School: CAMALAN ELEMENTARY SCHOOL Grade Level: I

GRADES 1 to 12 Teacher: JAY-R A. ACLAO Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: SEPTEMBER 12 – 16, 2022 (WEEK 4) Quarter: 1ST QUARTER

LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. LAYUNIN
A. Pamantayang Pangnilalaman
B. Pamantayan sa Pagganap
The learner... The learner... The learner... The learner... The learner...
demonstrates demonstrates understanding demonstrates understanding of demonstrates demonstrates understanding
understanding of whole of whole numbers up to 100, whole numbers up to 100, understanding of whole of whole numbers up to 100,
numbers up to 100, ordinal ordinal numbers up to 10th, ordinal numbers up to 10th, numbers up to 100, ordinal ordinal numbers up to 10th,
numbers up to 10th, money money up to PhP100 and money up to PhP100 and numbers up to 10th, money money up to PhP100 and
up to PhP100 and fractions fractions ½ and 1/4. fractions ½ and 1/4. up to PhP100 and fractions fractions ½ and 1/4.
½ and 1/4. ½ and 1/4.
The learner... The learner... The learner... The learner... The learner...
is able to is able to recognize, is able to recognize, is able to recognize, is able to recognize,
recognize, represent, and order represent, and order represent, and represent, and order
represent, and whole numbers up to whole numbers up to order whole whole numbers up to
order whole 100 and money up to 100 and money up to numbers up to 100 and money up to
numbers up to PhP100 in various PhP100 in various forms 100 and money up to PhP100 in various
100 and money up forms and contexts. and contexts. PhP100 in various forms and contexts.
to PhP100 in various forms and contexts.
forms and contexts.

C. Mga Kasanayan sa compares two sets using
Pagkakatuto the expressions “less than,”
Isulat ang code ng bawat “more than,” and “as many
kasanayan as” and orders sets from
least to greatest and vice
versa.
compares two sets using the
expressions “less than,”
“more than,” and “as many
as” and orders sets from least
to greatest and vice versa.
compares two sets using
the expressions “less than,”
“more than,” and “as many as”
and orders sets from least to
greatest and vice versa.
compares two sets
using the expressions “less
than,” “more than,” and “as
many as” and orders sets
from least to greatest and
vice versa.
compares two sets using
the expressions “less than,”
“more than,” and “as many
as” and orders sets from least
to greatest and vice versa.

