Daily Lesson Log Grade

School: Wawangpulo National High School

Level: 8
Learning
Teacher: Eliza C. Sorianosos MATHEMATICS
Area:
Date &
10:30-11:30 (June 08, 2022) Quarter: Fourth
Time:

I. OBJECTIVES Includes objectives (sub-task) related to content knowledge and competencies

A. Content Standards The learner demonstrates understanding of key concepts of probability.
B. Performance Standards The learner is able to formulate and solve practical problems involving probability of
simple events.
C. Learning illustrates an experimental probability and a theoretical probability. (M8GE-IVi-1)
Competencies/
Objectives
LC Codes (M8GE-IVi-1)
II. CONTENT Probability of independent events concretely,pictorially, orally, and symbolically.
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide
pages
2. Learner's Materials Mathematics 8 Learning Packets
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning  Tasks for Dices rolls
Resources  Dice
 Whiteboard
IV. PROCEDURES Started with a prayer and daily routines.
A. Reviewing previous ACTIVITY 1 (ROLL AND ACT) – Break the students into groups, hand out two dice to each group and
lesson or presenting explain the following:
the new lesson 1. Contextual Features: Make sure students understand the rules of the game by introducing the tasks for
each number rolled, Write these instructions on the board for visual cues (Reinforce continually rolling the
dice so that the students can get a number of chances to perform tasks – from this it will allow students to
see patterns and recognize theoretical probability):
a. 2- Jump
b. 3- Spin in circle
c. 4- Touch your toes
d. 5- Wave to your partners
e. 6- Clap
f. 7- Jumping Jack
g. 8- Fist Pump
h. 9- Beat your chest like a gorilla
i. 10- YMCA
j. 11- Gallop
k. 12- Elephant noise

2. Mathematical Ideas: Students are looking for patterns, relationships for this they should
keep in mind what numbers are being commonly rolled. They should keep track of the
outcomes of rolling a specific number.
3. Common Language: As a group the students should start seeing common patterns. (This
would be a good time to introduce the term of probability)

As the students play the game, we will walk around the classroom and monitor the
conversations and actions that are being done as a result of rolling the dice. Once they have
explored the task for some time we will bring the classroom back for some discussion:
 What do you notice happening the most?
 I noticed you were doing (Task), why is that?
 Is rolling a 6 & 2 = 8 same as rolling a 2 & 6 = 8? (Works with any number)
 How are you organizing what you know for sure?
  Keep track of the different approaches, correct/incorrect forms.
If students do not notice the patterns/relationships of the two independent events then they will
go back to playing the game. This time they will be conscious of what they are seeing/doing
while rolling the dice.
After they play the game a second time we will make a chart of the probability of rolling a
certain number and discuss their understanding of the events:
 Describe the patterns you found for me. Can we write them out in some sort of chart?
Better way of understanding?
 How many different ways can we roll a dice?
 How come there are less ways to roll a two but more to roll a 7?
 What patterns do you notice? How many times did you do a task?
 Can you get a six anyway other than rolling a ‘1&4’/ ‘4&1’/’2’&3’/’3&2’?
 What do you think that chart would look like? Why do you think that?
 What will happen if we introduce three dice? Or different color dice?

B. Establishing a purpose
for the lesson  ACTIVITY 3 (BRING ME!) -The students are given one minute to look for two objects in
their house that are congruent, and they will show and present it to the class.

 To clarify the concept of equality and congruence,

Congruence is a relationship of shapes and sizes, such as segments, triangles,

and geometrical figures, while equality is a relationship of sizes, such as lengths,
widths, and heights. Congruence deals with objects while equality deals with
numbers.
C. Presenting examples/
instances of the new
lesson

D. Discussing new
concepts and practicing
new skills #1

E. Discussing new Examples: Let the students answer the following activities.
concepts and practicing Consider these two triangles.
new skills #2

∆ABC  ∆MON

Correspondence Statements : Congruence Statements :

Correspondence Statements : Congruence Statements :

F. Developing mastery Example 2
(leads to Formative
Assessment 3) Given : ∆ABC  ∆DEF

Congruence Statements :

Find the:
1. Measure of side DE = ____
2. m< D = _____
3. m< B  = _____
4. m<C = _____

 ACTIVITY 4 (INSPECT ME!) -Which pair of figures are congruent by inspection? Let the
students answer it by using annotation via zoom meetings platform, tell the students to use the
same ink to encircle and identify congruent figures.

G. Finding practical  ACTIVITY 6 (LET’S REFLECT) VALUES INTEGRATION: The students are given 1
applications of minute to reflect on this question “How important is equality in the society?”
concepts and skills in
daily living
H. Making generalizations Essential Questions:
and abstractions about  What is Congruence?
the lesson  What is the Difference between Equality and Congruence?
 How can we say that the two figures or triangle is congruent?
 How can we identify the corresponding angles and sides as well as the congruent
angles and sides of two congruent triangles?
 What is CPCTC?
I. Evaluating Learning
 For Evaluation: 25-Item Multiple Choice Test by using kahoot app online
Log in to kahoot.com using your gmail account and enter the game pin.

J. Additional activities for  For Homework: Answer it on your Math 8 Learning Packets
application or
remediation
 V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation
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?
G. What innovation or localized materials did I use/discover
which I wish to share with other teachers?

Prepared by: Checked by: Noted by:

Eliza C. Sorianosos Glaiza M. Batas Mrs. Juliana T. Alvarez

Math Teacher Math Dept. Head Teacher-in-Charge