School: ADLAWAN INTEGRATED SCHOOL Grade Level: 7

GRADES 1 to 12 Teacher: KAREN JOY G. DELGADO Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and Time: June 25-29, 2018 Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of sets and the real number system.
2. Performance Standards The learner is able to formulate challenging situations involving sets and real numbers and solve these in a variety of strategies.

3. Learning The learner describes The learner describes The learner illustrates The learner illustrates The learner uses Venn
Competencies/ well-defined sets, well-defined sets, the union and the union and Diagrams to represent
subsets, universal sets, subsets, universal sets, intersection of sets intersection of sets sets, subsets, and set
Objectives and the null set and and the null set and and the difference of and the difference of operations
cardinality of sets. cardinality of sets. two sets. two sets. (M7NS-Ib-1)
(M7NS-Ia-1) (M7NS-Ia-1) (M7NS-Ia-2) (M7NS-Ia-2)
a. Describe well-defined b. Identify the a. Describe and define a. Use Venn
a. Use Venn Diagram
sets, and null set elements, subsets union and diagrams to
to represent sets
and cardinality of a intersection of sets represent the
and subsets.
set. b. Find the union / union and
b. Accurately illustrate
c. Appreciate the intersection of sets intersection of sets
the universal set and
importance of sets b. Value accumulated
subsets using a Venn
. knowledge as
diagram
means of new
c. Appreciate the
understanding
importance of
representing things in
everyday life through
Venn diagrams.
II. CONTENT Numbers and Number Sense
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pp. 1 - 7 pp. 1 - 7 pp. 8 – 14 pp. 8 - 14
pages
2. Learner’s Materials pp. 1 - 3 pp. 1 - 3 pp. 5 – 8 pp. 5 - 8 pp 6 - 9
pages
3. Textbook pages

4. Additional Materials
from Learning
Resource (LR) portal

B. Other Learning
Resources /
Materials
IV. PROCEDURES

A. Reviewing previous Motivation Ask the students to find Answer the follow-up Let X = {x|x is a letter of
lesson or presenting each set: questions: Set A Set B the word ‘MATH’} and
the new lesson Below are some famous FAVORITE SUBJECTS Y = { x|x is a letter of the
characters and places. 1. Odd numbers from 1 Ana and Jay are talking Students Students word THEMATIC}
Which do you think does to 10 about their favorite who likes who likes Classify each statement as
NOT belong in each 2. Multiples of three subjects ENGLISH MATH TRUE or FALSE.
group? Why? from 1 to 10 subject subject 1. {T,A,M,E} ⊂ X
3. Even numbers from 2. {C,A,S,E} ⊂ (X U Y)
1 to 20 Kim James 3. {L,A,M,E} ⊂ (X ∩ Y)
James Marianne 4. {M,A,T,H} = X ∩ Y
5. {M,A,T,H,E,I,C}
Kath Luis =XUY

Angel Regine
Luis Kim

 TAAL VOLCANO Answer the following

 IMUS CATHEDRAL questions:
 PICO DE LORO 1. Who among the
 SKY RANCH
AMUSEMENT PARK
students preferred
 BORACAY English? Give the
set.
2. Who among the
students preferred
1. If we will combine all Math? Give the set.
their favorite subjects, 3. Who among them
what are they? preferred both
2. Is there a subject that English and Math?
they both like? What is
this?

B. Establishing a
purpose for the Ask the students to look at
lesson the objects below and
answer the ff. questions:
a. Which objects belong
together?
b. How many
numbers/elements are
there in each set?
Is there an object that
belongs to more than one
group? Which one?
Based from the activity,
answer the following
questions:
a. Did you group the
objects correctly?
3. Do you have your
favorite subjects too?
Which of the following Given the pictures
sets are well-defined? below, answer the
a. The set of all large following questions:
numbers
b. The set of all
multiples of 5
c. The set of good
writers
d. The set of nice
people in your class
1. Which of the
following shows the
combination of set A
and set B? How many
elements are there?
4. What do you mean
by UNION?
INTERSECTION?
Given:
Answer the following
questions:
From the diagram, answer
the following questions.
1. What comprises the set
of aquatic animals that
can swim?
2. What comprises the set
of aquatic animals that
have fins?
3. Is the set of aquatic
animals that can swim
a part of those that
have fins?
4. Is the set of aquatic
1. Which of the following animals with fins a part
shows the union of set A and of those that can swim?
set B? How many elements 5. What diagram was
are in the union of A and B? used to show the
relationship between
2. Which of the following the two sets?
shows the intersection of set
A and set B? How many
elements are there in the
intersection of A and B?
 b. How many sets
elements are there in
each set?
c. Can you give your own
examples of well-defined
sets and null set?
d. What is the importance
of sets in daily life?

