KINDERGARTEN CATCH UP EDUCATION

DAILY PLAN Week 7:

Monday Tuesday
Wednesday
Content Focus: I have needs and feelings.
MEETING TIME 1: MEETING TIME 1: MEETING TIME 1:
Message: I have feelings. I can learn to say how I Message: Sometimes I‟m afraid .I can talk to other Message: I need to consider others‟ feelings too, not
feel. people only
Sometimes I‟m happy. Sometimes about my mine.
I‟m sad. fears. Questions: How do I make others happy?
Questions: What makes you happy? What makes Questions: What makes you afraid? Who do you
you sad? talk to about your fears? WORK PERIOD 1
WORK PERIOD 1 Teacher-Supervised:
WORK PERIOD 1 Teacher-Supervised: Feelings Chart: What Literature-based: Film Strips: A Sad Princess
Teacher-Supervised: Target Letter Nn (letter makes us happy?/ What
names, sounds and words that makes us sad ? Independent:
begin with Nn) Independent: Feelings Collage
Paper Plate/Paper Bag Puppets: Happy Faces Name Designs: Who‟s name begins with Nn Lit-based: Beginning/Middle/End Story Chart
? Spot the Letter M/Odd One One (letters)
Independent: Letter for the Day (Nn) Sand Paper Letters
Find a Match (Feelings) Find a Match ( Feelings) Writer‟s Workshop
Letter Lacing Cards Spot the Letter N
Letter Mobile (N) Table Blocks
Letter for the Day (N) Playdough MEETING TIME 2:
Table Blocks Introduce the song “ Feelings Spider“
Playdough Discussion/Sharing: Share an experience where
MEETING TIME 2: MEETING TIME 2: you had made someone happy in the family?
Show and Tell: drawing - What makes you Sing the song “What‟s the Sound? “ (substitute someone in school ?
happy/sad? with Mm
words
)
Activity: Have children think of words that begin
with M. List them down on the board.
Show the name designs they made during
Work Period 1

Supervised Recess Supervised Recess Supervised Recess

STORY: Pedro The Duck and the Intelligent Owl STORY: The Sad Princess STORY: Ang Mayang Uhaw
WORK PERIOD 2: Color Patterns (cubes) Call Out Math: 2-dimensional shapes in the
Teacher-Supervised: Hand Game (writing number Number Stations (1-4) environment
sentences Playdough Numerals (0-4)
– up to quantities of 4) Number Books (1-4)
Independent:

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WORK PERIOD 2: WORK PERIOD 2:
Teacher-Supervised: Who Has More? (quantities Teacher-Supervised: Pictograph: What‟s Your
of 4) Comparing Quantities: A Favorite Color
Game for Partners – Red, Blue or Yellow? (3
Independent: categories)
Color Patterns (cubes) Independent:
Playdough Numerals (0-4) Comparing quantities: A Game for Partners
Number Books (1-4) It‟s A Match/ Number Concentration (1-4)
Number Concentration (1-4) Border Patterns
Cover All: 2-dimensional shapes in the Number Fishing Game (1-4)
environment Tapatan

INDOOR/OUTDOOR ACTIVITY: People INDOOR/OUTDOOR ACTIVITY: Feelings Hopscotch Indoor/Outdoor Activity: Walk, Hop, Jump
Counting Games
(counting up to 4)

MEETING TIME 3: Dismissal Routine MEETING TIME 3: Dismissal Routine MEETING TIME 3: Dismissal Routine

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 THURSDAY
FRIDAY Content Focus: I have needs and feelings. My family provides my needs.
MEETING TIME 1: Message: My family provides for my needs. Some family members earn a
Message: I have needs. My basic needs are food, clothing and shelter. My living so they can help provide for the needs of the family.
family provides for my needs Question: What do your parents do to provide for your needs?
Question: What does your family need ?
WORK PERIOD 1 WORK PERIOD 1
Teacher-Supervised: Oral Blending Activities (syllables, onset and rime) Teacher-Supervised: Poster: Family members earn a living in different ways.
Independent: Independent:
Name Designs: Whose name begins with N? Name Designs: Whose name begins with Nn?
Letter Poster : Cut out words that begin with N Letter Poster : Cut out pictures that begin with N
Individual: N Designs Individual N designs
Dramatic Play (jobs of parents) Dramatic Play (jobs of parents)
Block Play (block work places) Block Play – work places
Stick Puppets: When I grow up…
METING TIME 2: MEETING TIME 2:
Sing the song “What‟s the Sound?“ (substitute with Mm words) Show the food chart – talk about the food that comes from animals and food
that comes from plants
Activity: Where‟s the Sound ? Have children think of words that have a /m
sound in it. List them down on the board. Sort the words according Activity: Where‟s the sound ?
to where the /m/sound can be heard

