GRADE 1 to 12 School STO.

NIÑO ELEMENTARY SCHOOL Grade Level 2

DAILY LESSON LOG Teacher ANGELYN M. MANUEL Subject: MATHEMATICS
Date MARCH 20 – MARCH 24, 2023 Quarter 3 – WEEK 6
Monday Tuesday Wednesday Thursday Friday
OBJECTIVES
2:50-3:40 2:50-3:40 2:50-3:40 2:50-3:40 3:20-4:00
A. Content 1. The learner demonstrates 1. The learner demonstrates 1. The learner demonstrates 1. The learner demonstrates 1. The learner demonstrates
Standard understanding of division of whole understanding of division of whole understanding of division of whole understanding of division of whole understanding of division of whole
numbers up to 1000 including numbers up to 1000 including numbers up to 1000 including numbers up to 1000 including numbers up to 1000 including
money. money. money. money. money.
2. The learner demonstrates 2. The learner demonstrates 2. The learner demonstrates 2. The learner demonstrates 2. The learner demonstrates
understanding of unit understanding of unit understanding of unit fractions. understanding of unit fractions. understanding of unit fractions.
fractions.money. fractions.money.
B. Performance 1. The learner is able to apply 1. The learner is able to apply 1. The learner is able to apply 1. The learner is able to apply 1. The learner is able to apply
Standard division of whole numbers up to division of whole numbers up to division of whole numbers up to division of whole numbers up to division of whole numbers up to
1000 including money in 1000 including money in 1000 including money in 1000 including money in 1000 including money in
mathematical problems and real- mathematical problems and real- mathematical problems and real- mathematical problems and real- mathematical problems and real-
life situations. life situations. life situations. life situations. life situations.
2. The learner is able to recognize 2. The learner is able to recognize 2. The learner is able to recognize 2. The learner is able to recognize 2. The learner is able to recognize
and represent unit fractions in and represent unit fractions in and represent unit fractions in and represent unit fractions in and represent unit fractions in
various forms and contexts. various forms and contexts. various forms and contexts. various forms and contexts. various forms and contexts.
C. Learning Compares using relation symbol Identifies other fractions less than Identifies other fractions less than Visualizes (using group of objects Visualizes (using group of objects
Competency/ and arranges in increasing or one with denominators 10 and one with denominators 10 and and number line), reads and writes and number line), reads and writes
Objectives decreasing order of unit fractions. below. below. similar fractions similar fractions
Write the LC code (M2NS-IIIe-79.1) (M2NS-IIIe-79.1)
for each.
II. CONTENT Arrange unit fraction in decreasing Visualizes, represents, and Visualizes, represents, and Visualizes, reads, and writes Visualizes, reads, and writes
order identifies other fractions less than 1 identifies fractions less than 1 with similar fraction using group of similar fraction using number line
with denominators of denominators of 7-10 objects
2-6
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide K to 12 MELC- GUIDE p202 K to 12 MELC- GUIDE p202 K to 12 MELC- GUIDE p202 K to 12 MELC- GUIDE p202 K to 12 MELC- GUIDE p202
Pages
2. Learner’s ADM/PIVOT 4A ADM/PIVOT 4A ADM/PIVOT 4A ADM/PIVOT 4A ADM/PIVOT 4A
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Counters flash cards Counters Pictures, chart, power Counters Pictures hart, power point Counters Pictures, chart, power Counters Pictures, chart, power
Resource point box point point
III.
PROCEDURES
A. Reviewing Gawin ito bilang isang pangkatang Sa nakalipas na aralin ay napag- Sa nakaraang aralin ay napag- Mgabigay ng halimbawa ng unit
previous lesson or aktibidad. aralan mo ang pagtukoy sa unit aralan mo na ang pagbabasa at fractions.
presenting the new Ihambing ang sumusunod na hanay fractions. Natutuhan mo rin kung pagsusulat ng unit fraction.
lesson ng mga fractional unit gamit ang paano tukuyin ang mga fractions na Natutuhan mo rin kung paano
mga simbolo ng relasyon =, >, at <. may denominator na 10 o mababa ilarawan at tukuyin ang isang
Gawin ito sa iyong papel. sa 10. fraction na mas mababa sa isang
buo na mayroong denominator na
10 at pababa

B. Establishing a Hayaang ihambing ng mga mag-
purpose for the aaral ang haba ng kanilang mga
lesson braso sa kanilang mga kaklase.
Hayaan silang ayusin ang haba ng
kanilang mga braso mula sa
pinakamaikling hanggang sa
pinakamahabal.
Sa araling ito ay matututuhan mo
ang pagpapakita at paglalarawan
ng fraction na may katumbas na isa
at mahigit pa sa isang buo.
Papaawitin ang mga bata ng
‘HAPPY BIRTHDAY song”
Sa palagay ninyo sino kaya ang
may kaarawan?
Gusto ba ninyong makilala ang
may kaarawan?
Ano-ano ang karaniwang nakikita
ninyo kapag may nagdiriwang ng
kaarawan?
Sa araling ito ay matututuhan mo Gamitin natin ang isang bilog na
ang pagpapakita at ang pagtutukoy kakatawan sa cake. Ito ay isang
ng similar fractions. Matututuhan buo na hinati sa walong bahagi.
mo rin kung paano ang tamang
pagbabasa at pagsusulat ng similar
fractions gamit ang pangkat ng
mga bagay at ang equal jumps sa
number line.