2. What element/s
contain/s in both A and B
How many element/s
is/are there?
C. Presenting  A set is a collection of Recall: SETS Recall: Union and From the diagram above,
examples/ instances objects, things or symbols  A set is a collection of Intersection of Sets the following information
of the lesson which are clearly defined. objects, things or symbols are gathered.
In the objects above the which are clearly defined. 1. The set of aquatic
sets are; In the objects above the The UNION of two or animals that can swim
1. Set of school supplies sets are; more sets is the set that is the universal set.
3. Set of things worn by 1. Set of school supplies contains all elements of U is the set of aquatic
girls 3. Set of things worn the sets. The symbol for animals that can swim.
2. Set of gadgets 4. by girls union is U. To find the 2. The set of aquatic
Set of things worn by 2. Set of gadgets union of two sets, list the animals that have fins
boys 4. Set of things worn elements that are in is the subset of the
The groups are called sets by boys either set, or in both universal set.
for as long as the objects in The groups are called sets. In the Venn
the group share a sets for as long as the a. How will you Illustrative example 1:
describe the given diagram below,
characteristics and are objects in the group share
thus, well defined. We a characteristics and are diagram? U
have four well-defined sets thus, well defined. We b. How many sets are
in the objects above. have four well-defined there? What are their
 The individual objects in a sets in the objects above. elements?
set are called the members  The individual objects in c. Is there a common
or elements of the set. a set are called the element/animal in
Example: three of the members or elements of both sets?
A U B is shaded.
elements in set 1 belong to the set. Example: three of
a set of school supplies the elements in set 1 Union and The INTERSECTION of
(ruler, ballpen, and belong to a set of school Intersection of sets sets is the set of
notebook). Can you name supplies (ruler, ballpen, may be represented elements that are Universal set
elements of other sets? and notebook). Can you using Venn common to two or more U=A∪B
Diagrams. U = {1, 2, 3, 4, 5, 6}
The symbol “ ∈ ” is used to name elements of other sets. The symbol for
These are
indicate that an sets? The symbol is intersection is f. When
diagrams that make Subset
object is an element or used to indicate that an you find the intersection
use of geometric B⊂A
member of the set. object is an element or of two sets, list only the
shapes to show {4, 5, 6} ⊂ {1, 2, 3}
 When we define a set, if member of the set. elements that are in both
relationships between A ⊄ B since A has more
we take pieces of that  When we define a set, sets. The shaded area
shapes elements and has
set, we can form what is if we take pieces of that
Intersection of Sets below shows elements that are not
called a subset. For set, we can form what
Universal set of Animals: found in B.
is called a subset. For
 example, we have the example, we have the E = Everything = {Fish, A ∩ B. B⊂U
set {1,2,3,4,5}. set A⊂U
A subset of this is {1,2,3,4,5}. Eels, Platypus,
{1,2,3,}, another subset A subset of this is Penguins, Eagles, Illustrative example 2:
is {3,4}, {2,3,5} or even {1,2,3,}, another subset Bats}
{1}. However, {1,6} is is {3,4}, {2,3,5} or even Draw the Venn diagram of
We are going to use a
not a subset, since 6 is {1}. However, {1,6} is the given sets, and then
not in the parent set. not a subset, since 6 is Venn diagram to divide identify the universal set
not in the parent set. and the subsets.
A symbol for subset is ⊆
these animals into the
Examples: A = {all numbers less than
 The universal set U is A symbol for subset is ⊆ following two sets:
5}
“Water Animals” and 1. A bouquet of flowers
the set that contains all  The universal set U is contains roses, B = {all odd numbers less
objects under the set that contains all “Two Legged Animals”. gumamela, and ilang- than 10}
consideration. At the objects under When we do this, we ilang. A second
start, “objects” is our consideration. At the bouquet has roses,
universal set start, “objects” is our find that Penguins
lilies, and daisies. Both
. universal set belong in both groups: bouquets are put in the
 The null set is an empty . E = Everything = {Fish, same vase.
set. Example: If H is the  The null set is an
Eels, Platypus,
set of boys in an empty set. Example: If Use union of sets to find
exclusive school for H is the set of boys in Penguins, Eagles, U = {1, 2, 3, 4, 5, 7, 9}
the set of flowers in the
girls, then H is called an exclusive school for Bats} vase. A⊂U
empty set since there girls, then H is called B⊂U
Water Animals= {Fish,
were no boys in that empty set since there first bouquet: B = {roses, (A ∪ B) ⊂ U
school. The null set is a were no boys in that Eels,
gumamela, ilang-ilang}
subset of any set. The school. The null set is a Platypus, Penguin} second bouquet: S =
symbol ∅ or { } will be subset of any set. The Two Legged Animals {roses, lilies, daisies}
used to refer to an symbol or { } will be List the flowers that are in
empty set or null set. = {Eagles,
used to refer to an either bouquet, or in both
 The cardinality of a set empty set or null set. Bats, Penguins } bouquets.
is the number of The cardinality of a set is This means that on our B U W = {roses,
elements contained in the number of elements gumamela, ilang-ilang,
Venn Diagram, we will
that set. Example: In the contained in that set. lilies, daisies}
objects given, the Example: In the objects need to have two 2. Find the intersection of
cardinality of set of given, the cardinality of set overlapping circles, so the given pair of sets.
gadget is 3, set of things of gadget is 3, set of things
 worn by boys is 2. The worn by boys is 2. The that we can put E = {2,4,6,8,10}
cardinality of a set A is cardinality of a set A is F = {4,8,12,16}
written as n(A). written as n(A). Penguins inside both
𝐸 ∩ 𝐹 = {4,8} since 4 and
Ask: circles. 8 are in both sets.
a. Did you group the
objects correctly? Union of Sets
b. How many sets
The union of two sets is
elements are there in
each set? everything that is
c. Can you give your contained within the
own examples of
well-defined sets
and null set?
d. What is the
importance of sets in
daily life?

