Grades 1-12 Daily Lesson Log
School Teacher Teaching Date
OBJECTIVES Content Standards Performance Standards Learning Competencies/ Objectives ( Write the LCcode for each)
CONTENT ( Subject Matter) LEARNING RESOURCES References Teacher’s Guide pages Learner’s Material pages Textbook pages Additional Materials from Learning Resource L R portal Other Learning Resources PROCEDURE Reviewing previous Lesson or presenting new lesson
CABAROAN ELEM. SCHOOL ERNALYN C. MARZAN March 13- 17, 2017/ 8:50 - 9:40
Grade Learning Area: Quarter:
Four Mathematics Fourth
Monday Tuesday Wednesday Thursday Friday Demonstrates understanding of the concepts of bar graphs and simple experiments. Is able to create and interpret simple representations of data ( tables and bar graphs ) and describe outcomes in simple experiments. March 16 March 17 March 13 March 14 March 15
Record simple probability experiments. M4SP-IV-i-9
Explain the outcomes in an experiment
Solve routine and nonroutine problems on simple probability experiment
Express outcomes in a simple probability experiment. M4SP-IV-i-10
Express outcomes in a simple probability experiment. M4SP-IV-i-10
Simple Probability Experiments
Simple Probability Experiments
Simple Probability Experiments
Simple Probability Experiments
Solving Routine and Nonroutine Problems on Simple Probability
TG p. 348-352 LM .P. 363-365
TG p. 348-352 LM .P. 363-365
TG p. 348-352 LM .P. 363-365
TG p. 348-352 LM .P. 363-365
TG p. 352-354 LM p. 266-268
Coin, die, spinner, playing cards, handkerchief Led TV.
Coin, die, spinner, playing cards, handkerchief
Coin, die, spinner, playing cards, handkerchief
Coin, die, spinner, playing cards, handkerchief
Coin, spinner, chips, balls
Led TV.
Led TV.
Led TV.
Led TV.
Conduct a review on solving routine and nonroutine problems using data presented in a graph.
Conduct a review on solving routine and nonroutine problems using data presented in a graph.
Conduct a review on solving routine and nonroutine problems using data presented in a graph.
Conduct a review on solving routine and nonroutine problems using data presented in a graph.
Conduct a review on how to solve routine and non-routine problems.
M4SP-IV-i-11
M4SP-IVj-12
Establishing a purpose for the lesson
Presenting examples/ instances of the new lesson.
*Have the class listen to the song Pagdating ng Panahon. *Discuss the message of the song relating to the prediction.
*Have the class listen to the song Pagdating ng Panahon. *Discuss the message of the song relating to the prediction.
*Have the class listen to the song Pagdating ng Panahon. *Discuss the message of the song relating to the prediction.
*Have the class listen to the song Pagdating ng Panahon. *Discuss the message of the song relating to the prediction.
Present to the class a one peso coin. Ask: If I will toss this coin, which do you think will come out, the head or the tail?
Present to the class a one peso coin. Ask: If I will toss this coin, which do you think will come out, the head or the tail?
Present to the class a one peso coin. Ask: If I will toss this coin, which do you think will come out, the head or the tail?
Present to the class a one peso coin. Ask: If I will toss this coin, which do you think will come out, the head or the tail?
Group the class into four. Asks the class to perform the task assigned to them. Require them to write the results of the simple experiments on a manila paper using the table. Group A. Using a Spinner Group B. Using Spinner Group C. Drawing marble from the box Group D. Using numbered cards ( 0, 1, 2, 3, 4, 5, 6, 7, 8, 9)
Group the class into four. Asks the class to perform the task assigned to them. Require them to write the results of the simple experiments on a manila paper using the table. Group A. Using a Spinner Group B. Using Spinner Group C. Drawing marble from the box Group D. Using numbered cards ( 0, 1, 2, 3, 4, 5, 6, 7, 8, 9)
Group the class into four. Asks the class to perform the task assigned to them. Require them to write the results of the simple experiments on a manila paper using the table. Group A. Using a Spinner Group B. Using Spinner Group C. Drawing marble from the box Group D. Using numbered cards ( 0, 1, 2, 3, 4, 5, 6, 7, 8, 9)
Ask the groups to post their outputs on the board. Ask: How did you find the activity? How did you perform the simple probability experiment?
