School: PALANGUE 2 PRIMARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: LEONABETH C. MOJICA Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: SEPTEMBER 16 – 20, 2019 (WEEK 6) Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates understanding The learner is expected to
understanding of the four understanding of division involving understanding of decimals of the four fundamental demonstrate understanding of
fundamental operations involving decimals operations involving decimals the four fundamental operations
decimals involving decimals and ratio and
proportion
B.Performance Standards The learner is able to apply the The learners are able to apply The learner is able to recognize and The learner is able to apply the four The learner is able to apply the
four fundamental operations division involving decimals in represent decimals in various forms fundamental operations involving four fundamental operations
involving decimals mathematical problems and real-life and contexts decimals in mathematical problems and involving decimals and ratio and
situations real-life situations proportion in mathematical
problems and real-life situations
C.Learning Competencies/Objectives Visualizes division of decimal Divides decimals with up to 2 Divides decimals with up to 2 decimal Divides whole numbers with quotients in Divides whole numbers with
numbers using pictorial models decimal places places decimal form quotients in decimal form
Code: M5NS –IIf-115 Code: M5NS- II f- 116.1 Code: M5NS-IIf-116.1 Code: M5NS-IIf-116.2 Code: M5NS-IIf-116.2
II.CONTENT Visualizing division of decimal Dividing Decimals With Up to 2 Dividing Decimals with up to 2 Decimal Dividing Whole Numbers with Quotients Dividing whole numbers with
numbers using pictorial models Decimal Places Places in Decimal Form quotients in decimal form
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages Curriculum Guide, page 125 Curriculum Guide, page 125 Lesson Curriculum Guide, page 125 Curriculum Guide, page 125 Curriculum Guide, page 125
Lesson Guides in Math 5 pp. 305- Guide in Math 5, p 314-318
310
2.Learners’s Materials pages
3.Textbook pages Mathematics for a Better Life 5 pp. Mathematics for Better Life 5 Mathematics for a Better Life pp 5. Mathematics for Better Life 5, p. 182 Realistic Math Worksheet, pp. 50
168-169 182-183 - 52
4.Additional materials from learning MISOSA Gr. 5 Module – Dividing
resource (LR) portal Decimals With Up to 2 Decimal
Places
B.Other Learning Resource blocks, coins, metacards, flash Flash cards, metacards, activity Flashcards,number cards, powerpoint flash cards, activity cards, charts Charts, flashcards
cards, number lines sheets, charts presentations
IV.PROCEDURES
A.Reviewing previous lesson or Mental Computation Game Relay
presenting the new lesson 1. Drill (Mental Computation) Drill on division 1. Drill a. Teacher prepares flashcards with 1. Drill
I have P 100.00. If I will give it to a. 324 ÷ 4 d. 248 ÷ 8 Directions: Divide the following division. Have a game on dividing whole
my 5 children, how much b. 168 ÷ 2 a. 324 4 b. Pupils will divided into two groups numbers. Use flashcards. Let
will each get? c. 567 ÷ 7 b. 168 2 with 3 members of each group. the pupils divide as fast as they
2. Review c. 567 7 Page378 can
2. Review d. 248 8 2. Review
Dividing decimals by whole Dividing decimals by whole Conduct a review on the terms
numbers numbers 2. Review c. As the teacher flashes the card, each used in a division sentence.
Strategy: Number Scramble Strategy: Number Scramble Review on dividing decimals by whole player will give the answer. For instance, the number that is
Materials: 4 sets of cards with the Mechanics: numbers d. The first to give the answer correctly, divided is called the
 following digits 0 to 5, a decimal a. Let 2 group stand in front facing Strategy: Game- Number Scramble will take 1 step forward. dividend. The number that
point and a division sign. the class. Give each Mechanics: e. The first to reach the platform, wins divides the dividend is the divisor.
Mechanics: a. Let 2 groups stand in front facing the game. The answer in division is the
a. Divide the class into 4 groups. group the set of number cards and the class. Give each group the set of quotient.
b. Distribute the sets of cards to the decimal point. number cards and decimal 50 ÷ 5 = n 2,120 ÷ 10 = n 288 ÷ 24 = n Let the pupils identify the
the different groups. b. Flash the cads (all cards must be point. 120 ÷ 60 = n 780 ÷ 12 = n 860 ÷ 4 = n dividend, divisor and quotient
c. Using the numbers on their manageable by the b. Flash the cards (all cards must be 2. Reviewing Previous Lesson
cards, ask the groups to form a manageable by the pupils). Directions: Find the quotient
division equation that gives the pupils) Example: 1. How many 0.31 meter are there in 9.
smallest possible quotient. 3.6 ÷ 4 3.66 ÷ 3 0.25 ÷ 5 0.84 ÷ 2 c. Pupils in each group form the 61 meters?
d. Go around the room to check c. Pupils in each group form the answer to the question using their 2. How many 0.12 cm are there in 6.48
the group’s answers. answer to the question using number and the decimal point. cm?
e. Repeat the activity, this time their number and the decimal point. d. The teacher will read the answer 3. How many 0.26 m are there in 5.98
have the groups from a division d. The teacher will read the answer from left to right. m?
equation with the greatest from left to right. e. The group who can give the correct 4. How many 0.47 m are there in 6.11
possible quotient e. The group who can give the answer first earns a point. m?
correct answer first earn the f. Game continues until all equation 5. How many 0.08 kg are there in 6.48
point. cards have been used up. kg?
f. Game continues until all equation g. The team with the most number of
cards have been used points earned points.
up
B.Establishing a purpose for the Show real blocks to the pupils. What projects do you do in your What project do you do in your EPP How many are you in the family? Talk about surprises and their
lesson Where do we usually use these EPP class? Do you make class? Do you make it yourself? Do you Have you experienced bringing home reactions.
blocks? This time, we will use them yourselves? Do you submit submit it on time? something which is not Do you love surprises? When do
blocks in our lesson. them on time? enough for your family? you give a surprise to your loved
How did you share it equally to ones? How do you feel when you
everyone? see in their faces that they like
your surprise?
C.Presenting Examples/ instances of Present a grid a. Present the problem opener with Present a story problem Ana brought home 3 suman. If she has 4 Strategy: Think-Pair-Share
the new lesson flowchart Tassie bought 0.75 metre of pink sisters, how will she divide it equally Present the situation below to
Aldy bought a piece of rattan 0.80- ribbon, which she cut into 0.25 metre among her sisters? the class.
metre long for his strips for her project in EPP. How Original File Submitted and Nicole and his brother want to
EPP project. He cut it into pieces of many pieces did she make? Formatted by DepEd Club Member - surprise their mother on her
0.4 metre each. How visit depedclub.com for more coming birthday next month.
many pieces did he make? They want to give her a bag
b. Help the pupils understand the worth Php 475 as a gift. How
answer by asking some much would they share equally?
comprehension questions.
What are given? What is asked? What kind of sons are they?
What processes are you Do you also give surprises to
going to use to solve the problem? your parents?

