School: Kay-Anlog Elementary School Grade Level: IV

GRADES 1 to 12 Teacher: Mary Grace C. Agno Learning Area: SCIENCE

DAILY LESSON LOG Teaching Dates and Time: DECEMBER 5-9, 2022 - WEEK 5 Quarter: 2ND QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Plants have body parts that Different organisms go through life cycle which can be affected by their environment
make them adapt to land or
water

B. Performance Standards Construct a prototype model of Construct a prototype model of organism that has body parts which can survive in a given environment
organism that has body parts
which can survive in a given
environment

C. Learning Competencies/ Identify the specialized Compare the stages in the life Compare the stages in the life Compare the stages in the life
Objectives structures of terrestrial and cycle of Organisms; cycle of Organisms; S4LTIIg-h13 cycle of Organisms; S4LTIIg-
( Write the Code for aquatic plants S4LTIIg-h13 • Distinguish monocot and dicot h13
each) S4LT-IIe-f-9 • Identify the parts of a seed seeds as to its structures • Distinguish monocot and
• Examine the parts of a seed • Appreciate the importance of dicot seeds as to its structures
seeds. • Appreciate the importance
of seeds.
II. CONTENT Aquatic Plants Parts of a Seed Monocot and Dicot Seeds HOLIDAY Monocot and Dicot Seeds
( Subject Matter)

III. LEARNING
RESOURCES
References
1. Teacher’s Guide pages Pages 124-128 Pages 143-149 Pages 143-149 Pages 143-149
2. Learner’s Material pages SLM pages 17-20, LM pages LM pages 126-127 LM pages 126-127 LM pages 126-127
119-120
3. Textbook pages
4. Additional Materials https://www.youtube.com/ Modified In‐School Off‐School Modified In‐School Off‐School Modified In‐School Off‐School
 from Learning Resource watch?v=_IQTFi6I_TQ
LR portal
A. Other Learning Video clip, PPT, picture of
Resources plants
IV. PROCEDURE
A. ENGAGEMENT Motivation:
Say: We will take a closer look
at water plants today.
State the mechanics of the
game entitled “Oh my Plants”
-Two pupils will stand at the
back of the room while the
teacher is in front facing the
pupils.
-Teacher flashes pictures of
terrestrial plants.
Approach Modules (MISOSA)
Revised 2010 by the Learning
Resource Management and
Development System
(LRMDS),
DepEd ‐ Division of Negros
Occidental under the
Strengthening the
Implementation of Basic
Education in Selected
Provinces in the Visayas
(STRIVE).
https://www.youtube.com/
watch?v=2mYdqm1ePz8
Materials:
4 saucers, 5 bean seeds
(soaked overnight), 1 lens for
each group, 1 pencil, 1
workbook, 1 nail
cutter/scalpel
A. Identify each of the
following plant whether it is
aquatic or terrestrial.
Ask: What specialized
structures do the plants have?
Can you name some particular
plants that grow in your school
surroundings? In your
Approach Modules (MISOSA)
Revised 2010 by the Learning
Resource Management and
Development System (LRMDS),
DepEd ‐ Division of Negros
Occidental under the
Strengthening the
Implementation of Basic
Education in Selected Provinces
in the Visayas (STRIVE).
https://www.youtube.com/
watch?v=fMnDXxD3omg
4 saucers, 5 seed samples
(soaked overnight)
(mango, rice, papaya, onion,
peanuts, mongo, string beans,
atis, ampalaya)
1 lens for each group
1 pencil, 1 workbook, 1 nail
cutter/scalpel
Play: Cabbage Relay
1. Make an improvised cabbage
using crumpled papers.
2. Instruct the pupils to pass the
“cabbage” to his/her
classmate once they hear the
music playing. When the
music stops, the one holding the
“cabbage” will be the one
to answer the question.
Sample Questions:
1. What are the three main parts
of the seed?
2. What part of the seeds are the
Approach Modules (MISOSA)
Revised 2010 by the Learning
Resource Management and
Development System
(LRMDS),
DepEd ‐ Division of Negros
Occidental under the
Strengthening the
Implementation of Basic
Education in Selected
Provinces in the Visayas
(STRIVE).
https://www.youtube.com/
watch?v=fMnDXxD3omg
4 saucers, 5 seed samples
(soaked overnight)
(mango, rice, papaya, onion,
peanuts, mongo, string beans,
atis, ampalaya)
1 lens for each group
1 pencil, 1 workbook, 1 nail
cutter/scalpel
Play: Cabbage Relay
1. Make an improvised
cabbage using crumpled
papers.
2. Instruct the pupils to pass
the “cabbage” to his/her
classmate once they hear the
music playing. When the
music stops, the one holding
the “cabbage” will be the one
to answer the question.
Sample Questions:
1. What are the three main
parts of the seed?
-Whoever name th plant
correctly, shall step forward
-A child who reaches the finish
line wins the game.
Unlock the words:
Aquatic Habitat- is a specific
place where aquatic plant or
animal naturally or
normally lives or grow.
Floating Plants- are plants with
broader leaves that float on
top of water.
Submerged Plants- these plants
live under the sea or inside
an aquarium.
Emergent Plants-are rooted
plants often along the
shoreline
that stand above the surface of
the water
barangay?
B. Post the picture on the
board: (Jack and the
beanstalk)
Ask: Have you heard the
fairytale story “Jack and the
Beanstalk”?
Let the pupils watch the
story of Jack and the
Beanstalk
( ...\mga kwentong
pambata\Si Jack at ang
Beanstalk - kwentong
pambata tagalog - mga
pabula - 4K UHD -
Fili.mp4)
Comprehension Check:
1. What is the magical
thing that Jack traded for
their family’s cow?
2. Have you seen beans in
real life
3. Do you think beans are
also called seeds
C. Show example of a
mango seed.
Ask: What kind of seed is
this?
protected covering of the
young plants from injury?
3. What do you call the young
plant inside the seed?
4. As the young plant inside the
seed grows into a new
plant its roots become the
______.
5.What do you call the biggest
part of the seed?
Say: You said that the biggest
part of the seed is the cotyledon.
This is an important part of the
seed because it provides food
for the growth of new plants.
Looking at the diagram below,
how many cotyledons are
present?
Have you eaten fruits with two
cotyledons? Can you name
them?
Ask: Do you know that there are
also some fruits which seeds
has only one cotyledon?
Say: Today, we are going to
investigate the characteristics of
2. What part of the seeds are
the protected covering of the
young plants from injury?
3. What do you call the young
plant inside the seed?
4. As the young plant inside
the seed grows into a new
plant its roots become the
______.
5.What do you call the biggest
part of the seed?
Say: You said that the biggest
part of the seed is the
cotyledon.
This is an important part of
the seed because it provides
food
for the growth of new plants.
Looking at the diagram below,
how many cotyledons are
present?
Have you eaten fruits with
two cotyledons? Can you
name
them?
Ask: Do you know that there
are also some fruits which

