MATATAG School Grade Level 1

Name of Teacher Learning Area Mathematics

K to 10 Curriculum
Weekly Lesson Log Teaching Dates and Time Week 5 Quarter Fourth

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content The learner should have knowledge and understanding of the movement of objects in half-turn or quarter-turn, in clockwise or counter-clockwise
Standards direction.
B. Performance By the end of the quarter, the learners are able to identify the position of an object following a half-turn or quarter-turn, in clockwise or counter-
Standards clockwise direction.
C. Learning The learners identify the position of objects moved in half-turn or in quarter-turn, in clockwise or in counter-clockwise direction, given an initial
Competencies facing direction.
D. Learning At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the
Objectives learner should be able to identify learner should be able to describe learner should be able to describe learner should be able to describe
the position of objects around full and half-turn. quarter-turn. movement in clockwise direction.
them.
II. CONTENT Position of objects Movement in full and half-turn Movement in quarter-turn Movement in clockwise direction
III. LEARNING RESOURCES
A. References
B. Other
Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Activating Prior This lesson will serve as a review Present to the learners a colored Discuss the answers to Worksheet Discuss the answers to Worksheet
Knowledge and enrichment of their lesson on circular cutout as shown below. 2. 3.
direction and position taken up in (To the ILLUSTRATOR: Please color
Kindergarten. with red and blue.)

Ask the learners to look around

the classroom and tell where red blue
they can see the object/person
you will mention. Make the
learners use phrases such as “on
the left of”, “on the right of”, “in Ask the learners what part of the
front of”, “at the back of”, and circular cutout is colored red and
others in describing the position what part is colored blue. Let
of the object/person. them explain what one-half
 means. This will serve as a review
of their understanding of one-half.