D.Discussing new concepts and Now look at the pictorial model Divide the class into group of 5s . 3.66 3 Strategy: Thinking Skills (RMFD)
practicing new skills #1 that you made. Tell each member of the 0.84 2 a. Task for each group (Group of 4) Divide the class into group of 5s.
Why did you trade ones block for group that they are going help each 0.25 5 1. Use strips of paper to represent the 3 Using the problem presented,
tenths? other to solve the given 3.6 4 suman. instruct the pupils to help each
Into how many tenths did we problem. Tassie bought 0.75 metre of pink 2. Divide each strip into 4 equal parts. other solve the problem. Give
divide the whole block? After each group have finished, ribbon, which she cut into 0.25 metre 3. Give one piece to each member of the them enough time to perform it.
 1 whole block is = 10 blocks of asked them to post their output on strips for her project in EPP. How group. Do the same with the other strips. After all the group had done with
tenths the board. many pieces did she make? 4. Answer the following : their output, ask somebody from
a. Have the pupils understand the a. What do you call each part? the group to discuss the solutions
How many tenths are there now? word problem by asking some b. How many fourths did each one done.
Why did you separate the tenths comprehension questions. receive? After the activity, ask the pupils
into groups of four tenths? What are given? to explain their answers.
Into how many groups did we What is asked in the problem? c. How do you change 34 to decimal? How did you solve the problem?
divide? What operation should you use to (by multiplying both terms by 25; that is,
How many groups of tenths do you solve the problem? 3 x 25 = 75;
have? What is the correct anser? Explain it. 4 x 25 = 100 )
What is the quotient of 1.2 ÷ 0.4 ? b. Do the activity. “Pair Share” d. How will you write 75 and 100 in
This time use pictorial models to fraction form?
divide 1.4 ÷ 0.2. Let them write the number sentence e. How is 75100 written in decimal form?
for the problem. Give them time to f. What is the quotient of 3 ÷ 4?
brainstorm the possible way on how g. Show your solution.
to perform the operation on a given
decimal numbers.
c. Call some volunteers to show their
answer on the board.
d. Processing the answer of the pupils.
Show this flow chart to show the
sequential steps in dividing decimal by
a decimal.
1. What did we multiply to the
dividend and the divisor?
2. Why do you multiply both dividend
and divisor by 100?
3. Ask each pair to check their answer
using multiplication to

