Kindergarten School BONGABONG ELEMENTARY SCHOOL Teaching Dates March 11-15, 2024

Daily Lesson Log Teacher CYREL B. MUSLEMIN Week No. 7

Content Focus Bilang 1-10 Quarter Third
Most Essential Learning
Competencies  Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

(March 11, 2024) (March 12, 2024) (March 13, 2024) (March 14, 2024) (March 15, 2024)
BLOCKS OF TIME
Arrival Time
(8:00am-8:10am)
National Anthem National Anthem National Anthem National Anthem National Anthem
Opening Prayer Opening Prayer Opening Prayer Opening Prayer Opening Prayer
Routine Exercise Exercise Exercise Exercise Exercise
Activities Kumustahan Kumustahan Kumustahan Kumustahan Kumustahan
Attendance Attendance Attendance Attendance Attendance
Balitaan Balitaan Balitaan Balitaan Balitaan
Meeting Time 1
(8:15am-8:25am)
Messages Tandaan ang mga bilang na Tandaan ang mga bilang na Ang mga bilang ay Ang mga bilang ay may May mga bagay sa ating paligid na
1,2,3,4, at 5. Magagamit ang 6,7,8,9, at 10. Magagamit ang may katumbas na katumbas na pangalan maaari mong gamitin sa
mga ito sa pang-araw-araw na mga ito sa pang-araw-araw na pangalan kagaya ng kagaya ng anim, pito, walo, pagbibilang. Mas napapadali ang
gawain. gawain. isa, dalawa, tatlo, siyam, at sampu. pagbibilang sa paggamit ng mga
apat, at lima. Mahalagang matutuhan mo konkretong bagay o mga bagay na
Mahalagang rin ang pagkilala at pagsulat nahahawakan.
matutuhan mo rin sa mga ito.
ang pagkilala at
pagsulat sa mga ito.
Questions  Nakikilala mo ba ang bilang  Nakikilala mo ba ang bilang  Kaya mo bang  Kaya mo bang isulat ang  Kaya mo bang bumilang mula isa
na isa? Dalawa? Tatlo? na anim? Pito? Walo? Siyam? isulat ang pangalan ng bilang anim? hanggang sampu?
Apat? Lima? Sampu? pangalan ng Pito? Walo? Siyam?
bilang isa? Sampu?  Gamit ang ating mga daliri, tayo
 Paano isulat ang bilang isa?  Paano isulat ang bilang anim? Dalawa? Tatlo? ay bumilang mula isa hanggang
Dalawa? Tatlo? Apat? Pito? Walo? Siyam? Sampu? Apat? Lima? (Maaari ring ituro ang sampu.
Lima? pangalan ng mga bilang sa
 Gamit ang ating mga daliri, (Maaari ring ituro wikang Ingles) (Maaaring gumamit ng mga
 Gamit ang ating mga daliri, tayo ay bumilang ng anim ang pangalan ng konkretong bagay o counters sa
tayo ay bumilang ng isa hanggang sampu. mga bilang sa pagbibilang.)
hanggang lima. wikang Ingles)
Competencies Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
Transition to Work  The teacher gives instructions on how to do the independent activities, answers any questions, and tells the learners to do their assigned tasks within the
Period 1 allotted time.
Work Period 1
(8:25am-9:10am)
Teacher-Supervised Writing Numbers (1-5) Writing Numbers (6-10) Number Names (1- Number Names (6-10) Counting Objects
Activity 5)
Introduce Letter Vv
Introduce Letter Qq
 Recognize and identify  Recognize and identify  Recognize and  Recognize and identify  Recognize and identify numerals
numerals 0 to 10 numerals 0 to 10 identify numerals numerals 0 to 10 0 to 10
(MKC-00-2) (MKC-00-2) 0 to 10 (MKC-00-2) (MKC-00-2)
 Read and write numerals 0  Read and write numerals 0 to (MKC-00-2)  Read and write numerals  Read and write numerals 0 to 10
Competencies to 10 10  Read and write 0 to 10 (MKC-00-3)
(MKC-00-3) (MKC-00-3) numerals 0 to 10 (MKC-00-3)  Count objects with one-to-one
(MKC-00-3) correspondence up to quantities
of 10
(MKC-00-7)
 Trace and write numbers 1  Trace and write numbers  Recognize  Recognize number Count objects using concrete
to 5 6 to 10 number names names (six, seven, objects
 Name and sound letter Vv (one, two, three, eight, nine, and ten)
Learning Checkpoints four, and five)
 Name and sound
letter Qq

