1

Daily Lesson Log School SUMAPA BATA ELEMENTARY SCHOOL Grade 6

Teacher BERNARD FREDERICK C. MARTIN Learning Area Mathematics
Date March 8-12, 2020 Quarter: 4th QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guides
2. Learner’s Material pages
3. Textbook Pages
4. Additional Reference
from Learning Resource
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
The learner demonstrates understanding of rate and speed, and of area and surface area of plane and solid/space figures.
The learner is able to apply knowledge of speed, area, and surface area of plane and solid/space figures in mathematical problems and real-life situations.
Describes the meaning of probability such as 50% chance of rain Quantifies the phrases “most likely to happen” and “unlikely to Performs experiments and
and one in a million chance of winning. happen” records outcomes
M6SP-IVg-19 M6SP-IVh-20 M6SP-IVh-21
Describing the meaning of probability such as 50% chance of rain Quantifying the phrases “most likely to happen” and likely to Performing experiments
and one in a million chance of winning. happen”. and records outcomes
21st Century Matheletes pages 126-129
21st Century Mathletes pp 334-337
none none none none none
none none none none none
ppt presentation, LM ppt presentation, LM ppt presentation, LM ppt presentation, LM ppt presentation, LM
What will happen next? Drill: What is a probability? What is your observation of What is the probability of
Today in art class we are Refer to page 131 of TG the weather today? Why do an impossible event?
making pictures with water you say so?
colors. We have to paint a
picture of rainbow. I took out
some paper, some paint, and a
paintbrush.
What do you predict will
happen next?

1

B. Establishing a Weather forecasters make their
purpose for the predictions using probabilities.
lesson
C. Presenting Let us consider the chance that
examples/instance each of the following events
s of the new lesson will occur.
(A) It will rain in the Philippines
tomorrow.
(B) It will snow in the
Philippines tomorrow.
D. Discussing new Write the probability of
concepts and spinning each letter.
practicing new skill
#1
1. The letter B _____
2. The letter C ____
What can you see in the
picture? What will you say
about the picture?
Let the pupils give their
predictions.
What will most likely happen
next?
Read each situations and tell
what will happen next.
1. Brendon woke up excited
and happy. The sun is shining.
It was perfect day for a trip to
the beach.
2. Maggie knew that a
storm was coming. The sky
was gray. A strong wind began
to blow. Thunder rolled.
2
Show pictures of children Show 2 dice to the pupils. Rolling a die, what is the
playing outside the house. Ask, What is the probability probability that 7 come
that two dice marked 1-6 out?
are rolled, the result will be
two 4s?
Read the story/situation: Let them discover the It is zero (0) because there’s
One sunny day. The sisters results of rolling two dice. no side with a number 7.
Hanna and Charmagne were
playing happily outside. Hanna
asked her sister about the
probability that it would rain.
How should Charmagne answer
her sister’s question?
Event (A) is most likely to Use a numbers below to If you toss two dice at the
happen. We can say the chance find the number of possible same time there will be 36
of event (A) is high. outcome for each event. possible outcomes on the
Event (B) is unlikely to happen. top faces of the two dice.
We can say the chance of event One two three four 1. Complete the table and
(B) is low. answer the questions that
follow.
Rain is unlikely tonight. Five six seven eight 1, 2, 3, 5,
The probability of rain 1 1 1 1
tomorrow is 50%. (1/2) Nine ten 1, 4, 6,
Rain is uncertain tom0orrow, 2 2 2
that is, it may or may not rain 1. Pick a number whose 1, 2, 3, 5,
tomorrow. name has 4 letters. 3 3 3 3
The probability of rain 2. Pick a number whose 1, 4, 6,
tomorrow is 90%. (9/10) name has 5 letters. 4 4 4
Rain is likely to come tomorrow 3. Pick a number whose 1, 2, 6,
night. value equals the number of 5 5 5
2
 3

