School: GUITNANGBAYAN ELEMENTARY SCHOOL Grade Level: V

DAILY
Teacher: MARIA KATRINA C. PEOLLO Quarter: 4TH QUARTER
LESSON PLAN Teaching Date: FEBRUARY 19, 2019 (Tuesday) CHECKED BY:

Learning Area: MATHEMATICS Learning Area: SCIENCE

WEEK 6 6:00 – 6:50 CHEERFUL

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Reads and measure temperature using thermometer (alcohol and/ or Digital)
Competencies/Objectives in degree Celsius. M5ME-IVf-85/ Page 65 of 109
II.CONTENT
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learners’s Materials
pages
3. Textbook pages
4. Additional materials from
learning resource (LR)
portal
B. Other Learning Resource
IV.PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
7:00 – 7:50 HOPE
9:30 – 10:20 CHEERFUL
10:20 – 11:10 INDUSTRIOUS
7:50 – 8:40 INDUSTRIOUS
The Learners demonstrate understanding of… weathering and soil erosion
The Learners demonstrate understanding of…
shape the Earth’s surface and affect living things and the
 area, volume and temperature.
environment weather disturbances and their effects on the environment.
The Learners should be able to… The Learners should be able to… participate in projects that reduce soil
 apply knowledge of area, volume and temperature in mathematical erosion in the community prepares individual emergency kit.
problems and real-life situations. 
 Describe the effects of the winds, given a certain storm warning
signal
 Infer that storm warning signals affects living things and
environment
 Describe the effects of the winds, given a certain storm warning
signal
S5FE-IVf-6/Page 34of 66
Reading and measuring temperature using thermometer (alcohol and/ or Describing the Effects of the Winds, Given a Certain Storm Warning
Digital) in degree Celsius. Signal
K to 12 Curriculum for Grade 5

Developing Science Power 5, pp.206 – 207
Mathematics For a Better Life 5 p. 266- 267
Science Spectrum 5, pp. 283 – 284
http://www.rappler.com/move-ph/issues/disasters/93894-pagasa-storm-
signal-no-5
picture, thermometer, activity sheets, improvised thermometer, a glass of hot
pictures visualizing the meaning of storm signals, charts, paper strips
water and cold water
Drill. Rearrange the jumbled words to form science terms
EPATMERETR THEREMOMRTEE
Describe the effects of the winds, given a certain storm signal
RURMCYE d. CSALE
Review. Give the equivalent. Conversion of linear measure.

 Mother wants to find out if her son has a fever.
B. Establishing a purpose  Show pictures affected with typhoon.
 What is the best thing mother can use to find the body temperature
for the lesson  What do you think was the storm signal raised in this place?
of her sick son?
Presentation
 Present a model of an improvised thermometer. It has a movable
C. Presenting Examples/ red ribbon which resembles the mercury in an actual thermometer.
instances of the new Ask: What does the red ribbon represents?  What do you think is the extent of damage in this situation?
lesson  Give each group an improvised thermometer, announce the  What government agency announces the storm signal?
temperature readings.
 The pupils will reflect it in their thermometer model.
 Check if the temperature reading each group is showing is correct
Performing the Activities. Group Activity
 Divide the class into four groups. Distribute activity sheets in each
group.
 Provide group 1 with digital thermometer, Group 2 with set of
pictures showing temperature readings and Group 3 using pictorials,
Group 4 with alcohol thermometer.
o Group 1 - Using digital thermometer
o Group 2 - Using pictures of temperature readings
o Group 3 - Using pictorials
o Group 4 – Using alcohol thermometer
D. Discussing new  Let them discuss how they read and measure the temperature Exploration:
concepts and practicing o Group 1- Measure and read the pupils body temperature by  Group the pupils into five.
new skills #1 putting the digital thermometer under their armpits. Record  Refer to LM Activity No. 1- “ Do You Know Me?”
and compare the results with the other pupils.
o Group 2 - Read and record each thermometer reading
o Group 3 - Give pictures and write if it is HOT or COLD
 Picture of Baguio city
 Picture of a dessert
 Picture of a glass of cold glass of water
 Picture of cup of coffee
o Group 4 - Give 2 glasses of water, one has cold water and
the other has hot water, using alcohol thermometer measure
the temperature of each glasses. Read and record.
Explanation: Let the groups present/explain their outputs
Meaning of storm Signals
 Signal No.1 is put into effect when a maximum speed of not more
Processing the Activities than 60 kph is expected to affect a certain place in at least 36 hours.
Ask: How did you find the activity? How were you able to read and measure In this situation, impact of winds may cause twigs and branches of
E. Discussing new
the temperature? Discuss. Emphasize that ◦C is read as “degree Celsius” it small trees to be broken, some banana plants maybe titled or put
concepts and practicing is used to express temperature. Discuss the difference between an alcohol down, and some houses of very light materials, like nipa and cogon.
new skills #2 and a digital Classes in preschool levels in all public and private schools in
 thermometer. affected communities are automatically suspended or broken.
 Signal No. 2 is announced when the maximum wind speed is greater
than 60 kph, but not more than 100 kph is expected to affect a
cert5ain place in at least 24 hours,. In this situation, some coconut

