School: BASI ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: WILSON L. DAYAG Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: JANUARY 3 – 5, 2024 (WEEK 7) Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A. Content The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
Standards understanding of decimals understanding of the four understanding of the four understanding of the four understanding of the four
fundamental fundamental fundamental operations involving fundamental
operations involving decimals and operations involving decimals decimals Operations involving decimals
ratio and proportion and ratio and proportion.
B. Performan The learner is able to recognize and The learner is able to apply the four The learner is able to apply the The learner is able to apply the The learners are able to apply
ce represent decimals in various fundamental operations involving four fundamental operations four fundamental operations the four fundamental
Standards forms and contexts decimals and ratio and proportion in involving involving decimals operations involving decimals
mathematical problems and real-life decimal in mathematical and ratio and proportion in
situations problems and real-life situations mathematical problems and
real-life situations
C. Learning Estimates the quotients of decimal Solves routine and non-Routine Solves routine and non-routine Creates problems (with reasonable Creates problems (with
Competenc numbers with reasonable results problems involving division without problems involving division with answers) involving multiplication reasonable answers) involving
ies/Objecti Code: M5NS-Ilg-177 any of any of or division or with any of the other multiplication
ves the other operations of decimals and the other operations of decimals operations of decimals and whole and division or with any of the
whole numbers including money and whole numbers including numbers including money other operation and whole
using appropriate problem solving money Code: M5NS –IIg-121.1 numbers
strategies and tools using appropriate problem including money.
Code: M5NS-IIg-121.1 solving strategies and tools Code - M5NS- IIg – 121.1,
Code: M5NS – II6.120.1
II.CONTENT Estimating the quotients of Solving routine and non-Routine Solving routine and non-routine Creating problems (with Creating Problems (With
decimal numbers with reasonable problems involving division without problems involving division with reasonable answers) involving Reasonable Answers) Involving
results any of any of the multiplication or division or with Multiplication
the other operations of decimals and other operations of decimals and any of the other operations of and Division or With Any of the
whole numbers including money whole numbers including money decimals and whole numbers Other Operations and Whole
using appropriate problem solving using including money Numbers
strategies and tools appropriate problem solving Including Money
strategies and tools
III.LEARNING
RESOURCES
A.References
1.Teacher’s Guide Curriculum Guide, page 59 Curriculum Guide, page 59 Curriculum Guide, page 59 Curriculum Guide, page 59 Curriculum Guide, page 59
pages Lesson Guide in Elem. Math Grade 5 Lesson Guide in Elementary Mathematics 4 Teaching Guides Lesson Guide in Math 5, p 301-
p. 318-320 Mathematics 5 pp 318 - 321 pp. 164-167 305, 318-321
2.Learners’s
Materials pages
3.Textbook pages Excelling in Mathematics 5 pp 220- Mathematics for Better Life, pp Growing Up With Math 5 pp., Mathematics for Better Life 5
221 186 - 189 Lesson Guides in Elementary Math
5 pp. 268,270, 301-305, 318-321
4.Additional DLP Gr. 6, Module 8 DepEd Learning Portal, Math 6 – MISOSA Gr. 5 Module- Word
materials from Division of Decimals (2166) Problems on Multiplication and
learning resource Division of Decimals
(LR) portal
B.Other Learning Flashcards, Power point Activity sheets, meta cards metacards, chart, picture of a boy metacards, tarpapel Flash cards, activity sheets,
Resource presentations, tarpapel selling newspaper during cartolina strips, charts
weekends
IV.PROCEDURES
A.Reviewing previous 1.Drill Drill 1. Drill 1. Drill 1. Drill
lesson or presenting Strategy: Relay Game Basic Division Facts Strategy: Let’s Pick Some Fruits Conduct a drill on solving problems Mental computation on
the new lesson Mechanics: Mechanics: Mechanics: involving any of the four multiplying and dividing
