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GRADES 1 TO 12

DAILY LESSON LOG TEACHER: LEARNING AREA: MATHEMATICS

TEACHING DATES & TIME: Four Times Per Week QUARTER: THIRD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objective over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons exercises and remedial

activities maybe done for developing content knowledge and competencies. These are using Formatives Assessment Strategies. Valuing objectives support the learning of content and competencies

and enable children to find significance and joy in learning the lesson. Weekly objectives shall be derived from the curriculum guide.

A. Content Standards: Demonstrate understanding Demonstrate understanding Demonstrate understanding Demonstrate understanding Demonstrate understanding

of the key concepts of of the key concepts of of the key concepts of of the key concepts of of the key concepts of

combinations and probability combinations and probability combinations and probability combinations and probability combinations and probability

B. Performance Standards: Is able to use precise Is able to use precise Is able to use precise Is able to use precise Is able to use precise

technique and probability in technique and probability in technique and probability in technique and probability in technique and probability in

formulating conclusions and formulating conclusions and formulating conclusions and formulating conclusions and formulating conclusions and

in making decisions. in making decisions. in making decisions. in making decisions. in making decisions.

C. Learning Competencies/ Objectives: To measure the stock 1. Recall the concept of 1. Illustrate the concept of 1. Illustrate the probability of 1. State situations in real –

Write the LC code for each knowledge of the students in probability. compound events. a union of two events and life here probability of simple

At the end of the period, at least 75% of

the students will to: probability of compound 2. Define probability of simple 2. Define compound events. intersection of events. and compound events occur.

events events. 3. Differentiate compound 2. Describe complement of n

(Pre – Assessment in events from simple events. event.

Polynomial functions)

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content in a week or two.

II. CONTENT Probability Probability Probability Probability Probability

III. LEARNING RESOURCES List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an in learning. Ensure that there is a mix of concrete and manipulative materials

as well as paper-based materials. Hands-on learning promotes concept development.

A. References

1. Teacher’s Guide Pages 287 -288 288 - 289 289 - 290 290

2. Learner’s Materials Pages 321 - 326 328 - 329 330 – 331 332 – 333

3. Text book Pages

4. Additional Materials from

Learning resources(LR)Portal

B. Other Learning Resources

These steps should be done across the week. Spread out the activities appropriately so that the students will learn well. Always be guided by demonstration of learning by the students which you

IV PROCEDURES can infer from formative assessment activities. Sustain learning systematically by providing the students with multiple ways to learn new things, practice their learning, question their learning

processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

A. Reviewing Previous Lesson For 45 min: conduct the Pre- 5 min: Review the concept of 5 min: Review the concept of 5 min: Review the concept of 5 min: Review the concept of

or Presenting New Lesson Assessment Counting Techniques Counting Techniques Venn diagram probability.

Let student define simple

event and compound event.

B. Establishing a Purpose for 2 min: 1. Recall the concept of 2 min : 1. Illustrate the 2 min : 1. Illustrate the 2 min : 1. State situations in

the Lesson probability. concept of compound events. probability of a union of two real – life here probability of

2. Define probability of simple 2. Define compound events. events and intersection of simple and compound events

events. 3. Differentiate compound events. occur.

events from simple events. 2. Describe complement of n

event.

C. Presenting 25 min :( for the purpose of Present on a visual aid 15 min :( for the purpose of 5 min : Let student cite an

Examples/Instances of the learning by doing procedure F Activity #2 of p.330, explain learning by doing procedure F example of simple event and

Lesson will be done in this part) briefly the illustrations for the will be done in this part) another for compound event.

Let students answer Activity students to hook up on the Let students answer Activity

#1 Formative assessment area. #3

D. Discussing New Concepts 2 min. : Identifying probability 2 min : Identifying probability 2 min : Solving the probability 2 min. : Identifying probability

and Practicing New Skills#1 of simple events. of compound events. involving union and of simple and compound

intersection of events events.

E. Discussing New Concepts 3 min : Solving probability of 3 min : Solving probability of 3 min : Solving probability of

and Practicing New Skills#2 simple events. compound events. simple and compound events.

F. Developing Mastery 15 min: checking of the test 10 min : This section requires 10 min : 20 min. : Using the Venn 30 min : This section requires

(Leads To Formative Assessment 3) result for item analysis and to the student to use the • This section requires the diagram let student explain the student to use the

determine as to what concept mathematical ideas they student to use the the answers of the 4 mathematical ideas they

to emphasize. learned from the activity and mathematical ideas they questions including the learned from the activity and

from the discussion. learned from the activity and reflections of the activity from the discussion. Group

from the discussion. given. students and let them gather

•Using the tree diagram in their example as given

listing the elements of the assignments last Tuesday and

sample space Wednesday.

G. Finding Practical Application 3 min : Identifying real-life 3 min : Identifying real-life 10 min : Identifying real-life 10 min : Identifying real-life

of Concepts and Skills in situations which illustrate situations which illustrate situations which illustrate situations which illustrate

Daily Living conceptual understanding of conceptual understanding of conceptual understanding of conceptual understanding of

probability of simple events. probability of compound probability of compound probability of compound

events. events. This will be included events. This will be included

in their group reporting. in their group reporting.

V. PROCEDURES

H. Making Generalization and 2 min : In this module by 2 min : In this module by 2 min : In this module by 2 min : In this module by

Abstractions about the lesson assessing student knowledge assessing student knowledge assessing student knowledge assessing student knowledge

and skills of different and skills of different and skills of different and skills of different

mathematics concepts related mathematics concepts related mathematics concepts related mathematics concepts related

to counting techniques and to counting techniques and to counting techniques and to counting techniques and

probability of simple events. probability of compound probability of compound probability of compound

events. events. events.

I. Evaluating Learning 3 min : Refer to rubrics 3 min : Refer to rubrics 3 min : Refer to rubrics

attached attached attached

J. Additional Activities for 2 min : Identify real-life 2 min : Identify real-life 2 min : Identify real-life

Application or Remediation situations which illustrate situations which illustrate situations which illustrate

conceptual understanding of conceptual understanding of conceptual understanding of

probability of simple events probability of compound probability of compound

through assignment. events though assignment. event through assignment.

VI- REMARKS

VII - REFLECTION

A. No. of learners who earned

80% in the evaluation

B. No. of learners who

required additional activities

for remediation

C. Did the remedial lessons

work?

D. No. of learners who

continue to require

remediation

E. Which of my teaching

strategies work well? Why did

this work?

F. What difficulties did I

encounter which my principal

or supervisor can help me

solve?

G. What innovation or

localized materials did I

used/discover which I wish to

share with other teachers?

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