Reinforcing the Concept and Skill
F. Developing Mastery
G. Finding Practical Applying to New and Other Situations
application of concepts
and skills in daily living
Summarizing the Lesson
Ask the following questions:
H. Making generalization
and abstraction about
the lesson
maybe tilted, few big trees may be uprooted, large number of nipa
and cogon houses may be partially or totally unroofed, some old
galvanized roofing may be peeled off, and, in general, the winds may
bring light to moderate damages to the communities affected. With
storm signal no.2, classes in preschool, elementary and high school
levels n all public and private schools in the affected
 Signal No. 3 is announced when a maximum wind speed of more
than 100 kph up to 185 kph is expected to affect a certain place in
at least 12 to 18 hours. In this situation, nipa houses may be
destroyed, and there may be considerable damages to structures of
light to medium construction. There may be widespread disruption
of electrical power and communication services, and, in general,
moderate to heavy damage may be expected, practically in
agricultural and industrial sectors. With public storm signal no. 3,
people are advised not to travel, especially by sea or air
transportation, and people should also seek shelter in strong
buildings, evacuate from low-lying areas, and stay away from
seacoasts or river banks. Classes in all levels are automatically
suspended in affected communities.
 Signal No. 4 is declared when very strong winds of more than 185
kph is expected to affect a certain area in at least 12 hours. In this
situation, many large trees may be uprooted and most residential
and buildings of mixed construction may be severely damaged,
electrical power disruption and communication services are
disrupted, and, in general, massive damages are expected in
affected communities.
 Signal No. 5 is declared has very heavy to widespread damage and
it has very strong winds of more than 220 kph.
 Discuss the presentation under Explore and Discover on page
_____ of LM Math Grade 5. Then, ask the pupils to do the activity
under Get Moving on page____ of Math Grade 5. For more practice,
ask them to do the activity under Keep Moving on page _______ of
LM Math Grade 5.
 Let the pupils do items 1 and 2 under Apply Your Skills on page
______, LM Math Grade
 What is a temperature?
 How can we measure temperature?
 What are the parts of a thermometer?
 What is the metric unit for measuring temperature?
 Temperature is the measure of hotness or coldness of an
object.
  We can measure temperature by using thermometer.
 The parts of a thermometer are: mercury, glass tube, glass
bulb, and scale.
 The commonly used unit to measure temperature is degree
Celsius ( ◦C ).
Assessment. Ask the pupils to find the temperature of the following.
1. A kettle of water was made to boil for 5 minutes more than after it
I. Evaluating learning reached its boiling point. What is the temperature of the water?
2. What is the room temperature if the red liquid (mercury) rose to 30◦
above the freezing point?
J. additional activities for
application or
remediation

 Re – teaching  Re – teaching
 Lack of time  Lack of time
V.REMARKS  No class  No class
 Transfer of lesson to the following day  Transfer of lesson to the following day
 Achieved  Achieved

VI.REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No.of learners who require
additional activities for
remediation
C. Did the remedial work?
No.of learners who have ___ of Learners who earned 80% above
caught up with the lesson
D. No. of learners who
continue to require ___ of Learners who require additional activities for remediation
remediation
_ Lesson carried. Move on to the next objective. _ Lesson carried. Move on to the next objective.
_ Lesson not carried. _ Lesson not carried.
_ % of the pupils got 80% mastery _ % of the pupils got 80% mastery
_ Pupils did not find difficulties in answering their lesson. _ Pupils did not find difficulties in answering their lesson.
_ Pupils found difficulties in answering their lesson. _ Pupils found difficulties in answering their lesson.
_ Pupils did not enjoy the lesson because of lack of knowledge, skills _ Pupils did not enjoy the lesson because of lack of knowledge, skills
and interest about the lesson. and interest about the lesson.
_ Pupils were interested on the lesson, despite of some difficulties _ Pupils were interested on the lesson, despite of some difficulties
encountered in answering the questions asked by the teacher. encountered in answering the questions asked by the teacher.
_ Pupils mastered the lesson despite of limited resources used by _ Pupils mastered the lesson despite of limited resources used by
the teacher. the teacher.
_ Majority of the pupils finished their work on time. _ Majority of the pupils finished their work on time.
_ Some pupils did not finish their work on time due to unnecessary _ Some pupils did not finish their work on time due to unnecessary
behavior. behavior.
___ of Learners who earned 80% above
___ of Learners who require additional activities for remediation
E. Which of my teaching
___Yes ___No
strategies worked well?
____ of Learners who caught up the lesson
Why did these work?
F. What difficulties did I
encounter which my
___ of Learners who continue to require remediation
principal or supervisor can
helpme solve?
Strategies used that work well:
G. What innovation or
localized materials did
used/discover which I wish
to share with other
teachers?
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require remediation
Strategies used that work well:
_ Metacognitive Development: Examples: Self-assessments, note _ Metacognitive Development: Examples: Self-assessments, note
taking and studying techniques, and vocabulary assignments. taking and studying techniques, and vocabulary assignments.
_ Bridging: Examples: Think-pair-share, quick-writes, and _ Bridging: Examples: Think-pair-share, quick-writes, and
anticipatory charts. anticipatory charts.
_ Schema-Building: Examples: Compare and contrast, jigsaw _ Schema-Building: Examples: Compare and contrast, jigsaw
learning, peer teaching, and projects. learning, peer teaching, and projects.
_ Contextualization: Examples: Demonstrations, media, _ Contextualization: Examples: Demonstrations, media,
manipulatives, repetition, and local opportunities. manipulatives, repetition, and local opportunities.
_ Text Representation: Examples: Student created drawings, videos, _ Text Representation: Examples: Student created drawings, videos,
and games. and games.
_ Modeling: Examples: Speaking slowly and clearly, modeling the _ Modeling: Examples: Speaking slowly and clearly, modeling the
language you want students to use, and providing samples of language you want students to use, and providing samples of
student work. student work.
_ Other Techniques and Strategies used: _ Other Techniques and Strategies used:
___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration ___ Group collaboration
___Gamification/Learning throuh play ___Gamification/Learning throuh play
___ Answering preliminary activities/exercises ___ Answering preliminary activities/exercises
___ Carousel ___ Carousel
___ Diads ___ Diads
___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method
Why? Why?
___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s collaboration/cooperation in doing their tasks ___ Group member’s collaboration/cooperation in doing their tasks
___ Audio Visual Presentation of the lesson ___ Audio Visual Presentation of the lesson