20. Divide the class into 3 groups. n. Let 5 pupils stand on the aisle of  Pick up a pupil’s name from a operations of decimals decimals
21. Each group holds the cards the room. pre-prepared basket. Ate learned how to cook beef (By group)
containing the answers. o. The pupil who gets the correct  The one who will be picked will sinigang. She used 0.5 kg of radish G – 1 7.11 X 5
22. Flash cards containing division answer moves one step forward. pick an apple from the tree then and 0.25 kg. of okra. How many G – 2 8.6 X 2
of decimal numbers. (One step for every right answer) division sentence written on the kilograms of vegetables did she G – 3 3.6 ÷ 4
23. As you flash the card the pupil p. The first pupil who reaches the apple. use? G – 4 0.45 ÷ 5
holding the answer stands and place of the teacher wins the game. 2. Review Review problem solving steps and G – 5 0.56 ÷ 7
come forward. The first pupil with 6. Review Directions: Arrange the jumbled strategies. Ask the learners to tell 2. Review
the correct card to stand earns a Division of whole Numbers letters to form the different step what they understand about the Directions: Rearrange the
point for his/her group. Materials: 4 sets of cards with digits in solving word problems. following essential guide questions jumbled steps followed in
24. The group with the most point 0-5 to problem solving. solving
wins. Mechanics:  What is asked in the problem? mathematical problem in proper
2. Reviewing Previous Lesson 6. Form 4 groups. Give each group a  What are given? order.
Directions: Perform as indicated. set of cards.  How will you solve the problem? ___ Transform the word
1. The quotient if you divide 0.426 7. Using the numbers on their cards,  What operation/s will be used? problem into an equation
by 6 is ________. ask each group to form a division  What is the number sentence? ___ Find what is/are given fact s
2. Find the quotient of 0.455 ÷ 5. equation that will satisfy the question  Is the solution or process ___ Know what is asked
3. If you divide0.258 by 6, what is the teacher will dictate. correct? ___ Determine the operation to
the answer? a. Form a division equation that gives  What is he answer? be used
4. 3.65 ÷ 5 = N = ______. the smallest possible quotient. ___ Solve for the answer
5. Solve for N in the equation, b. Form a division equation that gives ___ Write the answer
0.801 ÷ 9 = N. the greatest possible quotient.
8. The group who can first get the
correct answer gets the point.
9. The first group to earn 3 points
wins the game.
B.Establishing a What is estimation? How do you keep yourself healthy? What items are usually sold by Read and study this problem How many of you knew how to
purpose for the When do you use it? pairs or by pack? It’s Mother’s birthday. Her spend money wisely?
What are the activities that you usually do to
lesson How is it important to your daily daughter Gwenyth gave her a pair How can you show it?
lives? make yourselves of slippers that cost P 80.50 and a Original File Submitted and
healthy and fit? bandana worth P 250.00. How Formatted by DepEd Club
What kind of food do you prefer? Why?
much was left to her after buying Member - visit
gifts for mother?
depedclub.com for more
Can you solve the problem? Why
not?
What is the needed information
for you to solve the problem?
C.Presenting Present this problem My sister and I drink 0.5 liter of fresh At the department store, men’s Post the jumbled word problem on Presentation
Examples/ instances Mang Isidro made the electrical fruit every day. How many days will socks sell at 3 pairs for P97.50. the board Strategy: Choosing the
of the new lesson installations inside his 3.5 liters of fruit juice last for both of a. How much does each pair of and 2.16 kg. of fruits Operation
house. He bought 10.25 m of us? socks cost? Godfrey bought 3.5 kg of chicken Simplifying the Problem
electric wire for Php 122.50. b. If Joel needs only 7 pair of How many kilograms of foods did At a department store, men’s
About how much did he pay for socks how much does he need to he buy? socks sell at 3 pairs for
each meter of wire? pay the cashier? He also bought 5.6 kg. of rice P97.50. If Sonia bought 6 pairs
Ask some pupils to read the of the same socks from
sentences written on the strips sidewalk vendor for P172.50.