Lesson Purpose/ To tell the position of objects To describe full and half-turn To describe quarter-turn To describe movement in clockwise
Intention around us direction
Lesson Language position, left, right, front, back, initial position, turn, half, original position, turn, quarter, half position, turn, half-turn, quarter-
Practice above, below, top, bottom, opposite, half-turn, full turn, turn, right, left, quarter-turn turn, clockwise direction, right
under, reference point reference point
Reading the Key
Idea/Stem
Developing (To the ILLUSTRATOR: Please (To the ILLUSTRATOR: Please (To the ILLUSTRATOR: Please (To the ILLUSTRATOR: Please
Understanding provide original drawings for all provide original drawings for all provide original drawings for all provide original drawings for all
of Key Idea/ pictures/illustrations.) pictures/illustrations.) pictures/illustrations.) pictures/illustrations.)
Stem Post the following scenario to the Using the same colored circular Present to the learners the colored Ask the learners to observe the
learners. Have the picture cutout in the review part, do the circular cutout shown below. (To activities in the video that will be
prepared beforehand. following: the ILLUSTRATOR: Please color presented to them. Have a pre-
• Attach an arrow to the circular with green, violet, yellow, and recorded video of the following
cutout as shown. Use a single brown.) activities and present them one at
fastener so that the arrow can a time:
Ela be moved. (To the 1. a big analog clock with its second
ILLUSTRATOR: Please color with hand moving for 1 minute;
red and blue.) 2. top view of a child’s hand closing
Ask the learners what part of the the cap of a mineral water bottle
red blue whole is represented by each (video should start from putting
colored region. Let the learners the cap on top of the bottle until
Al explain what one-fourth means. it is closed); and
Charm
• Tell the learners to look at the (This will also serve as a review on 3. top view of a child’s hand
Ask the learners to describe what arrow. Let them say where the learners’ understanding of one- turning off a faucet (Use an
they see in the picture. Based on arrow is facing or pointing at. fourth.) ordinary faucet like this and
the picture from the learners’ The arrow is facing upward; The the view should include water
point of view, ask them to arrow is pointing upward. Attach an arrow on the circular from the faucet gradually
describe the position of the • Tell the learners that you will cutout as shown. Use a single diminishing until there is no
different objects that can be seen turn the arrow until it points fastener so that the arrow can be more water coming out of the
in the picture. downward. moved. faucet.).
Possible answers:
1. There is a map on the right of the In case a video presentation is not
red blue
cabinet. possible, demonstrate movement
2. There is a cabinet on the left of in clockwise direction using: a) an
the map.
3. The flower vase is on top of the • Ask the learners to look at the Ask the learners to tell where the analog clock where the learners
cabinet. arrow. Let them tell where the arrow is facing or pointing. The can see the movement of the
4. The wall clock is above the map. arrow is facing or pointing after arrow is facing upward; The arrow is second hand; b) a mineral water
5. The map is below the wall clock. pointing upward. bottle with its cap; and c) the
the turn. The arrow is facing or
6. Charm is at the back of Al.
pointing downward. classroom faucet.
7. Al is in front of Charm. Tell the learners that you will turn
8. Al is in front of the stairs.
the arrow to the right as shown. Ask the learners to draw in the air
9. Al is at the bottom of the stairs.
10. Ela is on top of the stairs.
red blue Ask the learners where the arrow is the movement of the second hand
11. The bags are under the stairs. facing or pointing after the turn. of the clock as observed in the
The arrow is facing to the right; The video/demo. Check on how the
Initially, the arrow is facing or arrow is pointing to the right. learners are drawing in the air. On
Discuss learners’ answers to the
given task. Say that by position, pointing upward. (Post on the the board, post a picture of the
we are identifying where board figure A. This is a picture of clock used in the video/demo and
something or someone is located. the same loose colored circular around its face is an arrow showing
cutout used in the discussion. the movement of its second hand.
Focus learners’ attention to the Have this prepared beforehand.) Make sure that the arrow is visible
Can I say that the arrow moved at and that the second hand points at
stairs. Ask the following A
half turn? Explain your answer. No, 12. Ask the learners to draw again
questions:
you cannot. If it was moved at half
• What can you say about the turn, the arrow will be facing or
in the air the movement of the
red blue
position of Al in relation to the pointing at the opposite direction. It
second hand of the clock. (To the
stairs? Al is in front of the stairs. should be pointing or facing ILLUSTRATOR: Please provide an
• What can you say about the The arrow is facing downwards. The arrow was moved less original drawing of a clock.)
position of Ela in relation to upward. than a half turn.
the stairs? Ela is on top of the After a turn, the arrow is facing or
stairs. pointing downward. (Post figure B Post on the board the following
• What can you say about the beside figure A.) figures, A and B. This is a picture of
position of the bags in relation A B the same loose cutout used in the
to the stairs? The bags are under discussion. Make sure that those in