DAILY
LESSON PLAN
WEEK 6
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
II.CONTENT
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learners’s Materials pages
3. Textbook pages
4. Additional materials from
learning resource (LR)
portal
B. Other Learning Resource
IV.PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
School: GUITNANGBAYAN ELEMENTARY SCHOOL Grade Level: V
Teacher: MARIA KATRINA C. PEOLLO Quarter: 4TH QUARTER
Teaching Date: FEBRUARY 19, 2019 (Tuesday) CHECKED BY:
Learning Area: MATHEMATICS Learning Area: SCIENCE
6:00 – 6:50 CHEERFUL
7:00 – 7:50 HOPE
9:30 – 10:20 CHEERFUL
10:20 – 11:10 INDUSTRIOUS
7:50 – 8:40 INDUSTRIOUS
The Learners demonstrate understanding of…
The Learners demonstrate understanding of…
 weather disturbances and their effects on the environment.
 area, volume and temperature.
The Learners should be able to…
The Learners should be able to…
 apply knowledge of area, volume and temperature in mathematical
 prepares individual emergency kit.
problems and real-life situations.
 Describe the effects of typhoon on the community
Estimate the Temperature (e.g. inside the classroom)
 Prepares individual emergency kit
M5ME- IVf-86/ Page 65 of 109
S5FE-IVe-5/ Page 34of 66K
•Estimating temperature Effects of Typhoon on the Community
: K to 12 Grade 5 Curriculum Science Teacher’s Guide pp. 327-335
DLP Gr. 5 Module 57 BEAM LG Gr. 5 Module 19 – Temperature
Lesson Guide in Elem. Math Gr. 5 p.409
 MISOSA Gr. 5 Module – Temperature
 Internet/Science Learner’s Material pp. 288-296
Charts, short film, pictures, emergency kit, box, manila paper, pentel pen,
activity sheets, thermometer Metacards, sandtable, strips of paper, pictures
Drill
Estimate each sum.
Review
Match the parts of the thermometer with their function.
Column A Column B
1. Mercury A. holds the tube that contains the liquid
2. Glass tube B. rises and fall when there is a change
3. Glass bulb in temperature
4. Scale

B. Establishing a purpose for
the lesson
C. Presenting Examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
 C. tells how far the liquid goes up and down D. holds
the liquid
Motivation
How do you know if you have a fever?
One has a fever if one’s body temperature is above the normal body 
temperature. The normal body temperature is 37◦C?
What will you do if one of the members of your family has a fever
Presentation
Present the situation to the class.
Mother wants to find out if her son Rommel has fever. She got her
thermometer and found out that the mercury level in the thermometer is at
38.5◦C, If the normal body temperature is 37.5◦C, how much higher is her son’s
temperature than the normal body temperature?
Ask: What did Mother wants to find out?
What did she do?

What kind of mother is she?
Is your mother as kind as Rommel’s mother?
Why is it important to know one’s temperature?
Ask: What are the given facts?
What is asked in the problem?
What operation are you going to use?
Do we need the exact/ actual answer in the problem?
 What word/s suggests that we need only to estimate?
.Performing the Activities
Say: Estimating is an educated guess. There are times when an estimate is
needed and not the actual one.
Day 2: D. Elaboration/ Extension:
Say: Let us solve and analyze the solution to the problem.
1.Discuss further the meaning of Storm Signals.
38.5◦C 39◦C - 37.5◦C -38◦C
( The teacher should show drawings/pictures of each storm signal to show visual
1◦C estimated difference
effects.)
So, 1◦C is much higher is her son’s temperature than the normal body
temperature.
Processing the Activities
Ask: How is estimation done in the solution we have in the problem?
What was done first to the numbers? 2.Ask:
Then, what was cancelled in the rounded numbers? Why is it necessary for us to know the meaning of each storm signal?
Then what was done next? ( It is necessary for us to know the meaning of storm signal so that we can prepare
Say : Now, let us compare the actual answer to the estimated one. for the coming typhoon and to be safe and protected.)
Ask: Are the difference the same or different?
How near or far is the estimated answer to the actual one?

F. Developing Mastery
G. Finding Practical
application of concepts and
skills in daily living
H. Making generalization and
abstraction about the
lesson
I. Evaluating learning
J. additional activities for
application or remediation
What will you do if the estimated answer is too large or small compared
to
the actual one?
Say: There are times that the estimated answer is too long or small if we
round both the numbers to the highest place value. One way to make
our
estimated answer reasonable or close to the exact answer is by using
compatible numbers.

Reinforcing the Concept and Skill
Let the pupils study Explore and Discover on page ________of the LM
Math Grade 4. Emphasize the estimating of temperature
.Applying to New and Other Situations
Do the activity by pairs.
1.At the start of the marathon the thermometer registered a temperature of
36.7◦C. after the marathon, the temperature dropped by 3.5◦C. What was the
estimated temperature after the marathon?
2.What is the estimated temperature if a 30.◦C temperature rises 5.5◦C?
For more exercises, ask pupils to do the exercises under Apply Your Skills on page
_____, LM Math Grade
Summarizing the Lesson
Lead the pupils to generalize as follows.
 To estimate temperature, round the number to the highest
place value and use compatible numbers for the number to be
estimated. This will make your estimated temperature reasonable.
.Evaluation:
1.Group the class into three.
2.Write the data needed on the chart below.
.Assessment
STORM SIGNAL NO.
Estimate the temperature. Give the estimated sum or difference.
1
1.3.5 ◦C higher than normal body temperature
2
2.10.5◦C below 0◦C
3
3.Halfway between 78.6◦C and 80.2◦C
4
4.The sum of 32.4◦C and 33.8◦C
5
1. 5.The difference between 98.2◦C and 72.8◦C
LEAD TIME (hours)
WINDS (km/h)
IMPACTS OF THE WIND
Remediation .Assignment:
Estimate the temperature by rounding method. Copy or cut out a news about the storm signal or typhoon from the newspaper
 1. 36.2◦C
2. 43.7◦C
3. 19.25◦C
4. 29.2◦C
5. 18.6◦C

 Re – teaching  Re – teaching
 Lack of time  Lack of time
V.REMARKS  No class  No class
 Transfer of lesson to the following day  Transfer of lesson to the following day
 Achieved  Achieved