Which is cheaper to buy and
by how much? If you buy 10
pairs to sidewalk vendor how
much will you pay?
a. Help the pupils understand
the problem better by ask-
ing some comprehension
questions.
b. Let them plan on how they
will solve the problem
What operations should be
used?
How will write the equation or
number sentence?
Recall the steps in four
fundamental operations
involving
decimals and whole numbers
including money.
Compare the prices from
department store and sidewalk
vendor.
If you were to buy this kind of
socks in which place will
you go? Why?
D.Discussing new Group pupils into 3 to answer these What is asked in the problem? Strategy: Activity Based  Can you arrange the sentences Divide the class into group of 5s.
concepts and questions: What are given? Activity: 4A’s to form a word problem? Tell each member of the
practicing new skills  What did Mang Isidro buy? How will you solve the problem? Act How much was the 3 pairs of  Ask pupils to do the activity by group that to create problem,
#1  How many meters of wire did he What is the number sentence or socks? pairs they are going to help each
buy? What was its cost? equation? Analyze What is the first (Give ample time for the pupils to other to
 About how much did he pay for Write the number sentence? questions? work on the activity.) familiarize themselves with the
each meter of wire? Solve for the answer. How will you solve it?  Give time for each pair to finish concept about the four
Give them time to work on their Look back if the answer makes Apply Now, let us try to solve their work. fundamental
activity. Post them on the board sense? question 1?  Ask them to report and post operations and its application to
and explain. How do fresh fruit juices help our Act How many pairs of socks does their output real-life situation. Then, tell
To estimate, follow these steps: body? Joel need? Godfrey bought 3.5 kg of chicken. them to
Mang Isidro made the electrical Analyze How will you solve that He also bought 5.6 kg. of rice, and think of the type of problem
installations inside his question? 2.16 kg. of fruits. How many they are planning to create.
house. He bought 10.25 m of Apply Now, let us try to solve kilograms of foods did he buy? Lastly, advise
 electric wire for Php 122.50. question 2? Do you all agree that this is the them to read the problem
About how much did he pay for correct arrangement? Why? similar to the one given and
each meter of wire? Is there any other arrangement? study the
Can you show other solution.
1. Round the divisor and dividend arrangement? After each group have finished,
to the nearest whole Does your work make sense? asked them to post their
number. Now let us solve the problem. Do output on the board
2. Use compatible numbers. it with your partner.
3. Divide. about 12 Let the pupils work on the problem
 10.25 122.50 10 120 and ask the first
 Note: 120 and 10 are compatible pair to finish to show her solution
numbers. on the board.
 So, Mang Isidro paid about Php
12.00 for each meter of electric
wire.
Why are compatible numbers
helpful in estimating decimal
quotients?

E. Discussing new Give more examples Give more examples Give more examples Give more examples Give more examples
concepts and
practicing new skills
#2
F.Developing Directions: What compatible Directions: Read the problems Strategy: Practical Inquiry Model Talk on the problem formed by the After the output have been
Mastery numbers will help you make an carefully then solve. Activity AICDR pupils. posted, asked each group to
estimate for the following 1. Our family can consume 0.75 kg of Team 1  How do you know that the do the reporting, explaining how
numbers? rice a day. How many Jun’s monthly electric bills for the arranged sentences formed a they create the problem.
1). 2.43 ÷ 0.78 days will it take us to consume 22.5 past seven months were: correct word problem? The teacher then will ask: How
2). 4.31 ÷ 0.53 kg. of rice? Php1,089.38; Php1,187.86; Talk on the problem formed by the did you create a problem
3). 7.68 ÷ 4.2 2. Mother paid Php300.65 for 3.5 kg Php1,086.52; Php1,283.27; pupils. similar to the one given?
