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SCHOOL: GRADE LEVEL: TEN (10)

GRADES 1 TO 12
DAILY LESSON LOG TEACHER: LEARNING AREA: MATHEMATICS
TEACHING DATES & TIME: Four Times Per Week QUARTER: THIRD QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Objective over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons exercises and remedial
activities maybe done for developing content knowledge and competencies. These are using Formatives Assessment Strategies. Valuing objectives support the learning of content and competencies
and enable children to find significance and joy in learning the lesson. Weekly objectives shall be derived from the curriculum guide.
A. Content Standards: Demonstrate understanding Demonstrate understanding Demonstrate understanding Demonstrate understanding Demonstrate understanding
of the key concepts of of the key concepts of of the key concepts of of the key concepts of of the key concepts of
combinations and probability combinations and probability combinations and probability combinations and probability combinations and probability
B. Performance Standards: Is able to use precise Is able to use precise Is able to use precise Is able to use precise Is able to use precise
technique and probability in technique and probability in technique and probability in technique and probability in technique and probability in
formulating conclusions and formulating conclusions and formulating conclusions and formulating conclusions and formulating conclusions and
in making decisions. in making decisions. in making decisions. in making decisions. in making decisions.
C. Learning Competencies/ Objectives: To measure the stock 1. Recall the concept of 1. Illustrate the concept of 1. Illustrate the probability of 1. State situations in real –
Write the LC code for each knowledge of the students in probability. compound events. a union of two events and life here probability of simple
At the end of the period, at least 75% of
the students will to: probability of compound 2. Define probability of simple 2. Define compound events. intersection of events. and compound events occur.
events events. 3. Differentiate compound 2. Describe complement of n
(Pre – Assessment in events from simple events. event.
Polynomial functions)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content in a week or two.
II. CONTENT Probability Probability Probability Probability Probability
III. LEARNING RESOURCES List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an in learning. Ensure that there is a mix of concrete and manipulative materials
as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages 287 -288 288 - 289 289 - 290 290
2. Learner’s Materials Pages 321 - 326 328 - 329 330 – 331 332 – 333
3. Text book Pages
4. Additional Materials from
Learning resources(LR)Portal
B. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately so that the students will learn well. Always be guided by demonstration of learning by the students which you
IV PROCEDURES can infer from formative assessment activities. Sustain learning systematically by providing the students with multiple ways to learn new things, practice their learning, question their learning
processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson For 45 min: conduct the Pre- 5 min: Review the concept of 5 min: Review the concept of 5 min: Review the concept of 5 min: Review the concept of
or Presenting New Lesson Assessment Counting Techniques Counting Techniques Venn diagram probability.
Let student define simple
event and compound event.
B. Establishing a Purpose for 2 min: 1. Recall the concept of 2 min : 1. Illustrate the 2 min : 1. Illustrate the 2 min : 1. State situations in
the Lesson probability. concept of compound events. probability of a union of two real – life here probability of
2. Define probability of simple 2. Define compound events. events and intersection of simple and compound events
events. 3. Differentiate compound events. occur.
events from simple events. 2. Describe complement of n
event.
C. Presenting 25 min :( for the purpose of Present on a visual aid 15 min :( for the purpose of 5 min : Let student cite an
Examples/Instances of the learning by doing procedure F Activity #2 of p.330, explain learning by doing procedure F example of simple event and
Lesson will be done in this part) briefly the illustrations for the will be done in this part) another for compound event.
Let students answer Activity students to hook up on the Let students answer Activity
#1 Formative assessment area. #3
D. Discussing New Concepts 2 min. : Identifying probability 2 min : Identifying probability 2 min : Solving the probability 2 min. : Identifying probability
and Practicing New Skills#1 of simple events. of compound events. involving union and of simple and compound
intersection of events events.
E. Discussing New Concepts 3 min : Solving probability of 3 min : Solving probability of 3 min : Solving probability of
and Practicing New Skills#2 simple events. compound events. simple and compound events.
F. Developing Mastery 15 min: checking of the test 10 min : This section requires 10 min : 20 min. : Using the Venn 30 min : This section requires
(Leads To Formative Assessment 3) result for item analysis and to the student to use the • This section requires the diagram let student explain the student to use the
determine as to what concept mathematical ideas they student to use the the answers of the 4 mathematical ideas they
to emphasize. learned from the activity and mathematical ideas they questions including the learned from the activity and
from the discussion. learned from the activity and reflections of the activity from the discussion. Group
from the discussion. given. students and let them gather
•Using the tree diagram in their example as given
listing the elements of the assignments last Tuesday and
sample space Wednesday.
G. Finding Practical Application 3 min : Identifying real-life 3 min : Identifying real-life 10 min : Identifying real-life 10 min : Identifying real-life
of Concepts and Skills in situations which illustrate situations which illustrate situations which illustrate situations which illustrate
Daily Living conceptual understanding of conceptual understanding of conceptual understanding of conceptual understanding of
probability of simple events. probability of compound probability of compound probability of compound
events. events. This will be included events. This will be included
in their group reporting. in their group reporting.
V. PROCEDURES
H. Making Generalization and 2 min : In this module by 2 min : In this module by 2 min : In this module by 2 min : In this module by
Abstractions about the lesson assessing student knowledge assessing student knowledge assessing student knowledge assessing student knowledge
and skills of different and skills of different and skills of different and skills of different
mathematics concepts related mathematics concepts related mathematics concepts related mathematics concepts related
to counting techniques and to counting techniques and to counting techniques and to counting techniques and
probability of simple events. probability of compound probability of compound probability of compound
events. events. events.
I. Evaluating Learning 3 min : Refer to rubrics 3 min : Refer to rubrics 3 min : Refer to rubrics
attached attached attached
J. Additional Activities for 2 min : Identify real-life 2 min : Identify real-life 2 min : Identify real-life
Application or Remediation situations which illustrate situations which illustrate situations which illustrate
conceptual understanding of conceptual understanding of conceptual understanding of
probability of simple events probability of compound probability of compound
through assignment. events though assignment. event through assignment.
VI- REMARKS
VII - REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who
required additional activities
for remediation
C. Did the remedial lessons
work?
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies work well? Why did
this work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
used/discover which I wish to
share with other teachers?