GRADES 1 to 12

        DAILY LESSON LOG

School:

Grade Level:

II

Teacher:

Learning Area:

MATHEMATICS

Teaching Dates and Time:

Week 8

Quarter:

4th Quarter

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

I. OBJECTIVES

Estimate the area of a given figure using any shape.

Identify appropriate unit of measure in finding the capacity

Collect and organize data using tables and pictures.

1.Read and interpret data in a given pictograph.

2. Form scale representation of objects from the data collected.

3. Make pictographs using scale representation.

Weekly Test

A. Content Standards

A.Content Standards

demonstrates

understanding of time, standard measures of length, mass and capacity and area using square-tile units.

A.Content Standards

demonstrates

understanding of time, standard measures of length, mass and capacity and area using square-tile units.

A.Content Standards

demonstrates

understanding of time, standard measures of length, mass and capacity and area using square-tile units.

A.Content Standards

demonstrates

understanding of time, standard measures of length, mass and capacity and area using square-tile units.

B. Performance Standards

B.Performance Standards

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

B.Performance Standards

is able to apply knowledge of time, standard measures of length, weight, and capacity, and area using square-tile units in mathematical problems and real-life situations

B.Performance Standards

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

B.Performance Standards

is able to apply 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 Competencies/

     Objectives

C. Learning Competencies/

     Objectives

estimates the area of a given figure using any shape.M2ME-IVh-37

C. Learning Competencies/

     Objectives

creates problems involving length, mass and capacity.

M2ME-IVf-34

C. Learning Competencies/

     Objectives

collects data on one variable using a questionnaire.

M2SP-IVh-1.2

sorts, classifies, and organizes data in tabular form and presents this into a pictograph without and with scales.

M2SP-IVi-2.2

C. Learning Competencies/

     Objectives

infers and interprets data

presented in a pictograph

without and with scales.

M2SP-IVi-3.2

II. CONTENT

Content: Area of a Plane Figure

Content:Measuring capacity

Content:Collect and Organize Data

Content:Read and Make Pictograph

III. LEARNING

      RESOURCES

A. References

K to12 Curriculum Guide

Grade 2 – Mathematics pages 27

K to12 Curriculum Guide

Grade 2 – Mathematics pages 27

K to12 Curriculum Guide

Grade 2 – Mathematics pages 27

K to12 Curriculum Guide

Grade 2 – Mathematics pages 27-28

1. Teacher’s Guide Pages

388-392(softcopy)

392-396(softcopy)

397-400(softcopy)

401-407(softcopy)

2. Learner’s Materials  

     pages

LM in Mathematics pages

276-278

LM in Mathematics pages

279-280

LM in Mathematics pages

281-284

LM in Mathematics pages

284-286

3. Text book pages

4. Additional Materials

    from Learning Resources

1.Square cardboards cut-outs

2.Square, rectangle, L-shaped and T-shaped big boards

Lesson 112

1. Bottles of soft drinks or medicines, cups, glasses and pitcher

2. Different items with different sizes with ml or l label content

3. Show Me Boards

Lesson 113

1. Non-transparent bag 3. Graphing paper

2. 20 crayons in red, blue, green and yellow (assorted number of each

color)

Lesson 114

1. Calendar where Philippine holidays are written

2. Sample Pictographs

Lesson 115

B. Other Learning

    Resources

laptop

laptop

laptop

laptop

IV. PROCEDURES

A. Reviewing previous lesson or presenting the new lesson

INSTRUCTIONAL PROCEDURE

Preparatory Activities

1. Drill

Using the cardboard cut-outs let the pupils show the area of the following figures. (This figures need to be drawn by the teacher on the board. Be sure that the figures will fit with the desired area.)

2. Pre-Assessment

Group the class into 4.

a. Prepare four learning stations.

b. Each station has one board and a small square cardboard

cut-out as square tile.

Station 1 - square board

Station 2 - rectangular board

Station 3 - L-shaped board

Station 4 - T-shaped board

c. Using the square cut-out cardboard let them find the area of

each board.

d. Give each group the time to present the answers in front of

the class.

INSTRUCTIONAL PROCEDURE

Preparatory Activities

1.Drill

Show the different measuring device. Ask:

c. Can you remember how you use these things

when you were in Grade

1?

d. How many glasses of water are there in a

pitcher?

e. Can you still remember the number of bottles

of mineral water in a bottle of family-sized soft

drink?

The illustration below can be used to help the pupils

remember the non-standard units used in measuring liquids.