II. NILALAMAN

III. KAGAMITANG PANTURO

A. Sanggunian
1. Mga Pahina sa Gabay ng TG p. 55-56 TG p.57-58 TG p.59-60
Guro TG p. 52-54 TG p. 52-54

2. Mga Pahina sa Kagamitang LM p. 62-63 LM p. 62-63 LM p. 63-64 LM p.65-66 LM p.67-68

Pang-Mag-aaral
 3. Mga Pahina sa Teksbuk
4. Karagdagang Kagamitan
mula sa portal ng
Learning Resource
B. Iba Pang Kagamitang Panturo
IV. PAMAMARAAN
Have the pupils count 1-
100.
A. Balik-aral sa nakaraang
aralin at/o pagsisimula
ng bagong aralin
Show the drawing of a boy
with two sets of gifts. Se p.
62 of LM). Tell the pupils:
B. Paghahabi sa layunin ng This is Paolo. On his
aralin birthday, he got two sets of
gifts. He said that he got
more toy cars than balls.
Ask: Is Paolo right? How do
you know?
C. Pag-uugnay ng mga Ask the pupils the following
halimbawa sa bagong questions:
aralin -Who got gifts on his
birthday?
-How many sets of gifts did
he get?
-What are the sets of gifts
that he got?
-What did Paolo say about
his gifts?
Have the pupils count 1-100.
Show the drawing of a boy
with two sets of gifts. Se p. 62
of LM). Tell the pupils: This is
Paolo. On his birthday, he got
two sets of gifts. He said that
he got more toy cars than
balls. Ask: Is Paolo right? How
do you know?
Ask the pupils the following
questions:
-Who got gifts on his
birthday?
-How many sets of gifts did he
get?
-What are the sets of gifts
that he got?
-What did Paolo say about his
gifts?
Recall the gifts Paolo received
in the problem stated
yesterday.
1. How many sets of
gifts did he get?
2. What are the sets of
gifts that he got?
How did you solve the
problem?
Ask the pupils to do Worksheet
1 on page 63 of Learner’s
Material. Then discuss the
answers.
What is one more than the
given number.
1. 6 (7 8 9)
2. 27 (26 28 29)
3. 42 (45 44 43)
4. 51 (52 53 55)
5. 74 (71 73 75)
Tell the correct answer. Recall the problem yesterday
1. 1 more than 17 is by asking the ff. questions:
_____ -Who has two sets of clothes?
2. 1 more than 24 is -What are the sets of clothes
_____ that she has.
3. 1 more than 6 is -What did Luchie say about
_____ her clothes?
4. 1 morer than 71 is
_____
5. 1 more than 97 is
_____.
Show a drawing of a girl How did you solve the
with two sets of clothes. problem?
(See page 65 of Learner’s
Material). Tell the pupils:
This is Luchie. She has two
sets of clothes. She said
that she has less skirts than
blouses.
Ask: Is Luchie right? How do
you know?
Ask the pupils the following Ask the pupils to do
questions: Worksheet 1 on page 67 of
-Who has two sets of Learner’s Material. Then
clothes? discuss the answers.
-What are the sets of
clothes that What is one less than the
she has? given number?
-What did Luchie say about 1. 24 (22 23 24)
her clothes? 2. 35 (36 34 33)
Original File Submitted and 3. 63 (61 62 64)
Formatted by DepEd Club 4. 73 (71 72 74)
Member - visit 5. 98 (99 97 96)
depedclub.com for more
 Post the problem below on Post the problem below on Make the children write the Post the problem on the Fill in the missing number.
the board. Read the the board. Read the problem number that is one more than board. Read the problem 1. 1 less than 26 is
problem aloud while the aloud while the pupils read the given number on their show aloud while the pupils read _____
pupils read with you softly. with you softly. me board. with you softly. 2. 1 less than 31 is
D. Pagtalakay ng bagong On his birthday, Paolo On his birthday, Paolo got 1. The given umber is 9. This is Luchie. She has _____
konsepto at paglalahad got two sets of gifts. He two sets of gifts. He said that (The children should be two sets of clothes. She said 3. 1 less htan 47 is
ng bagong kasanayan #1 said that he got more toy he got more toy cars than able to write 10). that she has less skirts than _____
cars than balls. Is Paolo balls. Is Paolo right? How do 2. The given number is 11. blouses. Is Luchie right? 4. One less than 76 is
right? How do you know? you know? 3. The given number is 34. How do you know? _____
4. The given number is 60. 5. One less than 100 is
5. The given number is 89. _____
Solving the problem in Solving the problem in Ask the pupils to do Worksheet Solving the problem in Ask the pupils to do
different ways. different ways. 2 on page 63-64 of Learner’s different ways. Worksheet 2 on page 67 of
Possible answers: Possible answers: Material. Then discuss the 1. There are 3 skirts Learner’s Material. Then
1. There are 4 balls 4. There are 4 balls and answers. and 4 blouses. discuss the answers.
and 5 toy cars. 5 toy cars. When When counting, 3
When counting, 5 counting, 5 comes comes before 4.
comes after 4. after 4. This means This means that 3 is
This means that 5 that 5 is more than 4. less than 4. So
is more than 4. So So Paolo is right. Luchie is right.
Paolo is right. 5. Pair the toy cars and 2. Pair the skirts and
2. Pair the toy cars the balls. There is the blouses.There
and the balls. one extra toy car. is 1 blouse with no
There is one extra This means that skirt as a pair. This
E. Pagtalakay ng bagong
toy car. This there are more toy means that there
konsepto at paglalahad
means that there cars than balls. So are less skirts than
ng bagong kasanayan #2
are more toy cars Paolo is right. blouses. So Luchie
than balls. So 6. Use the counters to is right.
Paolo is right. show the number of 3. Use counters to
3. Use the counters balls and the number show the number
to show the of toy cars. (To get 5 of skirts and
number of balls sticks we need to add blouses.
and the number of one more stick to 4
toy cars. (To get 5 sticks. So there are
sticks we need to more toy cars than
add one more balls, so Paolo is
stick to 4 sticks. So right.
there are more
toy cars than balls,
so Paolo is right.
F. Paglinang sa kabihasnan Processing the solutions Processing the solutions and Processing the solutions and Make the children write the