 Writing Letter Vv/Qq

 I Spy Vv/Qq (KTG, p. 386)
Independent Activities
 Words that start with letter Vv/Qq
 Letter Vv/Qq Collage
 Identify the sounds of letters orally given (LLKPA-Ig-1)
 Identify the letters of the alphabet (mother tongue, orthography) (LLKAK-Ih-3)
Competencies
 Identify several words that begin with the same sound as the spoken word (LLKPA-Ig-7)
 Name objects that begin with a particular letter of the alphabet (LLKV-00-5)
 Pagbakat, pagkopya ng larawan, hugis at titik (KPKFM-00-1.4)
 Pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
 Write the letter Vv/Qq properly
 Look for items that begin with the /v/ /q/ sound
Learning Checkpoints
 Search of pictures which names start with letter Vv/Qq
 Sound out letter Vv/Qq
 Find the words which the first letter starts with letter Vv/Qq
 Decorate letter Vv/Qq creatively
Transition to Meeting While singing a transition song, the teacher “wakes” the learners up and tells them that it’s time to listen to a story. When the learners are ready, the teacher proceeds with the pre-reading
Time 2 activities and makes sure that the learners are listening attentively.
Meeting Time 2 Let the learners present their work. Let the learners present their work. Let the learners present Let the learners present their work. Let the learners present their work.
(9:10am-9:30am) their work.
Transition to Health The teacher commends the learners for the work they did in Work Period Time 1 and tells them to prepare for recess time/health break by sanitizing their hands.
Break/
 After their health break, the teacher reminds the children to pack away the things they used during recess time, clean up their eating area, throw their trash in the trash bin, sanitize their hands,
Quiet Time
and have their Quiet Time.
Health Break/Quiet
Time
(9:30am-9:45am)
Transition to Story Time While singing a transition song, the teacher “wakes” the learners up and tells them that it’s time to listen to a story. When the learners are ready, the teacher proceeds with the pre-reading
activities and makes sure that the learners are listening attentively.

Story Time
(9:45am-10:05am)
Story Counting Crocodiles Counting Crocodiles Counting Crocodiles Counting Crocodiles
Pre-reading Activity  Theme: Any age and  Theme: Any age and  Theme: Any age  Theme: Any age and  Theme: Any age and culturally
culturally appropriate story culturally appropriate story and culturally culturally appropriate appropriate story about counting
about numbers. about numbers. appropriate story story about numbers.
about numbers.  Define difficult words.
 Define difficult words.  Define difficult words.  Define difficult words.
 Define difficult  Motivation question: When do
 Motivation: Do you know  Motivation: Do you know how words.  Motivation: Do you know we use counting?
how to count? to count? how to count?
 Motivation: Do Motive question: Have you
Motive: What is your favorite Motive: What is your favorite you know how to Motive: What is your experience buying something in
number? number? count? favorite number? stores or supermarket? What did
you feel?
Motive: What is
your favorite
number?
During Reading Ask comprehension questions. 
Post Reading  Who are the characters in the  Who are the characters in the  Who are the  Who are the characters in  Who are the characters in the
story? story? characters in the the story? story?
story?
 Where did the monkey live?  Where did the monkey live?  Where did the monkey  Where did they go? What did
What does he love to eat? What does he love to eat?  Where did the live? What does he love to they feel?
monkey live? What eat?
How many crocodiles did the How many crocodiles did the does he love to Did the characters enjoy
monkey count? monkey count? eat?  How many crocodiles counting?
did the monkey count?
How many
crocodiles did the
monkey count?
Transition to Work  After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and tells the learners to do their assigned
Period 2 tasks within the allotted time.
Work Period 2
(10:05am-10:50am)
Teacher-Supervised Number Bingo Number Playdough Missing Number Missing Number (What Missing Number (What Comes
Activity
 (What Comes Comes In Between) After)
Before)
 Recognize and identify  Recognize and identify  Recognize and  Recognize and identify  Recognize and identify numerals
numerals 0 to 10 numerals 0 to 10 identify numerals numerals 0 to 10 0 to 10
(MKC-00-2) (MKC-00-2) 0 to 10 (MKC-00-2) (MKC-00-2)
 Read and write numerals 0  Read and write numerals 0 to (MKC-00-2)  Read and write numerals  Read and write numerals 0 to 10
to 10 10  Read and write 0 to 10 (MKC-00-3)
(MKC-00-3) (MKC-00-3) numerals 0 to 10 (MKC-00-3)  Identify the number that comes
 Count objects with one-to-one (MKC-00-3)  Identify the number that before, after, or in between
Competencies correspondence up to  Identify the comes before, after, or in (MKC-00-5)
quantities of 10 number that comes between
(MKC-00-7) before, after, or in (MKC-00-5)
 Naisasagawa ang mga between
sumusunod na kasanayan: (MKC-00-5)
pagmomolde ng luwad (clay),
pagbuo ng puzzles
(KPKFM-00-1.5)
 Identify numbers by putting  Decorate numbers with Identify the Identify the number that Identify the number that comes
counters on numbers picked playdough or modelling clay number that comes in between two after from 0-10
Learning Checkpoints
by the teacher comes before numbers
from 0-10
 Block Play
Independent Activities
 Comparing Numbers
 Number Tower (1-10)
Number Name-Symbol Match