2. Pre-Assessment

Show the following objects to the class. Let the pupils

stand if the content is in liquid form and clap twice if not.

a. A canned sardines

b. A bottle of juice

c. A bottle of vinegar

d. A pack of powdered milk

e. A bottle of mineral water

INSTRUCTIONAL PROCEDURE

Preparatory Activities

1. Pre-assessment

Show to the pupils an empty non-transparent bag. (or use a covered

jar) Put all the 20 crayons in the bag. Explain to the pupils that they are

going to use the crayons to make a graph that shows how many are there in

each color. Ask the pupils to create a graph of the colors of the crayons.

(similar to the one below using their graphing paper) At random, ask pupil/s

to draw/pick a crayon and then color the rectangle above the line in the

column for that color. Put the crayons back in the bag. Have the pupils

repeat this process with each of the crayons, coloring each new rectangle

directly above the last rectangle of that color. (If you still have time, do the

same activity but do not put back the crayons inside the bag. Will they have

the same results? Why?)

Example:

Ask: Which crayons are most often drew/picked? How can you tell?

Which are the least of? How can you tell?

Are there any colors tied or equal number of draws?

What does the graph tell you? Why?

Vocabulary Development:

Survey–to ask people questions in order to find out about their opinions or

behaviour or an issue

Party–a event where a group of people meet to talk, eat, drink, etc., often in

order to celebrate a special occasion

Tally–a record or count of a number of things

INSTRUCTIONAL PROCEDURE

Preparatory Activities

1. Pre-assessment:

Show a calendar where all regular holidays in every month are listed.

Select the first 4 months of the calendar and count the number of holidays.

(Number of holidays may vary every year) Make a tally chart and picture

graph that will use the information in the selected months. Assist the pupils

who hardly or find difficulty to make a tally chart and picture graph similar to

the one below:

(Help the pupils to think of a symbol that would represent each month that

has connection to the holidays)

Vocabulary Development:

Pictograph is a graph that uses pictures or symbols to show or

represent data.

Label is a short description given for the purpose of identification.

Key or legend is a word or phrase or number written on or next to a picture, map, etc. that explains what it is about or what the symbols on it mean or equal to.

B. Establishing a purpose

for the lesson ( Motivation)

B. Establishing a purpose

for the lesson

1.Motivation:

Show pictures of different tile design like these ones

below:

Ask the following questions.

d. What are the shapes of the tiles?

e. How many squares does the first figure contain?

f. How many triangles does the second figure contain?

g. How many rectangles does the third figure contain?

B. Establishing a purpose

for the lesson

1.Motivation

Show a picture like the one shown below.

Ask:

a. What is the boy doing? (drinking water)

b. Discuss the importance of water in our body.

For drinking (drink 8 to 10 glasses of water every

day)

For taking a bath

For washing dishes and clothes

B. Establishing a purpose

for the lesson

1. Motivation

Ask: Which crayons are most often drew/picked? How can you tell?

Which are the least of? How can you tell?

Are there any colors tied or equal number of draws?

What does the graph tell you? Why?

Vocabulary Development:

Survey–to ask people questions in order to find out about their opinions or

behaviour or an issue

Party–a event where a group of people meet to talk, eat, drink, etc., often in

order to celebrate a special occasion

Tally–a record or count of a number of things

B. Establishing a purpose

for the lesson

1.Motivation

What tree is abundant in your place? (Coconut, Mango, etc.)

Have you seen a coconut tree (most common)?

What can we get from a coconut tree?

C. Presenting Examples /

    instances of new lesson

( Presentation)

Posing a Task

C. Presenting Examples /  instances of new lesson( Presentation)

a. Concrete

Activity

Group the class into 3. Using the small objects, let each group estimate (using cardboard cut-outs) the measure of the big objects. (The teacher is not limited to the objects enumerated)

b. Pictorial

Activity

Group the class into 2.

Let each group draw the big figures. Then, inside it, draw the number of small figures. Determine if how many small figure will the big figure contain. (The teacher is not limited to the objects enumerated)

c. Abstract

Look at the figures below.

Posing a Task

C. Presenting Examples /  instances of new lesson( Presentation

a. Concrete

1. Show different kinds of bottles commonly used in the locality like: 1 liter soft drink, 1.5 liter bottle of juice, 2 bottles of mineral water (big and small) and a bottle of vinegar.

2. Look at the capacity of each bottle on its label and show it to the class.

3. Write the words mililiter and liter on the board for the pupils to see. Then discuss the following:

The capacity of a small container is in mililiter

while that of the big one is in liter.

