SCHOOL Abuyog NHS GRADE LEVEL 8

TEACHER Nhelgen Pat Novio LEARNING AREA MATHEMATICS

DAILY LESSON LOG
June 08, 2022 (F)
TEACHING DATE AND TIME QUARTER Fourth
9:00-10:00 AM

I. OBJECTIVES ANNOTATION(S)
A. Content Standard (Found in The learner demonstrates understanding of key concepts of probability.
the CG)
B. Performance Standard The learner is able to formulate and solve practical problems involving probability of simple events.
a. (Found in the CG)
C. Learning Finds the probability of a simple event.
Competencies/Objectives M8GE-IVh-1
a. (Write the LC KBI: Be thankful for every opportunity, seize the moment
Code)
II. CONTENT: (Topic) Probability of Simple Events
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages pp. 614-616
2. Learner’s Materials pages pp. 565-571
3. Textbook pages Mathematics for the 21st Century Learner 8, pp. 565-571
4. Additional Materials from
Learning Resource (LR
portal)
B. Other Learning Resources Books:
 Mathematics 8 for the 21st Century Learner
 Next Generation Math 8
 Teaching Math in the Intermediate Grades
Pictures:
 https://giphy.com/stickers/alarm-ringing-bell-well-planned-gal-QaeFwgSHaliiaRRbCb
 https://7esl.com/adjectives/
 https://www.teachingideas.co.uk/classroom-management/our-class-rules
Video Clips:
 https://www.youtube.com/watch?v=jx-gZ4cisiI
 https://www.youtube.com/watch?v=EMnGNpFTESg
 https://www.youtube.com/watch?v=A6wctQNdMQM
IV. PROCEDURES
A. Reviewing previous lesson A. Preliminary Activities Preliminary Activities
or presenting the new  DepEd Interfaith Prayer KRA 2, Objective 6: Maintained learning environments that promote
lesson  https://www.youtube.com/watch?v=A6wctQNdMQM fairness, respect, and care to encourage learning.
 Checking of Attendance COT Indicator 5: To maintain learning environments that promote
  Setting House Rules fairness, respect, and care to encourage leaning.
 Video Clip presentation about COVID-19 Health and Safety Protocol  The teacher started the class with interfaith prayer to
 (https://www.youtube.com/watch?v=EMnGNpFTESg promote fairness and respect regardless of religious
B. Review affiliation. Likewise, checking of attendance were done to let
 What is probability? them feel that their presence in the class is highly
 What is an experiment? appreciated in support with the slogan, “Presensya Mo,
 How about an outcome/s? Ikinalilipay Ko”.

KRA 2, Objective 5: Established safe and secure learning

environments to enhance learning through the consistent
implementation of policies, guidelines, and procedures.
COT Indicator 4: Established safe and secure learning environments
to enhance learning through the consistent implementation of
policies, guidelines, and procedures.
 The student’s idea and suggestions were also considered in
setting the house rules to boost their confidence and to let
them feel that their sides were being considered and to build
their social responsibility among them will be developed.
Likewise, the teacher played video on how to avoid being
contracted by the COVID-19 virus to let them feel that as
their teacher, I also look into their health and safety, and that
I also care for them.
B. Establishing a purpose of Consider the situation below: KRA 1, Objective 1: Apply knowledge of content within and across
the lesson Observe the box below: curriculum teaching areas.
COT Indicator 1: Apply knowledge of content within and across
curriculum teaching areas.
 The teacher integrated English lesson specifically lesson on
Figure of Speech, English 8 – adjective to develop literacy
and vocabulary among students.

KRA 1, Objective 3: Displayed proficient use of Mother Tongue,

Filipino, and English to facilitate teaching and learning.
COT Indicator 2: Displayed proficient use of Mother Tongue, Filipino,
and English to facilitate teaching and learning.
Questions:  In facilitating the teaching and learning process, the teacher
1. What can you say with the words listed in each category or box? makes use of proficient use of Filipino and English as
2. What is an adjective? medium of instruction throughout the lesson and a little of
3. Who can give me another example of an adjective? waray-waray to introduce/integrate Mother Tongue in some
4. Now, if I will put the 9-letter, “adjective” in a box, what is the chance of picking up a vowel? selected parts of the teaching and learning process.
How about picking up a consonant?
5. How did you come up with that answer of yours?
C. Presenting A. K-W-L Chart KRA 1, Objective 4: Used effective verbal and non-verbal classroom
 examples/instances of the Prior to the start of the lesson proper, class will be divided into 4 groups and each group will communication strategies to support learner understanding,
new skills be given a K-W-L Chart to accomplished for the first 2 columns, the K-W columns and participation, engagement, and achievement.
present their group output in 3 minutes. Raising the “Homeschool Time” picture COT Indicator 3: Used effective verbal and non-verbal classroom
means time is up both in the accomplishment and presentation of their K-W-L communication strategies to support learner understanding,
Chart, hence, it will be collected by the teacher for safekeeping. participation, engagement, and achievement.
 The teacher makes use of a words of encouragement or
words of wisdom to encourage students’ active participation,
engagement, achievement, and understanding. Moreover,
the teacher makes use of “attentional signal” approach such
as showing of “Homeschool Time” Picture to get
their attention likewise, to signal them that their time to
accomplish the assigned task is up.