Nagagamit ang mga kilos lokomotor at di-lokomotor sa paglalaro, pag-eehersisyo, pagsasayaw (KPKGM-Ig-3)

Nakagagawa ng modelo ng mga pangkaraniwang bagay sa paligid: dahon, bato, buto, patpat, tansan, atbp. (SKMP-00-3)

Recognize and identify numerals 0 to 10 (MKC-00-2)
Competencies 
Read and write numerals 0 to 10 (MKC-00-3)

Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)

Match objects, pictures based on properties /attributes in one-to-one correspondence - object to object - object to picture - picture to picture (MKAT-00-1)
 Identify the number that comes before, after, or in between (MKC-00-5)
 Build structures of blocks with different shapes and colors
Learning Checkpoints
 Compare and identify which number has greater value
 Recognize the sequence of number using lego blocks
 Match the number symbols to their respective names
Transition to Indoor/  The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before Indoor Activity/Light Physical Activity. After 10 minutes, the teacher tells the learners to
Light Physical Activity start packing away the materials they used and be ready for Indoor/Light Physical Activity. A transition song or countdown may be used.
Indoor Activity/ Light Number Bowling Unstructured Free Play Turn, Count and Unstructured Free Play Number Hunt
Physical Activity
(10:50am-11:00am) Jump
Competencies  Recognize and identify  Nakasasali sa mga laro, o  Recognize and  Nakasasali sa mga laro, o  Recognize and identify numerals
numerals 0 to 10 anumang pisikal na gawain at identify numerals anumang pisikal na 0 to 10
 (MKC-00-2) iba’t ibang paraan ng 0 to 10 gawain at iba’t ibang (MKC-00-2)
 Read and write numerals 0 pageehersisyo (MKC-00-2) paraan ng pageehersisyo  Read and write numerals 0 to 10
to 10 (KPKPF-00-1)  Count objects (KPKPF-00-1) (MKC-00-3)
(MKC-00-3)  Nagagamit ang mga kilos with one-to-one  Nagagamit ang mga kilos  Count objects with one-to-one
 Nakasasali sa mga laro, o lokomotor at di-lokomotor sa correspondence lokomotor at di- correspondence up to quantities
anumang pisikal na gawain paglalaro, pag-eehersisyo, up to quantities of lokomotor sa paglalaro, of 10
at iba’t ibang paraan ng pagsasayaw 10 pag-eehersisyo, (MKC-00-7)
pageehersisyo (KPKGM-Ig-3) (MKC-00-7) pagsasayaw  Nakasasali sa mga laro, o
(KPKPF-00-1)  Naipakikita ang  Nakasasali sa (KPKGM-Ig-3) anumang pisikal na gawain at
 Nagagamit ang mga kilos pagpapahalaga sa maayos na mga laro, o  Naipakikita ang iba’t ibang paraan ng pag-
lokomotor at di-lokomotor sa pakikipaglaro anumang pisikal pagpapahalaga sa eehersisyo
paglalaro, pag-eehersisyo, (KAKPS-00-19) na gawain at maayos na pakikipaglaro (KPKPF-00-1)
pagsasayaw iba’t ibang (KAKPS-00-19)  Naipakikita ang pagpapahalaga
(KPKGM-Ig-3) paraan ng pag- sa maayos na pakikipaglaro
 Naipakikita ang eehersisyo (KAKPS-00-19)
pagpapahalaga sa maayos (KPKPF-00-1)
na pakikipaglaro  Naipakikita ang
(KAKPS-00-19) pagpapahalaga
sa maayos na
pakikipaglaro
(KAKPS-00-19)
 Identify number names and symbols
Learning Checkpoints  Identify the sequence of numbers in a fun way
 Develop social skills with other children
Transition to Meeting  The teacher tells the learners to help pack away the materials they used in the Indoor Activity/Light Physical Activity time and get ready to do the wrap-up activities in Meeting Time 3. A
Time 3 transition song or countdown may be used.
Meeting Time 3
(11:00am-11:15am)
Activities The learners talk about the The learners talk about the The learners  The learners talk about The learners talk about the
number symbols 1-5. number symbols 6-10. talk about the the number names – importance of counting in daily
number six, seven, eight, nine, lives.
names-one, and ten.
two, three,
four, and five.
Wrap-Up Questions/ The teacher checks if the The teacher checks if the The teacher checks The teacher checks if the The teacher checks if the learners
Activity learners were able to identify learners were able to identify if the learners were learners were able to name were able to identify situation
and write the number symbol and write the number symbols able to names of numbers 6-10. where counting is used.
1,2,3,4, and 5. 6,7,8,9, and 10. numbers 1-5.
Dismissal Routine The teacher reminds the learners to sanitize their hands and to always follow the health protocols.
Remedial
Teaching
(11:15 -11:30)
REMARKS
REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s 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 that when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the evaluation.

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 this

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: Checked:

CYREL B. MUSLEMIN CECILIA U. SARONA

Teacher School Head