Annex1B to DepEd Order No. 42 , s.
2016
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competency/Objectives
Write the LC code for each.
School Grade Level 11
Teacher Learning Area General Mathematics
Teaching Dates and Time Week 8 Quarter 2nd
Session 1 Session 2 Session 3 Session 4
Objectives must be met 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 may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of...
1. key concepts of propositional logic; syllogisms and fallacies.
The learner is able to...
1. judiciously apply logic in real-life arguments.
The learner...
43.distinguishes between
simple and compound
propositions.
M11GM-IIg-3 The learner...
44.performs the different
types of operations on 46.illustrates the different forms of conditional propositions. M11GM-IIh-2
propositions.
M11GM-IIg-4
45.determines the truth
values of propositions.
M11GM-IIh-1
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 Session 1 Session 2 Session 3 Session 4
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 can be tackled in a week or two.
II. CONTENT
Logic
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
IV. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide General Mathematics Teacher’s General Mathematics Teacher’s Guide pp. 271-278
pages Guide pp. 265-271
2. Learner’s Materials General Mathematics Learner’s General Mathematics Learner’s Material pp. 263-269
pages Material pp. 257-262
Conceptual Math and Beyond
3. Textbook pages (General Mathematics) pp. 126-
152 
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
V. PROCEDURES practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
A. Reviewing previous Refer to Introduction on page Recall the different types of operations on propositions.
lesson or presenting the 267 of the Teacher’s Guide.
new lesson
B. Establishing a purpose Drill: Master the truth table of the Construct the truth tables of the conjunction in the previous lesson as shown on page 272 of the
for the lesson logical operators. Teacher’s Guide.
C. Presenting Construct the truth tables of
Establish the definition of logical equivalence by observing pair of propositions which have the same
examples/Instances of compound propositions.
truth values.
the new lesson

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 Session 1 Session 2 Session 3 Session 4
Group the students by five and Define logical equivalence.
ask each group to answer Present logical equivalences which are commonly used in logical manipulations.
Activity 1. (Refer to Appendix A
D. Discussing new concepts
of the Daily Lesson Log)
and practicing new skills
From the given observations of
#1
each group, introduce the
concept of tautology and
contradiction.
E. Discussing new concepts Define tautology and Define different forms of conditional proposition.
and practicing new skills contradiction.
#2
Refer to Seatwork on page 271 1. Use a truth table to show that the proposition p ∨ (q ∨ ¬p) is always true (T), whatever the
of the Teacher’s Guide. values of p and q.
(Optional) 2. Use the Table of Logical Equivalences to simplify as far as possible:
F. Developing mastery a) (a ˄ b) ∨ (a ˄ ¬ b) ∨ (¬a ˄ b)
(leads to Formative b) (q ˄ ¬ p) ∨ p
Assessment 3) 3. Construct the truth table for each of the following expressions. Try to find a simpler logical equivalent
in each case:
a) ¬a ∨ ¬b ∨ (a ˄ b ˄ ¬c)
b) (a ˄ b) ∨ (a ˄ b ˄ ¬c ˄ d) ∨ (¬a ˄ b)
Tell the students “If you buy the Cite examples on how the logical equivalence is used in daily life.
book and read it daily, then you
pass the examination”.
G. Finding practical Ask them to determine if the
application of concepts statement is a tautology or true
and skills in daily living using the representations:
P: You buy the book
Q: You read it daily
R: You will pass the examination
H. Making generalizations Ask learner to illustrate the Refer to Seatwork on pages 277-278 of the Teacher’s Guide.
and abstractions about difference between tautology
the lesson and contradiction.

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 Session 1 Session 2 Session 3 Session 4
Refer to Supplementary Refer to Supplementary Exercises on page 269 of the Learner’s Material.
I. Evaluating learning Exercises on page 262 of the
Learner’s Material.
J. Additional activities for (Refer to Appendix B of the Daily Refer to Supplementary Exercises on pages 266-299 of the Learner’s Material.
application or Lesson Log)
remediation
Assessment tools can be done in school (if time permits) or at home.
VI. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students
VII. REFLECTION learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
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 these work?
F. What difficulties did I encounter
which my principal or
supervisor can help me solve?

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 Session 1 Session 2 Session 3 Session 4
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
For improvement, enhancement and/or clarification of any DepEd material used, kindly submit feedback to bld.tld@deped.gov.ph

Prepared by:

MARY JOY SORIANO RICHARD F. MASON MAY C. REAL ANTHONY P. MENDOZA

Teacher Teacher Teacher Teacher
Division of Nueva Ecija Division of Nueva Ecija Division of Bulacan Division of Bulacan

MILYN B. ALCAIDE SHIELA MARIE Q. SANTIAGO MIRASOL G. GAMMAD RHEA B. MANGAHAS

Teacher Teacher Teacher Teacher
Division of Bataan Division of Bataan Division of Bulacan Division of Bulacan

Checked by: Noted by:

DR. JERRY D. CRUZ DR. NESTOR P. NUESCA

Education Program Supervisor in Mathematics Regional Education Program Supervisor in Mathematics
Schools Division of Bulacan/
Regional Trainer/ Facilitator

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