School: DIVISORIA NORTE ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: ELLYN A. BATOON Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: JANUARY 8-12, 2024 (WEEK 8) Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards The learner demonstrates The learner demonstrates The learner is expected to The learner demonstrates The learner demonstrates
understanding of ratio understanding of the four demonstrate understanding of understanding of the four understanding of the four
fundamental the four fundamental fundamental operations
operations involving ratio fundamental operations operations involving involving decimals and
involving decimals and ratio and decimals and ratio and ratio and proportion
proportion proportion
B.Performance Standards The learner is able to The learner is able to apply The learner is able to apply the The learner is able to The learner is able to
recognize and represent the four fundamental four fundamental operations apply the four apply the four
ratio in various forms and operations involving involving fundamental operations fundamental operations
contexts ratio in mathematical decimals and ratio and involving involving
problems and real-life proportion in mathematical decimals and ratio and decimals and ratio and
situations problems and real-life proportion in proportion in
situations. mathematical problems mathematical problems
and real-life and real-life
situations situations.
C.Learning Visualize the ratio of 2 given Visualizes the ratio of 2 given Expresses ratio using the colon ( : Expresses ratio using Expresses ratio using
Competencies/Objectives numbers numbers ) fractions either the colon (:) or
Code: M5NS-IIh-122 Code: M5NS-IIh-122, Code: M5NS-IIh-123, Code: M5NS-IIh-123 fractions
Code: M5NS-IIh-123
II.CONTENT Visualizing the ratio of 2 Visualizing the Ratio of 2 Expressing ratio using the colon ( Expressing Ratio Using Expressing Ratio using
given numbers Given Numbers :) Fractions either the Colon (:) or
Fractions
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages Mathematics for a Better Mathematics for a Better Life Realistic Math Worksheet, pp. Mathematics for a Better Mathematics for a better
Life pp. 194-195 5, p. 194 316 - 322 Life 5, pp. Life pp. 196-197
4.Additional materials from DepEd Learning Portal Math Lesson Guide in Elem.
learning resource (LR) portal 5 – Module- Visualization of Math Grade 5 p. 218-222
Ratio (1372 BEAM LG Grade 5 Module
9
BEAM LG Grade 6 Module
11
B.Other Learning Resource Cutouts, pictures of objects, tarpapel of fruits, real Charts, flashcards Charts, Pictures, power Concrete objects or cut-
powerpoint presentations objects, table chart, point presentations outs, show-me- boards
flashcards
IV.PROCEDURES
A.Reviewing previous lesson 1. Drill Directions: Reduce the 1. Drill Strategy: Match Game Reducing Fractions to
or presenting the new lesson Game following fractions to lowest Have a game on giving the Mechanics: Each group Lowest Terms
Puzzle: Naming Parts of a term fractional part of the shaded will match the fractions Strategy: Show-Me- Game
Whole Materials: flashcards region. Use illustrations. Let the with denominator of Mechanics:
Mechanics a) 4/10 pupils divide as fast as they can 10 and 100 and their 1. Each pupil uses his or
a. Group the class into four. b) 12/24 equivalent in decimals. her own show-me-board.
b. Each group will be given c) 5/25 (Provide them with the 2. The teacher flashes
flashcards of fractions d) 10/100 materials) fractions in higher terms
c. As teacher flashes cut e) 25/100 2. Reviewing Previous like the examples below
outs or picture the group Lesson . 3. When the teacher
will show their answer using Directions: Give the ratio gives the signal “Go” , the
their flash cards. of the following in colon pupils raise their show-
d. The first group that will form: me-boards containing the
show c answer wins the 1. triangles to stars lowest term of the
game. 2. stars to triangles fraction shown by the
e. Continue until all cut outs 3. triangles to all the teacher.
have been shown. shapes 4. This activity continues
The group with the highest 4. circles to triangles for 3 to 5 minutes.
score wins 5. triangles to circles
2. Review
Review on Proper and 2. Review
Improper Fractions Directions: Compare the
Game: Naming the Baby following quantities.
a. Group the class into 2
groups.
b. Give the set of flashcards
where written the proper
and improper fractions like 1. roses to leaves
the following 2. basketballs to tennis balls
c. Post the table on the 3. books to crayons
board (written in manila 4. books to leaves
paper) 5. roses to crayons
d. The first group who posts 6. crayons to all objects
their answers correctly in
fastest way wins the game.
e. How will you differentiate
proper and improper
fractions, based on our
 activity?