(Tungo sa Formative
Assessment)
G. Pag-uugnay sa pang araw-
araw na buhay
and answers.
When solution 2 comes up,
focus the pupils’ attention
to it. You may ask:How
many toy cars do not have
a pair ball? What does this
mean?Tell the pupils to
say: 5 is one more than 4.
Similarly, when solution 3
comes up, focus the pupils’
attention to it. You may
ask:How many sticks have
to be added to four sticks
to get five sticks. What
does this mean? Tell the
pupils to say : 5 is one
more than 4.
What helped you makes
counting easier?
answers. answer.
When solution 2 comes up, When solution comes up,
focus the pupils’ attention to focus the pupil’s attention
it. You may ask:How many to it. You may ask:how
toy cars do not have a pair many blouses do not have a
ball? What does this mean? pair skirt. What does this
Tell the pupils to say: 5 is one mean? Tell the pupils to say
more than 4. 3 is one less than 4.
Similarly, when solution 3
comes up, focus the pupils’ Similarly, when solution 3
attention to it. You may comes up, focus the pupils’
ask:How many sticks have to attention to it. You may
be added to four sticks to get ask :How many sticks have
five sticks. What does this to be taken away from 4
mean? Tell the pupils to say : sticks to get three sticks?
5 is one more than 4. What does this mean? Tell
the pupils to say 3 is less
than 4.
What helped you makes What helped you makes
counting easier? counting easier?
number that is one less than
the given number.
1. The given number is
7. (The children
should be adle to
write 6).
2. The given number is
23.
3. The given number is
44.
4. The given number is
50.
5. The given number is
82.

H. Paglalahat ng Aralin The use of counters makes The use of counters makes The use of counters makes Write the correct answer.
counting easier. counting easier. counting easier.

Write the correct answer on the Write the correct answer.

blank. 1. What number is one
1. What number is one less than 15?
more than 18? 2. What number is one
2. What number is one less than 33?
I. Pagtataya ng Aralin
more than 45? 3. What number is one
3. What number is one less than 54?
more than 79? 4. What number is one
4. 84 is one more than less than 99?
what number> 5. What number is one
5. 92 is one more than less than 86?
what number?
J. Karagdagang gawain para Write the correct answer. Encircle the letter of the
sa takdang aralin at 1. 7 is one more than correct answer.
remediation _____.
2. 15 is one more than 3 is one less than 6 5 4
_____ 16 is one less than 15 17 18
3. _____ is one more 29 is one less than 27 28 30
 than 99. 35 is one less than 38 36 34
4. _____ is one more 50 is one less than 53 51 49
than 53.
5. _____ is one more
than 81.
V. MGA TALA

VI. PAGNINILAY
A. Bilang ng Mag-aaral na
nakakuha ng 80% sa
pagtataya
B. Bilang ng Mag-aaral na
nangangailangan ng iba
pang gawain para sa
remediation
C. Nakatulong ba ang
remedial? Bilang ng mga
mag-aaral na nakaunawa
sa aralin
D. Bilang ng mga mag-aaral
na magpapatuloy sa
remediation