find out whether the answer is

reasonable.
E.Discussing new concepts and Give other examples Give other examples Give other examples Give other examples Give other examples
practicing new skills #2
F.Developing Mastery Based on your group’s output, After the activity, ask the pupils to Divide and find the answer. Do it by Read, analyze and solve the problem Directions: Group the learners
what is one way to divide explain their answers. pair. A dressmaker has a bolt of fabric that is into five groups. Instruct them to
decimals? What operation should you use to Think-Pair-Share 49 meters long. She plans to make 50 divide the following numbers.
What may we use? We may use solve the problem? 1. What is 0.75 divided by 0.25? table runners. How long will each piece 1). 15 ÷ 9
picture model to divide Why is division the operation 2. How many 0.8 are there in 0.64? be? 2). 11 ÷ 2
decimals. needed to solve it? 3. What is the average point if 0.92 is Understand 3). 7 ÷ 4
Let the pupils write the number divided by 0.23? Know what is asked in the problem? 4). 431 ÷ 3
sentence on the board. 4. A 0.78 hectares cornfield is divided Know what are the given facts: 5). 840 ÷ 11
0.8 ÷ 0.4 = N equally by three children
The teacher show the flowchart to of the farmer. How much part of the Plan
show the sequential steps in cornfield each child Determine the operation to use:
dividing a decimal by a decimal. Talk received?
about the chart. 5. How many pieces of cloth 0.23 each Solve
What did we multiply to the can be cut from Write the number sentence
 dividend and the divisor?
To what number did we actually 0.65 m long? Check and look back
multiply the equation 0.8/0.4?
Why do you multiply both dividend
and divisor by 10?
Elicit from the pupil that once the
divisor has been changed to
a whole number, the equation can
then be simplified just like
in dividing whole numbers.
To find whether your answer is
reasonable or not, use multi-
plication to check your answer.
G.Finding Parctical application of Strategy: Coins model Directions: Group yourself into 5 Strategy: Activity-Based Read and solve the problem
concepts and skills in daily living Materials: P 0.25; 0.05 or 25 c and groups. Think-pair and share Directions: Find the quotient. Group Activity: Provide each group with Father left Php 50 on the table
5c to find the quotient: 1. When 94.5 is divided by 0.15, what a problem to solve. for you and your two brother’s
Directions: Find the quotient using G – 1 0.81 ÷ 0.9 is the quotient? 1. What is the quotient if 24 is divided by snack. The three of you decide to
coins for a pictorial model G – 2 0.88 ÷ 0.11 2. What is N in the equation, 6.93 48? share it equally so each one can
How many five centavos are there G – 3 0.56 ÷ 0.7 0.11=N? 2. Alfred has 35 m of wire for hanging buy what he likes for a snack.
in twenty-five centavo coins? G – 4 0.54 ÷ 0.06 3. How many 0.29 are there in 9.28? pictures. She wants to divide it into 50 What will be the amount each of
To find the answer, divide: 25 c ÷ 5 G – 5 0.45 ÷ 0.15 pieces for her frames. How long did she you can receive?
c=5 B. Directions: Find the quotient. used for each frame?
P 0.25 ÷ P 0.05 = 5 1). 0.24 0.4 = 3. Mother left Php5.00 for his 7 children.
P 0.25 = P 0.05 P 0.05 P 0.05 P 0.05 2). 0.56 0.7 = How much did each child received
P 0.05 3). 0.72 0.9 =
4). 0.88 0.11 = 4. Mr. Dela Cruz is a hardworking man
5). 0.06 0.54 = who owns 6 hectares of land. In his will,
he divided his lot equally among his 7
sons. How much land each of his sons
received?
5. Jeffrey and Geoffrey went to the
market to buy 15 kilos of pork. When
they came home, they divided the meat
into 16 parts and put it in plastic bags for
future use. How many kilos of pork does
each bag contain?