Supervised Recess Supervised Recess

STORY: Si Kapitan Ding Pinunong Magiting STORY: Vilma‟s Vineyard Workers
WORK PERIOD 2: WORK PERIOD 2:
Teacher-Supervised: Peek Through the Wall (writing number sentences up Teacher-Supervised: Peek Through the Wall (writing number sentences up to
to quantities of 3) quantities of 3)

Independent: Independent:
Block Play Block Play
Comparing Quantities: A Game for Partners Number Stations (up to 4)
Writing Papers (4) Number Mobile (quantities of 4)
It‟s A Match/ Mixed Up Numbers (1-4) Writing Papers (4)
Number Snap/ Number Concentration (0-4

INDOOR/OUTDOOR ACTIVITY: Body Letters INDOOR/OUTDOOR ACTIVITY: Body Parts

MEETING TIME 3: Dismissal Routine MEETING TIME 3: Dismissal Routine

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79
APPENDIX: WEEK 7

THEME RELATED

ACTIVITIES Shape

Collage (My Home)

Objectives: to construct a house using different shapes
to develop creativeness
to distinguish different kinds of shapes
Materials: Pre-cut shapes of old newspapers, colored magazines, large sheets of paper, old folder or cardboard, paste or
glue, pair of scissors
Procedure:
1. Place the pre-cut shapes of old magazines and newspaper in a box.
2. Let the pupils get pieces of the pre-cut shapes to create a collage of their house.
3. Glue or paste each part until they create a collage of their home.
4. Tell them to write a title of their collage and tell something about it.

Houses!Houses! - PEHT p. 71
Objectives: to identify different types of houses
to identify shapes of objects or things Materials: Pictures of different types of houses, blocks
Procedure:
1. Present pictures of different types of houses – small houses, big houses, apartments, nipa hut in the block
center where children can see and touch.
2. Discuss with the children about the shapes they see in each picture.
3. Let them tell what they know about the different types of houses.
4. Let the children build houses using their blocks.
5. Discuss with the children about what they build with their blocks. See if they try to use any of the ideas they
have seen in the pictures as they build their own creations.

What have you built?

Is it like the one in the picture or did you make a different kind of house?

Junk Art – (Different Kinds of Shelter)

Objectives: to demonstrate resourcefulness and creativity in using recyclables
to use recyclable materials to make models of different kinds of shelter
Number of Players/Participants: 6 children
Materials: recyclable materials like small boxes, strings, paper, soft cardboard, soft drink bottle caps, popsicle
sticks, pieces of cloth, candy wrappers, aluminum foil, wire, old magazines, etc.,glue, pair of scissors
Procedure:
1. Let the group discuss about the kind of shelter found in the community and let them decide of what kind of shelter
in group will work on
(e.g. tree house, nipa hut, duplex,
apartment etc.
2. Let the leader get the needed materials from the tray of box.
3. Group work on the kind of shelter they have chosen.

Literature-based: Popsicle Stick Houses

Objective: recall story details, develop fine motor coordination
Materials: popsicle sticks,
glue, Number of
participants: Procedure:
1. Have children make different kinds of houses out of popsicle sticks.
2. Let them glue each house on 1 whole or ½ oslo paper.

Literature-based: Stick Puppets : 3 pigs, wolf

Objective: recall story details, develop fine motor coordination
Materials: popsicle sticks/ tongue depressor, construction paper, yarn, assorted junk materials
Number of Players/Participants: 6-8 children
Procedure:
Have children make stick puppets out of assorted junk materials. After they have made the puppets, have them retell the
story using the puppets.
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Mga Katulong sa Pamayanan MEMORY GAME
Objectives: to identify the different community helpers
to remember the location of certain community
helpers cards

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Materials: 20 pieces of community
helpers cards Number of
Players/Participants: 6-8 children
Procedure:
1. Sixteen cards are placed in the middle of the table, face down, in a 4 x 4 arrangement. The remaining cards are
placed faced-down in a stack.
2. The players take turns turning over two cards, trying to turn a pair that totals 10. If a pair can be made, the
player keeps it and continues to play as long as he is successful. If he is not successful, he returns the two cards
to their original face-down positions and replaces
any cards he took with new ones from
the deck.
3. With 16 face-down cards on the table, the turn passes to the next player to the left.
4. The person who collects the greatest number of pairs is the winner.

Variation: This game can be varied by increasing the number of cards placed on the table. A 5 x 5 or 6 x 6
arrangement may be more interesting.

People in the Neighborhood – PEHT p.117

Objective: to identify the eletter that represents the sound heard.
Materials: Manila paper or newspaper, cut-out of stars, pictures of community helpers, bean bag or
small objects to toss. Procedure:
1. Draw a pathway on manila paper. Divide the paths into sections. Print the beginning letters of the community
helpers in each section.
2. Let the children recite:

Who are the people in the

neighborhood? In the
neighborhood, in the neighborhood
Please tell me so, tell me so. (2
times)

3. Ask one child to toss the bean bg to any section of the path, then hop from the starting point to the letter where
the bean bag fell.
4. While the child is hopping, let the children say:

What G (if the bag is on letter G) is one of the people in the

neighborhood? Please tell me so, tell me so. (2 times)

5. Ask the child on the path to name the community helper whose name begins with letter G.

Example: garbage collector

6. If the child gives the answer give him a star.

7. Repeat the activity.

Community Helpers

barangay official garbage collector

teacher doctor mailman
policeman fireman nurse
vendor

Sticks Puppets: Different Kinds of Clothes

Anong Kasuotan Ko? PEHT p. 60
Kasanayan: Nasasabi ang mga uri ng mga damit
Pamamaraan:
1. Bunuo ng apat na pangkat
2. Basahin ang mga tugma.
3. Ipahula kung ano ang mga ito. Mag-uunahan ang 4 na pangkat sa pagbigay ng sagot. Ang pangkat na may
pinakamaraming tamang sago tang panalo.

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a. Ako ay gingamit pag
taglamig,
Upang kayo‟y protektahan sa
ginaw. b. Damit pambabae
Maaaring mahaba o
maikli
Ingat lang kung
mahangin
At baka ito‟y
liliparin
c. Damit na
pantaas

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 May tatlong butas
Lagusan ng
kamay
At ng ulong mahusay.
d. Suot na karaniwang
panloob, Pandoble sa
damit na manipis.
e. Maikling gamit na pang-
ibaba
Karaniwang suot ng mga bata
Dalawang paa‟y ditto isinusuot
Nang makakilos nang mas
maayos. f. Maliit man ako‟y
mahalaga sa iyo
May pambabae at may panlalaki
Isinusuot ako
Na panloob na damit mo.

4. Ipaguhit ang mga kasuotang inilarawan.

Clothes I Wear – (Activity Sheets) or RSW p. 239

Poster: There are different kinds of clothes.

Objective: to identify different kinds of clothes
Materials: manila paper, papers, pencils, colored markers, crayons
Number of Players/Participants: 6-8 children
Procedure:
1. Ask each child to draw one kind of clothing.
2. Have children outline his drawings and color it.
3. Ask each child to write something about his/her drawing.Take down dictation if the child cannot write his/her
own words or sentences yet.
4. Paste their work on a manila paper, write the title of the activity and post on the wall

Pictograph: Clothes to Wear for Different Weather Conditions

Objective: to identify different kinds of clothes for different weather conditions
Materials: manila paper, papers, pencils, colored markers, crayons
Number of Players/Participants: 6-8 children
Procedure:
1. Ask each child to draw one kind of clothing for a particular kind of weather.
2. Have children outline his drawings and color it.
3. Ask each student to write something about his drawing. Take down dictation if the child cannot write his own
words or sentences yet.
4. Paste their work on a manila paper, write the title of the activity and post on the wall.

Dressing Up for the Weather PEHT p. 60

Objectives: to identify proper clothes for the
weatrher to distinguish sunny day
from rainy day
Material
s: umbrella
jacket wooden slippers
raincoat rubber slippers
hat
boots light
clothes shoes
Procedur undershirt
e:

1. Display things used during sunny or rainy days.

Examples: umbrella, jacket, rubber slippers, etc.
2. With the aid of pictures, children describe sunny and rainy days.
3. Children dress up in summer clothes or clothes for rainy weather.
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 4. Children parade around the room while music is being played.

Dress Me Up Paper Dolls

Objective: to identify different kinds of clothes
Materials: pre-cut puppet cardboard design, colored markers, scrap cloth, colored markers
Number of Players/Participants: 6-8 children
Procedure:

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 1. Tell the children that they will dress up their puppets.
2. Distribute pre-cut cardboard puppets to each child.
3. Ask each child to design his/her own puppet using the scrap cloth and colored markers available.
4. Attach each puppet to a popsicle stick using masking tape.
5. Display the puppets.

Clothes Memory Game

Objective: to match clothes that are alike
Materials: at least 20 pieces of picture cards of clothes
Number of players/participants: 6-8 children
Procedure:
1. Place all cards on the table face down.
2. Each player turns over two cards during his/her turn. If he/she gets a pair of identical letter cards, he/she gets to
keep the pair and takes another turn.
3. If the letter cards do not match, the player puts back the cards into their original places.
4. The player who is able to get the most number of pairs wins the game.

Clothes Connect
Objectives: to recognize different kinds of clothing that are alike
Materials: set of 28 clothes dominoes
Number of Players/Participants: 6 children
Procedure:
1. All dominoes are placed face down.
2. Each player draws 7 dominoes.
3. A player with a “double” begins play.
4. Each player in turn says the shape names and then plays as in a regular domino game.
5. The winner is the player who has played all dominoes or the player with the smallest number of dominoes when
all players must pass.

OTHER MATH ACTIVITIES

Playdough Numerals (0-4)

Objective: to identify the numerals 0, 1, 2, 3 and 4
Materials: playdough
Number of Players/Participants: 6 children
Procedure:
1. Give each child a medium-sized ball of playdough.
2. Let them form the numerals 0, 1, 2, 3 and 4.
3. Then ask each child to create the number of objects for each numeral. (Example: 2 hearts – numeral 2).

Number Books (quantities of 4)

Objective: to use numerals to describe and record
quantities Materials: old magazines, scratch
paper, crayons, pencils Number of
Player/Participants: 1-5 children
Procedure:
1. Help your child to draw pictures or glue in pictures from magazines of things that are important to him
and write the number 4 underneath.
2. Try making a book to illustrate a number story or rhyme.

Variation: Glue the designs from the Number Stations activity on sheets of paper. Bind the paper to make a book.

Go 4
Objective: to explore different combinations that makes 4
Materials: 4 sets of numeral cards
(0-4) Number of
Players/Participants: 1-5 children
Procedure:
1. All the cards are dealt.
2. The players take turns asking specific people for specific cards in a way similar to the card game Go Fish. For
example, John may say to Carol do you have a 1 ? If Carol has a 1, she has to give it up to John. John then
lays this 1 and a 3 in front of himself, face up. 86
A player can continue asking for a card as long as he gets the card he requested. If he does not get the card
he asked for, the turn passes to the person who said, "I don't have it."

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 3. The person who makes the greatest number of pairs is the winner.

Draw 4
Objective: to explore different combinations that makes 4
Materials: 4 sets of numeral cards (0
–4) Number of Players/Participants:
3- 5 children Procedure:
1. One card is drawn from the deck and is set aside throughout the game, so that there will be an odd card without a
mate at the end of the
game. All the other cards are dealt.
2. Each player goes through the cards received trying to find pairs that make 4. All the pairs thus made are
discarded in the middle of the table.
3. The players then take turns, each holding his/her cards like a fan and letting the person to her left draw one of
them without looking at them. If the person who draws the card can use it to make 4 with one of the cards in
he/her hand, he/she discards the pair in the middle
of the table. If he/she cannot use it, he/she has to keep it. He/she then holds all his/her cards like a fan so that
the person to his/her left can draw one of them by chance.
4. Play continues until one person is left holding the odd card and loses the game.

Find 4
Objective: to collect pairs of cards
Materials: 4 sets of numeral cards
(0-4) Number of
Players/Participants: 3-5 children
Procedure
1. All cards are dealt. Last card is turned face up. Each player keeps the cards dealt to him/she in a stack, face-
down, without looking at them.
2. By turns, players turn over the top card of his/she stack. If this card can be used with one on the table to make
a total of 4, the player can take it and keep the pair. If there are no cards that can be used, he/she has to
discard his/her card in the middle of the table, face
up.
3. The player who collects the most number of pairs wins.

4 Concentration
Objective: to explore different combinations that makes 4
Materials: 4 sets of numeral cards
(0-4) Number of
Players/Participants: 3-5 children
Procedure:
1. Sixteen cards are placed in the middle of the table, face down in a 4 x 4 arrangement. The remaining cards are
placed faced-down in a
stack.
2. The players take turns turning over two cards, trying to turn a pair that totals 4. If a pair can be made, the player
keeps it and continues to play as long as he/she is successful. If he/she is not successful, he/she returns the two
cards to their original face-down positions and replaces any cards he took with new ones from the deck.
3. With 16 face-down cards on the table, the turn passes to the next player to the left.
4. The player who collects the greatest number of pairs is the winner.

It ’s A M at ch
Objective: to match numeral to set of objects/ dots
Materials: one set of cards with numerals – 0 -5, one set of cards with dots
(corresponding to the numerals) Number of Players/Participants: pairs or small group
Procedure:
1. Place the numeral cards face down in a box.
2. Place the corresponding dot pattern cards in the chalk tray.
3. Call on a child to get a card form the box and place it over the equivalent card in the chalk tray.
4. If correct, the child may choose the next player.
Mixed Up Numbers n r s er of Players/Participants:
Objectives: to read and recognize number u w (1- small group Procedure:
words m o 4) 1. Place the word
to recognize the sequence of b r Nu cards at random in the
numbers Materials: vocabulary cards of e d mb tray.
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2. Ask the child to say each word with
you.
one
two
three
four

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 3. Ask the children to help you place them in correct sequence.
4. Tell the children to hide their eyes while a mischievous kitten (you) comes and change the order of the cards.
5. The children close their eyes and lower their heads on their desk.
6. The teacher switches cards and then calls on a pupil to return them to the correct places.

Variation: Distribute the cards to the children. Call one of the word names. A child with the corresponding card is
invited to stand. “Neighbors” – those whose numbers are one less or one more than this student‟s – are then
invited to join in. Continue until all are standing in the appropriate number.

Picking Up Game: Numbers

Objective: to recognize and identify numerals
Materials: fish cut-outs (that have the numbers 0-3 written on them) with paper clip, fishing rod with magnet
Number of Players/ Participants: 2-4 children
Procedure:
1. Set up a “catching area” where card with numbers are placed on the floor.
2. Children take turns using the rod to catch a „number‟.
3. When a child catches a „card‟ he/she identifies the number written on it.
4. The next child takes his/her turn.

Lift The Bowl

Objective: to explore different combinations that makes a given
quantity Materials: bowl or cup, any kind of counter such as
pebbles, chips, or sticks Number of Players/Participants: small
group
Procedure:
Game proceeds as Hand Game but bowls are used for separating quantities.
Teacher says: Children say: Teacher places these cards on the
Lift the Bowl counting board
0

"Place four blocks "None and four is four." or

under the bowl." "Zero and Four is four." 4

"Place three blocks on the bowl." "One and three is four."

3

"Place two blocks on the bowl." "Two and two is four."

2

"Place three blocks on the bowl." "Three and one is four."

1

"Place four blocks on the bowl." "Four and none is four." or

“Four and zero is four.” 0

Block Play
Objectives: to explore the attributes of 3-dimensional or
space figures to understand the relationship
between figures
to build structures using blocks
Materials: table or floor blocks 90
Number of Players/Participants: 1-4 children

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Procedure:
1. Children use table or floor blocks to build structures.
2. While building structures children are encouraged to talk about attributes of block (e.g. long/ short, heavy/light)
and the relationship of each block to another (e.g. 2 of these blocks make 1 of these blocks).
3. Children can also be encouraged to build structures based on the theme of the week (e.g. building homes, schools,
establishments in the
community
).

Counting Boards (concrete, up to quantities of 4)

Objective: to explore different combinations that makes a given quantity
Materials: counting boards & counters (example: webs & spiders, rivers & fish, stores & hats, tables &
chairs, sinks & plates) Number of Players/Participants: 1-4 children
Procedure:
1. Give each child one counting board.
2. Have the children take the number of counters being worked with for the day and decide what they want to
represent.
3. Take turns in telling a story to go with the counters.

Ex: Three fish were swimming. Three more came. That makes six fish swimming.
I saw seven mangoes in the tree. I climbed the tree and got two mangoes. Five
mangoes were left.

Subtraction Cards
Objective: to subtract quantities up to 4
Materials: subtraction cards,
counters Number of
Players/Participants: 1-4 children
Procedure:
1. Teacher reads the total on the card, in this case 4.
2. Children get 4 counters.
3. Teacher says "take away one" while lifting the right hand flip.
4. Children take away 1 counter, count remaining counters and say "Three".
5. Teacher shows the group of the three remaining dots on the subtraction card.

Call Out: Addition (up to quantities of 4)

Objective: to match an addition fact with its
correct sum Materials: call out card for each
player calling cards tokens Number of
Players/Participants: 1-4 children
Procedure:
1. Provide each child with a call out card.
2. Assign a student to call out what is written on the calling cards.
3. First one to cover all spaces wins. If players go through all the cards without reaching call out, they should
reshuffle the cards, then turn them face down again and continue playing until someone has won.

Call Out: Subtraction (up to quantities of 4)

Objective: to practice subtraction up to quantities of 4
Materials: call out board card for each player, calling cards, tokens
Number of Players/Participants: 1-4 children
Procedure:
1. Provide each child with a bingo card.
2. Assign a student to call out what is written on the calling cards.
3. First one to cover all spaces wins. If players go through all the cards without reaching call out, they should
reshuffle the cards, then turn them face down again and continue playing until someone has won.

Number Stations (quantities of 4)

Objectives: to count up to quantities of 4
to see that despite differences in appearance quantities remain the same
(conservation) Materials: several boxes of toothpicks
Number of Players/Participants: 1-5 children
Procedure:
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1. Teacher chooses a number to work with for the day, in this case 4.
2. Children work together exploring a given quantity of toothpicks, in this case 4, making as many arrangements as
possible.
3. Teacher encourages the children to describe the toothpick patterns in a variety of ways.

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 Variation: Children can explore other materials such pebbles, popsicle sticks, and blocks.

Sand Play: Mark The Scoops

Objectives: to compare
quantities to see
relationships
Materials: large container (basin) with sand, assorted jars, measuring cup, 1 cm or ½ in strips of paper, tape, funnel
Number of Players/ Participants: 2-4 children
Procedure:
1. The children take a measuring cup to experiment with. They will tape a strip of paper to the side of each of the
available jars. They will put 1 measuring cup of sand in 1 jar and shake the jar to even out the sand and mark
the level on the paper taped to the side of the jar. As the children add each measuring cup of sand, they will mark
the level on the paper. This is repeated for each jar.
2. Encourage the children to discuss why the distance between each mark differs with some jars and does not with
others.

Call Out: Number (0-4)

Objective: to match numerals
Materials: call out card for each child, calling
cards, tokens Number of Players/Participants: 2
or more children Procedure:
1. Provide each player with a bingo card (numerals).
2. Assign a child to call out what is written on the calling cards.
3. First one to cover all spaces of the call out board wins. If players go through all the cards without reaching call
out, they should reshuffle the cards, then turn them face down again and continue playing until someone has
won.

Do n ’t Ro ck t h e Bo at
Objective: to practice counting
Materials: playing board,
counters, dice
Number of Players/Participants: 1-5 children
Procedure:
1. Players roll the dice to travel back and forth inside the “boat”.
2. The player who lands in the center with an exact roll is the winner.

Who Has More?

Objective: to compare quantities
Materials: assorted materials such as toothpicks, buttons, marbles
Number of Players/Participants: 6 children
Procedure:
1. Put out about six saucers, each with a different number of things in, for example, six toothpicks, five small
buttons, four big buttons, three peas, two pebbles, one marble.
2. The child points at two saucers and chooses without counting out, which has more. Child then checks by
pairing up the contents of the two saucers.
Variations:
1. Put the same number of things in two of the saucers.
2. Put four big things and four small things in another saucer.
3. Put out bigger number of things.

Comparing Numbers – A Game For Partners

Objective: compares quantities
Materials: clothespins, small card numbers, more/less spinner
Number of Players/ Participants: 3 pairs (6
children) Procedure:
1. Each player draws a numeral card from a pile of cards.
2. They each build the appropriate clothespin stack to match their cards.
3. One child turns the more/less spinner. If it lands on less, the partner whose stack has lesser clothespins wins
both stacks. If the spinner lands on more, the partner with more clothespins wins both stacks.
4. They continue to take turns, each accumulating clothespins.

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 5. When the time is up or the children decide to end the game, they snap together all the clothespins. They turn the
spinner to see if the person who has accumulated more or less clothespins is the winner.

Playdough Numerals (0-6)

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Objective: to identify the numerals 0, 1, 2, 3, 4, 5 and 6
Materials: playdough
Number of Players/Participants: 6 children
Procedure:
1. Give each child a medium-sized ball of playdough.
2. Let them form the numerals 0,1, 2, 3, 4 , 5 and 6.
3. Then ask each child to create the number of objects for each numeral, Example: 2 hearts – numeral 2.

Writing Papers (6)

Objectives: to learn sequence
to observe the form of each
numeral to develop eye-hand
coordination
Materials: writing papers (with number dot patterns for each numeral) crayon
Number of Players/Participants: individual
Procedure:
1. Each child is given a writing paper with the numeral he/she is working on, in this case 6.
2. Children use a crayon to connect the dots of the number pattern.

Number Stations (quantities of 6)

Objectives: to count up to quantities of 6
to see that despite differences in appearance quantities remain the same
(conservation) Materials: several boxes of toothpicks
Procedure:
1. Teacher chooses a number to work with for the day, in this case 6.
2. Children work together exploring a given quantity of toothpicks, in this case 6, making as many arrangements as
possible.
3. Teacher encourages the children to describe the toothpick patterns in a

variety of ways. Variation: Children can explore other materials such

pebbles, popsicle sticks, and blocks.

Number Books (quantities of 6)

Objective: to use numerals to describe and record
quantities Materials: old magazines, scratch
paper, crayons, pencils Number of
Players/Participants: 1-5 children
Procedure:
1. Help the child to draw pictures or glue in pictures from magazines of things that are important to him and write the
number 6 underneath.
2. Try making a book to illustrate a number story or rhyme.

Variation: Glue the designs from the Number Stations activity on sheets of paper. Bind the paper to make a book.

Number Cover All (0-6)

Objective: to match numerals
Materials: cover all number boards, 2 sets of number cards, 0-6
Number of Players/Participants: 1-5 children
Procedure:
1. Give each player a cover all number board.
2. Players take turns to pick up a card from the deck.
3. If the number appears on their board they use this to cover the number up.
4. Continue until someone fills their board.

Variation: One person is a caller as in a bingo game. He/she holds the number cards and players have to shout out
the name of the number in order to claim it to put on their board.

Number Concentration (0-6)

Objective: to match numerals

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Materials: 2 sets of number
cards, 0-6
Number of Players/Participants: 2-4 children
Procedure:
1. Lay the cards down, either in rows or just anyhow.
2. Take turns turning over 2 cards.
3. If the cards match, you win them. If not, turn them face down again.

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 4. Player with most number of
cards win.

Chart: How Many Pockets? Zippers? Buttons?

Objectives: to collect data
to organize data using a
pictograph
Materials: manila paper, cut outs of 3 pockets, zippers, buttons, glue
Prepare large graph on Manila paper where children will paste the pocket, zipper, button
cut-out of their choice. Prepare cut-outs of zippers. Make sure cut-outs are enough for all
the children.
Example:

button
zippers
s
pocket
s
Number of Players/Participants: small group
Procedure:
1. Ask children to check if they have zippers, buttons or pockets. Discuss what each looks like.
2. Show the graph drawn on Manila paper and say, “Now look at the chart and choose which among these is present
in your clothing today.”
3. Call each child. The child then gets a cut-out and pastes this on the appropriate box.
4. After the children have pasted their cut-outs, ask the following questions:
Who has the most zippers? buttons?
pockets?
Who has the least zippers? buttons?
pockets?

Measure It
Objectives: to measure the length of objects
Materials: assorted objects with varying lengths, popsicle sticks, paper, pencil
Number of Players/Participants: 4-6 children
Procedure:
1. Ask children to measure the length of the following: blackboard, shelf, table, blocks
(Note: you may also substitute these items with other things in the classroom)
2. Use different non-standard tools such as popsicle sticks, straw. You may use inch cubes to measure length of
smaller objects such as pencil, table block, crayons landing in the center.

OTHER LANGUAGE ARTS ACTIVITIES

Letter Lacing Cards

Objectives: to develop visual
discrimination, to fine-
motor coordination
Materials: lacing cards, yarn
Preparation: Make individual letters from cardboard or construction paper. Punch the edges of the letter. Attach
a piece of string/yarn to each letter which should be long enough to lace the entire card.
Number of Player/Participants: 6-8 children
Procedure:
1. Distribute the letter cards to the children.
2. Let them children lace the cards.

Name Designs
Objectives: to develop letter
recognition to fine-
motor coordination
Materials: strips of oslo or bond paper, glue, art paper, scissors, yarn, junk materials
Number of Player/Participants: 6-8 children
Procedure:
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 1. Have children think of names that begin with letter N.
2. Teacher writes down each name on a strip of paper.
3. Children decorate/design the name using various art and junk materials.

Nn Words Poster
Objective: letter recognition
Materials: craft paper, old magazines or newspapers, scissors, paste or glue
Number of Players/Participants: 1-5 children

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Preparation:
On a piece of 2‟ x 3‟ of craft paper, write the outline of the letter for the day in upper and lowercase.

Procedure:
1. Have children cut out words that begin with Nn.
2. Let them paste the words inside the outline of the letter.

Spot the Letter N

Objective: to develop visual discrimination
Materials: paper mounted on a sturdy board with a mix of letters written across the page tokens word cards
(words that contain letter N) Number of Players: 2-3 children
Preparation: Write several lower case letters across a page of bond paper or construction paper. If the target letter
is N, there
should be more m‟s on the board than other letters you will write. Mount your paper on a sturdy board.
You may also choose to write directly on a folder or board.
Procedure:
1. Ask children to locate the target letter on the board. Have them count how many target letters were they able to
spot.
2. For every letter that they spot, have them put a token on top of it.
3. After this is done, distribute cards on which words that contain letter N are written on.
4. Again, have them locate letter m on these words.

“T h e Sad Prin ce ss ”
(Fim Strip) Objective:
identify story details
Materials: manila paper
Number of players/participants: 4-6 children
Procedure:
1. Pre-cut the manila paper in the shape of a banner.
2. Ask children to recall details of the story just read. e. g. characters, setting, major events, title.
3. Write the title at the top or center of the manila paper.
4. Each child draws a story detail in a separate paper (construction or bond paper).
5. He/she cuts this out and paste this on the story banner.

Sand Paper Letters; Letter Ss, Mm, Aa, Tt, Ff, Ee, Nn
Objective: to form a letter
Materials: sand paper letter cut-outs
Preparation: Prepare sand paper letter-cuts of upper and lower case forms of
letters M, A , T and F Number of Players/Participants: 6-8 children
Procedure:
Have children explore each sand paper letter, feeling its shape as they form the letter
with their fingers.

CVC Fishing Game

Objective: to match CVC words
Materials: CVC fishing cards, hook
Preparation: prepare fishing cards with CVC words that can be formed from the following
letters; m, a, t, f, e, n
Players: 4-6 children
Procedure:
1. Lay down CVC cards on the table or floor.
2. Have children take turns fishing CVC words.
3. Children read out words that they catch.

CVC Cover All (same as Letter Cover All but replace with CVC words that can be formed from the letters m,a,t,f,e,n)

Word Call Out ( same as Letter Cover All but replace with CVC words that can be formed from the letters m,a,t,f,e,n
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Writ ers’ Wo rks h o p - “What did you do during the summer vacation?”
Objective: to represent experiences through drawing
Materials: ½ lengthwise bond paper, pencils, crayons

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Number of Players/Participants: 8 children
Procedure:
1. Ask each child to draw a particular experience he/she had last summer and write about it.
Take down dictation if the child cannot write his own words or
sentences yet.
2. Compile the stories and make it into a book. Write the title of the book – “Our Summer Vacation Experiences”.

STORIES

Ang Mayang Uhaw By: Victoria

Anonuevo (Paano siya makakainom
ng tubig sa baso) Question before
reading
1. Ano ba ang pakiramdam ng kapag
nauuhaw? Question while reading
1. Makakainom pa kaya si Maya kakaunting tubig
sa baso? Questions after reading
1. Ano ang nagging suliranin ni Maya?
2. Ano ang nagging paraan ni Maya upang makainom?

Si Kapitan Ding Pinunong Magiting

Questions before reading
1. Nakaranas nab a kayo ng bagyo o lindol?
2. Ano ang inyong naramdaman?
3. Sino ang mga tumulong sa inyo upang kayo ay
maging ligtas? Questions while reading
1. Sino si Kapitan Ding?
2. Saan siya
namumuno? Questions
after reading
1. Bakit tinawag na pinunong magaling si Kapitan Ding?
2. Sinu-sino pa ang mga tumutulong sa atin kapag may bagyo o baha o kalamidad?

SONGS/POEMS/RHYMES
Wha t ’s t h e Sou n d ? Sing “ Who are the people in the neighborhood?”
(to the tune of Old MacDonald Had a Who are the people in your neighborhood?
Farm)
Who are the people in your
What‟s the sound that these words neighborhood? In your
share? neighborhood? (2x)
Listen to these words. Oh, who are the people in your neighborhood?
Mat and Mini are these two They‟re the people that you meet
words. Tell me what you‟ve When you‟re walking down the
heard. (mmmmm) With a /m/, /m/ street They‟re the people that you
here, and a /m/,/ m/ there, meet each day.
Here a /m/, there a /m/, everywhere a
/m/, /m/.
/m/ is the sound that these words
share. We can hear that sound!

INDOOR/OUTDOOR ACTIVITIES

To Market, to Market to Buy Fruits and

Vegetables Objective: to develop gross motor
skills and body coordination Materials: 2 daddy‟s
polo, 2 big hats, 2 baskets, 2 umbrellas Number of
Players/Participants: whole class 10
2
Procedure:
1. Divide the class into 2 equal groups. Ask each group to form a straight line.
2. Put a chair in front of each group (about 3 meters away).
3. Teacher models how the action is done – she wears the polo and hat, opens the umbrella, goes around the chair
carrying the basket and umbrella, then goes back to her group mates, touching the hand of the child next to her.
As soon as that classmate next to her has moved on, she goes to the end of the line.

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 4. When the children have understood how the relay game is played, you may now start the game.
5. At the signal “Go!” the first child of each group, does the action demonstrated by the teacher and the game
continues until everybody had taken his turn.

Line Up
Objective: to sort the class into 3 groups based on similarities and differences
Materials: none
Number of Players/Participants: whole group
Procedure:
- Tell the children that they are to make three lines based on the descriptions you give.
- Make 2 lines: boys, girls
- Make 3 lines: favorite drink: juice, chocolate drink, milk
- Make 3 lines: favorite place: McDonald‟s, Jollibee, KFC
- Make 3 lines: favorite activity: playing, watching TV, drawing/coloring pictures

Move the Body – PEHT p. 55

Objective: to demonstrate movement of different body parts Procedure:
1. Children sit on the rug.
2. Children and teacher do deep breathing exercises as a way of feeling balance.
3. Children and teacher do simple stretching to loosen tight muscles, concentrating on certain body parts.
Example; hand, feet, head
The teacher starts the music and tells the
children:
“Move your hand…foot…etc.” in any way you want.
Children move their body parts with the
music.
Teacher and children end the activity with deep-breathing exercises.

Variations: Direction of the movement varies ( up and down, back and forth, etc) The quality of movement can also be
varied (slow and fast , quiet and loud, light and heavy, happy and sad). Different kinds of music should be used
in various movements.

Over and Under Relay

Clothes Relay

Players are divided into 3 equal teams. Each team forms a line. One sack of clothing is set at least 4 yards in front o of each
team.
The first player on each team runs to the sack of clothing, putting on each article of clothing in any order. Clothes need not
be tied or buttoned. Player then runs back to his team, takes clothes off and helps the next player get dressed. The next
player runs to the other end and back to the
finish line. He then takes each particle of clothing off and help the next player get dressed. The next player takes his turn in
the same fashion. The
game continues until all players of one team have had a turn and thus win.

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