The abbreviation of mililiter is ml and that of liter is l.

4.Show to the class these bottles of water.

Using the 100 ml bottle of water, let them fill the

big bottle with water.

Allow them to see the difference between 1 liter

and 100 mililiter.

Help them realize that 10 ml water is a small

amount compared to 1 liter. There is no need to

introduce first the equivalence of 1000 ml =1 l. The purpose is learn that small amount of liquid is to be measured in mililiter and big amount in liter.

b. Pictorial

Let them draw containers and name the ingredient inside of each. Then, write the appropriate unit to be used in measuring the capacity.

Examples:

c. Abstract

Group activity

Divide the class into three’s. Using their Show Me Boards,

let each group write if the capacity inside the container will be

measured by liter or milliliter.

1. Water inside a tank

2. Juice inside a small can

3. Milk in a glass

4. Water in a gallon

5. Vinegar in a sachet

Posing a Task:

C. Presenting Examples /Instances of new lesson 2.Presentation

CPA

Let the pupils collect stones or leaves according to different categories such as big/small, round/flat, smooth/rough, light/heavy,

shiny/dark, etc. Count the number of pupils who brought big/small stones or leaves (with respect to categories) and record/write thedata gathered in the worksheet (refer to sample worksheet: on the

board or individually in a sheet of paper.)

How many pupils brought (categories) stones/leaves?

What is the least common category?

What is the most common category?

What is the total number of pupils?

Practice:

Joe and Rhona are in the same class of 35 students. They had a

survey to help them select foods for their class party. The result of

the survey is shown in Table 1:

Posing a Task

C. Presenting Examples /Instances of new lesson Presentation

Today we will make a pictograph. What is a pictograph? A

pictograph is a graph that uses pictures or symbols to show or represent data. All pictographs have labels and Key or legend. A label is a short description

 given for the purpose of identification. A key or legend is a word or phrase or number written on or next to a picture, map, etc. that explains

what it is about or what the symbols on it mean or equal to.

Conduct a survey to the class who have old or new bags, shoes, hats and umbrellas, etc. (anything that the pupils usually bring to school) Group the pupils according to the classification s/he sets. Write on the board or uselarge chart paper, or an overhead projector to record the information in a tally chart format. Let the pupils draw the categories if possible. From the collected data, let them create their own data representations or even their

own pictograph. S/he should see to it (observe/guide) that the pupils include the necessary parts of the graph/table.

include the necessary parts of the graph/table.

Practice:

Posing Problem:

Don Dominic has a big lot. He wanted to have a coconut plantation so

he started planting coconut trees on it. Initially, he planted for 5 Months. The

graph below shows the total number of coconut tree planted each day:

What we need to do first? (Answers may vary)

What symbol can we use? (Let them decide on the symbol and how

many it will represent. A tree would be a logical symbol. Discuss different

number representation but explain to them that 10 is the best choice, considering the given trees for the month of March.) On the board, have the pupils list the months. Ask the pupils month by month how many tree symbols they need to draw. (8, 7, 10, 9, 7) What other things they need

besides a symbol? (Title, labels, and legend or key.) What title could we

use? (Answer may vary. Dominic’s Coconut Plantation) What labels could

we use? (Months) The legend or key should be Why is it so important? (You cannot read the graph without a key or legend)

D. Discussing new concepts and practicing new skills #1

( Modeling)

Performing the Task

Processing 1.

Give each group time to report on the following questions.

How did you estimate the measure of the big objects

using the size of the small objects?

How many small objects do the big objects have?

Can the small square be used in estimating the

measure of the big rectangle? Why?

Processing:

Give each group time to report on the following questions.

For group 1 only: Can the small triangle be used in

estimating the measure of a big rectangle? How?

For group 2 only: Can the small square be used in

estimating the measure of the big triangle? How?

For group 3 only: Can the small rectangle be used in

estimating the measure of the big square? How?

For the 3 groups:

How did you estimate the measure of the big object

using the size of the small object?

How many small objects are there in big object?

Processing 3:

About how triangles will there be in the rectangle?

Performing the Task

Processing:

Ask:

Ask the pupils to name liquid ingredients that are used in cooking. Examples are water, vinegar, oil and soy sauce

Ask the pupils to present their answers in front of the class.

Performing a Task

Processing

Ask:

What are the food choices of the class?

Which among the foods got the highest votes?

Which among the foods got the lowest votes?

What is the total number of votes?