VI.REFLECTION
_ Lesson carried. Move on to the next objective. _ Lesson carried. Move on to the next objective.
A. No. of learners who earned
_ Lesson not carried. _ Lesson not carried.
80% in the evaluation
_ % of the pupils got 80% mastery _ % of the pupils got 80% mastery
_ Pupils did not find difficulties in answering their lesson. _ Pupils did not find difficulties in answering their lesson.
_ Pupils found difficulties in answering their lesson. _ Pupils found difficulties in answering their lesson.
_ Pupils did not enjoy the lesson because of lack of knowledge, skills _ Pupils did not enjoy the lesson because of lack of knowledge, skills
and interest about the lesson. and interest about the lesson.
B. No.of learners who require _ Pupils were interested on the lesson, despite of some difficulties _ Pupils were interested on the lesson, despite of some difficulties
additional activities for encountered in answering the questions asked by the teacher. encountered in answering the questions asked by the teacher.
remediation _ Pupils mastered the lesson despite of limited resources used by _ Pupils mastered the lesson despite of limited resources used by
the teacher. the teacher.
_ Majority of the pupils finished their work on time. _ Majority of the pupils finished their work on time.
_ Some pupils did not finish their work on time due to unnecessary _ Some pupils did not finish their work on time due to unnecessary
behavior. behavior.
C. Did the remedial work?
No.of learners who have ___ of Learners who earned 80% above ___ of Learners who earned 80% above
caught up with the lesson
D. No. of learners who
continue to require ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation
remediation
E. Which of my teaching
___Yes ___No ___Yes ___No
strategies worked well?
____ of Learners who caught up the lesson ____ of Learners who caught up the lesson
Why did these work?
F. What difficulties did I
encounter which my
___ of Learners who continue to require remediation ___ of Learners who continue to require remediation
principal or supervisor can
help me solve?
G. What innovation or
Strategies used that work well: Strategies used that work well:
localized materials did
used/discover which I wish _ Metacognitive Development: Examples: Self-assessments, note _ Metacognitive Development: Examples: Self-assessments, note
to share with other
taking and studying techniques, and vocabulary assignments. taking and studying techniques, and vocabulary assignments.
teachers?
_ Bridging: Examples: Think-pair-share, quick-writes, and _ Bridging: Examples: Think-pair-share, quick-writes, and
anticipatory charts. anticipatory charts.
_ Schema-Building: Examples: Compare and contrast, jigsaw _ Schema-Building: Examples: Compare and contrast, jigsaw
learning, peer teaching, and projects. learning, peer teaching, and projects.
_ Contextualization: Examples: Demonstrations, media, _ Contextualization: Examples: Demonstrations, media,
manipulatives, repetition, and local opportunities. manipulatives, repetition, and local opportunities.
_ Text Representation: Examples: Student created drawings, videos, _ Text Representation: Examples: Student created drawings, videos,
and games. and games.
_ Modeling: Examples: Speaking slowly and clearly, modeling the _ Modeling: Examples: Speaking slowly and clearly, modeling the
language you want students to use, and providing samples of language you want students to use, and providing samples of
student work. student work.
_ Other Techniques and Strategies used: _ Other Techniques and Strategies used:
___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration ___ Group collaboration
___Gamification/Learning throuh play ___Gamification/Learning throuh play
___ Answering preliminary activities/exercises ___ Answering preliminary activities/exercises
___ Carousel ___ Carousel
___ Diads ___ Diads
___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method
Why? Why?
___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s collaboration/cooperation in doing their tasks ___ Group member’s collaboration/cooperation in doing their tasks
___ Audio Visual Presentation of the lesson ___ Audio Visual Presentation of the lesson
 School: GUITNANGBAYAN ELEMENTARY SCHOOL Grade Level: V
DAILY
Teacher: MARIA KATRINA C. PEOLLO Quarter: 4TH QUARTER
LESSON PLAN Teaching Date: FEBRUARY 20, 2019 (Wednesday) CHECKED BY:

Learning Area: MATHEMATICS Learning Area: SCIENCE

WEEK 6 6:00 – 6:50 CHEERFUL

7:00 – 7:50 HOPE
9:30 – 10:20 CHEERFUL
10:20 – 11:10 INDUSTRIOUS
7:50 – 8:40 INDUSTRIOUS
I. OBJECTIVES
The Learners demonstrate understanding of… The Learners demonstrate understanding of…
A. Content Standards
 demonstrates understanding of area, volume and temperature.  weather disturbances and their effects on the environment.
The Learners should be able to…
The Learners should be able to…
B. Performance Standards  knowledge of area, volume and temperature in mathematical
 prepares individual emergency kit.
problems and real-life situations.
 Observe the changes in the weather before, during and after a
typhoon.
 creates problems (with reasonable answers) involving volume of a  Practice precautionary measures before, during, and after a
C. Learning
cube typhoon.
Competencies/Objectives
M5ME-IVe-84/Page 64 of 109  Show concern to everyone especially in times when weather
disturbances occur
S5FE-IVd-4/ Page 34of 66
Weather Disturbances
Creating Problems (with reasonable answers) Involving Volume of a Cube  Types of weather disturbances:
II.CONTENT
and Rectangular Prism in Real-Life Situations  Effects of weather disturbances on living things and the
environment.
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages 
Science and Health 5 by Natividad Alegre del Prado
VICARISH PUBLICATIONS
3. Textbook pages 
Science and Health 5 by Carmelita Coronel et. Al.
SD Publications Inc.Science and Health 5, Science 4 TG and LM lesson 57
4. Additional materials from
Google.com,/images
learning resource (LR)
YouTube
portal
B. Other Learning Resource Metacards, sandtable, strips of paper, pictures
IV.PROCEDURES
Day 3:
A. Reviewing previous lesson
A.Engagement:
or presenting the new
1.Let the pupils present/ report their assignment about the storm signal or
lesson
typhoon