(Replace the letters for another You notice that 90% is closer to letters in its name. 1, 3, 4,
activity) 100%, that is rain is likely to 6 6 6
happen.
2. How many of the
Study some examples on page outcomes in the table add
335 of textbook, under Example up to an odd number?___
1. 3. What is the probability of
Original File Submitted and getting both odd numbers
Formatted by DepEd Club on the top faces? _____
Member - visit depedclub.com 4. What is the probability of
for more getting 1. ______
5. What is the probability of
getting 12?____
E. Practicing new Pair Share: Answer what is ask under Work by Pair: Directions: Which of the Directions: Study the
skills. Evaluate on page 337. Solve: following situations can be illustration below then
Find the probability of drawing 1. It was observed in EDSA that considered as unlikely to answer the following
the following letters from the 28 cars, 25 buses and 17 trucks happen, likely to happen, questions that follow.
word “Mathematics”. passed a certain point on the equally likely to happen,
1. P(M) ____ road per hour. What is the impossible to happen, or
2. P(A) ____ probability that: certain to happen? Write
3. P(T) ____ a. the next vehicle to pass the your answer on the blank
4. P(H) ____ street is a car? ____ before each number.
5. P(E) ____ b. the next vehicle to pass the
6. P(C) ____ street is a bus? ____ ______ 1. When one is
7. P(S) _____ c. the next is not a car?____ lying down, he is sleeping.
8. P(I) _____ ______ 2. When the clouds
are dark, it will rain. JAR WITH MARBLES
______ 3. If you eat plenty
of food, you are healthy. 1. What is the
______ 4. A butterfly can probability of picking a
fly. yellow marble?
______ 5. All mountains 2. What is the
have forest. probability of picking a red
_____ marble?
….
F. Developing mastery Directions: Which of the Tell whether each situation Pair Share: Pair Share: Group Activity: Perform the
(Leads to Formative following situations can be can be considered as: Two dice marked 1-6 are Toni makes a guess which activity and record the
Assessment) considered as unlikely to - Likely to happen rolled. Compute for the day on September is Alex’s result.
happen, likely to happen, - Equally to happen probability that the result will birthday. Toni knows that
equally likely to happen, - Certainly to happen be a sum of 6. Alex’s birthday does not fall The numbers 1,2,3,4,5 and
impossible to happen, or - Unlikely to happen on an odd numbered day. 6 are shown as dots on the
certain to happen? Write your - Impossible to happen What is the probability that
3

answer on the blank before
each number.
______1. The sun sets in the
east.
_____ 2. A pregnant woman
with a big and round stomach
may have a baby girl.
______ 3. An earthquake
occurred. There will be a
tsunami.
______ 4. The teacher is
beautiful, so she is a very good
teacher.
______ 5. The jeepney that
runs is likely to meet an
accident.
G. Finding practical Read each statements. Match it
applications of to the correct prediction.
concepts and skills
in daily living 1. Billy was cold
2. The sun came out.
3. It started to rain.
4. The phone rang.
5. Mother is cooking.
a. We put on sunglasses.
b. Soon we will eat.
c. He put on a jacket.
d. I need an umbrella.
e. I answered it.
H. Making generalizations and What is the meaning of
1. When a baby cries, he his
hungry.
2. When a man is sad, he has
no money.
3. Sneezing indicates that one
has colds.
4. By experimenting, new
things are discovered.
5. New medicines can control
all communicable diseases.
If the 6 sides of the cube are
marked 1, 2, 3, 4, 5 and 6.
What is the probability of
getting an odd number?
P(P) _____
A probability can have any
Out of 40 pupils of Section Jade
of Narra Pilot School, 75% of the
pupils are passing the exam.
What is the probability of pupils
failing the exam? How many are
failing?
How do you quantify phrases
4
4
Toni will guess the correct six faces of a die. If two dice
day on her first try? are rolled, find the
probabilities.
Example: What is the
probability of getting the
sum of 6?
Solution:
P(6)= (1,5),(5,1),(4,2),(2,4),
(3,3) =5
1. P (sum of 4) ____
2. P (sum of 7) ____
3. P (sum of 2) ____
4. P (sum of 5) ____
5. P (sum of 9) ____
6. P (sum of 12) ___
7. P (sum of 13) ___
8. P (sum of 3) ____
9. P (sum of 10) ___
10. P (sum of 1) ___
Use the information from A basket contains 5 chicos,
the spinner to solve the 3 atis, 4 mangoes and 6
problems. Use certain, avocados. If only one fruit,
likely, equally likely is drawn from the basket,
somewhat likely, or find the probability of the
impossible for your answer. following;
1. P (chicos) ___
2. P (atis) ____
3. P (not mangoes) ___
4. P (chicos or mangoes) __
1st 2nd 3rd 5. P (mangoes) ____
Spinner spinner
spinner
1. What is the chance of
landing on an odd number
on 2nd spinner?
2.What is the probability of
landing on an odd on the 3rd
spinner?
…
Probability is a measure of How will you perform the
 5