B.Establishing a purpose for Place two sets of objects on Ask the pupils to start counting off the members Look around your classroom? What pets do you have at What are the things that
the lesson a table (marbles, popsicle of their group. Write the numbers of male and What are the things you find home? are inside your bag? Why
sticks or other counters). female on the table. inside? What are the things How do you take care of do you carry them in
Without counting them, Male needed in our classroom? them? going to school regularly?
which set has greater Female Instill the value of being aware to How do those things help
number of objects? Total the things inside the classroom. you in your studies?
Today, you will learn more How will you compare the number of male to Please bring out some of
about making comparisons female? your stuff in your bag
female to male? because we will be using
How about the numbers of male to total number them in our lesson today.
of pupils? female to the total number of pupils

C.Presenting Examples/ Doris cuts 2 squares for Using Actual Pupils in Strategy: Class Activity Study the pictures of dogs a. Place different objects
instances of the new lesson every 3 circles to make a Naming Ratio Count the number of boys. (Let and cats on the table like
design. What is the ratio of Mechanics: the pupils count.) notebooks, pencils,
number of squares to the a. Let the pupils count the Count the number of girls. crayons and sheets of
number of circles? number of girls and boys in paper.
their respective group. b. Ask the pupils to count
b. Let the pupils write their the number of objects in
answers on the chart. each set and tabulate
c. Tabulate the data on the their answers.
board as follows: Sample answers

D.Discussing new concepts What are the objects being Group Reporting Strategy: Thinking Skills (RMFD) Discussing New Concepts
and practicing new skills #1 compared? Guide the pupils to show the and Practicing New Skills
Show them cut outs of 2 relationship of the number of How many dogs are
squares and 3 circles. boys to the number of girls. there?
How will you compare the How do you write the How about the cats?
number of squares to the comparison of the number of What is the ratio of the
number of circles?. What do boys to the number of girls using number of dogs to cats?
you call to comparison you colon form? The first term is the Write it in
made? number of boys. The second fraction form.
How do we write ratio? term is the number of girls.  We can write this ratio
Let the pupils count other in fraction form: 4
objects/things. Let them 3
give/write the ratio in colon  We read the ratio “4 is
 form. to 3”
buttons to stones How can you be a
shells to tansan responsible pet owner?
matchboxes to marbles Directions: Use the
bottle caps to paper clips pictures to give the ratio
Did you count the objects/things in fraction form.
correctly? Why? What will you 1. ratio of triangles to
do if you are given objects to circles
use/manipulate? How will you 2. ratio of circles to
handle them? triangles
3. ratio of square to
rhombus
4. ratio of rhombus to
square
5. ratio of circle to all the
figures
Ratios can be written in
fraction form. The order
of the number
is important and cannot
be reversed
E. Discussing new concepts Group Activity- (Experiential How many pupils are there Give other examples Give other examples How will you compare the
and practicing new skills #2 Learning) in each column? number of notebooks
1. The class will be divided How do you compare the with the number of
into 5 groups. number of boys to the pencils? Introduce the
2. Each group will give 5 number of girls concept of ratio as the
examples of ratio based on in Column 1? Column 2? comparison of two
objects that (Introduce the concept of quantities.
can be found in the ratio as the comparison of The ratio of notebooks to
classroom. two pencils is 5 to 7.
3. Give them time to finish quantities.) Can we interchange the
the activity. Present more examples: terms in the ratio? Why?
4. Group presentation. Compare the number of or Why not?
5. Processing the outputs of boys in Rows 1 and 2. (Lead the pupils to state
the group. Compare the number of girls that the terms of a ratio
in Rows 3 and 4. are not
commutative.)
Ratios can also be written
in other ways:
The ratio 5 to 7 can also
be written as
Give more examples or
 have the pupils form
other ratios using the
objects in the table.
