GRADE 1 to 12 School Grade Level 2

DAILY LESSON LOG Teacher Subject: MATHEMATICS

Date Quarter 4– WEEK 9

OBJECTIVES Monday Tuesday Wednesday Thursday Friday

A. Content The learner demonstrates
Standard
Understanding of time,
Standard measures of length, mass
and capacity and area
using square tile units.
The learner demonstrates
Understanding of time,
Standard measures of length,
mass and capacity and area
using square tile units.

B. Performance The learner is able to apply The learner is able to apply

Standard
knowledge of time, standard
measures of length, weight, and
capacity, and area using square tile
units in mathematical problems
and real-life situations.
knowledge of time, standard
measures of length, weight, and
capacity, and area using square
tile units in mathematical
problems and real-life situations.

C. Learning a. infers and interpret data presented a. infers and interpret data
Competency/ in a pictograph with and without presented in a pictograph with and
Objectives
scales. without scales.
Write the LC code b. solves routine and non-routine b. solves routine and non-routine
for each. problems using data presented in a problems using data presented in a
pictograph with and without scales. pictograph with and without scales.
(M2SP-lVi-3.2) (M2SP-lVi-3.2)
II. CONTENT
INFERRING AND INFERRING AND HOLIDAY QUARTER 4 QUARTER 4
INTERPRETING INTERPRETING PERIODICAL TEST PERIODICAL TEST
PICTOGRAPH PICTOGRAPH
III. LEARNING
RESOURCES
A. References K to 12 MELC- GUIDE p204-205 K to 12 MELC- GUIDE p204-205
1. Teacher’s Guide
pages
2. Learner’s ADM/PIVOT 4A ADM/PIVOT 4A
Materials pages
3. Textbook pages

4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resource

III.
PROCEDURES
A. Reviewing
previous lesson or
Teacher Anna asked her pupils about the kind
of animals they had at
HOLIDAY QUARTER 4 QUARTER 4
presenting the new home. She recorded their answers on a table. PERIODICAL TEST PERIODICAL TEST
lesson

She presented the information using a

pictograph as shown below.

Based on the pictograph, we can easily

interpret the following:
1. The number of pupils who prefer cats as
their pets.
2. The number of pupils who prefer chicken as
their pets.
3. There are 2 more cats than birds which
pupils love as pets.
4. There are 17 animals altogether. This means
that there are 17 pupils involved
in the survey.
B. Establishing a Here is data about the favorite juice of the girls in Let us try to analyze this pictograph.
purpose for the Grade II- A-Class.
lesson Favorite Fruit Juice

Based on the pictograph, the data can be easily

interpreted as:
1. There are 7 pupils who love mango Juice.
2. There are only 10 pupils who love Buko Juice
while only 5 of them like orange 1. Each stands for 2 pupils.
 juice.
3. The orange juice is the least favorite fruit juice
while the buko juice is the
most favorite fruit juice among the girls. 2. Since there are 10 and each is
4. There are 22 children involved in the survey equal to 2 pupils, there are 20 pupils
whose favorite fruit is apples.
3. There are16 pupils who love oranges.
4. There are only 6 pupils who love
mangoes.
5. The mangoes are the least favorite fruit,
while the apples are the most
favorite fruit among the students.
6. There are 42 students involved in the
survey.
C. Presenting Today we will learn to infer and Let us learn more on how to infer
examples/ interpret data presented in a and interpret data presented in a
instances of the new
lesson pictograph with and without scales pictograph with and without scales
and solve routine and non-routine and solve routine and non-routine
problems using data presented in a problems using data presented in a
pictograph with and without scales. pictograph with and without scales.
D. Discussing new A pictograph is a way of A pictograph is a way of
concepts and
practicing new presenting the relationship presenting the relationship
skills #1 between 2 or more between 2 or more
things with the help of pictures. things with the help of pictures.
A pictograph always has a title. It A pictograph always has a title.
may also have a note explaining It may also have a note
the explaining the
picture. We can easily interpret the picture. We can easily interpret
data if it is presented in a picture the data if it is presented in a
graph or a data table. picture graph or a data table.
E. Discussing new Use the information in the Use the information in the
concepts and
practicing new pictograph to answer the questions pictograph to answer the
skills #2 below. questions below.
Alejandro’s family visited Isabel’s Alejandro’s family visited
farm one day. The children were Isabel’s farm one day. The
amazed looking at the animals at children were
the farm. Let us find out how amazed looking at the animals at
many animals the farm. Let us find out how
were there at the farm? many animals
were there at the farm?
F. Developing 1. How many animals does each 1. How many animals does each
mastery (leads to
Formative drawing represent? drawing represent?
Assessment 3) 2. How many were chickens? 2. How many were chickens?
rabbits? rabbits?
3. How many 4-legged animals 3. How many 4-legged animals
were there? were there?
4. How many were 2-legged 4. How many were 2-legged
animals? animals?
5. How many farm animals were 5. How many farm animals were
there in all? there in all?
G. Finding Directions: Study the pictograph. Directions: Study the
practical
application of pictograph.
concepts and skills
in daily living
Directions: Matching Type: Match
column A with column B. Choose the
letter of the correct answer.
 H.Making What can be seen in a pictograph? What can be seen in a pictograph?
generalizations How can we interpret a pictograph? How can we interpret a pictograph?
and abstractions
about the lesson
I. Evaluating Directions: Interpret the data presented in the Directions: Study the pictograph below
learning pictograph. and answer the questions that follow.

1. What is the title of the pictograph?

A. Food Orders B. Number of Orders C. Food
Item Sold in the Canteen
2. How many more orders were received for Based on the given pictograph, answer
Fried fish than fried chicken? the following:
A. 3 B. 4 C. 5 1. How many trees did the class A
plant?
A. 50 B. 60 C. 80
2. How many trees did the class D
3. How many cookies were sold on Monday? plant?
A. 70 B. 80 C. 90 A. 50 B. 60 C. 70
4. On which day were there 110 cookies sold? 3. How many trees did the 4 classes
A. Monday B. Tuesday C. Wednesday plant in all?
5. How many cookies were sold on Thursday A. 250 B. 260 C. 270
and Friday? 4. Which class planted the greatest
A. 100 B. 120 C. 140
number of trees?
A. Class A B. Class B C. Class C
5. Which class planted 30 more trees
than class B?
A. Class A B. Class B C. Class C
J. Additional
activities for
application or
remediation
IV. REMARKS
V. REFLECTION
A..No. of learners ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
who earned 80% in ___ of Learners who earned 80% above
the evaluation
B.No. of learners ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
who require activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation
additional
activities for
remediation who
scored below 80%
C. Did the remedial ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
lessons work?
No. of learners who ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
have caught up with lesson lesson lesson
 the lesson
D. No. of learners ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
who continue to remediation remediation remediation remediation remediation
require
remediation
E. Which of my Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
teaching strategies ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
worked well? Why ___ Games ___ Games ___ Games ___ Games ___ Games
did these work? ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in
doing their tasks doing their tasks doing their tasks doing their tasks doing their tasks
F. What difficulties __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
did I encounter __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
which my principal __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
or supervisor can __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
help me solve? Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
G. What innovation Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
or localized __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
materials did I __ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
use/discover which I views of the locality views of the locality views of the locality views of the locality views of the locality
wish to share with __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
other teachers? Instructional Materials Instructional Materials Instructional Materials Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition