K to 12 SCHOOLS DIVISION OF PALAWAN

DAILY LESSON LOG) School Grade One

Teacher Learning Mathematics
Date/Time Quarter/Week Q 1/ week 9

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
The learner demonstrates understanding of whole numbers up to 100, ordinal numbers The learner demonstrates understanding of whole numbers
A. Content Standards/Focus
to 10t , money up to PhP100 and fractions ½ and ¼ . up to 100, ordinal numbers up to 10th, money up to PhP100
and fractions ½ and ¼ .
The learner is able to recognize, represent, and order whole
B. Performance Standards/Terminal The learner is able to recognize, and represent ordinal numbers up to 10 th, in various forms
numbers up to 100 and money up to PhP100 in various
Objectives and contexts
forms and context
The learner identifies the 1st , 2nd, 3rd, up to 10th object in The learner reads and writes The learner recognizes and compares coins and bills up to
C. Learning Competencies/ Enabling a given set from a given point of reference ordinal numbers: 1st, 2nd, PhP100 and their notations
Objectives (Write the LC code for M1NS-Ii-16.1 3rd up to 10th M1NS-Ij-19.1
each) M1NS-Ii-17.1
Number Sense Number Sense Number Sense Number Sense Number Sense
II. CONTENT (Identifying ordinals from (Identifying ordinals from (Reading and writing (Recognizing Coins) (Recognizing Bills)
1st to 5th ) 6th to 10th ) ordinals from 1st to 10th )
III. LEARNING RESOURCES
A. References
Lesson Guide in Elem. Lesson Guide in Elem. Lesson Guide in Elem. pp. 101 - 104
1. Teacher’s Guide pages pp. 97 – 100
Math 1. 2012. pp. 102 - 105 Math 1. 2012. pp. 102 - 105 Math 1. 2012. pp. 102 - 105
2. Learner’s Materials pages pp.113 - 114 pp. 115 - 119
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) Portal
Chart, real objects, Chart, real objects, Chart, real objects, Real/toy coins, chart Real paper bills, chart, play
B. Other Learning Resources worksheet, ordinal number worksheet, ordinal number worksheet, ordinal number money
cards, pictures cards, pictures cards, pictures
IV. PROCEDURE
A. Reviewing Previous Lesson/ Review: Sing a song about ordinals. Review: Review: Review:
Presenting the new Lesson Counting real objects or Present set of 10 pictures. Skip counting by 10s up to Show different coins. Let
pictures from 1 – 5. Do what is asked. 100 the pupils describe and tell
1. Encircle the 1st object. the amount.

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B. Establishing a purpose for
the Lesson
C. Presenting Examples/
Instances of the new Lesson
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Call 5 pupils (boys/girls) to
fall in line. How can we
arrange them?
(Let them arrange
themselves from shortest to
tallest.)
Who is number 1 in the
line? Number 2? Number 3?
Number 4? Number 5?
Have the teacher guide the
pupils in saying:
______ is the number 1 in
the line, she is the 1st pupil
in the line.
______ is the number 2 in
the line, she is the 2nd pupil
in the line.
(Do the same process until
it reaches 5th.)
Ask the pupils what
animals they have seen and
where they had seen them.
Then say: “Jason and his
family went to the zoo. He
saw different kinds of
animals there. “
(Before the class starts, post
the pictures of the following
animals.)
Do you recognize the
animals?
What animal is the 6th from
the left?
What animal is the 7th from
the left?
What animal is the 9th from
the left?
What animal is the 8th from
the left?
What animal is the 10th from
the left?
Ask: How did you get
your answers? (I counted
2. Check the 5th object.
3. Box the 10th object.
4. Underline the 3rd object.
5. Color the 8th object.
The Grade 1 class has a
program. Ten children will
wear their favourite
costume for the program.
They will stand in front of
the class one by one.
The first who stands is
Mary. (Then post the
picture of Mary with her
name below and under it
write 1st. Say “first” and let
the pupils say it with you
as you point to “1st.”
Repeat the process for the
2nd, 3rd, 4th, 5th, 6th, 7th,
8th, 9th and 10th child.
Refer to the illustrations
below.
Ask:
Whose costume do you like
most?
Why? Do you also have a
Show the pupils real
Philippine coins. Let them
identify the different coins.
Ask: Which of these coins
do you often use?
What are the things that you
buy with your 25-centavo
coin? 1-peso coin? 5-peso
coin? and 10-peso coin?
Have the pupils bring out
their coins.
Individually, let them
observe the appearance of
each coin.
. After sometime, group the
pupils. Let them put
together all their coins.
Make sure that each
group has a complete set
of coins. Make the pupils
discuss among themselves
what they have observed.
In consolidating their
Show the pupils the
following real Philippine
paper bills which are also
called peso bills: 20-peso
bill, 50-peso bill, and 100-
peso bill.
Let them identify the
different paper bills. Ask
them when they use these
paper bills.
Ask: Which of these paper
bills do you often use?
What are the things that you
buy with your 20-peso bill?
50-peso bill? 100-peso bill?
Tell the pupils to bring out
their play money
Individually, let them
observe the appearance of
each paper bill.
After sometime, group the
pupils. Let them put
together all their paper bills.
Make sure that each group
has a complete set of
paper bills. Make the pupils
discuss among themselves
what they have observed.
In consolidating their