abstractions about the probability? value from 0 to 1. The closer it “most likely to happen” and the likelihood that a certain experimental probability?
lesson
Probability is the measure of is to 1, the greater the chance “unlikely to happen”? event will occur. It can be Do we need to record the
chance. of the event occurring. expressed as a number outcomes?
from 0 to 1.
I. Evaluating learning Directions: Which of the Read the following situations Solve: Solve: Directions: Study the
following situations can be and tell which of them would In one bookstore, a saleslady A catalog store has 6% illustration below then
considered as unlikely to be: sold 125 notebooks, 150 pencils, of its orders returned for a answer the following
happen, likely to happen, - Equally likely and 120 pad papers. Compute refund. The owner predicts questions that follow.
equally likely to happen, - -Equally unlikely for the probability that she will that a new candle will have
impossible to happen, or sell a pencil, and the probability 812 returns out of the
certain to happen? Write your 1. If today if Friday, that the next item she will sell is 16,824 sold. Do you agree
answer on the blank before tomorrow will not a pencil. ______,_______. with this prediction?
each number. Saturday Explain.
1. Mark is thrifty. He 2. Nicole will be in
will be rich someday. Puertp Princesa
2. When a pupil is City in less than an
absent, he is sick. hour traveling by
3. People living in the van.
slum areas are poor. 3.The moon shines
4. When the teacher is at noon today. THE CHIPS ARE PLACED IN A
out, the class is noisy. 4. I suffer from JAR AND MIXED
5. Students prefer to indigestion. I will 1. What is the
have holidays than school days. have a soft diet for probability of picking a chip
6. Whales live in water, lunch. with an even number?
so they are classified as fish. 5. The teacher will 2. What is the
7. The sun is the be in school probability of picking a chip
biggest star. tomorrow. with an odd number?
8. When a pupil cleans 3. What is the
the room, a visitor is coming. probability of picking a chip
9. A frog can live both with the biggest number?
on land and in water. 4. What is the
10. When a pupil is probability of picking a chip
attentive in class, he can with the smallest number?
answer any questions. 5. What is the
probability of picking a chip
with a prime number?

J. Additional activities for

application or remediation
V.REMARKS
VI. Reflection
A.No. of learners who earned

5
 6

80% in the evaluation

B. No. of learners who requires
additional acts.for remediation
who scored below 80%
C. Did the remedial lessons
work? No. of learners who
caught up with the lessons
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
this work?
F. What difficulties did I
encounter which my
principal/supervisor can help me
solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with other
teachers?

6
 7

School SUMAPA BATA ELEMENTARY SCHOOL Grade 5-Mariano Ponce

Teacher BERNARD FREDERICK C. MARTIN Learning Area MATHEMATICS
Grades 1-12 Teaching Date March 8-12, 2020 Quarter Third
Daily Lesson Log Time School Head ISAGANI G. ROBLES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of area, volume and temperature.