Based on the result, what are the two foods preferred by the class to

have in the party?

Answers will vary.

How many pupils ride a school bus?

How many pupils walk to school?

How many pupils ride a car from home?

How many pupils ride on their bike?

What means of transportation do most pupils used?

(Change the means transportation if necessary. Data will vary depending on information gathered.)

Practice

After filling the “How students get to school?” tally chart, prepare a

graph using the same data.

 Performing the Task

Ask :

Processing

What is the title of the Pictograph? Who has a big lot? What are the labels in the pictograph? What is the symbol used in the pictograph?

What did he want to plant on it? How many months did he plant?

Let the pupils read the months. What is the key or legend of the pictograph?

What is the equivalent of one  

 ? (How many coconut tree a picture

represents?)

What month did he plant the most number of coconut trees?

(If 1 coconut tree (picture) is equivalent to ten coconut trees then how

many coconut trees did he plant on January or let the pupils figure out

how many coconut trees were planted on January: multiply 8 times 10 or

10+10+10+10+10+10+10+10).

What month did he plant the least number of coconut trees?

(If 1 coconut tree (picture) is equivalent to ten coconut trees then how many coconut trees did he plant on February and May? Help the pupils figure it out)

What is the total number of of coconut trees did he plant?

Solution:

E.  Discussing new concepts and practicing new skills #2

(Guided Practice)

E. Discussion of  new concepts and practice of new skills #2(Guided Practice) Refer to the LM 112- Gawain 1 pahina 276sa Gawain 1

Suriin nang mabuti ang maliit na hugis sa ibaba.

Gamit nito, alamin ang estimated measure ng hugis sa bawat bilang. Isulat ang sagot sa kuwaderno.

E. Discussion of  new concepts and practice of new skills #2(Guided Practice) Refer to the LM 113- Gawain 1 A pahina 279sa LM

Gawain 1

Tingnan ang mga nakalarawan sa ibaba. Ibigay ang

angkop na unit of measure ng liquid ang dapat gamitin, liter o milliliter at ang abbreviation nito.

Isulat sa iyong kuwaderno.

E. Discussion of new concepts and practicing new skills #2(Guided Practice)

Refer to the LM 114- Gawain 1 pahina 281

Sa anong paraan/sasakyan ka nakararating sa

paaralan? Gamitin ang datos na nakasaad sa talakayan

upang makagawa ng pictograph.

E. Discussion of  new concepts and practicing new skills #2(Guided Practice) Refer to the LM 115– Gawain1 pahina 284

Makikita sa larawan ang tala ng mga Boy Scouts na

nakilahok sa programang “Barangay Clean Up” sa

loob ng isang linggo.

F. Developing mastery

( Independent Practice)

F. Developing mastery

( Independent Practice)

Gawain 2, pahina 277sa LM112

Basahin ang sitwasyon sa loob ng kahon at

pagkatapos ay sagutin ang mga tanong sa ibaba.

Isulat ang sagot sa kuwaderno.

F. Developing mastery

( Independent Practice)

Gawain 2, pahina sa LM113

Basahin ang sitwasyon sa loob kahon. Sagutin ang

mga tanong sa ibaba. Isulat ang sagot sa

kuwaderno.

F. Developing mastery

( Independent Practice)

Refer to the LM114 Gawain 2pahina 281

Basahin ang kuwento at sagutin ang mga tanong.

SPED Day Out Kaarawan ni Teacher Vicky. Inanyayahan niya ang kanyang mga mag-aaral na kumain sa malapit

na Ice Cream House. Nakasulat sa menu ang flavorsna kanilang maaaring bilhin. Lima ang maaari

nilang pagpilian: Triple Chocolate, Cookies ‘n

Cream, Rocky Road, Double Dutch and Ube Macapuno. Pinili ni Ronnie ay Triple Chocolate. Ube Macapuno naman ang kay Amanda. Sina Gino at Gina ay Rocky Road at ganoon din ang kina Junnie at Maya. Ang gusto ni Mario ay Double Dutch

samantalang Rocky Road naman ang gusto ni

Nenita. Pagkatapos nilang pumili, silang lahat ay

pumila upang kunin ang nagustuhang ice cream.

Masaya silang lahat na kumain.

Ilagay ang tamang bilang ng mga datos sa grid.

Kumpletuhin ito.

F. Developing mastery

( Independent Practice)

) Refer to the LM 115pahina285

Gawain 2

Gumawa ng Tally Chart ayon sa pictograph sa

ibaba.