B. Establishing a purpose for
the lesson
C. Presenting Examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing Mastery
(Leads to Formative
Assessment 3)
. Ask:
 Do you have the same report about storm signal?
 Is it stated in the news of how does the storm formed?
. 1.Group the pupils into four.
2.Study the picture.
3.Write your understanding about the picture
Explanation:
1.Let each group report their output.
2.Ask:
1. How the huge ring of cloud form?
How this called “seeding” help?
What is the movement of storms in the Northern Hemisphere and in the Southern
Hemisphere?
D.Extension /Elaboration:
Discuss more about the storms
Storms are known by other names in other places. It is hurricane in North
America and in the Caribbean. It is cyclone in the region in the region in Indian
Ocean and southeast Pacific I the Philippines and Southeast Asia, it is called
typhoon.
Storms form only in the tropics. This weather disturbance draws its energy from
the warmth of tropical oceans. It is a weather disturbance that has a wind force of
60 kms per hour and above.
A typhoon forms when the internal heat of ocean surface stirs up moist air over
the ocean. A calm area called the “eye” is created. The huge column of rising hot
air develops around the eye.
As the moist air spirals up and cools, it condenses into rain. As the “eye” narrows,
the winds blow with much force. A typhoon has developed.
A typhoon bring so much rain. The rain causes flooding. Coastal places are
swamped by huge waves made by winds blowing across the sea of 300 kms per
hour.
Ask the pupils to do the exercises under Get Moving on page _______
of LM Math Grade 5.
Give more activities. Group the class into two. The first group do set A
and group 2 will do set B.
SET A
1. Look at the chart of temperature readings in a day.
6:00 a.m.- 24.5 ◦C
8:00 a.m. - 28◦C
10.00 a.m. - 30.4◦C
12:00 a.m. - 31◦C
a. At what time was it coolest?
b. Did the temperature go up or down during the morning?

G. Finding Practical
application of concepts and
skills in daily living
H. Making generalization and
abstraction about the
lesson
I. Evaluating learning
J. additional activities for
application or remediation
V.REMARKS
VI.REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No.of learners who require
additional activities for
remediation
c. What is the estimate temperature on 6:00 a.m.?
d. What was the estimate temperature on 10:00 a.m?
e. What was the estimated difference in temperature at 6:00 and 8:00?
SET B
1.Choose the correct estimate of the temperature of each.
a.Hot coffee 30◦C 85◦C
b.Strawberry shake 5◦C 50◦C
c.Distilled water 20◦C 75◦C
d.High fever 40◦C -15◦C
e.Air conditioned room 10◦C 90◦C
Ask : Which is the best estimated answer?
Ask pupils to work on exercises under Keep Moving on page _______of
LM Math Grade 5. Check the pupil’s answer.
E.Evaluation:
A.Write TRUE if the statement is correct and FALSE if it is not correct.
Find the estimated sum or difference using rounding method then compare with
1.Typhoons develop in tropical places. ( TRUE)
the exact answer.
2.The heat of the ocean waters sends warm water down. ( FALSE )
Equation Roundingoff Estimated sum/ difference
3.Philippine is a typhoon prone area. (TRUE)
1.45.2◦C + 35.5◦C
4.Hurricane is the other name of storm in Indian Ocean. ( FALSE )
2.100.2◦C- 98.6◦C
5.The moist air arise spirals up, cools, and falls down as heavy rain. ( TRUE )
3.73.5◦C- 65.2◦C
B.Answer the question briefly.
4.35.3◦C +23.4◦C
1. What other names are given to this weather disturbance?
5.17.5 ◦C - 10.3◦C
2.How does a thunderstorm develop into a typhoon?
 Re – teaching  Re – teaching
 Lack of time  Lack of time
 No class  No class
 Transfer of lesson to the following day  Transfer of lesson to the following day
 Achieved  Achieved
_ Lesson carried. Move on to the next objective. _ Lesson carried. Move on to the next objective.
_ Lesson not carried. _ Lesson not carried.
_ % of the pupils got 80% mastery _ % of the pupils got 80% mastery
_ Pupils did not find difficulties in answering their lesson. _ Pupils did not find difficulties in answering their lesson.
_ Pupils found difficulties in answering their lesson. _ Pupils found difficulties in answering their lesson.

C. Did the remedial 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
helpme solve?
G. What innovation or
localized materials did
used/discover which I wish
to share with other
teachers?
_ Pupils did not enjoy the lesson because of lack of knowledge, skills
and interest about the lesson.
_ Pupils were interested on the lesson, despite of some difficulties
encountered in answering the questions asked by the teacher.
_ Pupils mastered the lesson despite of limited resources used by
the teacher.
_ Majority of the pupils finished their work on time.
_ Some pupils did not finish their work on time due to unnecessary
behavior.
___ of Learners who earned 80% above
___ of Learners who require additional activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require remediation
Strategies used that work well:
_ Metacognitive Development: Examples: Self-assessments, note
taking and studying techniques, and vocabulary assignments.
_ Bridging: Examples: Think-pair-share, quick-writes, and
anticipatory charts.
_ Schema-Building: Examples: Compare and contrast, jigsaw
learning, peer teaching, and projects.
_ Contextualization: Examples: Demonstrations, media,
manipulatives, repetition, and local opportunities.
_ Text Representation: Examples: Student created drawings, videos,
and games.
_ Modeling: Examples: Speaking slowly and clearly, modeling the
language you want students to use, and providing samples of
student work.
_ Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary activities/exercises
_ Pupils did not enjoy the lesson because of lack of knowledge, skills
and interest about the lesson.
_ Pupils were interested on the lesson, despite of some difficulties
encountered in answering the questions asked by the teacher.
_ Pupils mastered the lesson despite of limited resources used by
the teacher.
_ Majority of the pupils finished their work on time.
_ Some pupils did not finish their work on time due to unnecessary
behavior.
___ of Learners who earned 80% above
___ of Learners who require additional activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require remediation
Strategies used that work well:
_ Metacognitive Development: Examples: Self-assessments, note
taking and studying techniques, and vocabulary assignments.
_ Bridging: Examples: Think-pair-share, quick-writes, and
anticipatory charts.
_ Schema-Building: Examples: Compare and contrast, jigsaw
learning, peer teaching, and projects.
_ Contextualization: Examples: Demonstrations, media,
manipulatives, repetition, and local opportunities.
_ Text Representation: Examples: Student created drawings, videos,
and games.
_ Modeling: Examples: Speaking slowly and clearly, modeling the
language you want students to use, and providing samples of
student work.
_ Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary activities/exercises
___ Carousel ___ Carousel
___ Diads ___ Diads
___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method
Why? Why?
___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s collaboration/cooperation in doing their tasks ___ Group member’s collaboration/cooperation in doing their tasks
___ Audio Visual Presentation of the lesson ___ Audio Visual Presentation of the lesson

