Department of Education

Region III
Division of Pampanga
MANDILI HIGH SCHOOL
Candaba

GRADES 1 to 12 School MANDILI HIGH SCHOOL Grade Level 9

DAILY LESSON LOG Teacher ZANDRA M. DELOS REYES Learning Area MATHEMATICS
Teaching Dates and Time WEEK 1 : Quarter FIRST
dsd

Session 1 Session 2 Session 3 Session 4

NOTES:
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
I. OBJECTIVES may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children
to find significance a n d j o y inlearning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards
B. Performance Standards
C. Learning Competencies / Objectives At the end of the session, learners are expected to: At the end of the session, learners are expected to: At the end of the session, learners are expected to: At the end of the session, learners are expected to:
Write the LC code for each 1. respond to question about themselves and their 1.state their strength and weaknesses in Mathematics 1. share something they learned in Grade 8, 1. answer the pre- assessment for the first topic,
expectation to Grade 9 2.state their expectations in Grade 9, and, 2. give some topics or mathematical principles that 2. to discuss how they get the answer in the pre-
2. work with a group by sharing one’s responses to 3. tell what do want to learn in Grade 9 they still remember assessment.
given questions; 3. receive their books in grade 9 math
3. collaborate with a group to present group output.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT I am a Grade 9 Student My Expectations When I was in Grade 8 Pre – Assessment
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
III. LEARNING RESOURCES based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages p. 13
2. Learner’s Materials pages pp. 4-8
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal

B. Other Learning Resources

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative
IV. PROCEDURES assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their 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 welcomes the class and The teacher will review the students about The teacher will ask the students to recall The teacher will ask the students to open
A. Reviewing previous lesson introduces herself. the questions asked and responses given in all the topics they had when they was still in their books in pages 4 – 8.
or presenting the new lesson session 1. Grade 8.

1. From the questions below, the teacher will ask 1. The teacher will ask the students group The teacher will ask the students the reasons
the students to answer the following. their selves into 10 groups. what is the purpose of answering the pre-
assessment.
B. Establishing a purpose for the lesson 2. From the list below the, the teacher will ask
a. What object best represent you?
the students to answer the

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 Session 1 Session 2 Session 3 Session 4
b. What excites you about Grade 9? following.
c. What makes you nervous about Grade
9?
a. What are strength and weaknesses in
2. The teacher will ask the students to
Mathematics?
bring out 1 sheet of ½ crosswise
paper and be ready with a pen.
3. Teacher says, “Let’s go to know a little b. How will I overcome my weaknesses in
bit about each other today.” Math?

c. What are your expectations to your

teacher, classmates and in Mathematics 9?

d. What do you want to learn this school year

with your teacher?

3. The teacher will ask the students to bring

out 1 sheet of ½ crosswise paper and be
ready with a pen.

4. The teacher says, “Go to your respective

groups and get to know each other better.”

Teacher provides the sentence structure to 1. The teacher will ask the students to
follow based on the question. For example, bring out 1 sheet of ¼ paper and be
for question a: ready with a pen.

“Hello, my name is _____. The object that 2. The teacher will now let the students
best represent me is a/an _________ to open their books on pages 4 – 8
because ___________.” and do the pre- assessment.
C. Presenting examples/ instances of the For questions b and c:
new lesson
I am from ______________. I am excited for
_______________________. I am nervous
about ____________________.”

Teacher models how to respond using the

suggested sentence structure.

(30 mins.) The teachers will now ask students to discuss

1. Learners are asked to think of their their answers with their pre – assessment.
responses and write them down.
D. Discussing new concepts and practicing 2. After they have written their responses, the
new skills #1 teacher will ask them to group themselves into
at most of 5 members. Groups assign a leader
and documenter.
3. Group members share their responses.
4. Groups then share their responses to the class.

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 Session 1 Session 2 Session 3 Session 4

E. Discussing new concepts and practicing new

skills #2
F. Developing mastery
(Leads to Formative Assessment 3)

G. Finding practical applications of concepts The teacher asks the students if trying and
and skills in daily living assessing decisions is important.

H. Making generalizations and abstractions After the sharing session, the class can
reflect on the answers of the group.
about the lesson
The teacher can ask the following
questions:

a. Who has similar responses?

b. In what ways are they similar?
c. How can our differences bring about
positive effect/s for the learners,
class and school?
d. What can teachers do to make this
happen?
e. What can the school do to make this
happen?

(5mins.)

I. Evaluating learning
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the 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% on the formative
assessment
B. No. of learners who require additional activities for
remediation.
C. Did the remedial lessons 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?

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