G. Finding Practical applications of concepts and skills ( Application /

                      Valuing)

G. Finding Practical applications of concepts and skills ( Application /

                      Valuing)

Mga tanong:

1. Ano ang area ng flower garden ni Annie?

2. Mga ilang units ang lawak ng bawat bahagi ng

flower garden?

3. Mga ilang square units ang area ng bawat

bahagi nito?

4. Kung pahalang na hahatiin sa dalawang parte ang flower garden, mga ilang square units ang area ng bawat bahagi?

G. Finding Practical applications of concepts and skills ( Application )

Mga tanong:

1. Ano ang appropriate unit of measure ang

gagamitin sa isang bahagi ng juice?

2. Iguhit ang mga sumusunod:

 kabuuang kalamansi juice sa loob ng isang

lalagyan

 ang sampung bahagi ng hinating juice sa

sampung baso

 ilagay ang appropriate unit of measure sa

bawat larawan

G. Finding Practical applications of concepts and skills ( Application /

                      Valuing

Gawain 3

Nais malaman ni Nikky kung ano at ilan ang alagang

hayop ng kanyang mga kaklase. Gusto rin niyang

malaman kung ilan ang walang alagang hayop.

Nakasulat sa ibaba ang tala ng mga ito.

G. Finding Practical applications of concepts and skills ( Application /

                      Valuing)

Isulat sa papel ang sagot sa ipinakitang tally chart.

H. Making generalizations and abstractions about the lesson  ( Generalization)

H. Making generalizations and abstractions about the lesson (Generalization )Estimating the measure of a given figure using

different shapes can be done by visualizing the given shape and fitting it on the given figure

H. Making generalizations and abstractions about the lesson (Generalization )

The capacity of liquid is measured in liter when in big amount and in mililiter when in small amount.

H. Making generalizations and abstractions about the lesson

(Generalization )

Data are information that are collected about people or things

Tally Chart is a chart that uses tally marks to show data.

H. Making generalizations and abstractions about the lesson

 (Generalization)

What is a pictograph?

It is a representation of data using pictures.

What is a key or legend?

It is a short description of a picture or illustration.

How can we interpret a pictograph?

We can interpret a pictograph by using legend.

I. Evaluating Learning

I. Evaluation

Given the small figure, estimate the area of the bigger figure.

I.Evaluation

Anong unit of capacity ang gagamitin sa mga sumusunod na

aytem? Isulat ang liter o meliliter at ang abbreviation nito.

1. Tubig sa loob ng tangke

2. Gatas sa tasa

3. Tubig sa pitsel

4. Suka sa bote

5. Juice sa baso

Key to correction: 1. liter 2. mililiter 3. Liter

4. mililiter 5. mililiter

I.Evaluation

The students of Holy Infant Academy are voting for the booth they want to have at the Academy Day. They wanted to know the booth preferred

by the students. The results of the voting survey are as follows:

Make a picture graph using the above data.

I.Evaluation

1. What is the most favorite snack of the pupils?

2. What is the least favorite snack?

3. How many pupils like sandwich? Spaghetti? Pizza? Bread?

4. How many pupils like spaghetti and bread?

5. What is the total number of pupils?

J. Additional activities for application or remediation

( Assignment)

J. Additional activities for application or remediation

( Assignment)

Gamit ang 10 cm bilang isang unit, i-estimate ang

area ng lugar o gamit na binabanggit. Subuking

alamin ang tunay na area sa tulong ng

nakatatanda. Tingnan kung gaano ka kagaling mag

estimate ng area.

1. Lamesa

2. Floor Mat

3. Sala

4. Silid tulugan

5. Silid kainan

 J. Additional activities for application or remediation

( Assignment)

Isulat sa kuwaderno ang mga liquid items sa inyong bahay na ang laman ay sinusukat sa liter at milliliter.

Humingi ng tulong sa nakatatanda.

 J. Additional activities for application or remediation

( Assignment)  sa pahina 283

Kumpletuhin ang table ayon sa talang ibinigay.

Gawin sa kuwaderno.

Paboritong prutas ng mga bata:

 J. Additional activities for application or remediation

( Assignment) sa pahina286 sa LM 115

Ang sumusunod ay talaan ng mga miyembro ng HIA

Sports Club. Gumawa ng pictograph gamit ang

talaang ito. Isulat sa papel ang iyong kasagutan.

V. REMARKS

VI. REFLECTION

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 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 principal or supervisor can help me solve?

G. What innovation or localized materials did I use/discover which I wish to share with other teachers?