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Community Learning Deus Caritas Learning Center

Center (CLC) Program A&E
Upper Tominobo, Iligan City
JUNIOR HIGH SCHOOL
Learning Facilitator Janice C. Panotolan Literacy Level
ALTERNATIVE LEARNING LS3: MATHEMATICAL AND
SYSTEM DAILY LESSON PLAN Date March 21, 2024 Learning Strand PROBLEM-SOLVING SKILLS

 Identify and describe the different kinds of graphs.

 Identify the parts of the different graphs.
I. OBJECTIVES  Construct different graphs.
A. Content Standards  Statistics and Probability
 Demonstrate understanding and skill in the effective use of tables, graphs and statistics in presenting, analyzing and interpreting data, and
B. Performance Standards
dealing with uncertainty; and making predictions about outcomes for everyday problem solving

 Describe the different kinds of graphs used to organize and present data in real life situations (LS3MP-SP-PSF-BL/LE/AE/JHS-5).
 Identify the parts of a pictograph, bar graph, and line graph, i.e., title, legend, labels, and vertical and horizontal Axes (LS3MP-SP-PSF-JHS-6).

C. Learning Competencies
II. CONTENT  GRAPH AND ITS KINDS
(Subject Matter)
III. LEARNING
RESOURCES
A. References Alternative Learning System K TO 12 Basic Education Curriculum: Learning Strand 3 (Mathematical and Problem-Solving Skills)
1. Session Guide Pages Learning Strand 3 Mathematical and Problem-Solving Skills vMODULE 7: DESCRIBING THE WORLD THROUGH NUMBERS AND
DATA
2. Module Pages Pages 17-36
3. Additional Materials
from Learning Resource Portal

B. Other Learning Resource PowerPoint, Visual Aids, Pictures, Teacher’s output

 IV. PROCEDURE
A. Motivation The learners will be divided in 2 groups, they will play 4 PICS ONE WORD. The learners will guess the correct word through the shown pictures as a
clue. The first one to answer will be the winner.

B. Activity:  With the same group the learners will help Betty to summarize the list of answers from a simple survey she did around the community.
Review previous lesson/  Ask the learners to show their answers for each set and to explain how they came up with these answers.
Presenting the new lesson

C. Analysis (Presenting
examples/instances of  Explain that the process of organizing data summarizes the values into single values that represent categories making it easier to transform them
the new lesson) into graphs that are easily understandable.

 Provide an example that if the height of all Filipinos is taken, it will result into a hundred million data and it will be hard to make sense of it
unless it is organized. This also helps in determining the appropriate type of graph to be used.

 Explain that the goal of the lesson is to transform different sets of data into graphs that are easier to understand and more visually appealing to
people.

D. Discussing new concepts

and  Discussion of the different kinds of graphs
practicing new skills
E. Abstraction (making  What are the different kinds of graphs?
generalizations about
the lesson)
F. Application  With their same group, let learners construct the different graphs. (The teacher will provide the data)
GROUP 1 – BAR GRAPH AND PIE CHART | GROUP 2 – PICTOGRAPH AND LINE GRAPH
 G. Valuing (Finding practical  Do you think using graphs is a helpful tool in our daily lives?
applications of concepts and  What is the use of graphs?
skills
in daily living)
H. Evaluation (Assessing
learning) I. Identify the type of graph appropriate for each situation. Write the letter with the correct answer.

A. LINE GRAPH
B. BAR GRAPH
C. PICTOGRAPH
D. PIE CHART

1. Favorite fruit of different age groups

2. Daily earnings of local sari-sari stores
3. Age distribution of people in your community (children, teen, adults, etc.)
4. Number of sacks of corn harvested in half a year
5. Favorite type of movie
6. Amount of clothes washed every week
7. Weekly budget monitoring per month
8. Daily weight monitoring of a child
9. Hourly salary of crew members from fast food stores
10. Garbage generated by a barangay (in kilograms) per month

I. Agreement (Additional activities Create an appropriate graph for each given situation. Do this activity on a separate sheet of paper.
for
application or remediation) 1. Budget of your family’s income for a month

2. Daily earnings of sari-sari stores in your community (use at least 5)

V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 75% in the
evaluation
B. No. of learners who requires
additional activities for
remediation
 C. Did the lessons 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 these work?
F. What difficulties did I
encounter which my EPSA
can help me
solve?
G. What innovation or localized
materials did I use/ discover
which I wish to share with other
teachers?

Prepared by: JANICE C. PANOTOLAN

ALS TEACHER

Noted and Observed by: BERNILDO A. ORELLANA

SCHOOL HEAD