two circles joined

together.
It is the combined total
of the two sets, where
each item is only listed
once.
For our Venn Diagram
of Two Legged Animals
and Water Animals, we
have:
{Two Legged Animals}
Union {Water Animals}
 = {Fish, Eels, Platypus,
Penguins, Eagles,
Bats}
Union is often written
using a big “U” symbol,
or the word “OR”

Guide Questions:
(Developmental Activity)
a. Who are the
personalities given
in Activity 1 in Set
A? in Set B?
b. Who is common in
both sets? Why?
c. How will you
differentiate union
and intersection of
sets?
d. Can you give your
own real-life
examples of these
sets?
D. Discussing new Identify the elements, A. Draw the Venn diagram
Do what is asked:
concepts and subsets and cardinality of Given: A = {a,e,i,o,u} 1. Given sets A and B: of the given sets, and
a. Is the given set well-
practicing new skills the given set below. B = {a,b,c,d,e} then identify the
defined? Justify your
#1 Find: universal set and the
answer.
{mango, banana, 1. A ∩ B subsets.
1. {subjects in Grade
guyabano, avocado} 2. A U B 1. A = set of letters
7} Yes/No
B = set of consonants
because
List No. of 2. U={1,2,3,4,5,6,7,8,9,10}
__________________
subset A = {2,4,6,8,10}
2. {popular actors}
s B = {1,2,3,4,5}
Yes/No
Zero {}
because
eleme
__________________
nt
b. Which of the following
are empty sets and One
why? eleme
1. Triangles with four nt
sides. It is an empty Two
set because eleme
_______ nts
2. Pandas in the Three
Philippines. It is an eleme
nts Determine which of the
empty set because
Four following shows (a) union
_______
eleme of sets A and B; and (b)
3. Actors who are
nts intersection of sets A and
politicians. It is a set
Total B.
because ________
c. Identify the elements,
Set 1
subsets and
Ethan Molina
cardinality of the
Chris Clemente
given set
Angela
C= {first five counting
Dominguez
number}
Mayumi Torres
Elements: 1,2,3,__,__
Joanna Cruz
Subsets: {1}, { 1,2},{ },{ }
Cardinality: n( C)=__
 Set 2
Mayumi Torres
Ethan Molina
Chris Clemente