F.Developing Mastery A. Directions: Use the set of Use of Concrete Objects Strategy : Activity-Based (3 A’s) Directions: Express the Avocado Php8.00
pictures. What is the ratio Materials: concrete objects Group the learners into five following ratios in fraction Banana Php5.00
of the Mechanics: groups. Instruct them to express form. Papaya Php25.00
number of: a. Put different objects on the 1). 3:4 Pineapple Php35.00
the table like notebooks, following ratios using colon form. 2). 4:2 Apple Php20.00
B. Directions: Draw a ballpens, crayons and sheets 3). 4:9 Directions: Give the
picture to show the given of paper. 4).11:12 comparison of the cost of
ratio. b. Ask pupils to count the 5). 5:11 the following. Express
1. A ratio of 3 to 4. number of objects in each your answers using
2. A ratio of 5 to 6 set and write their answers fraction form and colon
on the board. form.
Sample answers: 1. circle to rectangle Fraction Form Colon Form
Set 1 – 5 notebooks, 6 2. circle to triangle a. Avocado to Banana
ballpens 3. square to cicle _______ ________
Set 2 – 8 crayons, 12 sheets 4. rectangle to all shapes b. Banana to Papaya
of paper 5. triangles to squares _______ ________
 Use of Pictures 6. squares to all shapes c. Avocado to Apple
Using the sets of pictures, _______ ________
write the ratio of the d. Apple to Papaya
following. _______ ________
Directions: Write a ratio for e. Pineapple to Avocado
these sets of fruits. _______
a) mango to chico
_________
b) atis to chico __________
c) mango to atis __________
d) atis to all fruits _________
e) mango and chico to all
fruits ____________
G.Finding Parctical Directions: Answer the Directions: Visualize and Read and solve the problem Group Activity (CPFM In your class, what is the
application of concepts and following. write the ratio for the Ronald bought 3 pencils for Php Activity) ratio of the number of:
skills in daily living 1. What is the ratio of the following situation. 10 at Elen’s School Supply Store. Group the pupils into 3 1. boys to girls
number of vowels to the In the orchard of Mr. Felipe, Ruby bought 6 pencils for 20. groups. 2. girls to boys
number of there are 30 mango trees, Give the ratio of pencils to the A. Directions: Draw the 3. boys to all pupils
consonants in the English 24 guava trees, 18 rambutan amount of money of each child Philippine flag. Then 4. girls to all pupils
Alphabet? ttrees and 20 chico trees. answer these Express your answers in
2. What is the ratio of the  mango trees to guava trees Page427 colon form and fraction
number of boys to the __________ questions: form.
number of  mango trees to chico trees 1. What is the ratio of
 girls in your class? __________ stars to sun?
3. In a class of 36 pupils,  rambutan trees to guava 2. What is the ratio of sun
there are 13 boys. Find the and chico trees _________ to rays?
ratio  mango and chico trees to B. Directions: Answer the
Page414 all the trees __________ questions. Give the ratio
of the number of  chico and rambutan trees in fraction
a. Girls to boys to all the trees _________ form.
b. Boys to all pupils 1. The flag of the United
c. All pupils to girls States has 50 stars and 13
stripes. What is the ratio
of stripes to stars?
2. In Mrs. Lopez’ class,
there are 3 books for
every 6
pupils. What is the ratio of
pupils to books?
H.Making generalization and How do we visualize ratio? What is a ratio? How do you express ratio? How do we write ratios? A ratio is a comparison of
abstraction about the lesson What is ratio?  A ratio is a comparison of two quantities or given
two quantities or given sets sets of objects. It is also a
of objects. It is also a pair of pair of numbers that
numbers that compare two compare two quantities in
quantities in the same unit the same unit by division.
by division. We write ratio using colon
How will you visualize ratio? or fraction form
 Visualization of ratio can
be presented with the use of
pictures and real objects.
I.Evaluating learning The table below shows the Directions: Visualize the ratio Use the information in the chart to answer the questions. Directions: Write the ratio Directions: Write the
number of different vehicles of these sets of objects by Express the following ratios in colon form in fraction form. following ratio in Fraction
sold by Cars using Ages of the Medina Family Members 1). 2 books for every 4 form and Colon form.
Incorporated last year. illustrations or drawings. Name pupils Fraction Form Colon Form
Directions: Use the a) 15 oranges to 3 plastic Present Age 2). 9 players to 1 team 1. 2 teachers to 46 pupils
information in the table to bags Mr. Medina 44 3). 12 flowers to 3 vases __________ __________
write the following b) 5 boxes to 50 candles Mrs. Medina 42 4). 6 desks to 12 pupils 2. 4 books to 10 pupils
ratios. c) 1 ball pen to 3 notebooks Kathy 18 5). 5 butterflies to 4 _________ _________
Type of Vehicle d) 5 shirts to 2 pants John 16 flowers 3. 12 flowers to 4 vases
e) 15 red caps to 10 black Julius 15 __________ _________
Quantity Sold cap Mae 12 4. 21 garbage cans to 14
Sports Utility Vehicle 1. What is the ratio of Mr. Medina’s age to Kathy’s age? classrooms ______
60 2. What is the ratio of Mrs. Medina’s age to Julius’s age? _______
Van 3. What is the ratio of Julius’s age to Mae’s age? 5. 36 glasses of juice to 30
36 4. In two years, what will be the ratio of Mr. Medina’s sandwiches ____ _______
 Car age to Mrs.
40 Medina’s age?
Truck 5. What was the ratio of the age of Mrs. Medina to the
25 age of her
4) Number of cars sold to youngest child two years ago
number of trucks sold
5) Number of vans sold to
number of sports utility
vehicles sold
6) Number of sports utility
vehicles sold to the total
number of cars and vans
sold
7) Number of trucks sold to
the total number of sports
utility vehicles and vans
sold
8) Number of sports utility
vehicles sold to the total
number of vehicles sold
J.additional activities for Directions: Explain how the Directions: Draw or illustrate Directions: Read each situation Directions: Answer the Give the ratio. Use colon
application or remediation following rates satisfy the the following to visualize the and answer the questions. Use following questions. Write form and fraction form in
meaning ratio of colon the ratio in writing the ratio.
of ratio. numbers. form in expressing ratios. fraction form. 1. I have 3 guavas for
Rates a) 10 flowers to 5 leaves 1. The Philippine flag has a sun 1. What is the ratio of the every five chicos in my
1). Php 350 per 6 hours b) 2 pigs to 3 carabao and 3 starts. What is the ratio of number of vowels to the basket.
2). 1 580 people per square c) 10 spoons to 12 forks stars to sun? number Ratio of guavas to chicos
metres d) 8 chairs to 9 tables 2. The flag of the United States of consonants in the ________ ______
3). 1 250 kilowatt per e) 1 table to 8 chairs has 50 stars and 13 stripes. English alphabet? Ratio of chicos to guavas
minute What is the ratio of stripes to 2. What is the ratio of the ________ ______
4). 120 metres per minute stars? number of boys to the 2. For every foot 5 are
5) Php 111.75 per 3 litres of 3. Sweden’s flag has 4 blue number of toes
gasoline rectangles and 2 yellow stripes. girls in your class? Ratio of foot to toes
What is the ratio of rectangles to _______ ______
stripes? Ratio of toes to foot
4. Thailand’s flag has 2 red _______ ______
stripes, 2 white stripes and 1 3. There are 20 eyes for
blue every 10 faces
stripe. What is the ratio blue Ratio of faces to eyes
stripe to white stripes to red _______ ______
stripes? Ratio of eyes to faces
5. The flag of Papua New Guinea _______ ______
 has 5 stars and 2 triangles. 4. Tony has 4 rabbits for
What is the ratio of its stars to every 7 chickens
those in the Philippine flag? Ratio of chickens to
rabbits _______ ______
Ratio of all animals to
chickens _____ ______
5. In the ballgame are 100
male for every 20 female
Ratio of male to female
______ ______
Ratio of female to male
______ ______
V.REMARKS
VI.REFLECTION
A.No. of learners who earned ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to the ___Lesson carried. Move on ___Lesson carried. Move on
80% in the evaluation the next objective. the next objective. next objective. to the next objective. to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got _____% of the pupils got
mastery mastery mastery 80% mastery 80% mastery
B.No.of learners who require ___Pupils did not find ___Pupils did not find ___Pupils did not find difficulties in ___Pupils did not find ___Pupils did not find
additional activities for difficulties in answering their difficulties in answering their answering their lesson. difficulties in answering their difficulties in answering their
remediation lesson. lesson. ___Pupils found difficulties in lesson. lesson.
