July 13, 2017

Grade 8 Detailed Lesson Plan in TLE

CONTENT STANDARD: The learner demonstrates an understanding of estimation and basic calculation.
PERFORMANCE STANDARD: The learner accurately performs estimation and basic calculation.
I. Objectives: at the end of the lesson, students are expected to;
a) (LO. 2)2.5. Employ different techniques in checking accuracy of result;
b) Explain graph in their own words;
c) Discuss the importance of accuracy.
II. Content: GRAPHS- LO 2. Perform Basic Workplace Calculation
III. Reference: AGRI-CROP PRODUCTION (Exploratory) CURRICULUM GUIDE
CODE: TLE_AFAC7/8MC-0e-5
AGRICULTURAL CROP PRODUCTION (Exploratory) pp. 72-77
Materials: printed materials

IV. Procedure: 5 As

Teacher’s Activity Students’ Activity

A. Awareness
Good morning, class! Good morning, teacher!

How are you this morning? We’re good!

That’s good to Hear!

Before anything else, I want you to be remembered with
our classroom rules.
Our rules would be LBC!
L- listen
B- behave
C- Cooperate
Are the rules clear, class? Yes, teacher!

A.1 Review

Last meeting we have discussed about Percentage. For

me to check your understanding, let us have a review.

Directions: Raise the “Wow” symbol if the statement is

true. Raise the “Angry” symbol if the statement is false.

1. The 10% of 300 cucumbers are 30 cucumbers.

2. The 6% of 100 eggplants are 6 eggplants. Answers:
3. The 15% of 28 hectares are 5 hectares. 1. Wow!
4. The 80% of 90 sacks of rice are 62 sacks of rice. 2. Wow!
5. The 50% of 50 liters of pesticides are 25 Liters. 3. Angry!
4. Angry!
A.2 Motivation: 5. Wow!

What do you see on the picture? The picture shows a man measuring the plants.

That’s right!
On this picture we could possibly see a man measuring
the plant.

What do you think is the reason why the man measures

the height of his plant? The man measures the plant so that he would be
able to know its progress.
Very good!
Do you know what possible instrument we could use to
monitor the growth of our plant? No, teacher!
Teacher’s Activity Students’ Activity

Do you want to know? Yes, teacher!

A.3 Statement of the Aims

Today we will be discussing, about Graph.
Everybody please read our topic this morning. Graph!

Thank you!
I want you to listen very carefully so that at the end of
the lesson you will be able to achieve our objectives this
morning.

Everybody please read our objectives this morning! Objectives:

A) Employ different techniques in checking
accuracy of result;
B) Explain Graph in their own words;
C) Discuss the importance of accuracy.
B. Activity 1; Read Me!

Everybody please read the mechanics! Mechanics:

a. The class will be divided into four
groups.
b. Each group will be given a graph to be
identified.
c. 1 minute will be given for each group.
d. After 1 minute each group must have
reporting.

Are the mechanics clear? Yes, teacher!

C. Analysis

Group 1

The group said that the picture shows a right angle.

How many axis are there? There are two 2 axis.

That’s right!
What are the two axis in this right angle? The two axis are the x and y axis.

Where did they intersect? They intersect at the "0" (zero) point.

Group 2

The group said that the picture is all about the plants
being measured.

How many plants being measured? There are three plants being measured.

That’s right!
Is there any progress of the plants growth? Yes, teacher!
 Teacher’s Activity Students’ Activity
Group 3

The group 3 said that the picture is all about a graph

showing plants growth.

How many plants are there in the graph? There are 3 plants shown in the graph.

What are the sizes of the plants? The sizes of the plants are;
The first one is 2 cm. long;
The second one is 5 cm long;
The third one is 10 cm. long.
Excellent!
The sizes of the plants are;
The first one is 2 cm. long;
The second one is 5 cm. long;
The third one is 10 cm. long.

Group 4

The group 4 said that the picture is all about a graph

showing the temperature every two hours.

Is the temperature every two hours consistent?

Yes, teacher!

D. Abstraction

Based on the picture that group one’s described, what do

we mean when we say graph?
Graph means A graph is a drawing in which the
relationship between two (or more) items of
information is shown in a symbolic way.
Precisely!
A graph is a drawing in which the relationship between two
or more items of information is shown in a symbolic way. To
this end, two lines are drawn at a right angle. The horizontal
one is called the x axis and the vertical one is called the y
axis. Where the x axis and the y axis intersect is the "0"
(zero) point.

Let us consider the picture assigned to group 2 as our first

example.

Suppose it is necessary to make a graph of the growth rate

of a corn plant. Each week the height of the plant is
measured. One week after planting the seed, the plant
measures 2 cm in height, two weeks after planting it
measures 5 cm and 3 weeks after planting the height is 10
cm.

Measuring the growth rate of a corn plant:

 Teacher’s Activity Students’ Activity

It can be seen from the graph that the plant is growing

faster and faster (during the first week 2 cm and during
the third week 5 cm); the line from B to C is steeper than
the line from D to A.
From the graph can be read what the height of the plant
was after, 2 ½ weeks; see the dotted line. Locate on the
horizontal axis 2 ½ weeks and follow the dotted line
upwards until the dotted line crosses the graph. From
this crossing follow the dotted line to the left until the
vertical axis is reached. Now take the reading: 7.5 cm,
which means that the plant had a height of 7.5 cm after
2 ½ weeks. This height has not been measured in reality,
but with the graph the height can be determined
anyway.