H.Making generalization and Lead the pupils to give the How do we divide decimal with How do we divide decimal by a How do we divide whole numbers with How do you divide whole
abstraction about the lesson following generalizations: decimal up to 2 decimal decimal with up to 2 decimal places? decimal quotients? numbers with quotient in decimal
How do we divide decimal places? In dividing whole numbers with a form?
numbers decimal quotients :
o write the equation in fraction form,
dividend as numerator and divisor as
denominator
o divisor must be bigger than its dividend
o divide numerator by its denominator,
since numerator is smaller than
denominator it can’t be divided
 o add zero to the numerator but before
that add a decimal point before zero
o quotient must then have a decimal
point.

I.Evaluating learning Illustrate the quotient using Find the quotient Find each quotient Directions: Divide the following
number line model. 1). 0.24 ÷ 0.4 1). 0.09 0.03= Find the quotient. Round your answer to whole numbers.
0.25 ÷ 0. 05 = 2). 0.56 ÷ 0.8 2). 0.93 0.3 = the nearest 1). 16 ÷ 3
Look at this number line model of 3). 0.72 ÷ 0.9 3). 0.3.2 0.4 = place value indicated to complete the 2). 21 ÷ 6
0.25 ÷ 0. 05 = 5 4). 0.48 ÷ 0.8 4). 18.6 0.02 = table 3). 20 ÷ 3
What do you notice on the 5). 0.18 ÷ 0.3 5). 2.4 0.06 = 4). 11 ÷ 6
divisors? a) 5 ÷ 8 5). 20 ÷ 12
How many units of 0.6 scale are
there? b) 12 ÷ 18
What happen to the dividend?
How many unit of scales are c) 15 ÷ 80
there?
d) 16 ÷ 18

e) 14 ÷ 24

J.additional activities for application Illustrate the quotient using the Find the quotient. Find the quotient. Divide the following whole
or remediation following models below. 1. What is 0.75 divided by 0.25? Answer these questions. 1. 25 ÷ 50 = N numbers.
2 ÷ 0.4 = 2. How many 0.8 are there in 0.64? 1. How many 0.31 metres are there in 2. 56 ÷ 58 = N 1). 4012 ÷ 16
2.) 3.6 ÷ 0.6 = N 3. What is the average point if 0.92 96.1 metre? 3. 72 ÷ 74 = N 4). 3520 ÷ 23
by 0.23? 2. How many 0.12 cm are there in 6.48 4. 99 ÷ 100 = N 2). 1209 ÷ 24
4. A 0.78 hectares cornfield is cm? 5). 5628 ÷
divided equally by three 3. How many 0.26 cm are there in 59.8 3). 9936 ÷ 2
children of the farmer. How much cm?
part of the cornfield 4. How many 0.8 kg are there in 6.4 kg
each child received? 5. How many 0.47 m are there in 61.1
5. How many pieces of cloth 0.23 m m?
each can be cut from
a 0.65 m long?
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on to
the evaluation next objective. next objective. next objective. objective. the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80%
mastery mastery mastery
B.No.of learners who require ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties
additional activities for remediation answering their lesson. answering their lesson. answering their lesson. answering their lesson. in answering their lesson.
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in answering ___Pupils found difficulties in
answering their lesson. answering their lesson. answering their lesson. their lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the
because of lack of knowledge, because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills and lesson because of lack of
skills and interest about the and interest about the lesson. and interest about the lesson. interest about the lesson. knowledge, skills and interest
 lesson. ___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the about the lesson.
___Pupils were interested on the lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on
lesson, despite of some difficulties encountered in answering the encountered in answering the encountered in answering the questions the lesson, despite of some
encountered in answering the questions asked by the teacher. questions asked by the teacher. asked by the teacher. difficulties encountered in
questions asked by the teacher. ___Pupils mastered the lesson ___Pupils mastered the lesson despite ___Pupils mastered the lesson despite of answering the questions asked by
___Pupils mastered the lesson despite of limited resources used by of limited resources used by the limited resources used by the teacher. the teacher.
despite of limited resources used the teacher. teacher. ___Majority of the pupils finished their ___Pupils mastered the lesson
by the teacher. ___Majority of the pupils finished ___Majority of the pupils finished work on time. despite of limited resources used
___Majority of the pupils finished their work on time. their work on time. ___Some pupils did not finish their work by the teacher.
their work on time. ___Some pupils did not finish their ___Some pupils did not finish their on time due to unnecessary behavior. ___Majority of the pupils finished
___Some pupils did not finish their work on time due to unnecessary work on time due to unnecessary their work on time.
work on time due to unnecessary behavior. behavior. ___Some pupils did not finish
behavior. their work on time due to
unnecessary behavior.