B. Probability of a Simple Event KRA 4, Objective 14: Reviewed regularly personal teaching practice
A video clip about finding the probability of a simple event will be played for the students to using existing laws and regulations that apply to the teaching
watch, listen, and learn as well. profession and the responsibilities specified in the Code of Conduct
for Professional Teachers.
 The teacher makes use of a video downloaded from the
internet via www.youtube.com . But before it was presented
to the class, it was already reviewed, edited, and enhanced
somehow. A note was also flashed via PPT prior to it was
played containing the link for citation purposes and the
following information: No copyright infringement intended,
and all credit solely goes to the rightful owner. All materials
used such as but not limited to pictures, videoclip,
illustration, data and other similar materials were
https://www.youtube.com/watch?v=jx-gZ4cisiI acknowledged and authors were cited following the Code of
Process Question/s: Ethics Article V, Section 2: A teacher is not entitled to claim
1. Based on the video shown, how to find the probability of a simple event? credit or work not of his own and shall give the credit for the
2. What are the steps in solving probability word problems? work of other that he may use.
3. What are the probability rules mentioned?
*Students will now be asked to accomplish the remaining 3 rd column of the K-W-L Chart, the L
column.

B. Discussion of the new Individual Activity KRA 2, Objective 8: Applied a range of successful strategies that
concept/s and practicing Activity 1: “You are the One!” maintain learning environment that motivate learners to work
 new skills (Activity No. 1) In this activity, the learner will individually pick a question from a box with questions
regarding finding the probability of a simple event. Identifying as to the order of who will
answer first and so on, this will be done randomly through an app named “Magic Hat”.
Student to answer 2-3 minutes will be given to them to answer his/her picked question.
Raising the “Homeschool Time” picture means time is up.
C. Activity No. 2 Group Activity
Activity 2: “Family Feud”
Directions: Divide the class into 2 Groups. Each member of the group will be given a role as the
father, mother, ate and kuya. The mechanics are:
 The game will be between the two fathers for the first question, between the two
mothers for the second question and so on and so forth.
 The teacher will flash a given problem and they need to find the probability of that
event.
 They will raise their hand if they want to answer and wait to be acknowledged by the
teacher before saying the answer. They can raise their hand as soon as the question
will be flashed.
 Each correct answer will be given 1 point.
 The first to get 3 points or has the higher point over the other family after the fifth
question, won the game where prize awaits. KRA 1, Objective 2: Used research-based knowledge and principles
of teaching and learning to enhance professional practice.
D. Developing Mastery (leads Group Activity
to formative assessment Activity 3: “Maze of Probability!”
(Activity No. 3) Instructions: Group the class into Three (3) groups. Each group will be given a maze of probability
and passing each obstacle depending on the color by answering the assigned problem on finding the
probability. The first team to reach the endpoint win where prize awaits.
productively by assuming responsibility for their own learning.
COT Indicator 7: Apply a range of successful strategies that maintain
learning environment that motivate learners to work productively by
assuming responsibility for their own learning.
 The teacher makes use of activities/strategies ranging from
Individual to Group Activities to maintain learning
 environment that caters students varying level of motivation,
interest, and understanding. Activities laid down encourage
learners to be productive as they are and be responsible for
their own learning.
KRA 2, Objective 7: Maintained learning environments that nurture
and inspire learners to participate, cooperate, and collaborate in
continued learning.
COT Indicator 6: Maintain learning environments that nurture and
inspire learners to participate, cooperate, and collaborate in
continued learning.
Heterogenous Grouping
 In the developmental activities part, the teacher specifically
in the grouping, heterogenous grouping were applied to
cater students varying interest and ability to give way for
them to work collaboratively, be cooperative between and
among them to make learning continue.
 According to Gusano, Masangkay, Rocena, & Unida (2020)
enumerated various learning strategies anchored in the
constructivist learning theory. These strategies are
“research-based and have been proven to effective in
developing mathematical thinking in young children”
(Gusano, Masangkay, Rocena, & Unida, 2020, p. 37). And
one of which is the so-called Game-based Learning. With
this, the teacher makes use of a game, an interactive and
trending game as one of the developmental activities such
Family Feud, Maze of Probability and You’re the One! In
addition, “Game-based learning is a strategy that takes
advantage of children’s love for games. Applying this
strategy is good in reducing math anxiety (Gusano,
Masangkay, Rocena, & Unida, 2020, p. 81).
E. Finding practical Consider the situation below:
applications of concepts and You are a student of Abuyof NHS. Quarterly exam is expected in a life of student. Supposed you
skills in daily living are now taking a 4th Quarterly Examination in Math 8 with your teacher, Mr. Novio and test format
(integration) are the following: I. Multiple Choice, and II. True or False.
Process Questions:
1. What is the probability of getting a correct answer in every item in test I or Multiple Choice?
2. What is the probability of getting a correct answer in every item in test II or True or False?
3. Considering the Test I, Multiple Choice has 20 items, what is (smallest) number of items
you can answer correctly?
4. Considering the Test II, True or False has 10 items, what is (smallest) number of items you
can answer correctly?
*KBI: Whenever we are in a situation that we are tested, do your best and held on God’s promises.
With the preparations you have made, seize the moment and be thankful for every opportunity.
KRA 3, Objective 10: Adapted and used culturally appropriate
teaching strategies to address the needs of learners from indigenous
group.
COT Indicator 9: Adapt and use culturally appropriate teaching
strategies to address the needs of learners from indigenous group.
Contextualization/Localization
 The acknowledge the presence of one of his students that
happened to be a member of an indigenous group where he
encourages his students to give respect and care for that
student. In this, the teacher presents the situation in a local
setting as a student of Abuyog NHS and the situation used
by the teacher is very familiar to life of being a student and
to a life of being a teacher, and in a situation where they are
in a test or being tested, it may be a test in school or test in
the real arena of life where for sure student can relate and
show what they’ve learned in school and life. Moreover,
differentiated instruction is one way of contextualization.

