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GRADES 1 to 12 Teacher: File created by Ma’am EDNALYN D. MACARAIG Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and Time: MARCH 12-16, 2018 (WEEK 9) Quarter: 4TH QUARTER

I. OBJECTIVES

A. Content Standards The learner…demonstrates understanding of line graphs and experimental probability.

B. Performance Standards The learner…is able to create and interpret representations of data (tables and line graphs) and apply experimental probability in mathematical problems and

real-life situations.

C. Learning Describes experimental probability Performs an experimental probability Analyzing data obtained from chance using experiments

Competencies/Objectives M5SP-IVi-14/ Page 66 of 109 and records result by listing involving letter cards (a to z) and number cards ( 0 – 20)

Write the LC code for each M5SP-IVi-15/ Page 66 of 109 M5SP-IVi-16/ Page 66 of 109

Probability Probability Probability

III. LEARNING

RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Material pages K-12 Grade 5 Curriculum K-12 Grade 5 curriculum : K-12 Grade 5 curriculum

3. Textbook pages Real Math pp. 336 - 339 Integrative Mathematics 6 pp.443 – 447 , Elementary Mathematics VI p. 330 - 333

4. Additional Materials from

Learning Resource (LR)

portal

B. Other Learning Resources Coins, die spinner, playing cards Calendar , marbles, strips of cartolina, letter cards (A to Z), number cards ( 0-20 )

box

IV. PROCEDURES

A. Reviewing previous A.Preliminary Activities Checking of assignment 1.Drill 1.Opening Song – “ Pagdatingng Panahon” sung by Aiza Seguerra

lesson or presenting the 1.Drill a.Spin the spinner 1.1.Drill

new lesson Tell whether the following is sure b.Put a mark in the tally column for each Game ka na ba?

to happen, likely to happen or color where the spinner stops. Materials:

impossible to happen. Do this experiment for 10 times 4 rolled papers numbered ( 1 to 4 )

a.The baby cooks for the family. c.Add the tally marks for each column 8 hidden questions on situations to be predicted

b.The lost cellular phone was and write the number in the frequency Mechanics:

found. column. a.Form 4 teams having equal number of members. The leader of

c.The teacher teaches the pupils. color tally frequency the team draws and gets 2 questions to be predicted by the

d.The man collapses during the team in terms of:

rally. Blue •Likely to happen

e.The cat drives the car. Yellow •Impossible to happen

2.Review Green •Unlike to happen

Conduct a review on drawing 2.Review •Certainty to happen

inferences based on data If you roll a die, what is the probability •Equally likely to happen

presented that you will roll 2? 1? 8? Even numbers? b.Output of each team will be presented on the board.

in a line graph. Odd numbers? c. The class, together with the teacher, processes the

MONTHLY WAGE OF AN responses of teams.

EMPLOYEE 2.Review : Writing Ratio

Refer to LM Find my Partner

What does the line graph tell Materials:

about the wage of the employee 25 cards – with ratio expressed in fraction

in seven months? 25 cards – with ratio expressed in colon equal to the former sets

of cards

Mechanics:

a.Form 4 teams. Have the cards distributed to the class.

b.The first team will stand and look for the partner of the ratio.

The next team follows.

c.The team with the highest number of partner wins

B. Establishing a purpose for 3.Motivation 3.Motivation 3.Motivation

the lesson Have the class listen to the song Kapaligiran. Show the pictures of the Great European How many sides does a coin have?

Discuss the message of the song relating to prediction. Which line in Mathematician like Gerolamo Cardano, If you are to toss a coin, what is the chance that your coin will

the song tells something that will likely happen? Will unlikely happen Pierre de Fermat, Blaise Pascal and land head?

? Is it impossible to happen? or certain to happen? Christian Huygens. Original File Submitted and Formatted by DepEd Club Member -

Say: Did you know that they began to visit depedclub.com for more

analyse simple games of chance involving

cards and dice?