the stairs. the picture and the loose cutout The second hand of an analog clock
red blue red blue
are exactly the same in color and moves in a clockwise direction.
In the three cases mentioned, we size. (Post a strip of paper as shown
A B beside the drawing of the clock.
tell the position of persons and The arrow is facing After a turn, the arrow is
objects in relation to the stairs. upward. facing downward. Give emphasis on the phrase
The stairs becomes our reference What do you notice about the “clockwise direction” by writing it
point. A reference point is used arrow after the turn from where it in bold letters.) Together with the
to describe the location of an is initially facing? After the turn, the learners, read the phrase twice.
object or a person. arrow faces the opposite direction The arrow is facing Then ask the learners to draw in
from where it is initially facing. upward. the air the clockwise direction.
 Ask four learners B1, B2, G1, and I have here another picture. Post Tell the learners to look at the
The second hand of the
G2 (mention their names) to go figure C on the board. From your picture. Ask: From your point of clock moves in
in front. With the four learners in point of view, where is Al facing? view (emphasize that it is from the clockwise direction.
front, do the following: Al is facing to the left. learners’ point of view), what do
a. Arrange them in single file as C you notice about the arrow after
shown. the turn in relation to where it is
G2 originally facing? After the turn, the Let us go back to the other two
arrow faces to the right. videos/demo. Recall the movement
B2 Al of the hand while closing the cap of
Suppose Al turns until he faces the Observe the direction of the arrow the mineral water bottle. Ask the
G1 opposite direction. (Post figure D after turning to the right. Imagine learners to draw in the air the
beside figure C.) the arrow from where it is initially movement of the hand while
B1
C D
facing, in figure A, to where it is closing the cap. (To the
Tell the class to identify the facing after the turn, in figure B. ILLUSTRATOR: Please provide an
position of each of their The arrow made a figure. What original drawing of a mineral water
classmates standing in front. figure did it form? It formed an L- bottle with a hand holding the cap
Have them use the following Al Al
shaped figure. (In case the learners on top and the same mineral water
phrases, “in front of” and “at are not able to state what the bottle beside the first with the cap
the back of”. figure is, lead them by tracing the closed.)
Ask the learners to look at Al. L-shaped figure formed by the
Let the four learners in front From their point of view, let them arrow from its original position to
arrange themselves according tell where Al is facing after the its new position.)
to the condition you will give turn. Al is facing to the right. A B
them (e.g. G2 is in front of G1, Ask: In closing the cap, did it turn in
B2 is at the back of G1, B1 is at Initially, Al is facing to the left. the same direction as that of the
the back of B2). Tell the class (Point at figure C.) After a turn, Al second hand of the clock? Yes, it
to identify the position of each is facing to the right. (Point at did.
of their classmates standing in figure D.)
The arrow is facing
front. Have them use the upward. What direction is it? Clockwise
following phrases, “in front of” What do you notice about Al after When the arrow formed an L- direction
and “at the back of”. the turn from where he is initially shaped figure after turning to the
b. Arrange the learners as shown. facing? After the turn, Al faces the right, we can say that the arrow Post a strip of paper with a
opposite direction from where he is made a quarter turn. At quarter- sentence (as shown) beside the
B1 B2 G1 G2
initially facing at. turn, the arrow turns facing to the drawing. Together with the
Tell the class to identify the right forming an L-shaped figure. learners, read the sentence. Then
position of each of their Both the arrow and Al face the (Place the statement mentioned ask the learners to draw in the air
classmates standing in front. direction opposite to where they below figure B. Give emphasis on the clockwise direction.
Have them use the following are initially facing. In that case, the phrase “quarter-turn” by
both the arrow and Al made a writing it in bold letters.)
 A B
phrases, “to the left of” and half-turn. At half-turn, an object
The bottle cap closes in
“to the right of”. or a person faces in the direction clockwise direction.
opposite to where it is initially
Let the four learners in front facing.
arrange themselves according Do the same processing with the
to the condition you will give Call on one girl, Girlie (mention The arrow is facing At quarter-turn to the right, direction of the hand in turning off
them (e.g. G2 is on the right of the real name of the girl called in upward. the arrow moved to the right
forming an L-shaped figure. the faucet. Provide the drawing as
B2, B2 is to the right of B1, G1 front) in front of the class. Place well as the strip of paper with a
is at the left of B1). Tell the her as presented in the What if instead of turning to the sentence in it (as shown).
class to identify the position of illustration. (Prior to this lesson, right, the arrow pointer turned to
each of their classmates arrange the classroom as shown.) the left? Can we still say that it
The faucet turns off in
standing in front. Have them made a quarter turn? If it turned to clockwise direction.
blackboard
use the following phrases, “to the left and formed an L-shaped figure,
the left of” and “to the right then we can say that it made a
of”. quarter-turn.