___Pupils found difficulties in ___Pupils found difficulties in answering their lesson. ___Pupils found difficulties in ___Pupils found difficulties in
answering their lesson. answering their lesson. ___Pupils did not enjoy the lesson answering their lesson. answering their lesson.
___Pupils did not enjoy the ___Pupils did not enjoy the because of lack of knowledge, skills ___Pupils did not enjoy the ___Pupils did not enjoy the
lesson because of lack of lesson because of lack of and interest about the lesson. lesson because of lack of lesson because of lack of
knowledge, skills and interest knowledge, skills and interest ___Pupils were interested on the knowledge, skills and interest knowledge, skills and
about the lesson. about the lesson. lesson, despite of some difficulties about the lesson. interest about the lesson.
___Pupils were interested on ___Pupils were interested on encountered in answering the ___Pupils were interested ___Pupils were interested
the lesson, despite of some the lesson, despite of some questions asked by the teacher. on the lesson, despite of on the lesson, despite of
difficulties encountered in difficulties encountered in ___Pupils mastered the lesson some difficulties some difficulties
answering the questions asked answering the questions asked despite of limited resources used by encountered in answering encountered in answering
by the teacher. by the teacher. the teacher. the questions asked by the the questions asked by the
___Pupils mastered the lesson ___Pupils mastered the lesson ___Majority of the pupils finished teacher. teacher.
despite of limited resources despite of limited resources their work on time. ___Pupils mastered the ___Pupils mastered the
used by the teacher. used by the teacher. ___Some pupils did not finish their lesson despite of limited lesson despite of limited
___Majority of the pupils ___Majority of the pupils work on time due to unnecessary resources used by the resources used by the
finished their work on time. finished their work on time. behavior. teacher. teacher.
___Some pupils did not finish ___Some pupils did not finish ___Majority of the pupils ___Majority of the pupils
their work on time due to their work on time due to finished their work on time. finished their work on time.
unnecessary behavior. unnecessary behavior. ___Some pupils did not finish ___Some pupils did not finish
their work on time due to their work on time due to
unnecessary behavior. unnecessary behavior.
C.Did the remedial work? No.of ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned
learners who have caught up 80% above 80% above above 80% above 80% above
with the lesson
D.No. of learners who continue ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
to require remediation additional activities for additional activities for additional activities for remediation additional activities for additional activities for
remediation remediation remediation remediation

E.Which of my teaching ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
strategies worked well? Why did ____ of Learners who caught ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught ____ of Learners who caught
these work? up the lesson the lesson lesson up the lesson up the lesson
F.What difficulties did I ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue to ___ of Learners who ___ of Learners who
encounter which my principal or to require remediation to require remediation require remediation continue to require continue to require
supervisor can helpme solve? remediation remediation
G.What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work
materials did used/discover ___Metacognitive ___Metacognitive ___Metacognitive Development: well: well:
which I wish to share with other Development: Examples: Self Development: Examples: Self Examples: Self assessments, note ___Metacognitive ___Metacognitive
teachers? assessments, note taking and assessments, note taking and taking and studying techniques, and Development: Examples: Development: Examples:
studying techniques, and studying techniques, and vocabulary assignments. Self assessments, note taking Self assessments, note taking
vocabulary assignments. vocabulary assignments. ___Bridging: Examples: Think-pair- and studying techniques, and and studying techniques, and
___Bridging: Examples: Think- ___Bridging: Examples: Think- share, quick-writes, and anticipatory vocabulary assignments. vocabulary assignments.
pair-share, quick-writes, and pair-share, quick-writes, and charts. ___Bridging: Examples: ___Bridging: Examples:
anticipatory charts. anticipatory charts. Think-pair-share, quick- Think-pair-share, quick-
writes, and anticipatory writes, and anticipatory
___Schema-Building: Examples:
charts. charts.