4). 19.85 ÷ 2.5 of fish. How much does Php1,085.64; Php1,187.09 and  How do you know that the We familiarized ourselves with
5). 15.2 ÷ 2.5 a kilogram of fish cost? Php1,185.43. How much was arranged sentences formed a the concept and its application
3. Mr. David bought 6 white T-shirts Jun’s average monthly electric correct word problem? to real-life situation.
for Php599.70. How bill? How many kilograms of foods did We thought of the type of
much was the cost of each T- shirt? Ask How many months were the he buy? problem we wanted to create.
4. Mang Kanor paid Php689.15 for 5 given electric bills? He also bought 5.6 kg. of rice We read some problems similar
kg of dried fish. How Investigate What is asked in the Godfrey bought 3.5 kg of chicken. to the one given and studied
much was the cost of each kilogram problem? He also bought 5.6 kg. of rice, and the solution.
of dried fish? Create How will you solve the 2.16 kg. of fruits. How many For more practice, let pupils
10. Alex bought a piece of rattan problem? kilograms of foods did he buy? create problems similar to the
2.8m long. He cut it into pieces of 0.4 Discuss Try to solve the problem. Page403 given problem provided by the
m each. How many pieces did he Reflect What is you answer?  What are the things a problem teacher.(Using Think-Pair and
make? Team 2 should have? Share)
For the last four weeks, Rica’s  Can you name them? Directions: Fill the blank with a
mother recorded the grocery bills  How do you know that a question to create problem
as follows: Php1,427.00; problem has the complete using the data given.
Php1,805.75; Php1,753.25 and information? A pharmacist is filling a
Php1,263.50. What was the  Can the problem be solved if prescription that call for 0.20
 average bill per week? there is a missing gram of a vitamin. The vitamin is
Ask How many weeks were the fact/information? only available in 0.05
given grocery bills? So, what are the things needed to gram tablets. How many tablets
Investigate What is asked in the create a complete word should he put in the con-
problem? problem? tainer. If there are 5
Create How will you solve the We familiarized ourselves with the prescriptions,
problem? concepts of the four __________________?
Discuss Try to solve the problem. operations.
Reflect What is you answer?  We thought of the type of
Team 3 problem we want to create.
Mr. Dionisio commission for the  We read some sample problems
last five months were: and studied their solutions.
Php12,089.45; Php11,187.80; Let’s try to create another problem
Php16,686.75; Php18,283.25; using these information. Be
Php19,085.70. How much was sure to show the solution for the
Mr. Dionisio’s average monthly problem you made.
commission?
Ask How many monthly
commissions were the given?
Investigate What is asked in the
problem?
Create How will you solve the
problem?
Discuss Try to solve the problem.
Reflect What is you answer?
G.Finding Parctical Strategy: Group Work- How Fast Group Work Strategy: Scaffold- Group the pupils into four. Let
application of We Are? Directions: Read each problem Knowledge Integration each group work collaboratively on
concepts and skills in Mechanics: carefully then solve for the Activity: 4A’s the assigned task for them based
daily living a. Group the pupils into 3. correct answer. Activity I will give you on the table
b. Distribute envelopes with 1. A group of 5 pupils signed up for a your respective activity sheets to Presented below:
activity cards. weekend computer work on The table below shows the data of
c. Tell the pupils to estimate the course. They paid a total of Analysis (Pupils will the vegetables harvested by Gwen,
quotients and write them Php315.75. How much did each pupil work on the activity sheets and Godwin and Jim
in the meta cards as fast as they pay? discussed Group I - Addition of Decimals
can. 2. In an EPP class, Lance made 8 what to do with their problem.) Directions: Based on the table of
d. The group who finishes first wins hamburgers for lunch Abstraction Work with data presented, create a problem
using 1.36 kg of ground beef. How you respective teams actively and involving addition of decimals.
much ground beef be sure toparticipate with the Group II – Subtraction of Decimals
was used in each hamburger? team’s output. Directions: Based on the table of
3. Aunt Lucy paid Php258.45 for 9.2 Application Try to solve your data presented, create a problem
kg of rice. How problem involving subtraction of decimals.
much did a kilogram of rice cost her? Mr. Reyes bought 175 Group III – Multiplication of
hollow blocks at P6.75 per piece Decimals
and 3 sacks of cement at P235.50 Directions: Based on the table of
per sack. How much did Mr. data presented,
Reyes spend? create a problem involving
multiplication of
decimals.