B. EXPLORATION Show a video of Characteristics
of Aquatic Plants.
Based on the video, write your
observation on the table below
about the characteristics of
aquatic plants.
Say: Today we are going to
identify and examine the
parts of this seed.
Do Lesson 32 Activity 1 : What
are Seeds?
Objectives:
1. Identify and examine the
parts of a seed.
Materials:
4 saucers, 5 bean seeds
(soaked overnight), 1 lens for
each group
1 pencil, 1 workbook, 1 nail
cutter/scalpel
Procedure:
1. Get the bean seeds.
2. Remove the skin of the
seeds.
3. Using the nail cutter, split
the seeds open.
Caution: Exercise caution in
handling sharp instruments.
4. Make sure that the seeds
to be used were soaked in
water overnight or a day
before the activity.
5. Draw the seed and count
the number of parts of the
seed.
different kinds of seeds based
from the number of their
cotyledons.
Do Lesson 33 Activity 1 : “Which
is Monocot and Dicot?”
Objectives:
1. Compare the characteristics of
different plant seeds
Materials:
4 saucers, 5 seed samples
(soaked overnight)
(mango, rice, papaya, onion,
peanuts, mongo, string
beans, atis, ampalaya)
1 lens for each group
1 pencil, 1 workbook, 1 nail
cutter/scalpel
Procedure:
1. Gather 4-5 kinds of seeds in
the seed bank.
2. Make sure that the seeds to
be used were soaked in water
overnight or
a day before the activity.
3. Remove the skin of the seeds.
4. Using the nail cutter, try to
split the seeds open.
Caution: Exercise caution in
handling sharp instruments.
5. Observe the appearances of
the different set of seeds as to
the number of cotyledon they
have.
seeds
has only one cotyledon?
Say: Today, we are going to
investigate the characteristics
of
different kinds of seeds based
from the number of their
cotyledons.
Do Lesson 33 Activity 1 :
“Which is Monocot and
Dicot?”
Objectives:
1. Compare the
characteristics of different
plant seeds
Materials:
4 saucers, 5 seed samples
(soaked overnight)
(mango, rice, papaya, onion,
peanuts, mongo, string
beans, atis, ampalaya)
1 lens for each group
1 pencil, 1 workbook, 1 nail
cutter/scalpel
Procedure:
1. Gather 4-5 kinds of seeds in
the seed bank.
2. Make sure that the seeds
to be used were soaked in
water overnight or
a day before the activity.
3. Remove the skin of the
seeds.
4. Using the nail cutter, try to
split the seeds open.
Caution: Exercise caution in
handling sharp instruments.
5. Observe the appearances of
 6. Complete the table below: the different set of seeds as to
the number of cotyledon they
have.
6. Complete the table below:

Activity 2
Answer the following 1. Gather 4-5 kinds of seeds in
questions: the seed bank.
1. When you looked inside the 2. Make sure that the seeds to Activity 2
bean, what have you be used were soaked in water 1. Gather 4-5 kinds of seeds in
observed? overnight or the seed bank.
2. How many parts of the a day before the activity. 2. Make sure that the seeds
plants are found inside the 3. Remove the skin of the seeds. to be used were soaked in
seed? 4. Using the nail cutter, try to water overnight or
Conclusion: split the seeds open. a day before the activity.
I therefore conclude Caution: Exercise caution in 3. Remove the skin of the
that_____________________ handling sharp instruments. seeds.
________________________ 5. Observe the appearances of 4. Using the nail cutter, try to
___ the different set of seeds. split the seeds open.
Write your observations in the Caution: Exercise caution in
table below. handling sharp instruments.
6.Complete the table below: 5. Observe the appearances of
the different set of seeds.
Write your observations in the
table below.
6.Complete the table below:

Answer the following questions:

1. Are there characteristics
common to seeds of different
plants?
2. Are there differences in the Answer the following
different plants? If so, what are questions:
those? 1. Are there characteristics
Conclusion: common to seeds of different
I therefore conclude plants?
that_________________________ 2. Are there differences in the