C. Presenting 1.Presentation 1.Presentation 1.Presentation

examples/instances of the Show a calendar to the class. PICKING A CARD

Present to the class a number cube.

new lesson Say: Consider the days of the week. If

Ask: you choose a day at random, the

probability that it is a Monday is 1 out of

If you roll a 0-5 number cube, what is the probability that you will

7 of 1/7. The probability that you choose

roll 7? begins with the letter T is 2 out of 7 or

2/7. The probability that the day you

If you roll a 0-5 number cube, what is the probability that you will

choose has less than 15 letters is 7 out of

roll a number less than 7? 7 or 1. The probability of an impossible

event, such as choosing a day with only 3 a. Have each member of the team pick a letter without

If you roll a 0-5 number cube, what is the probability that you will

letters is 0 out of 7 or 0. looking . Let them find the probability of picking letter G.

roll an even number? b. Ask them to find the number of possible outcomes.

If you roll a 0-5 number cube, what is the probability that you will c. Let them answer on the prediction card. Encourage

them to determine the probability of picking G.

roll an odd number? d. Lead them to come up with G is 1out of 10 or 1/10

e. Ask them to symbolize the probability as P(G) = 1/10

Let us use the number line to show the probability of an event.

Refer to LM(Number line)

We can see on the number line that if probability is less than ½ ,

an event is unlikely to happen. If the probability is more than ½

the event is likely to happen. A probability of 1 means the event

will certainly happen and a probability of 0 means the event is

impossible to happen.

a.

D. Discussing new concepts 2.Performing the activities 2.Performing the Activity 2.Performing the Activity

and practicing new skills #1 Group the class into four. Ask the class to Alphabet cards of the same size and shape were put in a bag. 3

Pair-Share Activity

perform the task assigned to them. cards have letter M, 4 cards have letter A, 2 cards have letter T,

For each of the following spinners, give the probability that the Require them to write the results of the and 1 card has letter H.

simple experiments on manila paper 1. What is the total number of possible outcomes?

pointer will stop on

using the table. ______________

PICK A COLOR 2. What is the probability of picking a:

Materials: a box, 6 marbles, ( 3 green, 2 a. card with letter M ________

blue, 1 red) b. card with letter A ________

Groups : four c. card with letter T ________

Procedure: d. card with letter H ________

a.Put the marbles in the box. Without e. card with a vowel ________

looking, f. card with a consonant ________

color tally number draw one g. card with M or T ________

marble h. card with letter J ________

Green from the i. card with T of H ________

box and j. card with letter A or T

Blue record

Red the color

in the

table

below.

more 19 trials. Replace the marble each

time after recording the color.

c.How many times out of 20 did you

draw a blue marble?

the fraction

P( event) = number of times an event

occurred

Number of times the experiment was

performed

probability of an event.

Give your experimental probability for

each event.

P(green) = ______

P(blue) = ______ P (red) =

______

20

20 20

The greater the probability of an event,

the more likely it will occur. The smaller

the probability of an event, the less likely

the probabilities.

E. Discussing new concepts 3. Processing the activities Processing the Activities Processing the Activities

and practicing new skills #2 Instruct the group to post their outputs Instruct the group to post their outputs on the board.

Ask the pair to put their output on the board.

on the board. Ask; How did you find the activity?

Ask: How did you find the activity? Ask; How did you find the activity? How did you perform the probability experiment?

How did you perform the probability How did you express the outcomes of your probability

How did you perform the simple probability experiment?

experiment? experiment?

How did you express the outcomes of your probability experiments? How did you express the outcomes of What did you notice in the results of your probability

your probability experiment? experiment?

Say:

What did you notice in the results of your Lead the discussion on using the formula in expressing outcomes

A probability tells us how likely something is to happen. probability experiment? of probability experiments.

Lead the discussion on using the formula

We use fractions to describe probability. For example, if you flip a

in expressing outcomes of probability

coin it has an equal chance to land on either of its two faces. The experiments.

probability that the coin will land heads up is 1 result out of two

possible outcome, or ½ . Since it is likely that the coin will land tails

up, that probability is also ½.

Even though we might imagine the coin landing on its edge, this

event is so unlikely that we don’t usually consider it. We expect a

coin to land heads up half of the time and tails up the other half.

Nothing else is likely to happen.

If something cannot possibly happen, the probability is 0. If

something is certain to happen, the probability is 1.