B. Performance Standards The learner is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

C. Learning Interprets data presented in Solves routine and non-routine Draws inferences based on data Describes experimental probability
Competencies/Objectiv different kinds of line graphs problems using data presented presented in a line graph. M5SP- M5SP-IVi-14/ Page 66 of 109
es (single to double line graph). in a line graph. IVh-5.5
Write the LC code for M5SP-IVh-3.5/Page 65 of 109 M5SP-IVh-4.5/Page 65 of 109
each

II. CONTENT •Interpreting data in a bar Solving Routine and Non- Drawing Inferences Based on Experimental Probability
graph. routine Problems Using Data Data Presented in a Line Graph
Presented in a Line Graph
III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Material
pages

3. Textbook pages none none none none none

4. Additional Materials none none none none none

from Learning Resource
(LR) portal

B. Other Learning ppt presentation, word ppt presentation, word ppt presentation, word ppt presentation, word ppt presentation, word
Resources problems, pictures problems, pictures problems, pictures problems, pictures problems, pictures
IV. PROCEDURES

A. Reviewing What is a line graph? How would you draw your A.Preliminary Activities Checking of assignment
previous lesson or annual height line graph? 1.Drill
presenting the Tell whether the following is

7

new lesson
B. Establishing a purpose 3.Motivation
for the lesson
How many of you are
observant with the day’s
temperature?
Why does a weatherman
inform us about temperature
readings?
Why do you think there is a
need to check the day’s
temperature from time to
time?
C. Presenting 1.Presentation
examples/instances of
the new lesson Present a line graph with
complete parts and let the
pupil interpret the data.
Ask:
1.What are the parts of a line
graph?
2.Looking at the data, can
you interpret what is
3.Motivation
Is it important to keep track of
your performance in school?
What do you do in order to
maintain good performance
track?
1.Presentation
Present a line graph to the
class.
Ella’s Grade in Math
3.Motivation
Is it important to get good
grades in school?
What will you do in order to
attain it?
1.Presentation
Ana’s Grade in Math
8
8
sure to happen, likely to
happen or impossible to
happen.
a.The baby cooks for the
family.
b.The lost cellular phone
was found.
c.The teacher teaches the
pupils.
d.The man collapses during
the rally.
e.The cat drives the car.
2.Review
Conduct a review on
drawing inferences based on
data presented
in a line graph.
3.Motivation
Have the class listen to the song Kapaligiran.
Discuss the message of the song relating to prediction.
Which line in the song tells something that will likely
happen? Will unlikely happen ? Is it impossible to happen?
or certain to happen?
Present to the class a number cube.
Ask:
If you roll a 0-5 number cube, what is the probability that
you will roll 7?
If you roll a 0-5 number cube, what is the probability that
you will roll a number less than 7?
If you roll a 0-5 number cube, what is the probability that
you will roll an even number?
If you roll a 0-5 number cube, what is the probability that

presented by the graph?
How?
3.How does a line graph help
in data presentation?
4.Is it important to have an
accurate data? Why?
D. Discussing new 2.Performing the Activities
concepts and
practicing new skills #1 Group the pupils into five.
Give activity sheets involving
line graph to each group for
interpretation.
Ask each group to work
together in interpreting the
data on the graph. Once
finished, the assign member
will post their work on the
board and discuss their
answer.
Ask: In what quarter did Ella
get the lowest grade? What
about the highest grade?
Why do you think Ella got
the lowest grade during the
2nd Quarter?
What will you do in order to
get good grades?
2.Performing the Activities
Divide the class into groups.
Give them enough time to
solve problems using the data
presented in a line graph. After
few minutes, they are required
to present their output.
Mr. Sanchez’s Monthly Sales
Use the data in the line graph
to answer the following
9
a.At what quarter did Ana get you will roll an odd number?
the highest grade in Math?
b.What is the lowest grade she
got?
c.Why do you think Ana got low
grade on the second quarter?
2.Performing the Activities 2.Performing the activities
Give each group activity sheets
Pair-Share Activity
involving line graph for
interpretation. Ask the group to For each of the following spinners, give the probability that
work together in interpreting
the pointer will stop on
the data and make inferences
out of it. After they have
finished, the leader of each
group will display the output on
the board and discuss their
answers.
Paulo’s Weight
9