 Group IV – Division of Decimals
Directions: Based on the table of
data presented, create a problem
involving division of decimals.
H.Making How do we estimate decimal How do we solve problems involving How do we solve routine and Lead the pupils to generalize How will you create a problem
generalization and quotients? division of decimals? non-routine problems involving To create a word problem, (with reasonable answers)
abstraction about division with any of the other ● familiarize yourself with the involving multiplication and
the lesson operations of decimals including concept division or with any of the other
money using appropriate ● think of the type of problem to operations and whole numbers
problem solving strategies and be created. including money?
tools? a. Consider the character, cite
the situation/setting, data
presented, word problem to be
created and the key
question.
b. Ensure that the word problem
is clearly stated and
practical
 Read some sample problems
and study their solutions.
I.Evaluating learning Directions: Estimate each quotient. Directions: Read the problems Directions: Using the data below, Directions: Read the data given.
Letter only. carefully then solve. Analyze and solve the following create a one -step word problem Ask question to create problem
1). 8.9 ÷ 3.2 = 1. Mr. Ramos paid Php323. 75 for 35 involving: involving multiplication and
problems
A. 2 B. 3 C. 4 D. 5 liters of gasoline. How (a) Addition of Decimals division or with any of the other
Albert’s mother gives him Php
2). 41.96 ÷ 5.9 = much did each liter cost? (b) Subtraction of Decimals operations and whole number
50.00 every day. He spends 0.5 of
A. 5 B. 6 C. 7 D. 8 2. When a greater number is divided (c) Multiplication of Decimals including money.
it and saves the other half. How
3). 44.3 ÷ 3.8 = by a smaller number, (d) Division of Decimals 1. Mrs. Cruz bought 5 mangoes
much saving does he have for 5
A. 9 B. 10 C. 11 D.12 the quotient is 20. If the smaller for P45.50. If she has
days?
4). 15.77 ÷ 2.81 = number is the tenths digit P136.50,
A. 5 B. 6 C. 7 D. 8 of 2.5, find the greater number. __________________________
3. A boy bicycles 7.5 km in 40 ___?
minutes. Find his average 2. A 0.60 sac of fertilizer was
speed in kilometer per minute? used equally at 0.12 sack per
4. How many pieces of wire each 2.4 field.
dm long can be cut __________________________
from a roll of wire 15 m long? _________?
5. Ina has Php400 in her pocket. If 3. Mrs. Roxas had 0.81 metre of
she has 8 paper bills, gold ribbon which he cut
what are the possible denominations Into pieces. If each piece
of paper bills she measured 0.09 metre,
has? __________
__________________________
__?
4. Josie bought and paid
P630.00 for 3.5 kilogram of
pork,
good for 3 days.
__________________________
___?
 5. At P18.35 a litre, Jun gave the
cashier P200-bill and re-
ceived a change of P34.85.
_______________________?
J.additional activities Directions: Read and analyze the Directions: Solve each problem Directions: Solve the problem A. Directions: Create a word Directions: Create your own
for application or problem. following the 4-step plan. below problem by completing the data problem (with reasonable
remediation 1. A newspaper sheet is about 0.68 1. Andy travelled 154.5 km. in What will be the total amount of needed. Supply the data that answers)
mm thick. Antonio 3.2 hours. What was his your savings for one week if you would complete the involving multiplication and
has a stack of newspaper sheets average speed for the are saving 0.25 of Php 60.00 problems below. Then solve for division or with any of the other
34.94 mm high. About how many journey? which your mother is giving you the correct answer. operations of whole numbers
newspaper sheets are in the stack? 2. 2. An 11-year old boy roller everyday? 1. For every that Jonna receives including money
from her mother daily, she
skated around a rink two
saves . How much does she
times in 4.14 minutes.
save in a week?
