Teacher Ma. Sofia Rose C.

Ludovice Grade and Section III - Einstein

School Busay Elementary School Subject English
Date and Time June 15, 2023 Quarter Fourth
Time allotment 50 mins.
I. OBJECTIVES
The learner should be able to … interpret
simple graphs and tables
A. Content Standards (RC) The learner demonstrates understanding of the elements of
literary and expository texts for
creative interpretation
B. Performance Standards (RC) The learner uses information derived from
texts in presenting varied oral and written activities
C. Learning
Competencies/Objectives Interpret simple graphs, tables, and pictographs
(Write the LC code for each)
II. CONTENT
Interpreting Simple Graphs and Tables
III. LEARNING RESOURCES
1. References MELC p.134
2. Teacher’s Guide Pages
3. Learner’s Materials Pages Let‘s Get Better in English 3 LM pp. 358 - 359
4. Textbook Pages
5. Additional Materials from
the LR Portal
Other Learning Resources pictures, meta cards, charts and laptop, projector
IV. PROCEDURE Learners Activities
A. Reviewing the previous lesson Guide the pupils to create a simple pictograph on the
or presenting the new lesson board using the given data below.

Children’s Favorite Pet

bird - 15
cat - 35
dog - 40
goldfish - 25
rabbit - 10

*Legend:= 5

Expected Output

1. What is the title of the table or grapgh?

2. . Which is the most favorite pet?
3. What is the least favorite pet?
4. How many pets were given in the table?
 5. What is the legend says on the pictograph?

B. Establishing a purpose for Ask: How will you feel if your mother buy you or give you a pet?
the lesson
Preseent a bar graph using the data on children’s
Favorite pet .

Expected output:

Children’s Favorite Pet

Number of Children
45
40
35
30
25
20
15
10
5
0

C. Presenting
examples/instances of the What Grade Three Pupils Like to Eat
new lesson Ma. Criselda G. Ocang

I have always wondered what kinds of food

kids like me buy from the school canteen during recess. So, as a
project for our Math class, I did a mini-survey for five days, I
recorded what Grade Three pupils bought at the canteen. This table
shows the results.
I also made a bar graph about the results shown in the table. It
looks like this

Wow! The Grade Three pupils often eat biscuits or crackers

for their snacks. Other snacks yjey usually eat are banana cues and
chocolate bars. They seldom eat pansit. And they rarely buy
candies. That‘s a surprise! I‘ve always thought kids love candies.
One thing is for sure, though. The kids in my
school are never hungry.
D. Discussing new concepts Tell the class that tables and graphs are visual representations.
and practicing new skills #1 They are used to organize information and data. We can be able to
read and understand the data easily and quickly by using tables and
graphs.

Then, focus the pupils ‘attention on the table and graph

posted on the board. Let the pupils answer the questions below.
Have them encircle only the letter of the correct
answer.

1. As shown in the table, how many Grade Three pupils

bought chocolate bars on Wednesday?
6 7 12

2. Did the pupils buy candies on Thursday?

Yes No Maybe

3. As shown both in the table and the bar graph, what was the
most liked food that the Grade Three pupils bought
during recess?
biscuits/crackers candies pansit
4. What was the least favorite kind of food that the Grade Three
pupils bought during recess?
banana cue biscuits/crackers candies

E. Discussing new concepts and Guide the pupils to create a simple bar graph on
practicing new skills #2 the board using the given data below.

Children’s Favorite Pet

bird - 15
cat - 35
dog - 40
goldfish - 25
rabbit - 10

F. Developing mastery (Leads to Group Activity:

Formative Assessment 3) Present first the rubric for the group activity.
Divide the class into four groups and give each group a task card.
CRITERI POINTS
A
Accuracy and correctness 10
of the output
Presentation 5
(Creativity and Delivery)
Cooperation and Decorum 5
*TOTAL* 20

Group 1 – Study the bar graph below and

answer the given questions. Encircle only
the letter of the correct answer.
 How many people were using TVs in their
daily life? 35 40
50

What was the most used technology?

CCTV camera
cellphpone
computer

How many more people were using

cellphones than the computer?
5 10 15

Which technology had 35 users?

cellphone
computer
radio

What was the least used technology?

CCTV
radio
TV

Group 2- Make a bar graph according to the data given.

Number of Fish Caught

Name of Fish FRI. SAT. SUN. TOTA
L
Bangus 17 10 23 50
Dalagang Bukid 13 21 21 55
Mayamaya 10 20 15 45
Tilapia 23 27 20 70
Tuna 16 11 13 40

Group 3 – Make a bar graph according to the data given

Different Kinds of Tress Planted in 2018
Balete - 20
Narra - 30
Coconut – 50
Mahogany – 35
Acasia -30
Expected output
Different Kinds of Trees Planted in 2018
 Balete narra coconut mahogany acacia
Group 4 –Study the bar graph below and answer the given
questions.

Different Kinds of Trees Planted in 2018

balete narra coconut mahogany acacia

Balete narra coconut mahogany acacia

How many narra trees were planted?

Which tree was planted the most in 2018?
How many more acacia trees were planted than the balete trees?
Which two trees were equally planted?
How many trees were planted altogether in 2018?

G. Finding practical application In what instances can we make use of graphs and
of concepts and skills in daily tables?
living
H. Making generalizations of Ask:
concepts and skills in daily living
What is a bar graphs?
Bar Graph is a visual representations of collected
data and information that are easier to see and
understand using bars.
I. Evaluating learning
Interpret the graph by answering the questions below. Encircle
only the letter of the correct answer.
How many pink water lilies were planted in the park?
8
9
11

Which flower was planted the most in the park?

daisy gumamela rose

How many roses were planted all together?

57
67
77

How many more white daisies were planted than red daisies?
4
8
12

Which flower was planted the least in the park?

rose santan
water lily
J. Additional activities for
application or remediation
V. REMARKS
V. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
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
this work?
F. What difficulties did I
encounter which my
supervisor/principal/
department head help
me solve?
G. What innovation or
localized materials did I
use/discover which I
Ask your family members about what their favorite vegetable is. On
a short coupon bond, present your findings through a bar graph
then answer the questions below.
What is the title of your pictograph?
How many vegetables are shown in your pictograph?
What is the most favorite vegetable in your family?
What is the least favorite vegetable?
How many people did you survey?
of the learners earned 80% above in the evaluation
of the learners require additional activities for remediation
Yes No
of the learners caught up with the lesson
of the learners continue to require
remediation
Strategies used that work well:
Group Collaboration
Games
PowerPoint Presentation
Answering of Preliminary Activities
Lecture Method/Discussion
Case Method
Think-Pair-Share (TPS)
Rereading of paragraphs/poems/stories
Differentiated Instruction
Role Playing/Dramatization
Discovery Method
Complete IMs
Availability of Materials
Pupils’ eagerness to learn
Group Member’s cooperation in doing the assigned tasks
Pupils’ behavior/attitude
Bullying among pupils
Suitability of IMs
Unavailability of Technology Equipment (LCD/ Internet
Connection)
Pupils’ Reading Readiness
Pupils’ lack of interest
Additional clerical works
Planned Innovations:
Localized videos
 wish to share with other Making use of big books from views of the locality
teachers? Recycling of materials (plastics/papers) to be used as
Instructional Materials
Local poetical composition
Flashcards
Pictures

Prepared by:

MA. SOFIA ROS EC. LUDOVICE

Teacher III Checked and Observed by:

VIVIAN J. LLANA
Principal I