SCHOOL:
GRADES 1 TO 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning Competencies/ Objectives:
Write the LC code for each
At the end of the period, at least 75% of
the students will to:
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Text book Pages
4. Additional Materials from
Learning resources(LR)Portal
B. Other Learning Resources
IV PROCEDURES
A. Reviewing Previous Lesson
or Presenting New Lesson
GRADE LEVEL: TEN (10)
TEACHER: LEARNING AREA: MATHEMATICS
TEACHING DATES & Four Times Per Week QUARTER: THIRD QUARTER
TIME:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
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
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.
To measure the stock 1. Recall the concept of 1. Illustrate the concept of 1. Illustrate the probability of 1. State situations in real –
knowledge of the students in probability. compound events. a union of two events and life here probability of simple
probability of compound 2. Define probability of 2. Define compound events. intersection of events. and compound events occur.
events simple 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.
Probability Probability Probability Probability Probability
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.
287 -288 288 - 289 289 - 290 290
321 - 326 328 - 329 330 – 331 332 – 333
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 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.
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
Assessment Counting Techniques Counting Techniques Venn diagram probability.

B. Establishing a Purpose for
the Lesson
C. Presenting
Examples/Instances of the
Lesson
D. Discussing New Concepts
and Practicing New Skills#1
E. Discussing New Concepts
and Practicing New Skills#2
F. Developing Mastery
(Leads To Formative Assessment 3)
G. Finding Practical
Application of Concepts and
Skills in Daily Living
V. PROCEDURES
H. Making Generalization and
Abstractions about the lesson
15 min: checking of the test
result for item analysis and to
determine as to what
concept to emphasize.
2 min: 1. Recall the concept
of probability.
2. Define probability of
simple events.
25 min :( for the purpose of
learning by doing procedure
F will be done in this part)
Let students answer Activity
#1
2 min. : Identifying
probability of simple events.
3 min : Solving probability of
simple events.
10 min : This section requires
the student to use the
mathematical ideas they
learned from the activity and
from the discussion.
3 min : Identifying real-life
situations which illustrate
conceptual understanding of
probability of simple events.
2 min : In this module by
assessing student knowledge
and skills of different
2 min : 1. Illustrate the
concept of compound
events.
2. Define compound events.
3. Differentiate compound
events from simple events.
Present on a visual aid
Activity #2 of p.330, explain
briefly the illustrations for
the students to hook up on
the Formative assessment
area.
2 min : Identifying probability
of compound events.
3 min : Solving probability of
compound events.
10 min :
• This section requires the
student to use the
mathematical ideas they
learned from the activity and
from the discussion.
•Using the tree diagram in
listing the elements of the
sample space
3 min : Identifying real-life
situations which illustrate
conceptual understanding of
probability of compound
events.
2 min : In this module by
assessing student knowledge
and skills of different
2 min : 1. Illustrate the
probability of a union of two
events and intersection of
events.
2. Describe complement of n
event.
15 min :( for the purpose of
learning by doing procedure
F will be done in this part)
Let students answer Activity
#3
2 min : Solving the
probability involving union
and intersection of events
20 min. : Using the Venn
diagram let student explain
the answers of the 4
questions including the
reflections of the activity
given.
10 min : Identifying real-life
situations which illustrate
conceptual understanding of
probability of compound
events. This will be included
in their group reporting.
2 min : In this module by
assessing student knowledge
and skills of different
Let student define simple
event and compound event.
2 min : 1. State situations in
real – life here probability of
simple and compound events
occur.
5 min : Let student cite an
example of simple event and
another for compound event.
2 min. : Identifying
probability of simple and
compound events.
3 min : Solving probability of
simple and compound
events.
30 min : This section requires
the student to use the
mathematical ideas they
learned from the activity and
from the discussion. Group
students and let them gather
their example as given
assignments last Tuesday and
Wednesday.
10 min : Identifying real-life
situations which illustrate
conceptual understanding of
probability of compound
events. This will be included
in their group reporting.
2 min : In this module by
assessing student knowledge
and skills of different
 mathematics concepts mathematics concepts mathematics concepts mathematics concepts
related to counting related to counting related to counting related to counting
techniques and probability of techniques and probability of techniques and probability of techniques and probability of
simple events. compound events. compound events. compound 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?