Binigyan ni Jose si Lito ng isang

bahagi. Ito ay maaaring ipakita sa
pagkukulay ng isang bahagi (1
parte) ng walong bahagi.

C. Presenting Maghanda ng 5 piraso ng lubid na Pag-aralan ang mga hugis sa ibaba. Ipapakita ng guro ang isang cake at Tingnan mo ang halimbawa sa Ang bahaging may kulay ay ang
examples/ may mga sumusunod na haba: Sa ilang bahagi hinati-hati ng ipapaliwanag ang maaring maging ibaba. isang bahagi ng walong bahagi ng
instances of the magkakaparehong laki ang unang fraction nito. cake(1/8). Ito ang isang bahagi na
new lesson larawan?ikalawang larawan? natanggap ni Lito

Pansinin ang Ang unit fraction ay maaari ring

mga regions. Hinati ang mga ito sa maipakita sa pamamagitan ng

D. Discussing new Ipakita ang mga materyales sa mga
concepts and mag-aaral at hilingin sa mga mag-
practicing new aaral na ayusin ang mga patpat
skills #1 mula sa
ang pinakamahaba hanggang sa
pinakamaikling.
Sukatin ang mga patpat gamit ang
mga mag-aaral. Pagkatapos ay
ipakita ang ilustrasyon ng mga
patpat.
5 bahagi number line. Ito ay sa pamamagitan
ng pagguhit ng hugis arko mula sa
bilang 0 papunta sa bilang na 1.
(Tatalakayin ng guro) na .
magkakapareho ng sukat at laki
Larawan A
Hinati sa 9 na bahagi
Ang Larawan A ay hinati-hati sa 9
na magkakaparehong laki. May Ang
tatlong (3) bahagi ng kabuuan ang bawat regions ay may
may kulay. magkakaibang bilang ng bahagi na
may kulay o shade.
3 Bahagi ng kabuuan na may
kulay
9 Bilang ng bahaging hinati-
hati na may magkakaparehong laki
mula sa kabuuan
https://www.youtube.com/watch? Suriin ang number line.
v=6YGqtK6BN_Y
Ipapanood ang video.
Ang Larawan B ay hinati-hati sa 8
na magkakaparehong laki. May ¼
anim (6) na bahagi ng kabuuan ang
may kulay.
1/6
Ang at ay mas
mababa sa isnag buo.
Halimbawa ng similar fractions.
 E. Discussing new Hayaang basahin muna ng mga Pangkatang Gawain: Pangkat 1: Para maipakita ang similar
concepts and mag-aaral ang unit fractions. (Ipakita Mo, ang Hanap Ko) fractions, hatiin ang isang buong
practicing new Itanong: Anong bahagi ang Ipapakita ang fraction na hinihingi region sa magkaparehong bahagi.
skills #2 pinakamahaba? ng sitwasyon gamit ang mga prutas
Anong fraction ang pinakamaikli? ,gulay at bagay. Kung ang denominator ng fractions
Turuan ang mga mag-aaral na: ay magkakapareho, ito ay
Ayusin ang mga fraction mula sa 1. May tatlong piraso ng talong si tinatawag na similar fractions.
Larawan A
pinakamaikli hanggang sa Mang Tomas binigyan niya ng
pinakamahaba. isang piraso si Liza. Ano ang , ,
fraction nito?

2. Bumili ng 2 kamatis ang Nanay,

ibinigay kay Eya ang isa, ano ang
fraction nito? , ,
Larawan B
3.Mayroong 4 na bote na walang
laman, nilagyan ni Alex ng tubig
ang 1, ano ang fraction nito? , ,

4. May 4 na mangga kinain ni

Angel ang isa, ano ang fraction?
Larawan C
5. Binigyan ka ng guro ng isang
Ang modelo A ay may numerator buong mansanas, anong fraction
na 2 dahil dalawa ang larawang nito?
may bilog.
Pangkat 2
Ang modelo B naman ay may
numerator na 4 dahil mayroong 4
na larawang may bilog. At ang
modelo C ay may numerator na 1
dahil mayroong isang larawan na
may bilog.