D. Discussing the new Concept
and Practicing new skill #1
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Tell the pupils that 1st, 2nd,
3rd, 4th, and 5th are called
ordinals. (They tell the
position of an object.)
“Guided Practice”
Look at the word written on
the board. (from left to
right)
B R O W N left)
Ask:
What is the 1st letter?
What is the 5th letter?
Is “O” the 4th letter?
starting from the left. For
example, to tell the 6th
animal from the left, I
counted 1,2,3,4, 5 and 6th
from the left. The animal is
the lion.)
Ask: What do you call
these numbers that tell
the position of an object
or person in a given set?
(These are called ordinal
numbers.)
“Guided Practice”
Look at the word written on
the board. (from right to
P H I L I P P I N E S
Ask:
What is the 10th letter?
What is the 7th letter?
favourite costume? Describe
it.
Ask: What do you observe
about the numbers written
below the names of the
children?
(They start with numbers
and the numbers are
increasing by 1 from 1 to
10.)
Point to the numbers 1st,
2nd, 3rd, 4th, 5th, 6th, 7th,
8th, 9th and 10th
These are also numbers.
They tell the order of
objects or persons that are
arranged. Numbers that tell
the order of objects or
persons are called ordinal
numbers.
“Guided Practice”
See illustration below.
observations, let the pupils
focus on the shape, color,
size, appearance and what
can be seen on the faces of
the coins.
Make a summary table of
the observations on the
board.
“Guided Practice”
Let the pupils answer
Worksheet 1, page 111.
Then discuss the answers.
Show the pupils the
different coins and let
them identify each one.
Focus on the 10-piso coin.
observations, let the pupils
focus on the shape, color,
size, appearance, and what
can be seen on the faces of
the bills.
Help the pupils name these
colors because they may not
be familiar with them.
Also, ask leading questions
like, “Do you see faces of
people on the face of the
paper bill? Who are these
people?” to make the
pupils realize the features
of each paper bill.
Make a summary table of
the observations on the
board.
“Guided Practice”
Let the pupils answer
Worksheet 1, page 121.
Then discuss the answers.
Show the pupils the
different paper bills and let
them identify each one.
Focus on the