C.Did the remedial work? No.of ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80%
learners who have caught up with above above above above
the lesson
D.No. of learners who continue to ___ of Learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require
require remediation additional activities for additional activities for remediation activities for remediation activities for remediation additional activities for
remediation remediation

E.Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
worked well? Why did these work? ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up
the lesson lesson lesson lesson the lesson
F.What difficulties did I encounter ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to
which my principal or supervisor can require remediation require remediation require remediation remediation require remediation
helpme solve?
G.What innovation or localized 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:
materials did used/discover which I ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development:
wish to share with other teachers? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note taking Examples: Self assessments, note
taking and studying techniques, taking and studying techniques, and taking and studying techniques, and and studying techniques, and vocabulary taking and studying techniques,
and vocabulary assignments. vocabulary assignments. vocabulary assignments. assignments. and vocabulary assignments.
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-
share, quick-writes, and share, quick-writes, and share, quick-writes, and anticipatory quick-writes, and anticipatory charts. pair-share, quick-writes, and
anticipatory charts. anticipatory charts. charts. anticipatory charts.
___Schema-Building: Examples:
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: Compare and contrast, jigsaw learning, ___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw peer teaching, and projects. Compare and contrast, jigsaw
learning, peer teaching, and learning, peer teaching, and learning, peer teaching, and projects. learning, peer teaching, and
projects. projects. ___Contextualization: projects.
___Contextualization: Examples: Demonstrations, media,
___Contextualization: ___Contextualization: Examples: Demonstrations, media, manipulatives, repetition, and local ___Contextualization:
Examples: Demonstrations, media, Examples: Demonstrations, media, manipulatives, repetition, and local opportunities. Examples: Demonstrations,
manipulatives, repetition, and manipulatives, repetition, and local opportunities. media, manipulatives, repetition,
local opportunities. opportunities. ___Text Representation: and local opportunities.
 ___Text Representation: Examples: Student created drawings,
___Text Representation: ___Text Representation: Examples: Student created drawings, videos, and games. ___Text Representation:
Examples: Student created Examples: Student created videos, and games. ___Modeling: Examples: Speaking slowly Examples: Student created
drawings, videos, and games. drawings, videos, and games. ___Modeling: Examples: Speaking and clearly, modeling the language you drawings, videos, and games.
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking slowly and clearly, modeling the want students to use, and providing ___Modeling: Examples:
slowly and clearly, modeling the slowly and clearly, modeling the language you want students to use, samples of student work. Speaking slowly and clearly,
language you want students to language you want students to use, and providing samples of student modeling the language you want
use, and providing samples of and providing samples of student work. Other Techniques and Strategies used: students to use, and providing
student work. work. ___ Explicit Teaching samples of student work.
Other Techniques and Strategies ___ Group collaboration
Other Techniques and Strategies Other Techniques and Strategies used: ___Gamification/Learning throuh play Other Techniques and Strategies
used: used: ___ Explicit Teaching ___ Answering preliminary used:
___ Explicit Teaching ___ Explicit Teaching ___ Group collaboration activities/exercises ___ Explicit Teaching
___ Group collaboration ___ Group collaboration ___Gamification/Learning throuh play ___ Carousel ___ Group collaboration
___Gamification/Learning throuh ___Gamification/Learning throuh ___ Answering preliminary ___ Diads ___Gamification/Learning throuh
play play activities/exercises ___ Differentiated Instruction play
___ Answering preliminary ___ Answering preliminary ___ Carousel ___ Role Playing/Drama ___ Answering preliminary
activities/exercises activities/exercises ___ Diads ___ Discovery Method activities/exercises
___ Carousel ___ Carousel ___ Differentiated Instruction ___ Lecture Method ___ Carousel
___ Diads ___ Diads ___ Role Playing/Drama Why? ___ Diads
___ Differentiated Instruction ___ Differentiated Instruction ___ Discovery Method ___ Complete IMs ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Lecture Method ___ Availability of Materials ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method Why? ___ Pupils’ eagerness to learn ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Complete IMs ___ Group member’s ___ Lecture Method
Why? Why? ___ Availability of Materials collaboration/cooperation Why?
___ Complete IMs ___ Complete IMs ___ Pupils’ eagerness to learn in doing their tasks ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Group member’s ___ Audio Visual Presentation ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn collaboration/cooperation of the lesson ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s in doing their tasks ___ Group member’s
collaboration/cooperation collaboration/cooperation ___ Audio Visual Presentation collaboration/cooperation
in doing their tasks in doing their tasks of the lesson in doing their tasks
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson of the lesson