F. Developing mastery 4.Reinforcing the Concept and Skill b.Have the pupils do the items .Reinforcing the Concept and Skill 4.Reinforcing the Concept and Skill

(Leads to Formative Discuss the presentation under Discuss the presentation under Explore and Discover on

a.Discuss the presentation on top under Get Moving, page ___ of

Assessment 3) Explore and Discover on page _____LM page _____LM Math 5, Then let the pupils do the activities under

of page ___ LM Math Grade 5. LM math Grade 5. Check the Math 5, Then let the pupils do the Get Moving and Keep Moving on pages _____ LM Math Grade 5

activities under Get Moving and Keep

Then give the following activity. pupils’ answers and provide

Moving on pages _____ LM Math Grade

Which spinner gives a ¼ corrective measures if needed. 5

probability of landing on red? To further reinforce the skill,

ask the pupils to answer items

under Keep Moving, page ____

of LM Math

G. Finding practical . 6. Applying to New and 6.Applying to New and Other 5.Applying to new and other Situations 6. Applying to new and other Situations

applications of concepts and Lorraine puts cards with letters of her There are 4 different letters to match with 6 different numbers.

Other Situations Situations

skills in daily living name into a box. What is the probability If you look for the probability of getting 1 letter and 1 number

Describe three instances where Describe three instances that the card she pulls out is _____ combination, what will be your total number f possible

outcomes?

the probability of those events where the probability of those

happening are 0 . event happening is 1.

a. L? ______

b. O? ______

c. R? ______

d. A? ______

e. I? ______

f. N? ______

g. E? ______

H. Making generalizations and 5.Summarizing the Lesson 4.Summarizing the Lesson 5.Summarizing the Lesson

abstractions about the A probability tells us how likely something is to happen. Lead the pupils in generalizing the Lead the pupils in generalizing the following:

lesson If something cannot possibly happen, the probability is 0. If following: Ask: How do you tell the number of favourable

something is certain to happen, the probability is 1. Ask: How do you record prediction? outcomes/chances?

By doing probability experiment, we can A favourable outcome is the result we want to happen in an

determine the number of times an event event.

occur. We use a table and record the

outcome of probability experiment.

The probability can be approximated by

the fraction

P( event) = number of times an event

occurred

Number of times the experiment was

performed

I. Evaluating learning C.Assessment .Assessment C.Assessment C.Assessment

Answer the following questions. Express the outcomes of your prediction. Study the cards with letters.

Jimmy and Naomi are rolling a Write your answer in your notebook.

regular 0-5 number cube. Jimmy 1.What is the chance that you will get a

wins if 0 is rolled. Naomi wins if perfect score in you Math quiz?

1,2,3,4 or 5 is rolled. 2.What is the probability that a newly

1.Who do you think will win more born puppy is a girl?

often? 3.Toss a die, what is the probability that

2.What fraction of the time do you you will get 4 on top?

think Jimmy will win? 4.What is the probability that Claire

3.What is Naomi’s probability of chooses a rose from a flower shop selling

One card is drawn from a

winning? sunflower, tulips, and dahlia?

well-shuffled 9 letter cards. What is

4.If they roll the cube 6 times, how 5.Toss a coin. What is the probability that

the probability of drawing a card

many times would you expect neither the head not the tail shows up?

having the following letter/s?

Jimmy to win?What is 1/6 of 6?

a. L,O,V,E

5.Should you be surprised if Jimmy

b. M, A, T

did not win exactly 1 time out of 6

c. I

tries?

d. V, E

e. Y

J. Additional activities for D.Home Activity D.Home Activity D.Home Activity

application or remediation Remediation Remediation Remediation

Write 0 for impossible to happen, What is the probability that this spinner There are 4 strawberries – flavoured

½ for equally likely to happen and will land on candies and 5 cherry-flavoured

1 for certain to happen. candies in a jar. If Kristine picks first

_____1. From a class of 30 boys and Randy picks next, what is the

and 30 girls, what is the 1. probability of picking a strawberry-

probability that a girl is chosen as flavoured candy? What is the

a leader? probability of picking cherry-

_____ 2. Without looking, what is flavoured candy?

2.

the probability that a green pen is

drawn from a box of green pen?

_____ 3. What is the probability 3.

that a tomato is drawn from a box

of apples and oranges. 4.

______ 4. From tossing a coin,

what is the probability that the

head shows up? 5.

______ 5. What is the probability

that an odd number of dots show

up if a die is rolled?

V. REMARKS

VI. REFLECTION

A. No. of learners who ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to the next ___Lesson carried. Move on to ___Lesson carried. Move on

earned 80% in the next objective. the next objective. objective. the next objective. to the next objective.

evaluation ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.

_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got

mastery mastery mastery 80% mastery

B. No. of learners who require ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find

additional activities for in answering their lesson. difficulties in answering their answering their lesson. in answering their lesson. difficulties in answering their

remediation who scored ___Pupils found difficulties in lesson. ___Pupils found difficulties in answering ___Pupils found difficulties in lesson.

below 80% answering their lesson. ___Pupils found difficulties in their lesson. answering their lesson. ___Pupils found difficulties

___Pupils did not enjoy the lesson answering their lesson. ___Pupils did not enjoy the lesson ___Pupils did not enjoy the in answering their lesson.

because of lack of knowledge, ___Pupils did not enjoy the because of lack of knowledge, skills and lesson because of lack of ___Pupils did not enjoy the

skills and interest about the lesson because of lack of interest about the lesson. knowledge, skills and interest lesson because of lack of

lesson. knowledge, skills and interest ___Pupils were interested on the about the lesson. knowledge, skills and

___Pupils were interested on the about the lesson. lesson, despite of some difficulties ___Pupils were interested on interest about the lesson.

lesson, despite of some ___Pupils were interested on encountered in answering the questions the lesson, despite of some ___Pupils were interested

difficulties encountered in the lesson, despite of some asked by the teacher. difficulties encountered in on the lesson, despite of

answering the questions asked by difficulties encountered in ___Pupils mastered the lesson despite of answering the questions asked some difficulties

the teacher. answering the questions asked limited resources used by the teacher. by the teacher. encountered in answering

___Pupils mastered the lesson by the teacher. ___Majority of the pupils finished their ___Pupils mastered the lesson the questions asked by the

despite of limited resources used ___Pupils mastered the lesson work on time. despite of limited resources used teacher.

by the teacher. despite of limited resources ___Some pupils did not finish their work by the teacher. ___Pupils mastered the

___Majority of the pupils finished used by the teacher. on time due to unnecessary behavior. ___Majority of the pupils lesson despite of limited

their work on time. ___Majority of the pupils finished their work on time. resources used by the

___Some pupils did not finish their finished their work on time. ___Some pupils did not finish teacher.

work on time due to unnecessary ___Some pupils did not finish their work on time due to ___Majority of the pupils

behavior. their work on time due to unnecessary behavior. finished their work on time.

unnecessary behavior. ___Some pupils did not

finish their work on time due

to unnecessary behavior.

C. Did the remedial lessons ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned

work? No. of learners who above 80% above above 80% above

have caught up with the

lesson

D. No. of learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require

continue to require additional activities for additional activities for activities for remediation additional activities for additional activities for

remediation remediation remediation remediation remediation

E. Which of my teaching ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No

strategies worked well? ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught

Why did these work? the lesson up the lesson lesson the lesson up the lesson

F. What difficulties did I ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who

encounter which my require remediation to require remediation remediation require remediation continue to require

principal or supervisor can remediation

help me solve?

G. What innovation or Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work

localized materials did I ___Metacognitive Development: ___Metacognitive ___Metacognitive Development: ___Metacognitive well:

use/discover which I wish to Examples: Self assessments, note Development: Examples: Self Examples: Self assessments, note taking Development: Examples: Self ___Metacognitive

share with other teachers? taking and studying techniques, assessments, note taking and and studying techniques, and vocabulary assessments, note taking and Development: Examples:

and vocabulary assignments. studying techniques, and assignments. studying techniques, and Self assessments, note taking

___Bridging: Examples: Think- vocabulary assignments. ___Bridging: Examples: Think-pair-share, vocabulary assignments. and studying techniques, and

pair-share, quick-writes,

and ___Bridging: Examples: Think- quick-writes, and anticipatory charts. ___Bridging: Examples: Think- vocabulary assignments.

anticipatory charts. pair-share, quick-writes, and pair-share, quick-writes, and ___Bridging: Examples:

anticipatory charts. anticipatory charts. Think-pair-share, quick-

___Schema-Building: Examples:

___Schema-Building: Examples:

Compare and contrast, jigsaw learning, writes, and anticipatory

charts.

Compare and contrast, jigsaw ___Schema-Building: peer teaching, and projects. ___Schema-Building: Examples:

learning, peer teaching, and Examples: Compare and

Compare and contrast, jigsaw

projects. contrast, jigsaw learning, peer

___Contextualization:

learning, peer teaching, and ___Schema-Building:

teaching, and projects. projects. Examples: Compare and

Examples: Demonstrations, media,

contrast, jigsaw learning,

___Contextualization:

manipulatives, repetition, and local

peer teaching, and projects.

Examples:

Demonstrations, ___Contextualization: opportunities. ___Contextualization:

media, manipulatives, repetition, Examples: Demonstrations, Examples: Demonstrations,

and local opportunities. media, manipulatives,

media, manipulatives, repetition, ___Contextualization:

___Text Representation:

repetition, and local and local opportunities. Examples: Demonstrations,

opportunities. Examples: Student created drawings,

media, manipulatives,

___Text Representation: videos, and games.

repetition, and local

Examples: Student created

___Modeling: Examples: Speaking slowly ___Text Representation:

opportunities.

drawings, videos, and games. ___Text Representation:

and clearly, modeling the language you Examples: Student created

Examples: Student created drawings, videos, and games. ___Text Representation:

___Modeling: Examples: Speaking want students to use, and providing

slowly and clearly, modeling the drawings, videos, and games. samples of student work. ___Modeling: Examples: Examples: Student created

drawings, videos, and games.

language you want students to

___Modeling: Examples: Speaking slowly and clearly, ___Modeling: Examples:

use, and providing samples of Speaking slowly and clearly, Other Techniques and Strategies used: modeling the language you want Speaking slowly and clearly,

student work. modeling the language you ___ Explicit Teaching students to use, and providing modeling the language you

want students to use, and ___ Group collaboration samples of student work. want students to use, and

Other Techniques and Strategies providing samples of student ___Gamification/Learning throuh play providing samples of student

used: work. ___ Answering preliminary Other Techniques and Strategies work.

___ Explicit Teaching activities/exercises used: Other Techniques and

___ Group collaboration Other Techniques and ___ Carousel ___ Explicit Teaching Strategies used:

___Gamification/Learning throuh Strategies used: ___ Diads ___ Group collaboration ___ Explicit Teaching

play ___ Explicit Teaching ___ Differentiated Instruction ___Gamification/Learning ___ Group collaboration

___ Answering preliminary ___ Group collaboration ___ Role Playing/Drama throuh play ___Gamification/Learning

activities/exercises ___Gamification/Learning ___ Discovery Method ___ Answering preliminary throuh play

___ Carousel throuh play ___ Lecture Method activities/exercises ___ Answering preliminary

___ Diads ___ Answering preliminary Why? ___ Carousel activities/exercises

___ Differentiated Instruction activities/exercises ___ Complete IMs ___ Diads ___ Carousel

___ Role Playing/Drama ___ Carousel ___ Availability of Materials ___ Differentiated Instruction ___ Diads

___ Discovery Method ___ Diads ___ Pupils’ eagerness to learn ___ Role Playing/Drama ___ Differentiated

___ Lecture Method ___ Differentiated Instruction ___ Group member’s ___ Discovery Method Instruction

Why? ___ Role Playing/Drama collaboration/cooperation ___ Lecture Method ___ Role Playing/Drama

___ Complete IMs ___ Discovery Method in doing their tasks Why? ___ Discovery Method

___ Availability of Materials ___ Lecture Method ___ Audio Visual Presentation ___ Complete IMs ___ Lecture Method

___ Pupils’ eagerness to learn Why? of the lesson ___ Availability of Materials Why?

___ Group member’s ___ Complete IMs ___ Pupils’ eagerness to learn ___ Complete IMs

collaboration/cooperation ___ Availability of Materials ___ Group member’s ___ Availability of Materials

in doing their tasks ___ Pupils’ eagerness to learn collaboration/cooperation ___ Pupils’ eagerness to

___ Audio Visual Presentation ___ Group member’s in doing their tasks learn

of the lesson collaboration/cooperation ___ Audio Visual Presentation ___ Group member’s

in doing their tasks of the lesson collaboration/cooperation

___ Audio Visual Presentation in doing their tasks

of the lesson ___AudioVisual Presentation

of the lesson

File created by Ma’am EDNALYN D. MACARAIG

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