What was her average time
per lap?
3. 3. Jose bought 5-metre
hose for Php60.55. How
much did each meter of
hose cost?
4. 4. Lyn, Beth, and Amy
bought materials for their
project worth ₱276.45. The
girls divided the amount
equally among themselves.
How much is each share?
V.REMARKS
VI.REFLECTION
A.No. of learners ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to
who earned 80% in next objective. next objective. next objective. next objective. the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
the evaluation _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery mastery mastery mastery
B.No.of learners who ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties
require additional answering their lesson. answering their lesson. answering their lesson. answering their lesson. in answering their lesson.
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
activities for answering their lesson. answering their lesson. answering their lesson. answering their lesson. answering their lesson.
remediation ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the
because of lack of knowledge, because of lack of knowledge, skills because of lack of knowledge, because of lack of knowledge, lesson because of lack of
skills and interest about the lesson. and interest about the lesson. skills and interest about the skills and interest about the lesson. knowledge, skills and interest
___Pupils were interested on the ___Pupils were interested on the lesson. ___Pupils were interested on the about the lesson.
lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on the lesson, despite of some difficulties ___Pupils were interested on
encountered in answering the encountered in answering the lesson, despite of some difficulties encountered in answering the the lesson, despite of some
questions asked by the teacher. questions asked by the teacher. encountered in answering the questions asked by the teacher. difficulties encountered in
___Pupils mastered the lesson ___Pupils mastered the lesson despite questions asked by the teacher. ___Pupils mastered the lesson answering the questions asked
despite of limited resources used by of limited resources used by the ___Pupils mastered the lesson despite of limited resources used by by the teacher.
the teacher. teacher. despite of limited resources used the teacher. ___Pupils mastered the lesson
___Majority of the pupils finished ___Majority of the pupils finished their by the teacher. ___Majority of the pupils finished despite of limited resources used
their work on time. work on time. ___Majority of the pupils finished their work on time. by the teacher.
___Some pupils did not finish their ___Some pupils did not finish their their work on time. ___Some pupils did not finish their ___Majority of the pupils finished
work on time due to unnecessary work on time due to unnecessary ___Some pupils did not finish their work on time due to unnecessary their work on time.
behavior. behavior. work on time due to unnecessary behavior. ___Some pupils did not finish
behavior. their work on time due to
unnecessary behavior.
C.Did the remedial ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
work? No.of learners above above above above above
who have caught up
with the lesson
D.No. of learners ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require
who continue to additional activities for remediation activities for remediation additional activities for remediation additional activities for remediation additional activities for
remediation
require remediation

E.Which of my ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
teaching strategies ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up
lesson lesson the lesson lesson the lesson
worked well? Why
did these work?
F.What difficulties ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
did I encounter require remediation require remediation require remediation require remediation require remediation
which my principal or
supervisor can
helpme solve?
G.What innovation Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
or localized materials ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive
did used/discover Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, Examples: Self assessments, note Development: Examples: Self
which I wish to share taking and studying techniques, and taking and studying techniques, and note taking and studying taking and studying techniques, and assessments, note taking and
with other teachers? vocabulary assignments. vocabulary assignments. techniques, and vocabulary vocabulary assignments. studying techniques, and
___Bridging: Examples: Think- ___Bridging: Examples: Think-pair- assignments. ___Bridging: Examples: Think- vocabulary assignments.
pair-share, quick-writes, and share, quick-writes, and anticipatory ___Bridging: Examples: Think- pair-share, quick-writes, and ___Bridging: Examples: Think-
anticipatory charts. charts. pair-share, quick-writes, and anticipatory charts. pair-share, quick-writes, and
anticipatory charts. anticipatory charts.

___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples:

Compare and contrast, jigsaw Compare and contrast, jigsaw ___Schema-Building: Examples: Compare and contrast, jigsaw ___Schema-Building:
learning, peer teaching, and learning, peer teaching, and projects. Compare and contrast, jigsaw learning, peer teaching, and Examples: Compare and
projects. learning, peer teaching, and projects. contrast, jigsaw learning, peer
projects. teaching, and projects.