Set 3
Mayumi Torres
Janis Reyes
Chris Clemente
Ethan Molina
Nathan Santos

Set 4
Ethan Molina
Chris Clemente
Angela
Dominguez
Mayumi Torres
Joanna Cruz
Janis Reyes
Nathan Santos

2. Given:
A = {0, 1, 2, 3, 4}
B = {0, 2, 4, 6, 8}
C = {1, 3, 5, 7, 9}
Find the union and
intersection of each pair of
sets. (A&B, A&C, B&C)
Use the Venn Diagram.
 E. Discussing new Identify the elements, Determine all the possible Let U= {1,2,3,4,5,6,7,8}
concepts and subsets and cardinality of subsets of each set. A= {2 ,4 ,6, 7, 8}
practicing new skills the given set. a. {1,2} B= {1, 2, 3, 5, 7}
#2 b. {1,2,3} a. Give A ∪ 𝐵 and
1. L = {letters of English A∩𝐵
alphabet up to h} b. Place the elements
2. V = {all the vowels of of these sets in the
English alphabet} Using the diagram above, proper locations in
3. A = {all even numbers find: the given Venn
less than 10} 1. A U B diagram on the
4. B = {all odd numbers less 2. A ∩ B right ( some
than 10} 3. A U C numbers are
4. A ∩ C already given)

