GRADES 1 to 12

        DAILY LESSON LOG

School:

Grade Level:

II

Teacher:

Learning Area:

MATHEMATICS

Teaching Dates and Time:

Week 9

Quarter:

4TH Quarter

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

I. OBJECTIVES

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.

Make a guess on whether an event is less likely, more likely, equally

likely or unlikely to happen based on facts.

At the end of the lesson, the pupils should be able to:

1.get at least 85% proficiency level

2.answer each test questions correctly

At the end of the lesson, the pupils should be able to:

1.get atleast 85% proficiency level

2.answer each test questions correctly

A. Content Standards

A.Content Standards

deepens understanding of pictographs without and with scales and outcomes of an event using the terms likely, equally likely and unlikely to happen.

A.Content Standards

deepens understanding of pictographs without and with scales and outcomes of an event using the terms likely, equally likely and unlikely to happen.

A.Content Standards

deepens understanding of pictographs without and with scales and outcomes of an event using the terms likely, equally likely and unlikely to happen.

B. Performance Standards

B.Performance Standards

is able to create and interpret simple representations of data (tables and pictographs without and with scales) and describe outcomes of familiar events using the terms likely, equally likely and unlikely to happen.

B.Performance Standards

is able to create and interpret simple representations of data (tables and pictographs without and with scales) and describe outcomes of familiar events using the terms likely, equally likely and unlikely to happen

B.Performance Standards

is able to create and interpret simple representations of data (tables and pictographs without and with scales) and describe outcomes of familiar events using the terms likely, equally likely and unlikely to happen.

C. Learning Competencies/

     Objectives

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

C. Learning Competencies/

     Objectives

describe events in real-life situations using the phrases “ likely to happen” or “unlikely to happen” or “equally likely to happen”.

M2SP-IVj-8.2

II. CONTENT

Content: Collect and Organize Data

Content: Read and Make Pictograph

Content: Make a Guess

4th Quarter Test

4th Quarter Test

III. LEARNING

      RESOURCES

A. References

K to12 Curriculum Guide

Grade 2 – Mathematics pages 27

K to12 Curriculum Guide

Grade 2 – Mathematics pages 27-28

K to12 Curriculum Guide

Grade 2 – Mathematics pages 27-28

1. Teacher’s Guide Pages

397-400 (softcopy)

401- 407(softcopy)

407-413(softcopy)

2. Learner’s Materials  

     pages

LM in Mathematics pages

281-284

LM in Mathematics pages

284-286

LM in Mathematics pages

286-288

3. Text book pages

4. Additional Materials

    from Learning Resources

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

1. Paper bags

2. Colored popsicle sticks

3. Improvise spinner

4. Party/Magicians hat

5. Colored candies or small toys

6. Basket of fruits

Lesson 116

Test paper and pencil          

Test paper and pencil

B. Other Learning

Resources

laptop

laptop

IV. PROCEDURES

A. Reviewing previous lesson or presenting the new lesson

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.

INSTRUCTIONAL PROCEDURE

Preparatory Activities

1. Pre-assessment

Show an empty paper bag to the pupils. Put inside the bag seven colored popsicle sticks (4 red, 2 green, and 1 yellow) (may vary). Don’t mention the colors. Say: Your goal is to draw a conclusion about the number and color of each popsicle sticks that is inside the bag. Present the worksheet and model the experiment to the class. Discuss the information regarding “What we Know” about the paper bag and record the idea. Example: I know that there are seven popsicle sticks in the bag. (Later after several trials without putting the popsicle sticks back in the bag, discuss the “My prediction is . . .) Their colors are red, green and yellow.

What We Know . . .

____________________________________________

____________________________________________

My prediction is that we have . . .

_____ RED, _____ GREEN and _____ YELLOW popsicle sticks.

We have are _____ RED, _____ GREEN and _____ YELLOW popsicle sticks.

What makes you so sure/certain that the last popsicle stick is _______ in color?

Vocabulary Development:

Likelihood – are the four events such as: Less Likely, Equally Likely, More Likely and Unlikely that an event will happen/occur.

Less Likely – an event is less likely if it does have a smaller chance of happening.

Equally likely – an event is equally likely if it does have an equal/fair chance of happening. (half/half)

More Likely – an event is more likely if it does have greater chance of happening.

Unlikely – an event is unlikely if it does not have a good chance of happening.

1.Preparation of the test questions/papers

1.Preparation of the test questions/papers

B. Establishing a purpose

for the lesson ( Motivation)

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?

B. Establishing a purpose

for the lesson

Motivation

Ask the pupils about everyday experiences of chance and certainty that they can recall.

Make a list of things that will never happen. (Example: A flying carabao, you see a live dinosaur today, etc.) Label this list. “Impossible.”

Now make a list of things that will definitely happen. (Example: the sun will rise tomorrow, you will eat something today, etc.) Label this list. “Certain.”

Now make a list of events that may or may not happen. (Example: Tonight might rain, single 6-sided die rolling an even number, etc.) Label this list. “Chance.”

Analyse the list. Which of the three events has a long list? Which list was easy to think off? Which list was funny to make?

C. Presenting Examples /

    instances of new lesson

( Presentation)

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)

Posing a Task

C. Presenting Examples /Instances of new lesson Presentation

Let the pupils create different kinds of spinning wheel with different symbols, shapes and numbers and with equal and unequal proportions. (S/He may start teaching from the unlikely to happen then followed by less likely to happen, equally likely to happen and finally to more likely to happen.)

Our topic for today is about making a guess, whether it is less likely, equally likely, more likely, or unlikely to happen. (Present the spinners one by one and discuss its meaning). An event is said to be less likely if it does have a smaller chance of happening. Show the improvised spinner. (Ask the pupils before spinning.) Which color do you think the marker will point? Why? (Then spin it several times.) This shows that red or number 1 is less likely to happen. (Ask a common question every time you present a spinner: Does the size of the covered colors (red and blue) affect the likelihood of which the arrow will land?) Next is to discuss the equally likely to happen. An event is said to be equally likely if it does have an equal or fair chance of happening. (Half/half) Can you describe the next spinner wheel? (Let the pupils describe before showing the next spinner.) Ask the pupils. Which color do you think the marker will stop? Why? (Then spin it several times to prove that it is almost equal. Tell them that the more trials you make, the more equally likely the results). Do you think that the spinner is divided equally? Ask again: Does the size of the covered colors (red and blue) affect the likelihood of which the arrow will land? Emphasize to them that red/1 and blue/2 are equally likely to happen. An event is more likely if it does have greater chance of happening. In this case red/1 is more likely to happen than blue/2 or blue/2 is less likely to happen than red/1. If you will compare the first and third spinner, what is something common to them? Are they the same? Why? Ask again: Does the size of the covered colors (red and blue) affect the likelihood of which the arrow will land? Finally, show them the last spinner. An event is unlikely if it does not have a good chance of happening. What can you say about the last spinner? (Blue/2 has a very slim chance or unlikely to happen because red/1 almost occupy the whole wheel. Ask them again: Does the size of the covered colors (red and blue) affect the likelihood of which the arrow will land? Did you understand/enjoy our lesson?

2. Giving of test instructions by the teacher

2. Giving of test instructions by the teacher

D. Discussing new concepts and practicing new skills #1

( Modeling)

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:

Performing the Task

Practice

Show to the pupils a party hat or magician’s hat. Put inside the hat 1 orange, 3 blue, 6 green and 12 red candies or small toys. (Act like a magician by showing your hands are clear and you will draw one candy/toy at a time to make it a little bit exciting.) Can you guess the color of the candy/toy that I will draw? (Answer may vary but just the same let them explain why they choose that answer.) Present a worksheet similar to the one below or you may write it on the board. After each draw you will call a pupil to write below the color the word “Less Likely”, “Equally Likely”, “More Likely” and “Unlikely” and let them explain their answer. After the 11th draw ask them if they can guess the next color to be drawn. Finish the activity.

E.  Discussing new concepts and practicing new skills #2

(Guided Practice)

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.

E. Discussion of  new concepts and practicing new skills #2(Guided Practice) Refer to the LM 116 – Gawain 1 pahina 286

Ilagay sa isang coin purse ang iba’t ibang barya. (10 pirasong 5 centavo coin, 7 pirasong 10 centavo coin, 5 pirasong 25 centavo coin at 2 pirasong 1 peso coin) Kaluging mabuti ang coin purse at kumuha ng isang barya. Hulaan ang bawat pagbunot. Itala ang bawat hula sa sagutang papel.

F. Developing mastery

( Independent Practice)

F. Developing mastery

( Independent Practice)

Refer to the LM 114 Gawain 2 pahina 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 115 pahina 285

Gawain 2

Gumawa ng Tally Chart ayon sa pictograph sa

ibaba.

F. Developing mastery

( Independent Practice)

) Refer to the LM 116 pahina 287

Gawain 2

Ang sumusunod ay talaan ng maaari o di-maaring mangyari. Isulat ang salitang less likely, equally likely, more likely or unlikely sa (column) tapat at bakit? Isulat ang inyong sagot sa papel.

(Panahon)

(Talaan ng Gawaing Bahay)

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

                      Valuing)

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.

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

                      Valuing)

Show an improvised spinner and make sure it is fair. Have the whole class do the lesson together. Each pupil will spin once and record the spin in the worksheet. What color the spinner would land? Can you guess the likelihood of each color? (Blue is more likely, yellow is unlikely, red and green is less likely. It is noticeable that there is no equally likely. It is expected that the frequency of red and green are almost the same. Help the pupils realized that red and green are equally likely to each other.)

3. Answering of test questions by the pupils

3. Answering of test questions by the pupils

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

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.

H. Making generalizations and abstractions about the lesson

 (Generalization)

An event is less likely if it does have a smaller chance of happening.

An event is equally likely if it does have an equal/fair chance of happening.

An event is more likely if it does have greater chance of happening.

An event is unlikely if it does not have a good chance of happening.

4. Checking of test by the teacher

4. Checking of test by the teacher

I. Evaluating Learning

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?

I.Evaluation

Present a chart with list of events for the month, and record the events according to the likelihood they will occur.

5. Recording of test results

 5. Recording of test results

J. Additional activities for application or remediation

( Assignment)

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 pahina 286 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.

 J. Additional activities for application or remediation

( Assignment) sa pahina 288 sa LM  116

Gumawa ng roleta na katulad ng nasa larawan sa ibaba. Paikutin ito ng 50 ulit. Itala ang bawat resulta. Alin sa mga hugis ang less likely, equally likely, more likely or unlikely na mangyari? Bakit? Isulat sa papel ang iyong sagot.

 Item Analysis

 Item Analysis

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?