Ask the groups to post their outputs on the board. Ask: How did you find the activity? How did you perform the simple probability experiment?
Ask the groups to post their outputs on the board. Ask: How did you find the activity? How did you perform the simple probability experiment?
Discussing new concepts and practicing new skills.#1
Group the class into four. Asks the class to perform the task assigned to them. Require them to write the results of the simple experiments on a manila paper using the table. Group A. Using a Spinner Group B. U sing Spinner Group C. Drawing marble from the box Group D. Using numbered cards ( 0, 1, 2, 3, 4, 5, 6, 7, 8, 9)
Discussing new concepts and practicing new skills #2.
Ask the groups to post their outputs on the board. Ask: How did you find the activity? How did you perform the simple probability experiment?
Put 3 balls in a box of red, blue, and white colors. Ask the class of the probability of picking a red ball without looking. Return the ball if it is not red, do this 10 times. Present the situation to the class. Ryan and his friends are spinning a spinner. What is the probability that he spins a 3 on his next turn. Group the children into five teams. Ask them to solve the problem.
Have all groups present their outputs. Encourage the children to share to the class how they felt doing the activity. Ask: How did you solve the problem?
results of your probability experiment? How did you express the outcomes of your probability experiment?
results of your probability experiment? How did you express the outcomes of your probability experiment?
Developing Mastery (Lead to Formative Assessment 3)
Discuss the presentation under Explore and Discover , on pages 263, LM Math Grade 4
Finding practical application of concepts and skills in daily living
Do the exercises in the Get Moving and Keep Moving pages 263-265, LM Math Grade4.
Making Generalizations and Abstraction about the Lesson.
How do you record simple prediction?
Evaluating Learning
Additional Activities for Application or Remediation
Discuss the presentation under Explore and Discover , on pages 263, LM Math Grade 4
How did you record the results of your probability experiment? How did you express the outcomes of your probability experiment? Discuss the presentation under Explore and Discover , on pages 263, LM Math Grade 4
How did you record the results of your probability experiment? How did you express the outcomes of your probability experiment? Discuss the presentation under Explore and Discover , on pages 263, LM Math Grade 4
Do the exercises in the Get Moving and Keep Moving pages 263-265, LM Math Grade4.
Do the exercises in the Get Moving and Keep Moving pages 263-265, LM Math Grade4.
Do the exercises in the Get Moving and Keep Moving pages 263-265, LM Math Grade4.
By doing simple probability experiments, we can determine the number of times an event may occur. We use a table and record the outcome of probability experiment. Express the outcomes of Express the outcomes of your prediction. your prediction. 1. What is the probability 1. What is the chance that Mark chooses a that you will get a perfect puppy for pet from a pet score in a test? shop selling puppies, 2. What is the probability rabbits, and cats? that a newly-born baby is 2. Toss a coin. What is the a girl? probability that neither 3. Toss a die, what is the the head nor the tail chance that you will get 0 shows up? on top?
By doing simple probability experiments, we can determine the number of times an event may occur. We use a table and record the outcome of probability experiment. Express the outcomes of your prediction. 1. What is the probability that Mark chooses a puppy for pet from a pet shop selling puppies, rabbits, and cats? 2. Toss a coin. What is the probability that neither the head nor the tail shows up?
By doing simple probability experiments, we can determine the number of times an event may occur. We use a table and record the outcome of probability experiment. Express the outcomes of your prediction. 1. What is the probability that Mark chooses a puppy for pet from a pet shop selling puppies, rabbits, and cats? 2. Toss a coin. What is the probability that neither the head nor the tail shows up?
To solve problems, use the 4step plan: Understand, Plan, Solve, and Check and Look Back.
Do Home Activity on TG page 352, Math Grade4.
Do Home Activity on TG page 352, Math Grade4.
Do Home Activity on TG page 352, Math Grade4.
Do Home Activity on TG page 354, Math Grade4.
Do Home Activity on TG page 352, Math Grade4.
Discuss the presentation under Explore and Discover on page 266-267, LM Math Grade 4.
Do the exercises in the Get Moving and Keep Moving pages 267, LM Math Grade4.
Read each problem and then answer the questions that follow. ( See Assessment on TG p. 354, Math Grade 4.)
REMARKS REFLECTION No. of learners earned 80%in the evaluation. B . No. of learners who required 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 d id I used/discover which I wish to share with other teachers?