F. Developing mastery Complete the table by Answer each of the ff: Given: P= {1,2,3,4,5,6,}, Answer the following: Draw the Venn diagram of
(Leads to Formative determining whether the 1. Is A a subset of B, Q= {2,4,6,8}, and R= Let M= { f,a,i,t,h } , the given sets.
Assessment 3) given set is well-defined, where A = {1, 3, 4} and {1,3,5} P= { i, s }, S= { g,r,e,a,t } 1. L = {letters of English
not well-defined or null B = {1, 4, 3, 2}? Find; a. P ∪ Q Find; alphabet up to h}
set. If well-defined, give 2. Let A be all multiples b. P ∪ R a. M ∪ 𝑃 V = {all the vowels of
the elements, three of 4 and B be all c. P∩ 𝑅 b. P ∪ 𝑆 English alphabet}
subsets and its multiples of 2. Is A a d. Q ∩ 𝑅 c. M ∩ 𝑃 2. C = {4 scenic spots in
cardinality. subset of B? And is B e. Illustrate Cavite}
a subset of A? P ∩ 𝑄 using Venn diagram P = {Pico de Loro,
3. True or False. The Corregidor}
empty set is a subset 3. C = {Cavite Cities}
of every set, including T = {Mendez, Tagaytay
Set the empty set itself. City, Indang}
 1.A= {schooldays}
2.B={ baldmen with
braided hair}
3.C={wholenumbers less
than five }
4.D={vowels in the
alphabet }
5.E={ pretty girls}
G. Finding practical Do the following exercises.
applications of Write your answers on the
concepts and skills in spaces provided:
1. Give 3 examples of well-
daily living defined sets in real life
situations.
________________________
________________________
________________________
_________
2. Name two subsets of the
set of whole numbers.
_______________________
_______________________
_______________________
__________
4. Given the set {1, 2, 3,
4, 5}. A subset of this
is {1, 2, 3}. Another
subset is {3, 4, 5, 6}.
5. {1, 6} is not a subset,
since it has an
element (6) which is
not in the parent set.
THINK-PAIR-SHARE: Determine A ∪ 𝐵 and A ∩ Given Venn diagram; With the universe as the
Do the following exercises: 𝐵 Find: universal set, in 1 minute
1.Give 3 examples of well- 1. elements of U write as many subsets as
defined sets and null sets 2. elements of A you can.
2.Name 3 elements in 3. elements of B
each of the given sets 4. A ∪ 𝐵
a. { Municipalities in 5. A ∩ 𝐵
Cavite}
b. { Cellphone brands}
3. Let B= { a,i,m }.List all
the possible subsets of B.
SET A
Students who has
Instagram Account
Angel Valdez
Rachel Dy
Steph Torres
Cherry Cruz
SET B
Students who has Twitter
Account
John Angon
Cherry Cruz
Angel Valdez
Phil Reyes
H. Making Terms to Notations Terms to Notations  The union of two  The union of two The universal set, or
generalizations and Remember and Remember and sets are all the sets are all the simply the universe,
abstractions about Symbols Symbols elements from both elements from both denoted by U, contains all
the lesson sets. sets. the elements being
1. A set is a 1.Uppercas 6. A set is a 1.Upperca Thus, the union of sets Thus, the union of sets considered in a given
well- e letters will well- se letters A and B, written as A ∪ A and B, written as A ∪ situation.
defined be used to defined will be 𝑩, is the set of the 𝑩, is the set of the What are Venn diagrams?
group of name sets group of used to elements that are elements that are Pictorial representations of
objects, and objects, name sets members of A,or members of A,or sets represented by closed
called lowercase called and members of B ,or members of B ,or figures are called set
elements letters will element lowercase members of both A and members of both A and diagrams or Venn
that be used to s that letters will B. B. diagrams. Venn diagrams
share a refer to any share a be used to  The intersections of  The intersections of are used to show
common element of commo refer to two sets are those two sets are those relationships between sets
characte a set. For n any elements that belong to elements that belong to and to illustrate various
ristic. example, charact element of both sets. both sets. operations like union,
2. When a let M be the eristic. a set. For Thus, the intersection Thus, the intersection intersection, and
set is set of all 7. When a example, of sets A and B , written of sets A and B , written difference.
containe objects on set is let M be as A ∩ 𝑩, is a set of as A ∩ 𝑩, is a set of We can express the
d in activity. We contain the set of elements that are elements that are relationship among sets
another write, ed in all objects members of both A and members of both A and through this in a more
set B, M={ballpen another on activity. B. B. significant way. In this, A
we say ,notebook, set B, We write, rectangle is used to
that set crayon and we say M={ballpe represent a universal set.
A is a ruler}. The that set n,noteboo Circles or ovals are used
subset of symbol “ ∈ A is a k,crayon to represent other subsets
set B ” is used to subset and ruler}. of the universal set.
3. The indicate of set B The
universal that an 8. The symbol “ ∈
set is the object is an univers ” is used
set that element or al set is to indicate
contains member of the set that an
all the set that object is This shows that every
objects contain an element of A is in the
under s all element or universal set.
objects
 consider under member of If a set A is a subset of set
ation 2 if .A is conside the set B, then the circle
4. The null a subset of ration representing set A is
set is an (or is 9. The null 2 if .A is drawn inside the circle
empty included set is an a subset o representing set B.
set. The in) B, then empty f (or is
null set is we write set. The included
a subset null set in) B, then
of any , is a we write
set. subset
5. The 3.Universal of any ,