F. Making generalization/s and How do we find the probability of a simple event?

abstractions about the Number of favorable outcomes
lesson
P ( event )=
Number of all possible outcomes
V. EVALUATING Directions: Find the probability of the following simple events below. Choose the given group of KRA 3, Objective 9: Designed, adapted, and implemented teaching
LEARNING questions according to your preference or readiness level. strategies that are responsive to learners with disabilities, giftedness,
(Evaluation/Assessment and talents.
of Learning) Math-Tiyaga COT Indicator 8: Design, adapt, and implement teaching strategies
1. Lerio is asked to choose a day from a week. What is the probability of choosing a day that that are responsive to learners with disabilities, giftedness, and
starts with S? talents.
 2. Choosing a month from a year, what is the probability of selecting a month with 31 days?
3. Choosing a month from a year, what is the probability of selecting a month that starts with a Differentiated Instruction by Content (DI by Content)
vowel?  According to Carol Ann Tomlinson, a DI advocate and one
Math-Talino of leading experts in Differentiated Instruction, DI can be
Given: Set N= { 1, 2 , 3 , 4 , 5 ,6 ,7 , 8 , 9 , 10 ,11 ,12 } done in 3 ways that tailors to students varying level
The probability of having readiness, interest, and learning styles namely DI by
1. a 10 Process, Content, and Product. The teacher applied DI by
2. odd numbers Content wherein the teacher prepared 3 sets of evaluative
3. an odd number divisible by 3 assessment that caters student’s varying level of readiness.
4. an even number divisible by 3 The activities have a varying level of difficulty from basic,
Math-Tinik average, and advance. In this, students can choose which
Directions: Answer the given word problems involving probability of a simple event. set of exercises he/she will answer according to preference
which they believe he/she can do it.

VI. AGREEMENT For our homework, answer No. 6-10, p. 571 of Math Learner’s Module. Write your answer in your
homework notebook.
VII. REMARKS
(Reasons of achieving
or not achieving the
expected outcome)
VIII. REFLECTION
(self-assessment on the
teaching learning
process applied in the
lesson, a reflection on
teaching methodology)
A. No. of learners who earned
80% on the formative
assessment.
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lesson
works? 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 Dept.
Head or Principal can help
me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

Checked by:

TEDDY NEIL P. ABAYAN

HT-I, Dep’t Head (Math)

Observers:

TEDDY NEIL P. ABAYAN DIONESIA S. OLAZO

HT-I, Dep’t Head (Math) MT-II (Math)