DAILY LESSON LOG (DLL)
School: ___________________________
Teacher: ___________________________
Grade Level: Kinder / Grade 1 (SPED – Autism Class)
Learning Area: Early Math / Concept Development
Quarter: 2nd Quarter
Week: _____
Day: _____
Duration: 30–40 minutes
Lesson Title: Big and Small
I. OBJECTIVES
1. 1. Identify big and small objects correctly.
2. 2. Differentiate big and small through observation and interaction.
3. 3. Participate actively in sorting and matching activities.
II. CONTENT
Concept of Size – Big and Small
III. LEARNING RESOURCES
- Flashcards or real objects (toys, fruits, shapes)
- Two baskets or boxes labeled BIG and SMALL
- Worksheets or picture cards
- Visual aids, song audio, crayons
IV. PROCEDURES
Teacher’s Activity Learners’ Activity
A. Introduction / Motivation
The teacher greets the learners and begins The learners sing, listen, and move their
with a song: “This is Big, This is Small” (to hands wide for “big” and close together for
the tune of Twinkle, Twinkle, Little Star). “small.”
The teacher shows two toys (e.g., a big ball Learners respond by pointing or saying
and a small ball) and asks: “Which one is which is big and which is small.
big? Which one is small?”
B. Presentation / Lesson Proper
The teacher explains the concept: “When Learners listen and observe.
something takes up a lot of space, we call it
BIG. When something takes up a little
space, we call it SMALL.”
The teacher shows pictures or real objects Learners say or point to the big and small
(big apple vs. small apple, big shoe vs. small items.
shoe).
The teacher encourages repetition of the Learners repeat after the teacher: “BIG!”
words “BIG” and “SMALL.” “SMALL!”
C. Guided Practice
The teacher distributes cutouts or Learners hold their cards.
flashcards of different objects.
The teacher instructs: “Hold up the BIG Learners raise the correct picture or object.
object!” and “Hold up the SMALL object!”
The teacher sets up two baskets labeled Learners place their object in the correct
BIG and SMALL. Learners are called one by basket while saying “Big” or “Small.”
one to sort objects correctly.
D. Independent Practice / Application
The teacher gives a simple worksheet: Learners complete the worksheet with
“Encircle the big object and put an X on the guidance.
small object.”
The teacher assists and praises students’ Learners participate and show their output.
work.
E. Evaluation / Checking for Understanding
The teacher shows mixed pictures and Learners respond by pointing or saying the
asks: “Which is big? Which is small?” answer.
The teacher calls volunteers to pair two Learners say: “This is big.” / “This is small.”
classroom objects (e.g., crayons, erasers)
and describe them.
F. Enrichment / Reinforcement
The teacher instructs: “Find one big thing Learners walk around and point to or bring
and one small thing inside the classroom.” one big and one small object.
G. Closing / Reflection
The teacher reviews: “Today we learned Learners clap and say, “Big and Small!”
about BIG and SMALL!” and gives verbal
praise or a sticker reward.
The teacher leads a short goodbye song or Learners join the closing song and
dance related to size. movement.
V. ASSESSMENT
- Oral identification of big and small objects
- Sorting and matching activity using real items or cards
- Worksheet performance (Encircle big, X on small)
- Teacher observation of participation and correct responses
VI. REFLECTION
Learners who performed well: ___________________________
Learners who need more reinforcement: ___________________________
Strategies that worked well: ___________________________
Follow-up Activities: Sorting objects at home (with parent assistance), coloring big and
small pictures.