DAILY
LESSON PLAN
WEEK 6
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
II.CONTENT
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learners’s Materials pages
3. Textbook pages
4. Additional materials from
learning resource (LR)
portal
B. Other Learning Resource
IV.PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
School: GUITNANGBAYAN ELEMENTARY SCHOOL Grade Level: V
Teacher: MARIA KATRINA C. PEOLLO Quarter: 4TH QUARTER
Teaching Date: FEBRUARY 21, 2019 (Thursday) CHECKED BY:
Learning Area: MATHEMATICS Learning Area: SCIENCE
6:00 – 6:50 CHEERFUL
7:00 – 7:50 HOPE
9:30 – 10:20 CHEERFUL
10:20 – 11:10 INDUSTRIOUS
7:50 – 8:40 INDUSTRIOUS
The Learners demonstrate
The Learners demonstrate
understanding of…
understanding of…
weathering and soil erosion shape the Earth’s surface and affect living
 area, volume and temperature.
things and the environment
The Learners should be able
to…
 is able to apply knowledge of area, volume and temperature in
mathematical problems and real-life situations.
Solves routine and non- routine problems involving temperature in real-life
situations. M5ME- IVf-87/ Page 65 of 109
Solves routine and non- routine problems involving temperature in real-life
situations
K to 12 Grade 5 Curriculum Guide,
Mathematics For A Better Life 5 p.268- 269
improvised thermometer, digital or liquid thermometer, activity sheets/cards
Drill
Using improvised thermometer, show the following temperature readings.
a. 32.5 °C 18.6 °C 39 °C
b. 57.3 °C 20 °C 59.2 °C
c. Day 4: Infer that storm warning signals affects living things and
Review environment
Give the temperature when the liquid or digital thermometer is:
1. at the freezing point of water
2. 10◦C below the normal body temperature
3. 25◦C above the boiling point of water
 4. between 30◦C to 40◦C
5. at the boiling point of water

Motivation
 Show 2 glasses of water, one has cold water and the other has hot water.
Let the pupils get the actual temperature of the 2 glasses of water.
Record the results.
B. Establishing a purpose for
 Ask: Which of 2 has a higher temperature? lower temperature?
the lesson
How much higher is the temperature of one glass than the other?
 Valuing: Getting the actual temperature of one’s body is important.
Why should we read the thermometer with accuracy
1.Show the chart of Beaufort Scale with storm.
2.Ask:
What are the numbers do you think was the storm signal raised in this
place?
What do you think is the extent of damage in this situation?
What government agency announces the storm signal?

Presentation. Present a problem opener.

C. Presenting Examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
Problem A
 The weather report in one newspaper predicted the lowest temperature
for the day to be 24◦C and the highest at 32◦C. What was the difference
in the predicted temperatures for that day?
1.Group the pupils into four.
Problem B 2.Refer to LM Activity No. 2- “ Know Me More?”
Marina has a fever. At 12 noon, her temperature increased by 1.8◦C
from her temperature at 7 A.M. Then her temperature went down by 1,3◦C
at 5 P.M. At 11 P.M., her temperature rose again by 1.1 ◦C. If her
temperature at 11 P.M. was 39.7◦C, what was her temperature at 7 A.M.?
Ask: How are you going to solve each problem
Performing the Activity
Group the pupils into four learning teams. Ask the groups to work
together in
Solve for the answer to each problem. Give the learning teams enough
time to do the task.
Solution to Problem B : Using the 4- Step Plan
Understand : Know what is asked : What was Marina’s temperature at 7
A.M.?
Know the given facts : At 12 noon, her temperature increased by 1.8◦C
from her temperature at 7. A.M .Then it went down by 1.3◦C at 5 P.M. C.Explanation:
The temperature at 11 P.M. was 39.7◦C. 1.Let the groups present/explain their outputs.

Plan: Determine the operation to be used: Addition and subtraction

Write the number sentence: 39.7◦C - (1.8◦C-1.3◦C+1.1◦C) = N
Solve: Show your solution (Illustrate the problem by using a diagram)
39.7◦C - (1.8◦C-1.3◦C+1.1◦C) =38.1◦C Marina’s temperature at 7
A.M.

Check and Look back: 38.1◦C + 1.8◦C = 39.9◦C

39.9◦C - 1.3◦C = 38.6◦C
 38.6◦C + 1.1◦C= 39.7◦C

3.Processing the Activities

After all groups have presented their output, ask these questions.
•How did you find the activity?
•How were you able to find the answer to the problem?
•In how many ways were you able to arrive at the answer?
D.Elaboration/ Extension:
Discuss with the pupils the ways on how they were able to solve for the
What scale shows the different wind velocities and their corresponding
answer to
effects?
The problems. ( Use the 4- step plan and illustrating a diagram)
( The Beaufort Scale shows the different wind velocities and their
Ask: Are there was by which you can solve the given problems?
E. Discussing new concepts corresponding effects.)
The first problem is an example of a routine problem. Routine problem
and practicing new skills #2 What are the forces belong to storm signal no.1?
solving concerns solving problems that are useful for daily living ( in the
What are the forces belong to storm signal no. 2?
present or future).
What are the forces belong to storm signal no.3?
The second problem is an example of a non routine problem. Non routine
What are the forces belong to storm signal no. 4?
problem solving is mostly concerned with developing pupil’s mathematical
What are the forces belong to storm signal no. 5?
reasoning power and fostering the understanding that mathematics is a
creative endeavor. This kind of problem helps the
teacher to motivate and challenge their pupils. Some strategies used in
this kinds of problem are Guess and Check, Drawing Diagram,
Using patterns, Working Backwards.
4.Reinforcing the Concept and Skill.
A.Discuss the presentation under Explore and Discover on page ______ of
LM
Math 5. Then ask the learners to think of ways on how to solve the
following problems.

F. Developing Mastery 1.At 1:00 pm, the air temperature was 31.9◦C. By 5:30 pm, it was recorded
to be 20.6◦C. Is there a change in temperature? By how much?