window
c. Arrange the four learners Girlie Ask the learners to give other
around the teacher’s table as Imagine turning the arrow to the activities they may have done or
shown. teacher’s table left, can we form an L-shaped may be doing again and again that
figure? We can form an inverted or shows movement in clockwise
G1 reversed L-shaped figure. (baliktad na direction (e.g. opening a doorknob
Tell where Girlie is facing at. Girlie L in learners’ language) or performing a dance step).
B2 teacher’s table G2 is facing the teacher’s table.
In the loose circular cutout used in
Ask Girlie to do a half-turn. Let her the first part of the discussion, ask
B1
turn to her right. a learner to turn the arrow pointer,
Using the teacher’s table as a quarter-turn to the left. Make
blackboard blackboard
the reference point, have their that learner explain his/her
classmates tell the position of answer.
each of their classmates
standing around the teacher’s Post on the board the following
table. figures, A and C.
teacher’s table teacher’s table A C

Girlie is facing the At half-turn, Girlie is facing

teacher’s table. the opposite direction.

Ask Girlie to face the table again. The arrow is facing At quarter-turn to the left, the
Then ask her to do a half-turn. But upward. arrow moved to the left forming
an inverted L-shaped figure.
this time let her turn to her left.
 In either way, to the left or to the
blackboard blackboard
right, at quarter-turn, an object or
a person moves from where it is
initially facing to where it is facing
after the turn forming an L-shaped
figure.
teacher’s table teacher’s table

Girlie is facing the At half-turn, Girlie is facing

teacher’s table. the opposite direction.

Initially, Girlie is facing the

teacher’s table. After a half-turn,
either way to the left or to the
right, Girlie faces the opposite
direction.

Let us have another example. Call

on one boy, Boyet (mention the
real name of the boy called in
front) in front of the class. Place
him as presented in the
illustration.
blackboard

Boyet
window

teacher’s table

Tell where Boyet is facing at. Boyet

is facing the blackboard.

Ask Boyet to do a half-turn. Let

him turn to his right.
 blackboard blackboard

teacher’s table teacher’s table

Boyet is facing the At half-turn, Boyet is facing

blackboard. the opposite direction.

Ask Boyet to face the blackboard

again. Then ask him to do a half-
turn. But this time let him turn to
his left.
blackboard blackboard

teacher’s table teacher’s table

Boyet is facing the At half-turn, Boyet is facing

blackboard. the opposite direction.

Initially, Boyet faces the

blackboard. After a half-turn,
either way, to the left or to the
right, Boyet faces the opposite
direction.

Reiterate that at half-turn, an

object or a person faces in the
direction opposite to where it is
initially facing.
Deepening Ask the learners to answer Suppose Boyet, who is facing the Post the following illustration. Post the following picture. (To the
Understanding Worksheet 1 individually. teacher’s table, turns and goes ILLUSTRATOR: Please provide an
of Key Idea/Stem Expected answers: back to where he is initially facing. original drawing of the following.)
1. right
 2. under (Make Boyet turn from facing the 12
3. above teacher’s table back to facing the Drawing of bread, milk, egg
4. on top teacher’s table as shown.) 9 3
blackboard blackboard
Process learners’ answer to the Drawing of Drawing of
6 fruits vegetables
worksheet.
From your point of view, from 6,
where will the arrow point at a
Drawing of fish and chicken
quarter-turn to the left? It will point meat
teacher’s table teacher’s table at number 9.
The arrow pointer is pointing at the
Boyet is facing the After the turn, Boyet is facing How did you know? At a quarter- picture of fruits. At half-turn in
teacher’s table. the teacher’s table again. turn to the left, the arrow will form an clockwise direction, where will the
Can we call that a half-turn? inverted L-shaped figure when it points arrow pointer be at? It will be
at number 9. pointing at the vegetables.
Explain your answer. No because if
it is a half-turn, Boyet should be
facing the opposite direction and not Ask other questions about the At which food group will the arrow
the teacher’s table. picture. Make the arrow pointer pointer pass by – bread, milk, and
take a quarter-turn having egg or fish and chicken meat?
From facing the teacher’s table, different initial facing directions. Explain your answer. It will pass by
Boyet turns and goes back exactly bread, milk, and egg. The movement of
to where he is initially facing. In the arrow pointer should be like that in
that case, he made a full turn. At the hand of the clock. It will turn to the
full turn, an object or a person right until it points in the opposite
turns and goes back exactly to direction.
where it/he/she is initially facing.
Ask other questions about the
Call on other learners in front one picture. Make the arrow pointer a
at a time and have them quarter-turn in clockwise direction
demonstrate a full turn given and a full turn in clockwise
different initial facing directions. direction.

Making To check learners’ understanding To check learners’ understanding To check learners’ understanding To check learners’ understanding
Generalizations of the lesson, make them place of the lesson, make them of the lesson, make them of the lesson, make them
themselves in different positions demonstrate a half-turn and a full demonstrate a quarter-turn and demonstrate a clockwise turn and
around the classroom and have turn and describe what they did. describe what they did. describe what they did.
them describe their position.
Evaluating Ask the learners to answer Ask the learners to answer
Learning Worksheet 2. Worksheet 3.
 Possible answers: Possible answers:
1. Mila 1. C
2. Miko 2. A
3. Miko should be facing the swing 3. D
4. Mila should be facing the slide 4. B

Additional
Activities for
Application or
Remediation (if
applicable)
Remarks
Reflection