C. EXPLANATION Guide Questions:
1. What plants did you
observe?
2. What are the parts of each
plants that you observed?
3. What are the parts that
are common to the plants?
4. What can you say about
the characteristics of
aquatic plants that you
have observed?
5. What are the similarities in
characteristics between
terrestrial and aquatic
plants?
What new things have you
learned today?
D. ELABORATION Help the pupils construct and
express their own
understanding
that:
• Aquatic plants are plants that
have adapted to living
within aquatic or watery
environments. They are also
referred to as hydrophytes.
1. Let the learners share their
findings.
2. Ask: This time can you
name the three basic parts of
the
seed?
3. Say: For you to be
familiarized with the seed
parts, you will be watching a
video Presentation about
parts of the seed.
3. Viewing
1. Facilitate the discussion
using the following questions.
• Have you observed that a
seed has several parts?
• How many basic parts are
there in seeds?
• If that is the case, can you
name what those parts are?
• How important is the seed
coat to a young plant life?
_______________________
1. Allow the learners to discuss
their collected data within the
group. Instruct them to
write their observations on
manila paper.
2. Let the pupils report their
findings.
3. Ask: In your activity, have you
observed that some of our
sample seedlings have
two cotyledons and others have
only one?
4. Say: You will be watching a
video presentation to know
something about the
difference in the structures of
different kinds of seeds.
5. Viewing
1. Show the learners sample
illustrations of monocot and dicot
seeds. Illustration from the LM.
different plants? If so, what
are those?
Conclusion:
I therefore conclude
that______________________
_________________________
_
. 1. Allow the learners to
discuss their collected data
within the
group. Instruct them to
write their observations on
manila paper.
2. Let the pupils report their
findings.
3. Ask: In your activity, have
you observed that some of
our
sample seedlings have
two cotyledons and others
have only one?
4. Say: You will be watching a
video presentation to know
something about the
difference in the structures of
different kinds of seeds.
5. Viewing
1. Show the learners sample
illustrations of monocot and
dicot
seeds. Illustration from the
LM.
These plants require
special adaptations for living
submerged in water or
at water surface. Aquatic plants
can grow only in
water or in soil that is
permanently saturated with
water. Aquatic vascular plants
can be ferns or
angiosperms (from variety of
families including
among the monocots and
dicots). In the ecosystem,
aquatic plants serve as food for
animals living in the
sea and prevent shorelines,
ponds, and lakes from
eroding by providing soil
stability.
• Floating Plants have leaves
that float on top of water
that expose to the upper
surface of the leaves to
sunlight. In floating plants, the
chlorophyll is restricted
to the upper surface. Lotus,
duckweed and water lily
are examples of floating plants.
Floating plants like
the water lily are not attached
to the bottom. Most
have roots that hang on the
water from the floating
leaves of lily pads. Floating
leaves tend to be much
broader and remain flat on the
water, taking
• Did you observe the off
white and the biggest part of
a seed?
Can you tell me what is it
called?
• How important is a
cotyledon?
• We have one more
remaining part of the seed,
what is that?
How are you going to describe
an embryo?
• What are the parts of the
embryo?
2. Let the pupils study the
illustration and let them read
the text below.
The seed has an outer
covering. This covering is
called the seed coat. The seed
coat protects the seed from
injury. Inside the seed coat is
a young plant called embryo.
Beside it are two food parts
called cotyledons. The
cotyledons store food for the
young plants. The embryo
2. Let the learners focus on the
embryo, count how many parts
an embryo has.
3. Facilitate the discussion using
the following questions:
1. What parts and characteristics
are common to monocot
and dicot seeds?
2. How do they differ?
3. Look at the embryo, how many
parts an embryo has?
4. What part of the bean seed
develops as the first leaves
of the new plant?
5. What part of the seed
becomes the young root stem?
6. What part of the stem
becomes the primary root?
7. When do we say that a seed or
seedling is a monocot or
dicot?
8. In your activity, what type of
seeds are monocot? Which
are dicot? Why?
2. Let the learners focus on
the embryo, count how many
parts
an embryo has.
3. Facilitate the discussion
using the following questions:
1. What parts and
characteristics are common to
monocot
and dicot seeds?
2. How do they differ?
3. Look at the embryo, how
many parts an embryo has?
4. What part of the bean seed
develops as the first leaves
of the new plant?
5. What part of the seed
becomes the young root
stem?
6. What part of the stem
becomes the primary root?
7. When do we say that a seed
or seedling is a monocot or
dicot?
8. In your activity, what type
advantage of the full sun. One
type of water lily called
Victoria has very large, green
leaves that lie on top of
the water surface. Its leaf is 3
meters in diameter.
• Some aquatic Plants are
submerged in the water.
You find these plants under the
sea or inside the
aquarium. They have soft stem