Example 2, this is the picture being described by the

group 4.

Graph showing temperature over 24 hours.

From the graph it can be seen that the minimum or

lowest temperature was reached around 4 o'clock in the
morning and was about 6°C. The highest temperature
was reached at 4 o'clock in the afternoon and was
approximately 29°C.

Are you ready for our activity? Yes, teacher!

A. Activity 2: “how old am I?”

Everybody please read the mechanics! Mechanics:

1. Group 1 and 2 must go to the garden, and measure 1
plant of Samboy, 1 plant of Lowesa, 1 plant of Jomary,
and 1 plant of Melody. Then make a graph based on the
plants’ measurement.
2. Group 2 and 3 must measure the given plants in front
then make a graph. (Plants A, B, and C).
3. Five minutes will be given for each group.
 Teacher’s Activity Students’ Activity

Are the mechanics clear? Yes, teacher!

RUBRICS 5 3 1
Workmanship The The The
students students students
60%
perfectly performed did not
performed some perform
the task guidelines the task
according of the task according
to the given. to its
guidelines guidelines.
given.
Speed and The The The
accuracy students students students
20% finished the finished the finished the
task before task after 6 task after 8
or in five minutes. minutes.
minutes.
Proper use of The The The
materials students students students
20% used the used the did not use
materials materials the
properly properly. materials
and with properly.
safety
measures.
TOTAL=
100%

How do you feel upon doing the activity outside group 1

and 2? We enjoy measuring the plants in our garden.

That’s good to hear that you have enjoyed doing the Accuracy is very much important in measuring plants so
activity outside. that we could easily monitor the growth of our plant.

How about you group 3 and 4? We also enjoy doing the activity inside the classroom.

What did you do during the activity, class? During the activity we measure the plants which were
assigned to us.
(analyzing of students’ work)

Generalization

As a whole, what is a graph again?
A graph is a drawing in which the relationship between
two or more items of information is shown in a symbolic
way. To this end, two lines are drawn at a right angle.
The horizontal one is called the x axis and the vertical
one is called the y axis. Where the x axis and the y axis
intersect is the "0" (zero) point.

Before checking your understanding, let us have another

example.
 Teacher’s Activity Students’ Activity
Now we will consider this example.

Plants Height
Cucumber 8 inches
Eggplant 10 inches
Okra 11 inches
Chinese kangkong 15 inches
Spinach 12 inches

Now we will make a graph using this example.

Where should put the plants’ height in the graph? We will put the plants’ height at the y axis of the graph.

Precisely!
We will put the plants’ height at the y axis of the graph.
(the teacher make a graph)

Height (inches)

0
How about the plants’ name? We will put the plants’ name at the x axis of the graph.

That’s right!
We will put the plants’ name at the x axis of the graph.

Height (inches)

0 plants’ name

First, we have the cucumber. How tall is the cucumber

according to this data? The cucumber is 8 inches tall.

Height (inches)

0
 Teacher’s Activity Students’ Activity

We will put the mark between the 10 and 5.

How tall is the eggplant? The eggplant is 10 inches?

Okay, so we will put the mark at the intersecting line of

eggplant and 10 inches.

Height (inches)

s25

20

15

10

cucumber
okra How tall is the okra?
Cspinach
kangkong
eggplant

Can you now put the mark?

The okra is 11 inches tall.

(the student put the mark at the intersecting line of okra

and 11 inches)

Height (inches)

25

20

15

10

C spinach
eggplant
okra
cucumber
kangkong
The Chinese kangkong is 15 inches tall.
Very good!
How tall is Chinese Kangkong?

Teacher’s Activity Students’ Activity

 0
Height

Excellent!
We will put the mark at the intersecting line of Chinese
kangkong and 15 inches.
The spinach is 12 inches tall.
Now how tall is the spinach?
(The student put the mark.)
Can you put the mark?

(the student connect using the line)

That’s great!
Who wants to connect them using the line?

Teacher’s Activity Students’ Activity

Values Integration

Is accuracy important when we measure the growth our

plant class? Why? Accuracy is very much important in measuring plants so
that we could easily monitor the growth of our plant.
Very good!
Accuracy is very much important in measuring plants so
that we could easily monitor the growth of our plant.

How about in life class, do we need to be accurate

especially in decision making?
We need to be accurate in making decisions for us to
Just like in life class, we must be accurate in making know if the result of our decisions would be right.
decisions for us to know if the result of our decisions is
right.

Evaluation:
Directions: Make graph using the given data:

Time (hr) Temperature (°C)

1 16
2 13
4 6
6 8
8 13
10 19
12 24
14 28

Assignment
Direction: Choose and measure five different flowering plants at home. Compare its height using graph. (Use
graphing paper). Pass it next meeting, July 14, 2017, Friday.

REFLECTION:

Prepared by:

EVE ROSE M. MIRANDA

Volunteer (T1)
Approved by:

MRS. MELINDA HEPOLITO

Master Teacher 1

MR. ROSALIO VIOS

Education Program Supervisor