E. Alin sa mga istratehiyang Strategies used that work Strategies used that work Strategies used that work well: Strategies used that work Strategies used that work
pagtuturo ang well: well: ___ Group collaboration well: well:
nakatulong ng lubos? ___ Group collaboration ___ Group collaboration ___ Games ___ Group collaboration ___ Group collaboration
Paano ito nakatulong? ___ Games ___ Games ___ Solving Puzzles/Jigsaw ___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Answering preliminary ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary activities/exercises ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises ___ Carousel activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Diads ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Think-Pair-Share (TPS) ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of ___ Rereading of Paragraphs/ Poems/Stories ___ Rereading of ___ Rereading of Paragraphs/
Paragraphs/ Poems/Stories ___ Differentiated Instruction Paragraphs/ Poems/Stories
Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama Poems/Stories ___ Differentiated Instruction
___ Differentiated ___ Role Playing/Drama ___ Discovery Method ___ Differentiated ___ Role Playing/Drama
Instruction ___ Discovery Method ___ Lecture Method Instruction ___ Discovery Method
___ Role Playing/Drama ___ Lecture Method Why? ___ Role Playing/Drama ___ Lecture Method
___ Discovery Method Why? ___ Complete IMs ___ Discovery Method Why?
___ Lecture Method ___ Complete IMs ___ Availability of Materials ___ Lecture Method ___ Complete IMs
Why? ___ Availability of Materials ___ Pupils’ eagerness to learn Why? ___ Availability of Materials
 ___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s
Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’
behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
F. Anong suliranin ang aking
Internet Lab
nararanasan na
__ Additional Clerical works
nasulusyunan sa tulong
Planned Innovations:
ng punong guro at
__ Localized Videos
superbisor?
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical
composition
G. Anong kagamitang The lesson have
panturo ang aking successfully delivered due
nadibuho na nais kong to:
ibahagi sa kapwa ko ___ pupils’ eagerness to
guro? learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work
well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional
Materials
__ local poetical composition
The lesson have successfully
delivered due to:
___ pupils’ eagerness to learn
___ 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
___ Group member’s
Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
The lesson have successfully
delivered due to:
___ pupils’ eagerness to learn
___ 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)
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to
learn
___ Group member’s
Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical
composition
The lesson have successfully
delivered due to:
___ pupils’ eagerness to
learn
___ 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
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional
Materials
__ local poetical composition
The lesson have successfully
delivered due to:
___ pupils’ eagerness to learn
___ 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
 ___ Carousel
___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of ___ Think-Pair-Share (TPS) ___ Rereading of ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Paragraphs/ ___ Rereading of Paragraphs/ Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories
Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction
___ Differentiated ___ Differentiated Instruction ___ Differentiated ___ Differentiated Instruction
___ Role Playing/Drama
Instruction ___ Role Playing/Drama Instruction ___ Role Playing/Drama
___ Discovery Method
___ Role Playing/Drama ___ Discovery Method ___ Role Playing/Drama ___ Discovery Method
___ Lecture Method
___ Discovery Method ___ Lecture Method ___ Discovery Method ___ Lecture Method
Why?
___ Lecture Method Why? ___ Lecture Method Why?
___ Complete IMs
Why? ___ Complete IMs Why? ___ Complete IMs
___ Availability of Materials
___ Complete IMs ___ Availability of Materials ___ Complete IMs ___ Availability of Materials
___ Pupils’ eagerness to learn
___ Availability of ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Pupils’ eagerness to learn
___ Group member’s
Materials ___ Group member’s ___ Pupils’ eagerness to ___ Group member’s
Cooperation in
___ Pupils’ eagerness to Cooperation in learn Cooperation in
doing their tasks
learn doing their tasks ___ Group member’s doing their tasks
___ Group member’s Cooperation in
Cooperation in doing their tasks
doing their tasks

Prepared by: Checked by:

JAY-R A. ACLAO NIVE M. VILLAFLORES
Teacher School Head