___Schema-Building: ___Schema-Building: Examples: Compare and contrast, jigsaw
Examples: Compare and Compare and contrast, jigsaw learning, peer teaching, and
contrast, jigsaw learning, peer learning, peer teaching, and projects. ___Schema-Building: ___Schema-Building:
teaching, and projects. projects. Examples: Compare and Examples: Compare and
contrast, jigsaw learning, contrast, jigsaw learning,
___Contextualization:
peer teaching, and projects. peer teaching, and projects.
___Contextualization: ___Contextualization: Examples: Demonstrations, media,
Examples: Demonstrations, Examples: Demonstrations, manipulatives, repetition, and local
media, manipulatives, media, manipulatives, opportunities. ___Contextualization: ___Contextualization:
repetition, and local repetition, and local Examples: Demonstrations, Examples: Demonstrations,
opportunities. opportunities. media, manipulatives, media, manipulatives,
___Text Representation:
repetition, and local repetition, and local
Examples: Student created opportunities. opportunities.
___Text Representation: ___Text Representation: drawings, videos, and games.
Examples: Student created Examples: Student created ___Modeling: Examples: Speaking
drawings, videos, and games. drawings, videos, and games. ___Text Representation: ___Text Representation:
slowly and clearly, modeling the
___Modeling: Examples: ___Modeling: Examples: language you want students to use, Examples: Student created Examples: Student created
Speaking slowly and clearly, Speaking slowly and clearly, and providing samples of student drawings, videos, and games. drawings, videos, and games.
modeling the language you modeling the language you work. ___Modeling: Examples: ___Modeling: Examples:
want students to use, and want students to use, and Speaking slowly and clearly, Speaking slowly and clearly,
providing samples of student providing samples of student Other Techniques and Strategies modeling the language you modeling the language you
work. work. used: want students to use, and want students to use, and
___ Explicit Teaching providing samples of student providing samples of student
Other Techniques and Other Techniques and ___ Group collaboration work. work.
 Strategies used: Strategies used: ___Gamification/Learning throuh
___ Explicit Teaching ___ Explicit Teaching play Other Techniques and Other Techniques and
___ Group collaboration ___ Group collaboration ___ Answering preliminary Strategies used: Strategies used:
___Gamification/Learning ___Gamification/Learning activities/exercises ___ Explicit Teaching ___ Explicit Teaching
throuh play throuh play ___ Carousel ___ Group collaboration ___ Group collaboration
___ Answering preliminary ___ Answering preliminary ___ Diads ___Gamification/Learning ___Gamification/Learning
activities/exercises activities/exercises ___ Differentiated Instruction throuh play throuh play
___ Carousel ___ Carousel ___ Role Playing/Drama ___ Answering preliminary ___ Answering preliminary
___ Diads ___ Diads ___ Discovery Method activities/exercises activities/exercises
___ Differentiated Instruction ___ Differentiated Instruction ___ Lecture Method ___ Carousel ___ Carousel
___ Role Playing/Drama ___ Role Playing/Drama Why? ___ Diads ___ Diads
___ Discovery Method ___ Discovery Method ___ Complete IMs ___ Differentiated ___ Differentiated
___ Lecture Method ___ Lecture Method ___ Availability of Materials Instruction Instruction
Why? Why? ___ Pupils’ eagerness to learn ___ Role Playing/Drama ___ Role Playing/Drama
___ Complete IMs ___ Complete IMs ___ Group member’s ___ Discovery Method ___ Discovery Method
___ Availability of Materials ___ Availability of Materials collaboration/cooperation ___ Lecture Method ___ Lecture Method
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn in doing their tasks Why? Why?
___ Group member’s ___ Group member’s ___ Audio Visual Presentation ___ Complete IMs ___ Complete IMs
collaboration/cooperation collaboration/cooperation of the lesson ___ Availability of Materials ___ Availability of Materials
in doing their tasks in doing their tasks ___ Pupils’ eagerness to ___ Pupils’ eagerness to
___ Audio Visual Presentation ___ Audio Visual Presentation learn learn
of the lesson of the lesson ___ Group member’s ___ Group member’s
collaboration/cooperatio collaboration/cooperatio
n n
in doing their tasks in doing their tasks
___ Audio Visual ___ Audio Visual
Presentation Presentation
of the less of the

Prepared by: Noted by:

ELLYN A. BATOON ZENAIDA A. TOLENTINO

Teacher I ESHT-III