cardinalit set is set.
y of a set denoted by 10.The 3.Univers
A is the U. cardinality al set is
number of a set A denoted
of 4.The is the by U.
elements symbol ∅ number of
containe or { } will elements 4.The
d in A. be used to contained symbol ∅
refer to an in A. or { } will
empty set be used to
or null set. refer to an
empty set
5.The or null set.
cardinality
of a set A is 5.The
written as cardinality
n(A). of a set A
is written
as n(A).
I. Evaluating learning Answer each of the ff. If K={counting numbers Given: F= { 0,1,2,3,4,} Let U = {2,3,4,5,6,7,8,A,
1. Let B = [1, 3, 5, 7, from 1-10}, A = {0, 1, 2, 3, 4} G= { 2,4,6,8 } B,C,J,K,Q},
9}. List all the L={consonants in word B = {0, 2, 4, 6, 8} H= {3,4,6,9 } H = {J,Q,K},
possible subsets of art }, and M= { whole C = {1, 3, 5, 7, 9} Find: L = {A,B,C},
B. numbers between 9 and 1. F ∪ 𝐺 F = {5,J}, and
10}; 2. F ∪ H N = {A,2,3,4}.
 2. Answer this A. Which of the sets are Given the sets above, 3. G ∪ 𝐻 Illustrate the universal set
question: How many well-defined? null set? determine the elements and 4. F ∩ 𝐺 and its subsets using the
subsets does a set B. Find; cardinality of: 5. Illustrate F ∩ 𝐻 using Venn diagram.
of n elements have? 1. elements of K 1. A U B = Venn diagram
2. elements of M 2. A U C =
3. subsets of M 3. A ∩ B =
4. three subsets of L 4. B ∩ C =
5. cardinalities of all 5. A U B U C =
the sets
J. Additional activities Consider the sets: 1. How will you relate
for application or A= {1, 3, 5,} universal set and
remediation B= {2,4,6, } subsets to your life?
C= {0,1,2,3,4,……} 2. Study: Set operations
D= the odd numbers less and Venn diagram
than 7
E= the whole numbers
Given:
less than 7
A= {1,2,3,4,5,6,7,8}
Answer the following;
B= { 2,4,6,8,10}
_____a. Name the Study: Operations of
Study: Union and Find:
elements of set A Sets
Intersection of sets 1. A U B
_____b Name the
2. A ∩ B
elements of set C
_____c. Is set D a subset
of set C? Why?
_____d. Is set C a subset
of set D? Why?
_____e. Which of the
sets are subsets of set
C?
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. Did the remedial lessons
work? No. of learners who
have caught up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did this work ?
Strategies used that work well:
___ Group collaboration
___Think-Aloud
___ Games
___Pair-Up
___ Power Point Presentation
___Graphic Organizers
___ Answering preliminary
activities/exercises ___Realia
___ Discussion
___ Modelling
___ Case Method
___Role Playing/Drama
___ Think-Pair-Share (TPS)
___Discovery Approach
___ Rereading of
Paragraphs/Poems/Stories
___Lecture Method
___ Differentiated Instruction
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s collaboration/
Cooperation in doing their tasks
___Audio Visual Presentation of the
lesson
___Strengthen pupils’ association
between words and the objects
___Helps pupils practice interpersonal
skills
Strategies used that work well:
___ Group collaboration
___Think-Aloud
___ Games
___Pair-Up
___ Power Point Presentation
___Graphic Organizers
___ Answering preliminary
activities/exercises ___Realia
___ Discussion
___ Modelling
___ Case Method
___Role Playing/Drama
___ Think-Pair-Share (TPS)
___Discovery Approach
___ Rereading of
Paragraphs/Poems/Stories
___Lecture Method
___ Differentiated Instruction
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s collaboration/
Cooperation in doing their tasks
___Audio Visual Presentation of the
lesson
___Strengthen pupils’ association
between words and the objects
___Helps pupils practice
interpersonal skills
Strategies used that work well:
___ Group collaboration
___Think-Aloud
___ Games
___Pair-Up
___ Power Point Presentation
___Graphic Organizers
___ Answering preliminary
activities/exercises ___Realia
___ Discussion
___ Modelling
___ Case Method
___Role Playing/Drama
___ Think-Pair-Share (TPS)
___Discovery Approach
___ Rereading of
Paragraphs/Poems/Stories
___Lecture Method
___ Differentiated Instruction
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s collaboration/
Cooperation in doing their tasks
___Audio Visual Presentation of the
lesson
___Strengthen pupils’ association
between words and the objects
___Helps pupils practice interpersonal
skills
Strategies used that work well:
___ Group collaboration
___Think-Aloud
___ Games
___Pair-Up
___ Power Point Presentation
___Graphic Organizers
___ Answering preliminary
activities/exercises ___Realia
___ Discussion
___ Modelling
___ Case Method
___Role Playing/Drama
___ Think-Pair-Share (TPS)
___Discovery Approach
___ Rereading of
Paragraphs/Poems/Stories
___Lecture Method
___ Differentiated Instruction
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s collaboration/
Cooperation in doing their tasks
___Audio Visual Presentation of the
lesson
___Strengthen pupils’ association
between words and the objects
___Helps pupils practice interpersonal
skills
Strategies used that work well:
___ Group collaboration
___Think-Aloud
___ Games
___Pair-Up
___ Power Point Presentation
___Graphic Organizers
___ Answering preliminary
activities/exercises ___Realia
___ Discussion
___ Modelling
___ Case Method
___Role Playing/Drama
___ Think-Pair-Share (TPS)
___Discovery Approach
___ Rereading of
Paragraphs/Poems/Stories
___Lecture Method
___ Differentiated Instruction
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s collaboration/
Cooperation in doing their tasks
___Audio Visual Presentation of the
lesson
___Strengthen pupils’ association
between words and the objects
___Helps pupils practice interpersonal
skills