E. . Discussing the new Concept
and Practicing new skill #2
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What is the 3rd letter?
Is “R” the 2nd letter?
Game:
Group the pupils into 3.
Give each group a set of
ordinal numbers from 1st to
5th. Objects are arranged in a
line on the desk. The
teacher will say an ordinal
Is “L” the 9th letter?
What is the 6th letter?
Is “L” the 8th letter?
Read each ordinal number
in symbol and in word and
ask the pupils to repeat after
you.
Answer Worksheet 2 on
pages 127 – 128 of LM.
“Pair and Share” “Pair and Share”
Draw the answer on the Answer “Worksheet 1” on
blank. Get your answer page 121 of the LM.
from the box.
Post a drawing, picture or
replica of the coin on the
board. Show the pupils the
coin and tell them that the
value of the coin is 10
pesos. Write P 10.00 on
the board beside the
drawing of the coin. Tell the
pupils that the “ “ is the
symbol for peso. Let the
pupils read the amount.
Do the same for the 5-piso
and 1-piso coins.
Focus on the 25-sentimo
coin. Show the pupils a
drawing, picture or replica
of the coin. Tell them that
the value of the coin is 25
sentimo or 25 centavos.
Write 25c on the board
beside the drawing of the
coin.
Tell them that is the
symbol for centavos. Let the
pupils read amount.
Do the same for the 10-
sentimo and 5-sentimo
coins.
“Individual Activity”
Ask the pupils to bring out
their show me board. Tell
the pupils to write the value
of the coin that you will
show them. When showing
the coin, at times show the
dalawampung-piso bill.
Post a drawing, picture, or
replica of the paper bill on
the board. Show the pupils
the paper bill and tell them
that the value of the bill is
20 pesos.
Write P 20.00 on the
board besides the
drawing of the paper bill.
Tell the pupils that
the “ “ is the symbol for
peso. Let the pupils
read the amount.
Do the same for the
limampung - piso bill and
sandaang - piso bills.
“Individual Activity”
Ask the pupils to bring
out their show me board.
Tell them to write the
value of the paper bill that
you will show them.
When showing the bill, at

F. Developing Mastery
(Leads to formative assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
H. Making Generalizations and
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number. The pupils will
match the ordinal number
with the object on the table.
The first group to match it
gets a point. The group with
the most number of points
wins.
“Pair and Share”
Distribute worksheet to
each pair. Let the first pupil
tell an ordinal number. The
second one will draw the
object in the correct
position. (They may take
turn in doing the activity.)
Ex.
Draw what is asked.
1. A ball in the 5th box.
2. An ice cream in the 1st
box.
3. A heart in the 4th box.
4. A leaf in the 2nd box.
5. A pencil in the 3rd box.
Why is it important to put
things in order?
What words did we use to
tell the position of the
_______1. 4th front face and at other times times show the front face
_______2. 1st show the back face. and at other times show
_______3. 3rd the back face.
_______4. 5th
_______5. 2nd
“Independent Practice” “Independent Practice” Have the pupils answer Have the pupils answer
Read the ordinal number Worksheets 2 on page 112 Worksheet 2.
Answer “Worksheet 1” on and box the corresponding of the LM.
page 128 of the LM. object.
1. 1st from left
2. 10th from right
3. fifth from top
4. third from right
(Teacher will provide other
pictures.)
In your daily activities, how Are coins important to us? When do we use paper
do you keep all your When do we use coins? bills?
important belongings?
What do you call these How do we read the What are the common What are the common
numbers that tell the following ordinals? characteristics of coins? characteristics of paper
 Abstractions about the Lesson
I. Evaluating Learning
object in a group?
(We used 1st, 2nd, 3rd, 4th, 5th)
Present set of pictures.
Do what is asked.
1. Color the 4th object green.
2. Box the 1st object.
3. Encircle the 5th object.
4. Color the 2nd object red.
5. Cross-out the 3rd object.
position of an object or 1st, 2nd, 3rd, 4th, 5th, 6th, 7th, 8th, (The coins have different bills?
person in a given set? 9th, 10th shapes, colors, sizes, and (The bills have different
(These are called ordinal appearance.) shapes, colors, sizes, and
numbers.) How do we write ordinal appearance.)
numbers in symbols?
How did you identify the
position of an object?
(Count the object from the
given point.)
Answer “Worksheet 2” on Answer “Worksheet 3” on Answer Worksheet 3 on Answer Worksheet 3 on
page 129 of the LM. page 129 of LM. page 113 of the LM. page ___ .

Draw the answer on the Answer “Home Activity” Write ordinal numbers in Do “Home Activity on page Do “Home Activity on page
J. Additional Activities for blank. Get your answer on page 131 of the LM. symbols from 1st to 10th. 114 of the LM. __ of the LM.
Application or Remediation from the box.

_______1. 4th
_______2. 1st
_______3. 3rd
_______4. 5th
_______5. 2nd

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 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
lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? why did these work?
F. Which difficulties did I encounter
which my principal or supervisor can help
me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers

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