Pangkat 3:
 .
F. Developing Simula sa pinakamalaki hanggang Ang fractional name ng modelo A Pagtatalakay ng Pangkatang Suriin ang mga sumusunod na Gumuhit ng isang number line na
mastery (leads to sa Gawain. larawan. Piliin kung alin nagpapakita ng
Formative pinakamaliit. ang nagpapakita ng unit fraction. unit fraction na 1/3.
Assessment 3) Isulat ang titik ng
inyong sagot sa sagutang papel.
ay ang modelo B ay

at modelo C ay

Ang mga modelo na nasa itaas ay

mga halimbawa ng fractions na
mas mababa sa isang buo.
G. Finding Ang pangkat ng unit fraction sa Bilugan ang dami ng hugis na nasa Magkakaroon ng Games . Isulat sa sagutang papel ang Kopyahin ang number line sa ibaba
practical ibaba ay inayos set o pangkat upang maipakita ang salitang Tama kung sa inyong
application of mula sa pinakamalaki hanggang sa fraction na nasa tabi nito. Kung sakaling hindi mananalo sa tama ang isinasaad ng sagutang papel. Lagyan ito ng arko
concepts and skills pinakamaliit. laro, ano ang dapat ninyong gawin? pangungusap at Mali kung para maipakita
in daily living hindi tama ang isinasaad ng ang unit fraction sa tabi nito.
pangungusap.
________ 1. Ang unit fraction ay
nagsasaad ng isang
bahagi ng isang buo.
________ 2. Ang unit fraction ay
mas maliit sa isang buo.
________ 3. Ang unit fraction ay
may numerator na 1.
________ 4. Ang 2/3 ay
halimbawa ng unit fraction.
(Tingnan ang iba sa PPT) ________ 5. Ang 1/10 ay
halimbawa ng unit fraction.
 H.Making Upang ayusin ang mga unit
generalizations fraction mula sa pinakamaliit
and abstractions hanggang sa pinakamalaki
about the lesson (pataasorder) o mula sa
pinakamalaki hanggang sa
pinakamaliit (pababang
pagkakasunud-sunod), tinitingnan
natin ang
denominador. Kung mas mababa
ang denominator, mas malaki ang
halaga nito at mas malaki ang
denominator, mas mababa ang
halaga nito.
I. Evaluating Ayusin ang unit fraction simula
learning pinakamali hanggang pinakamaliit.
Ang 1. ________________ ay mas
2. ______________ sa isa (1)
kapag ang 3. ________________
na nasa 4. _________________ ay
mas mababa sa bilang na nasa 5.
___________________.
A. bilang B. denominator
C. fraction D. mababa
E. numerator
Ang fraction o hating-bilang ang
ginagamit upang maipakita ang
bahagi ng isang buo o grupo. Ito ay
binubuo ng numerator (bilang sa
itaas na bahagi) at denominator
(bilang sa ibabang bahagi).
Ang similar fractions ay mga
fraction number na magkakapareho
ang denominators. Nag-iiba-iba
lamang ang mga numerators.
Iguhit ang hugis
kung ang larawan ay nagpapakita
ng unit fraction at hugis naman
kung ang larawan
ay hindi nagpapakita ng unit
fraction. Iguhit ang sagot
sa inyong sagutang papel.
Ano ang unit fraction?
Paano natin makikilala ang unit
fraction?
Paano natin maipapakita ang unit
fraction?
Suriin ang pangkat ng fractions.
Lagyan ng tsek(∕) kung
ang pangkat ay unit fractions at
ekis(x) kung hindi. Isulat
ang sagot sa iyong sagutang papel.

1. 2.

3. 4.

5.

J. Additional
activities for
application or
remediation
IV. REMARKS
V. REFLECTION
A..No. of learners ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
who earned 80% in above ___ of Learners who earned 80% above above above
the evaluation above
B.No. of learners ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
who require activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation
additional activities
for remediation
who scored below
80%
C. Did the remedial ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
lessons work?
No. of learners who ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
have caught up with lesson lesson lesson lesson lesson
the lesson
D. No. of learners ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
who continue to require remediation require remediation require remediation require remediation require remediation
require remediation
E. Which of my Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
teaching strategies ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
worked well? Why ___ Games ___ Games ___ Games ___ Games ___ Games
did these work? ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in
doing their tasks doing their tasks doing their tasks doing their tasks doing their tasks
F. What difficulties __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
did I encounter __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
which my principal __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
or supervisor can __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
help me solve? 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
G. What innovation Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
or localized materials __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
did I use/discover __ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
which I wish to share views of the locality views of the locality views of the locality views of the locality views of the locality
with other teachers? __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
Instructional Materials Instructional Materials Instructional Materials Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
Prepared by: Checked and verified:
ANGELYN M. MANUEL REBECCA P. DIAZ, MaEd
Teacher I Master Teacher- In- Charge
Noted:

RONEL V. CORRO EdD

Principal IV