that makes them rise
above the surface of the water.
Submerged plants
lack strong water support
system in stems. Instead,
leaves directly absorb water,
nutrients and dissolved
gases. If these plants are
removed from the water
they will wilt very quickly as the
normal water
transport system is poorly
developed. There are also
no stomata on the leaves.
Roots of submerged plants
hold the plants strongly in the
soil. Submerged plants
like the waterweed, typically
form flowers above the
water surface. Aquatic plants
like Elodea need
enough space and anchorage.
You also need to
protect the plants from
unnecessary damage. Snails
and plant – eating fishes should
consists of a plumule which is
the first leaf, the hypocotyl
which will become the root
stem and the radicle which
becomes the primary root of
the seedlings.
Give the name of each part of
this seed and tell something
about each part.
Help the learners construct
and express their own
understanding
that:
• The parts of a seed are seed
coat, embryo, cotyledon.
• The embryo is made up of
the plumule, hypocotyls and
radical.
• The cotyledons provide food
for the young plants.
• The protective covering of
the seed is the seed coat.
Integration: EPP,TLE,AP
Can you suggest or name
seedless fruits found in our
locality?
Do you think it is much better
to eat seedless fruits? Why?
What do you think are the
disadvantages of eating fruits
without seeds?
Say:
As you examine the seeds, you
notice that some of them
have two cotyledons. They are
dicotyledon or dicots. You also
noticed that corn and papaya
seeds have one cotyledon. They
are called monocotyledon or
monocots.
Help the learners construct and
express their own
understanding that:
• Both monocot and dicot seeds
have the same parts like
embryo, cotyledon, and seed
coat.
• Monocot and dicot seeds differ
in the number of cotyledons.
• Seeds with one cotyledon are
called monocot.
• Seeds with two cotyledons are
called dicot.
• The embryo is made up of the
plumule, hypocotyls and
radical.
• Plumule is considered to be the
part of that develops as
the first leaves of the new plants.
• Hypocotyl is the off white part
of the embryo where the
young root stem of the seed
begins.
• The cotyledons provide food for
the young plants.
• The protective covering of the
seed is the seed coat.
Across the Curriculum: Clean and
of seeds are monocot? Which
are dicot? Why?
Say:
As you examine the seeds,
you notice that some of them
have two cotyledons. They are
dicotyledon or dicots. You also
noticed that corn and papaya
seeds have one cotyledon.
They
are called monocotyledon or
monocots.
Help the learners construct
and express their own
understanding that:
• Both monocot and dicot
seeds have the same parts like
embryo, cotyledon, and seed
coat.
• Monocot and dicot seeds
differ in the number of
cotyledons.
• Seeds with one cotyledon
are called monocot.
• Seeds with two cotyledons
are called dicot.
• The embryo is made up of
the plumule, hypocotyls and
radical.
• Plumule is considered to be
the part of that develops as
the first leaves of the new
plants.
• Hypocotyl is the off white
part of the embryo where the
young root stem of the seed
be kept to a
minimum. Once your plants
reach the surface, cut
them and replant the cuttings.
They will soon grow a
new root system. This will also
give the younger
leaves enough sunshine. Some
aquatic plants will
grow better if they are
attached to rocks to secure
them in place.
• Some aquatic plants are
emergent plants, such as
the arrowhead and cattail.
Emergent plants are
rooted plants often along the
shoreline that stand
above the surface of the water.
The stems of
emergent plants are somewhat
stiff or firm. Their
leaves are very thin and
narrow. Emergent plants
cannot grow in the deeper
parts of the water since
their stems and roots are not
strong enough to
support them against the water
currents.
Green Program
Whose worker in the Ask:
community will be benefited There will be a coming YES-O
most by having the knowledge Plant-a-Tree Program in your
about seeds? school, what kind of fruit-bearing
If your father is a farmer, how trees are you going to plant?
will you able to help him in How can you identify if they are
choosing the best kind of monocot or dicot seed?
plants to grow? What do you think are the
importance of planting trees?
Values Integration: Appreciate
the importance of seed
You are eating sweet mango
from Davao, it tasted so sweet.
What will you do to have that kind
of mango in your backyard?
Subject Integration: EPP
How are you going to take care of
your mango plant?
begins.
• The cotyledons provide food
for the young plants.
• The protective covering of
the seed is the seed coat.
Across the Curriculum: Clean
and Green Program
Ask:
There will be a coming YES-O
Plant-a-Tree Program in your
school, what kind of fruit-
bearing trees are you going to
plant?
How can you identify if they
are monocot or dicot seed?
What do you think are the
importance of planting trees?
Values Integration:
Appreciate the importance of
seed
You are eating sweet mango
from Davao, it tasted so
sweet.
What will you do to have that
kind of mango in your
backyard?
Subject Integration: EPP
How are you going to take
care of your mango plant?
 What is an aquatic plant?
What are the different kinds of
aquatic plants?
What makes them common
and different from one
another?

