DAILY LESSON LOG OF M1NS-Ib-3 (Week Two-Day 2)
School Grade Level Grade 1
Teacher Learning Area Mathematics
Teaching Date and Time Quarter First
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives,
necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities
may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES Assessment Strategies. Valuing objectives support the learning of content and competencies and enable
children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
A. Content Standards The learner demonstrates understanding of whole numbers up to 100, ordinal
numbers up to 10th, money up to PhP100 and fractions ½ and 1/4.
B. Performance The learner is able to recognize, represent, and order whole numbers up to 100 and
Standards money up to PhP100 in various forms and contexts.
Learning Competency: Identifies the number that is one more or one less from a
given number. (M1NS-Ib-3)
C. Learning
Learning Objectives:
Competencies/
1. Identify the number that is one more than a given number;
Objectives
2. Give the number that is one more than a given number; and
3. Appreciate the things received by being thankful.
II. CONTENT Number and Number Sense
III. LEARNING teacher’s guide, learner’s module,
RESOURCES
A. References
1. Teacher’s Guide Pages 24-25
2. Learner’s Materials Pages 32-35
3. Textbook pages
4. Additional Materials Pictures, activity sheets
from Learning
Resource (LR) portal
B. Other Learning
Resources
These steps should be done across the week. Spread out the activities appropriately so that pupils/students
will learn well. Always be guided by demonstration of learning by the pupils/ students which you can infer
from formative assessment activities. Sustain learning systematically by providing pupils/students with
IV. PROCEDURES multiple ways to learn new things, practice the learning, question their learning processes, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate
the time allotment for each step.
The teacher asks the pupils: “Nakadawat na ba mo og regalo? Kanus-a ka man
nakadawat? Sa dihang nakadawat ka sa regalo, unsay imong gibati? Unsa
A. Review previous
man ang imong gisulti ngadto sa naghatag?”
lesson or presenting
the new lesson
Possible responses:
Oo. Sa panahon sa akong adlaw nga natawhan. Sa panahon sa pasko. Gibati
ko og kalipay. Nisulti ko og daghang salamat.
The teacher shows a picture of a boy with two sets of gift.
B. Establishing a Tell the pupils:
purpose for the Mao kini si Paoplo. Sa iyang adlaw nga natawhan, nakadawta siya og duha
lesson ka hut-ong o pundok sa regalo. Ingun siya nga anaa siyay mas daghan nga
dulaang sakyanan kaysa mga bola.
Ask: Husto ba si Paolo? Giunsa ninyo pagkahibalo?
Answers shall be drawn from the pupils.
C. Presenting examples/ Tell the pupils to work in pairs and to think of different ways to answer the
instances of the new question.
lesson
Solving the problem in different ways
Possible answers are:
1. There are 4 balls and toy cars. When counting, 5 comes after 4. This
means that 5 is more than 4. So Paolo is right.
2. If we pair the toy cars and the balls, we will get the following:
D. Discussing new
concepts and
practicing new skills There is one extra toy car with no ball as pair. This means that there are
#1 more toys than balls. So Paolo is right.
3.Using counters to show the number of balls and the number of toy cars
Number of balls Number of toy cars
To get 5 sticks we need to add one more stick to 4 sticks. So there are more
toy cars than balls. So Paolo is right.
Call on some pupils to show and explain their answers. When any of the
solution mentioned above comes up, focus the pupil’s attention on it. In
solution 2 it is important to mention “one extra” and in solution 3 mention
“add one more stick”. Guide the pupils to realize that 5 is 1 more than 4.
E. Discussing new
concepts and
practicing new skills
#2
The teacher lets the pupils do the activity called color me.
F. Developing mastery
Color Me: Identify the number that is one more than the given number
(leads to formative
assessment 3)
below. Choose your answer from the numbers inside each part of the flower
and color it according to what is instructed.
1. Unsa nga numero nga labaw og usa sa 44? Kolori kini og pula.
2. Unsa nga numero nga labaw og usa sa 88? Kolori kini og kahil.
3. Unsa nga numero nga labaw og usa sa 26? Kolori kini og lila.
4. Unsa nga numero nga labaw og usa sa 12? Kolori kini og rosas.
5. Unsa nga numero nga labaw og usa sa 70? Kolori kini og asul.
6. Unsa nga numero nga labaw og usa sa 31? Kolori kini og dalag.
7. Unsa nga numero nga labaw og usa sa 92? Kolori kini og tabunon.
8. Unsa nga numero nga labaw og usa sa 25? Kolori kini og lunhaw.
Answer Key:
G. Finding practical
applications of
concepts and skills in
daily living
Make the children write the number that is one more than a given number
on their show me board.
The given numbers are:
1. 9
2. 11
3. 34
H. Making 4. 60
generalizations and 5. 89
abstractions about Answer Key:
the lesson 1. 10
2. 12
3.35
4. 61
5. 90
The teacher emphasizes to the pupils that if a number is one more than another
number, we use the expression one more.
Lingini ang numero nga labaw og usa sa gihatag nga numero nga anaa sa wala.
1. 5 (6 7 8)
2. 45 ( 47 46 48)
3. 67 ( 68 69 70)
4. 39 (38 40 41)
I. Evaluating Learning
Answer Key:
1. 6
2. 46
3. 68
4. 40
J. Additional activities Assign the Home Activity on page 35 of the Learner’s Material
or remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
VI. REFLECTION works? What else needs to be done to help the pupils/students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% of the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lesson
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
Prepared by:
JACQUELINE D. GUMAPON
Banilad Elementary School