F. What difficulties did my
principal or supervisor can
help me solve ?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers ?
___Pupil thinks critically
___It captured the attention and
interest of pupils
___Pupils reading skills was measured
___It engaged pupils in the activity
___It helps pupils develop their
listening skills
___It enhances interaction abilities of
the pupils
___Others
________________________________
_____________________________
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
__ Additional Clerical works
__Rubrics making
__Lack of textbooks
__Others
________________________________
_______________________________
Planned Innovations:
__ Localized materials/Videos
__ Making books from views of the
locality
__ local poetical composition
__Local Folktale
__Prepared PowerPoint presentation
__Others
________________________________
_______________________________
___Pupil thinks critically
___It captured the attention and
interest of pupils
___Pupils reading skills was
measured
___It engaged pupils in the activity
___It helps pupils develop their
listening skills
___It enhances interaction abilities of
the pupils
___Others
______________________________
______________________________
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
__ Additional Clerical works
__Rubrics making
__Lack of textbooks
__Others
______________________________
______________________________
Planned Innovations:
__ Localized materials/Videos
__ Making books from views of the
locality
__ local poetical composition
__Local Folktale
__Prepared PowerPoint presentation
__Others
______________________________
______________________________
___Pupil thinks critically
___It captured the attention and
interest of pupils
___Pupils reading skills was measured
___It engaged pupils in the activity
___It helps pupils develop their
listening skills
___It enhances interaction abilities of
the pupils
___Others
________________________________
_____________________________
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
__ Additional Clerical works
__Rubrics making
__Lack of textbooks
__Others
________________________________
_______________________________
Planned Innovations:
__ Localized materials/Videos
__ Making books from views of the
locality
__ local poetical composition
__Local Folktale
__Prepared PowerPoint presentation
__Others
________________________________
_______________________________
___Pupil thinks critically
___It captured the attention and
interest of pupils
___Pupils reading skills was measured
___It engaged pupils in the activity
___It helps pupils develop their
listening skills
___It enhances interaction abilities of
the pupils
___Others
_______________________________
______________________________
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
__ Additional Clerical works
__Rubrics making
__Lack of textbooks
__Others
_______________________________
_______________________________
Planned Innovations:
__ Localized materials/Videos
__ Making books from views of the
locality
__ local poetical composition
__Local Folktale
__Prepared PowerPoint presentation
__Others
_______________________________
_______________________________
___Pupil thinks critically
___It captured the attention and
interest of pupils
___Pupils reading skills was measured
___It engaged pupils in the activity
___It helps pupils develop their
listening skills
___It enhances interaction abilities of
the pupils
___Others
_______________________________
______________________________
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
__ Additional Clerical works
__Rubrics making
__Lack of textbooks
__Others
_______________________________
_______________________________
Planned Innovations:
__ Localized materials/Videos
__ Making books from views of the
locality
__ local poetical composition
__Local Folktale
__Prepared PowerPoint presentation
__Others
_______________________________
_______________________________