Republic of the Philippines

Department of Education
Region IV-A CALABARZON
DIVISION OF BATANGAS
San Juan East District
APLAYA ELEMENTARY SCHOOL

Grade Level Grade Two- Gumamela

Quarter THIRD
Teacher Gina C. Roncal
DAILY LESSON LOG EMMA L. JAVIER
Mathematics/ 9:45-10:35 Checked by:
Learning Area / Time Principal II

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES / LAYUNIN 07 Nov. 2016 08 Nov. 2016 09 Nov. 2016 10 Nov. 2016 11 Nov 2016
A.Content Standards /
Pamantayang
Pangnilalaman

B. Performance Objective
/ Pamantayan sa
Pagganap

C. Learning Model and describe

Competencies/ division situations in
Objectives/ which sets are separated
Pamantayan sa into equal parts
Pagkatuto
( Write the LC code for
each)

II. CONTENT / Division as Separation

NILALAMAN of Sets into Equal Parts
( Subject Matter /
Paksa)
III.LEARNING
RESOURCES
A.References
1. Teachers Guide
pages
2. Learners Material
Pages
3. Textbook pages
4. Additional
Materials from
LRDMS
A. Other Learning
Resources
IV.
PROCEDURES/PAMAMA
RAAN
A. Reviewing past Group the pupils with 3
lesson or members in each group.
Presenting the new Provide counters or
lesson pebbles. As starter, each
( Drill/Review/ Unlocking group should have at
of Difficulties) least 20 counters/pebbles.
Balik-aral Give them the instruction
on grouping the objects.

B. Establishing a
purpose of the new
lesson
( Motivation )
C. Presenting Group the pupils into
Examples/ five groups. Ask them to
instances of the collect 10 pencils
new lesson (ballpen, coins,
( Presentation) eraser,crayon etc)
Separate them into
two groups and five
groups.

D. Discussing new How many groups

concepts and were formed?
practicing new How many objects
skills no.1. were there in each group?
( Modeling) Ask the groups to draw
the objects they have
collected and grouped.
hey may bar a line or any
representation of the
objects.
How many groups of
2s can you make out of
10 pencils?
How many groups of 5s
can you make out of 10
pencils?
 E. Discussing new Refer to LM 54
concepts and
practicing new
skills no.2
( Guided Practice)

F. Developing
Mastery
(Leads to Formative
Assessment 3.)
( Independent Practice )

G. Finding practical Refer to LM 54

application of
concepts and skills
in daily living
( Application/Valui
ng)

H. Making Division situations can be

Generalization and modeled and described
abstraction about as separation of sets into
the lesson equal parts
( Generalization)
I. Evaluating Let the pupils get
learning counters of up to 30
pieces. Then model the
following division
situations. Go around and
check the work of the
pupi
1. There was a set of
18 books.They were
separated into 3 shelves
with equal number of
books per shelf. How
many books were there in
each shelf?
2. A set of 16 mangoes
was separated into 4
bags with equal number
of mangoes in each bag.
How many mangoes were
there in each bag?

J. Additional Refer to LM 54 Gawaing

activities for Bahay
application and
remediation
( Assignment)
V. REMARKS

VI. REFLECTION
A. No. of learner who
earned 80%
B .No. of learner who
scored below 80%
( needs remediation)
C. No. of learners who
have caught up with the
lesson
D. No of learner who
continue to require
remediation
E. Which of my teaching
strategies work well?
Why?
F. What difficulties did I
encounter which my
principal /supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share w/other teacher?