rubik’s cube)
b. Can you easily identify the b. Can you easily identify the
a rubik’s cube) b. Do you play this?
number of small squares in number of small squares in every b. Do you play this? c. How many sides does it have?
every figure without counting? Why? c. How many sides does it have? d. What shape is each side?
figure without counting? Why? d. What shape is each side? Say: Today, we will find the area of
Say: Today, we will find the area a square and a rectangle using
of a square and a rectangle using square tile units.
square tile units.
C. Presenting Examples / Posing a Task Posing a Task Posing a Task: Posing a Task
instances of new lesson C. Presenting Examples / C. Presenting Examples / C. Presenting Examples C. Presenting Examples /Instances
( Presentation) instances of new instances of new /Instances of new lesson of new lesson Presentation
lesson( Presentation) lesson( Presentation 2.Presentation b. Pictorial
Concrete/Pictorial Instruct the pupils to do the a. Concrete Let the pupils draw a rectangle.
Group the class into 4. following 1. Give this situation; 1. Labe its length as 6 units and its
1. Give an activity sheet like the Draw square units to each area. One face of the rubik’s cube looks width 3 units.
one below to each Write the number of units inside this figure below. 2. Show how the area is solved.
group. each area. 3. Give answer.
Tell them that this is the floor Count the number of squares c. Abstract
plan of a school. each area occupied The side of a square is 7 units. Find
the area of the
square.
G. Finding Practical G. Finding Practical applications G. Finding Practical applications G. Finding Practical applications G. Finding Practical applications of
applications of concepts and of concepts and skills of concepts and skills of concepts and skills concepts and skills ( Application /
skills ( Application / ( Application / ( Application ) ( Application / Valuing)
Valuing) Valuing) Valuing
1. Ano ang area ng kabuuang 1.Ano ang area ng kabuuang Basahin ang sitwasyon sa loob ng Basahin ang sitwasyon sa loob ng
lupa? lupa? kahon at sagutin kahon at sagutin
2. Aling lupa ang may 2.Aling lupa ang may ang mga tanong sa ibaba. Isulat ang mga tanong sa ibaba. Isulat
pinakamalaking area? pinakamalaking area? ang sagot sa ang sagot sa
Ang may pinakamaliit na area? Ang may pinakamaliit na area? kuwaderno. kuwaderno.
3. Mabuti ba sa bata ang 3. Mabuti ba sa bata ang
magkaroon ng kaalaman sa magkaroon ng kaalaman sa
pagsukat ng area ng isang pagsukat ng area ng isang bahagi
bahagi ng lupa? Bakit? ng lupa? Bakit?
Mga tanong:
1. Ilang square units ang area ng Mga tanong:
garden na 1. Ilang square units ang area ng
ginawa ni Allan? garden na
2. Kung dodoblehin ang lawak ng ginawa ni Allan?
garden, ano 2. Kung dodoblehin ang lawak ng
ang magiging hugis nito? Ilang garden, ano
square units ang ang magiging hugis nito? Ilang
magiging area ng garden? square units ang
3. Kung dodoblehin ang lawak at magiging area ng garden?
haba ng 3. Kung dodoblehin ang lawak at
garden, ilang square units ang haba ng
magiging area garden, ilang square units ang
nito? magiging area
4. Mabuti ba sa bata ang nito?
makilahok sa mga 4. Mabuti ba sa bata ang
programang katulad nito? Bakit? makilahok sa mga
programang katulad nito? Bakit?
H. Making generalizations H. Making generalizations and H. Making generalizations and H. Making generalizations and H. Making generalizations and
and abstractions about the abstractions about the lesson abstractions about the lesson abstractions about the lesson abstractions about the lesson
lesson ( Generalization) (Generalization ) (Generalization ) (Generalization ) (Generalization)
The area of a given figure can be The area of a given figure can be The area of a given figure can be The area of a:
shown by shown by shown by Square = side X side
drawing squares in it. drawing squares in it. drawing squares in it. Rectangle = side X side or length X
width
J. Additional activities for J. Additional activities for J. Additional activities for J. Additional activities for J. Additional activities for
application or remediation application or remediation application or remediation application or remediation application or remediation
( Assignment) ( Assignment) ( Assignment) ( Assignment) ( Assignment)
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the formative
assessment
B. No. of Learners who
require additional activities
for remediation
C. Did the remedial lessons
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?