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Math1 q1 Week1 Day1
Math1 q1 Week1 Day1
Math1 q1 Week1 Day1
P
QUARTER II
Week 1 – Day 1
Date:
Day: 1
__________________
I. OBJECTIVES
A. References
3. Textbook Pages
Materials
5. Learning
Resources (LR)
portal
IV. PROCEDURES
Example:
I have one friend her name is Mayen.
Ask:
D. Discussing new Call one girl to stand infront.If i add one more girl, how
concepts and many girls are there in all?(There are two ma’m .
practicing new skills
#1 Write number symbol 2 and the word two.
1.
2.
3.
4.
5.
F. Developing Mastery How many are there in each group.Draw a circle around
the number.
1. 1 2 3
2. 1 2 3
3. 2 3 4
4. 4 5 6
G. Finding practical Look outside and count the number of trees you can
applications of find.
concepts and skills in
daily living
H. Making Numbers tell how many when you count.The first ten
Generalizations and numbers when you count are 1,2,3,4,5,6,7,8,9,10(one,
abstractions about two,three, four, five, six,seven eight,nine ten.)
the lesson
I. Evaluating learning Show pictures and number symbol. Let pupil match the number
symbol with the picture.
V. REMARKS
VI. REFLECTION
B. No. of learners who ___ of Learners who require additional activities for remediation
require additional
activities for remediation
G. What innovation or
localized I used/discover
The lesson have successfully delivered due to:
which I wish to share ___ pupils’ eagerness to learn
with other teacher? ___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
ATTACHMENT
Session: 1 (1 day)
DISCUSSIONS:
Numbers tell how many when you count.The first five numbers when you
count are 1,2,3,4,and 5.When you count from 1 to 5, the next number is 1
more
than the number before it.
SUPPLEMENTARY ACTIVITIES
Note: The activities included here will be used only when needed.
1. The length L of a person’s shadow at a given time varies directly as the height h of that
person.
2. The cost of electricity C varies directly as the number of kilowatt-hour consumption I.
3. The volume V of a cylinder varies directly as its height h.
4. The weight W of an object is directly proportional to its mass m
5.The area A of a triangle is proportional to its height h.
1. varies directly as .
2. varies directly as the fourth root of
3. The surface area of a sphere varies directly as the square of the radius .
DIRECTION: Read the phrases below. Tell whether each of the phrases
below represents a direct variation. If they do, write the equation to
describe the situation:
DIRECTION: Read the following situation then answer the question that
follow:
1. Your distance from lightning varies directly with the time it takes you to hear thunder.
If you hear thunder 10 seconds after you see the lighting, you are about 2 miles from
the lightning.
Question: Write a direct variation equation for the relationship between time and
distance?
2. A recipe for 2 dozen corn muffins calls for 3 cups of flour. The number of muffins
varies directly with the amount of flour you use.
Question: Write a direct variation equation for the relationship between the
number of cups of flour and the number of muffins.
REFERENCES
Bryant, M., & et. al. (2014). Mathematics-Grade 9 Learner’s Module (1st Ed.).
Pasig City: DepEd-IMCS
C. INTERNET SOURCES:
www.google.ph.com