2.Enzo’s temperature lowered by 1.75◦c after he was given a sponge bath.

Before the bath, his body temperature was 40.25◦C.What is his body
temperature now?

Applying to New and Other Situations

G. Finding Practical
Ask the pupils to do items 1 and 2 under Apply Your Skills on page _____
application of concepts and
LM, Math Grade 5
skills in daily living
5.Summarizing the Lesson
Lead the pupils to give the generalization by asking
How do you solve routine and non- routine word problem solving involving
H. Making generalization and
temperature in real life situation?
abstraction about the
To solve routine problems involving temperature in real life situations,
lesson
follow these steps:
Understand
•know what is asked
 •Know the given facts
•If any, determine the hidden questions
Plan
•Determine the operation to be used
•Write the number sentence
Solve
•Use the operation to solve
Check and Look Back
•Write the correct answer
C. Assessment
Solve the following problems:

I. Evaluating learning
J. additional activities for
application or remediation
1.The recorded temperatures for 5 days were 21◦C, 27◦C, 29.2◦C,29.8◦C E.Evaluation:
and 30◦C.What was the average temperature? Draw a picture shows the effect of winds regarding to its signal
2.A freezer is set at 0◦C. Corina reset it to 8.5◦C. Did the temperature in the
freezer rise
Or drop? By how many degree
Remediation
Solve the following problems; show the solution in your notebook.
1.From the normal body temperature, Joseph’s temperature rose by 2,5◦c
due to high fever. What is Joseph’s body temperature?
2.The temperature reading is 42◦C. It changed to 53.5◦C.by how much
temperature was increased?

V.REMARKS
VI.REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No.of learners who require
additional activities for
remediation
 Re – teaching
 Lack of time
 No class
 Transfer of lesson to the following day
 Achieved
_ Lesson carried. Move on to the next objective.
_ Lesson not carried.
_ % of the pupils got 80% mastery
_ Pupils did not find difficulties in answering their lesson.
_ Pupils found difficulties in answering their lesson.
_ Pupils did not enjoy the lesson because of lack of knowledge, skills
and interest about the lesson.
_ Pupils were interested on the lesson, despite of some difficulties
encountered in answering the questions asked by the teacher.
_ Pupils mastered the lesson despite of limited resources used by
the teacher.
_ Majority of the pupils finished their work on time.
 Re – teaching
 Lack of time
 No class
 Transfer of lesson to the following day
 Achieved
_ Lesson carried. Move on to the next objective.
_ Lesson not carried.
_ % of the pupils got 80% mastery
_ Pupils did not find difficulties in answering their lesson.
_ Pupils found difficulties in answering their lesson.
_ Pupils did not enjoy the lesson because of lack of knowledge, skills
and interest about the lesson.
_ Pupils were interested on the lesson, despite of some difficulties
encountered in answering the questions asked by the teacher.
_ Pupils mastered the lesson despite of limited resources used by
the teacher.
_ Majority of the pupils finished their work on time.

C. Did the remedial 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
used/discover which I wish
to share with other
teachers?
_ Some pupils did not finish their work on time due to unnecessary
behavior.
___ of Learners who earned 80% above
___ of Learners who require additional activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require remediation
Strategies used that work well:
_ Metacognitive Development: Examples: Self-assessments, note
taking and studying techniques, and vocabulary assignments.
_ Bridging: Examples: Think-pair-share, quick-writes, and
anticipatory charts.
_ Schema-Building: Examples: Compare and contrast, jigsaw
learning, peer teaching, and projects.
_ Contextualization: Examples: Demonstrations, media,
manipulatives, repetition, and local opportunities.
_ Text Representation: Examples: Student created drawings, videos,
and games.
_ Modeling: Examples: Speaking slowly and clearly, modeling the
language you want students to use, and providing samples of
student work.
_ Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
_ Some pupils did not finish their work on time due to unnecessary
behavior.
___ of Learners who earned 80% above
___ of Learners who require additional activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require remediation
Strategies used that work well:
_ Metacognitive Development: Examples: Self-assessments, note
taking and studying techniques, and vocabulary assignments.
_ Bridging: Examples: Think-pair-share, quick-writes, and
anticipatory charts.
_ Schema-Building: Examples: Compare and contrast, jigsaw
learning, peer teaching, and projects.
_ Contextualization: Examples: Demonstrations, media,
manipulatives, repetition, and local opportunities.
_ Text Representation: Examples: Student created drawings, videos,
and games.
_ Modeling: Examples: Speaking slowly and clearly, modeling the
language you want students to use, and providing samples of
student work.
_ Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
 ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s collaboration/cooperation in doing their tasks ___ Group member’s collaboration/cooperation in doing their tasks
___ Audio Visual Presentation of the lesson ___ Audio Visual Presentation of the lesson

School: GUITNANGBAYAN ELEMENTARY SCHOOL Grade Level: V

DAILY
Teacher: MARIA KATRINA C. PEOLLO Quarter: 4TH QUARTER
LESSON PLAN Teaching Date: FEBRUARY 22, 2019 (Friday) CHECKED BY:

Learning Area: MATHEMATICS Learning Area: SCIENCE

WEEK 6 6:00 – 6:50 CHEERFUL

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
II.CONTENT
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learners’s Materials pages
3. Textbook pages
7:00 – 7:50 HOPE
9:30 – 10:20 CHEERFUL
10:20 – 11:10 INDUSTRIOUS
7:50 – 8:40 INDUSTRIOUS
demonstrates understanding of area, volume and temperature. The Learners demonstrate understanding of…
 weathering and soil erosion shape the Earth’s surface and affect
living things and the environment
is able to apply knowledge of area, volume and temperature in mathematical The Learners should be able to…
problems and real-life situations. participate in projects that reduce soil erosion in the community
Finds the area of a given circle
M5ME-IVa-74
Finding the area of a given circle
CG p.63
Chart, flashcards
 4. Additional materials from
learning resource (LR)
portal
B. Other Learning Resource
IV.PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for
the lesson
C. Presenting Examples/
instances of the new
lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing Mastery
5 pieces of hundred square grid cardboard and crayons
Drill
a. Group the class into 5. Use flashcards. Let the pupils think and solve.
The group with the most number of correct answer wins.
Directions: Evaluate the following. Day 5: Learning Tasks
a. 42 d. 142 A.Engagement:
b. 72 e. 252 1.Let the pupils share their experience with the different storm warning signals.
c. 52 
2. Review
Count the number of square units in the following figures
What are the planets in our solar system?
What is the twin planet of Earth? What do you think was the storm signal raised in this place?
Values Integration What do you think is the extent of damage in this situation?
How do you show your love and care to our planet Earth? What government agency announces the storm signal
Present the situation below to the class.
Problem:
 Angela has a report in her Science class. She will discuss the
about the planets Earth and Venus. So, she made an illustration of 4.Group the pupils into three.
Earth in the form of a circle with a diameter of 13 cm. He also 5.Refer to LM Activity No. 3
made an illustration of Venus in a circular form with a diameter of
12 cm. How much larger was the area of the illustration of Earth
than that of Venus?
What did Angela make? .Explanation:
What is the diameter of the garden?  Let the groups present/explain their outputs.
What kind of girl is Angela?
Strategy: Direct Instruction D.Extension/Elaboration:
The area of a circle is the region that is bounded by the circumference of 1.What are the storm warning signals?
the circle. It is denote by the capital letter A and its formula is A= 𝑟2. 2.What are the impact of the wind in the environment and living things?
Since the diameter of Earth is 13 cm, divide 13 cm by 2 to obtain the  3.How does the storm signal affect the winds?
radius. So 13 cm ÷ 2 = 6.5 cm.
We use the formula : A= 𝑟2.
A = 3.14 x (13.5 𝑐𝑚2)
= 3.14 x 182.25 𝑐𝑚2
= 572.265 𝑐𝑚2
The area of the Earth’s illustration is 572.265 𝑐𝑚2.
Let the pupils compute the area of the illustration of Venus. Then subtract
their areas

G. Finding Practical
application of concepts and
skills in daily living
H. Making generalization and
abstraction about the
lesson
I. Evaluating learning
J. additional activities for
application or remediation
V.REMARKS
VI.REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No.of learners who require
additional activities for
remediation
Do the following:
1. What is the shape of the cover of the pail in your school? Draw the
cover of the pail in your notebook. Using a meter stick or ruler,
measure the diameter and the radius. Indicate these measures on
the drawing. Then, compute the area of the cover.
2. Do you have a circular wall clock in your classroom? Or any
circular objects? Draw it in your notebook. Using a ruler or meter
stick measure the diameter and the radius and indicate these on
your drawing. Using an appropriate formula, find the area
How do we find the area of a given circle?
E. Evaluation:
Write the missing data on the chart.
STORM SIGNAL NO.LEAD TIME (hours)
1 36
Directions: Find the area of the following circles whose 2 24
radius/diameter is given 3 18
4 12
5 12
WINDS (km/h)
1. IMPACTS OF THE WIND
Directions: Find the area of these circles whose radius is:
1. 86 km
2. 5.3 m

3. 72 dm
4. 9.5 cm
5. 64 mm
 Re – teaching  Re – teaching
 Lack of time  Lack of time
 No class  No class
 Transfer of lesson to the following day  Transfer of lesson to the following day
 Achieved  Achieved
_ Lesson carried. Move on to the next objective. _ Lesson carried. Move on to the next objective.
_ Lesson not carried. _ Lesson not carried.
_ % of the pupils got 80% mastery _ % of the pupils got 80% mastery
_ Pupils did not find difficulties in answering their lesson. _ Pupils did not find difficulties in answering their lesson.
_ Pupils found difficulties in answering their lesson. _ Pupils found difficulties in answering their lesson.
_ Pupils did not enjoy the lesson because of lack of knowledge, skills _ Pupils did not enjoy the lesson because of lack of knowledge, skills
and interest about the lesson. and interest about the lesson.

C. Did the remedial 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
used/discover which I wish
to share with other
teachers?
_ Pupils were interested on the lesson, despite of some difficulties
encountered in answering the questions asked by the teacher.
_ Pupils mastered the lesson despite of limited resources used by
the teacher.
_ Majority of the pupils finished their work on time.
_ Some pupils did not finish their work on time due to unnecessary
behavior.
___ of Learners who earned 80% above
___ of Learners who require additional activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require remediation
Strategies used that work well:
_ Metacognitive Development: Examples: Self-assessments, note
taking and studying techniques, and vocabulary assignments.
_ Bridging: Examples: Think-pair-share, quick-writes, and
anticipatory charts.
_ Schema-Building: Examples: Compare and contrast, jigsaw
learning, peer teaching, and projects.
_ Contextualization: Examples: Demonstrations, media,
manipulatives, repetition, and local opportunities.
_ Text Representation: Examples: Student created drawings, videos,
and games.
_ Modeling: Examples: Speaking slowly and clearly, modeling the
language you want students to use, and providing samples of
student work.
_ Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
_ Pupils were interested on the lesson, despite of some difficulties
encountered in answering the questions asked by the teacher.
_ Pupils mastered the lesson despite of limited resources used by
the teacher.
_ Majority of the pupils finished their work on time.
_ Some pupils did not finish their work on time due to unnecessary
behavior.
___ of Learners who earned 80% above
___ of Learners who require additional activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require remediation
Strategies used that work well:
_ Metacognitive Development: Examples: Self-assessments, note
taking and studying techniques, and vocabulary assignments.
_ Bridging: Examples: Think-pair-share, quick-writes, and
anticipatory charts.
_ Schema-Building: Examples: Compare and contrast, jigsaw
learning, peer teaching, and projects.
_ Contextualization: Examples: Demonstrations, media,
manipulatives, repetition, and local opportunities.
_ Text Representation: Examples: Student created drawings, videos,
and games.
_ Modeling: Examples: Speaking slowly and clearly, modeling the
language you want students to use, and providing samples of
student work.
_ Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method
Why? Why?
___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s collaboration/cooperation in doing their tasks ___ Group member’s collaboration/cooperation in doing their tasks
___ Audio Visual Presentation of the lesson ___ Audio Visual Presentation of the lesson