___Contextualization:
___Contextualization: ___Contextualization:
Examples: Demonstrations, media, ___Contextualization: ___Contextualization:
Examples: Demonstrations, media, manipulatives, repetition, and local Examples: Demonstrations, media,
manipulatives, repetition, and local opportunities. Examples: Demonstrations, manipulatives, repetition, and local Examples: Demonstrations,
opportunities. media, manipulatives, repetition, opportunities. media, manipulatives, repetition,
and local opportunities. and local opportunities.
___Text Representation:
___Text Representation: ___Text Representation:
Examples: Student created drawings, ___Text Representation: ___Text Representation:
Examples: Student created videos, and games. Examples: Student created
drawings, videos, and games. Examples: Student created drawings, videos, and games. Examples: Student created
___Modeling: Examples: Speaking
___Modeling: Examples: Speaking drawings, videos, and games. ___Modeling: Examples: Speaking drawings, videos, and games.
slowly and clearly, modeling the
slowly and clearly, modeling the language you want students to use, ___Modeling: Examples: slowly and clearly, modeling the ___Modeling: Examples:
language you want students to use, and providing samples of student Speaking slowly and clearly, language you want students to use, Speaking slowly and clearly,
and providing samples of student work. modeling the language you want and providing samples of student modeling the language you want
work. students to use, and providing work. students to use, and providing
Other Techniques and Strategies samples of student work. samples of student work.
Other Techniques and Strategies used: Other Techniques and Strategies
used: ___ Explicit Teaching Other Techniques and used: Other Techniques and
___ Explicit Teaching ___ Group collaboration Strategies used: ___ Explicit Teaching Strategies used:
___ Group collaboration ___Gamification/Learning throuh play ___ Explicit Teaching ___ Group collaboration ___ Explicit Teaching
___Gamification/Learning throuh ___ Answering preliminary ___ Group collaboration ___Gamification/Learning throuh ___ Group collaboration
play activities/exercises ___Gamification/Learning throuh play ___Gamification/Learning throuh
___ Answering preliminary ___ Carousel play ___ Answering preliminary play
activities/exercises ___ Diads ___ Answering preliminary activities/exercises ___ Answering preliminary
___ Carousel ___ Differentiated Instruction activities/exercises ___ Carousel activities/exercises
___ Diads ___ Role Playing/Drama ___ Carousel ___ Diads ___ Carousel
___ Differentiated Instruction ___ Discovery Method ___ Diads ___ Differentiated Instruction ___ Diads
___ Role Playing/Drama ___ Lecture Method ___ Differentiated Instruction ___ Role Playing/Drama ___ Differentiated Instruction
___ Discovery Method Why? ___ Role Playing/Drama ___ Discovery Method ___ Role Playing/Drama
___ Lecture Method ___ Complete IMs ___ Discovery Method ___ Lecture Method ___ Discovery Method
Why? ___ Availability of Materials ___ Lecture Method Why? ___ Lecture Method
___ Complete IMs ___ Pupils’ eagerness to learn Why? ___ Complete IMs Why?
___ Availability of Materials ___ Group member’s ___ Complete IMs ___ Availability of Materials ___ Complete IMs
___ Pupils’ eagerness to learn collaboration/cooperation ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Availability of Materials
___ Group member’s in doing their tasks ___ Pupils’ eagerness to learn ___ Group member’s ___ Pupils’ eagerness to learn
collaboration/cooperation ___ Audio Visual Presentation ___ Group member’s collaboration/cooperation ___ Group member’s
in doing their tasks of the lesson collaboration/cooperation in doing their tasks collaboration/cooperation
___ Audio Visual Presentation in doing their tasks ___ Audio Visual Presentation in doing their tasks
of the lesson ___ Audio Visual Presentation of the lesson ___ Audio Visual Presentation
of the lesson of the lesson