Ask: What do you think will

happen to aquatic plants when
planted to soil? Is it advisable
to change the habitat of a
plant?
Why not?
E. EVALUATION Write the letter of the best Identify the main parts of the Write PAK if the statement is Write PAK if the statement is
answer. seed and the function of each TRUE and BET if it is FALSE. TRUE and BET if it is FALSE.
Refer to the diagram below. part. ______ 1. Both monocot and ______ 1. Plumule is
Write the letter of the best dicot seeds have the same parts considered to be the part of
answer in your notebook. like embryo, cotyledon, that develops
1. Seeds are protected from and seed coat. as the first roots of the new
injury by their outer covering ______ 2. Monocot and dicot plants.
1. Which of these plants are called seeds have the same number of ______ 2. Hypocotyl is the off
aquatic? ______. cotyledons. white part of the embryo
a. A and B c. A and C a. seed coat ______ 3. Seeds with two where
b. b. C and D d. B and D b. roots cotyledons are called monocot. the young root stem of
c. cotyledon ______ 4. Seeds with one the seed begins
2. Plant A is an example of a/ d. young plant cotyledon are called dicot. ______ 3. The cotyledons
an___. 2. They young plant inside the ______ 5. The embryo is made up provide food for the young
a. Emergent plant seed grows into a new plant of the plumule, hypocotyls plants.
b. Floating plant because of the food provided and radical. ______ 4. The protective
c. Land plant by the ____________. covering of the seed is the
 d. Submerged plant
3. What is common among the
plants in the pictures?
a. They need soil to live
b. They are aquatic plants
c. They are terrestrial plants
d. They all have chloroplast
4. In what ways are the plants
above are different?
a. They need water to live
b. They are terrestrial plants
c. They can live without
sunlight
d. They live in different
environments
5. In what way does picture A
and B similar?
a. They are both aquatic
b. They are both aerial plants
c. They are both terrestrial
plants
d. They can live both in water
and land
F. EXTEND
V. REMARKS
VI. REFLECTION
A.No. of learners earned 80%in
the evaluation.
B . No. of learners who required
a. seed coat b. roots embryo.
c. cotyledon d. stem ______5. Embryo has two main
3. As the young plant inside parts.
the seed grows into a new
plant its roots become the
_________.
a. rootlets b. leaves
c. main roots d. seed leaves
4. The roots are very
important for the new plants
because _______.
a. They protect the new plant
b. They help the new plant
get out from the soil
c. They absorb water and
mineral from the soil
d. They help in the
germination process
5. The biggest part of the seed
is the ________.
a. seed coat b. young plant
c. Cotyledon d. roots
 additional activities for
remediation who scored
below 80%

C. Did the remedial lesson

work? No. of learners who
have caught up with the
lesson.

D. No. of learner 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
used/discover which I wish
to share with other
teachers?
Prepared by:

MARY GRACE C. AGNO

Teacher I Checked by:

MYLENE A. QUILITIS
Master Teacher I

Checked/Noted by:

JOHN I. DOMINGO,Ed.D
Head Teacher-III
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
SUNFLOWER SUNFLOWER SUNFLOWER SUNFLOWER SUNFLOWER
5- 5- 5- 5- 5-
4- 4- 4- 4- 4-
3- 3- 3- 3- 3-
2- 2- 2- 2- 2-
1- 1- 1- 1- 1-
0- 0- 0- 0- 0-
TOTAL NUMBER OF PUPILS - TOTAL NUMBER OF PUPILS - TOTAL NUMBER OF PUPILS - TOTAL NUMBER OF PUPILS - TOTAL NUMBER OF PUPILS -
MEAN- MEAN- MEAN- MEAN- MEAN-
MPS- MPS- MPS- MPS- MPS-
MAGNOLIA MAGNOLIA MAGNOLIA MAGNOLIA MAGNOLIA
5- 5- 5- 5- 5-
4- 4- 4- 4- 4-
3- 3- 3- 3- 3-
2- 2- 2- 2- 2-
1- 1- 1- 1- 1-
0- 0- 0- 0- 0-
TOTAL NUMBER OF PUPILS - TOTAL NUMBER OF PUPILS - TOTAL NUMBER OF PUPILS - TOTAL NUMBER OF PUPILS - TOTAL NUMBER OF PUPILS -
MEAN- MEAN- MEAN- MEAN- MEAN-
MPS- MPS- MPS- MPS- MPS-
LILAC LILAC LILAC LILAC LILAC
5- 5- 5- 5- 5-
4- 4- 4- 4- 4-
3- 3- 3- 3- 3-
2- 2- 2- 2- 2-
1- 1- 1- 1- 1-
0- 0- 0- 0- 0-
TOTAL NUMBER OF PUPILS - TOTAL NUMBER OF PUPILS - TOTAL NUMBER OF PUPILS - TOTAL NUMBER OF PUPILS - TOTAL NUMBER OF PUPILS -
MEAN- MEAN- MEAN- MEAN- MEAN-
MPS- MPS- MPS- MPS- MPS-