See more different graphs in
LM
E. Discussing new . Processing the Activities
concepts and Each group will present their
practicing new skills #2
interpretation of the graph.
Then ask:
a.How did you find the
activity?
b.How were you able to
interpret the graph?
Discuss with the pupils how
to use the data to interpret
the graph.
F. Developing mastery Reinforcing the Concept and
(Leads to Formative
Assessment 3) Skill
A.Discuss the presentation
under Explore and Discover
on pages ___of LM Math
Grade V.
B.Have the pupilswork on
items under Get Moving and
the items under Keep
questions.
1.What was the sale for the
first three consecutive
months?
…..
Processing the Activities
Allow each group to present
their output.
Ask: How did you find the
activity?
How did you solve the
problem?
Expected Answer:
Using the four-step plan in
solving the problem
• Understand
• Plan
• Solve
• Check and Look Back
Discuss how to solve routine
and non-routine problems.
4.Reinforcing the Concept and
Skill
Discuss the presentation
under Explore and Discover on
pages ___of LM Math Grade V.
Have the pupils work on items
under Get Moving and the
items under Keep Moving on
pages ____, LM Math Grade 5.
10
3.Processing the Activities How did you perform the simple probability experiment?
Each group will discuss How did you express the outcomes of your probability
their work. After all the groups experiments?
have presented their answers to
the task given, ask:
How did you find the activity?
How did you make inferences
based on the data observed on
the line graph?
Discuss with the pupils
how to make inferences based
on the data.
4.Reinforcing the Concept and 4.Reinforcing the Concept b.Have the pupils do the
Skill and Skill items under Get Moving,
Discuss the presentation under a.Discuss the presentation page ___ of LM math Grade
Explore and Discover on page on top of page ___ LM Math 5. Check the pupils’ answers
__, LM Math Grade 5. Grade 5. and provide corrective
Then give the following measures if needed.
activity. To further reinforce the skill,
Which spinner gives a ¼ ask the pupils to answer
probability of landing on items under Keep Moving,
10

Moving on pages ____, LM
Math Grade 5. Check the
pupil’s answers.
G. Finding practical Applying to New and Other
applications of
concepts and skills in Situations
daily living
Have the pupils do the items
under the activity on Apply
Your Skills on page ____, LM
Math Grade 5
H. Making generalizations Summarizing the Lesson
and abstractions about Lead the pupils to give the
the lesson generalization of the lesson
by asking: What are the parts
of a line graph? Why is it
useful? How do we interpret
data presented on a line
graph?
I. Evaluating learning C.Assessment
Study the line graph, and
then answer the question
below.
Check the pupil’s answers.
Applying to New and Other
Situations
Let the pupils do the problems
under Apply your Skills on page
___, LM Math5.
Summarizing the Lesson
How do we solve word
problems involving line graphs?
C.Assessment
Use the data in the line graph
to answer the following
questions.
11
red? page ____ of LM Math
Applying to New and Other Can we guess what will Do you always have to guess
happen tomorrow? during examinations?
Situations
Will it always be true?
Ask the pupils to work on items
under Apply your Skills on page
___, LM Math Grade 5
5.Summarizing the Lesson A probability tells us how likely something is to happen.
Guide the pupils to give the If something cannot possibly happen, the probability is 0. If
following generalization. something is certain to happen, the probability is 1.
To draw inferences it is
important to:
•observe the parts of the graph
•understand the relationship
being illustrated on the graph
•make prediction based on the
describe situation presented by
the data on the graph
C.Assessment Answer the following
questions.
Study the line graph them
Jimmy and Naomi are rolling
answer the question below. a regular 0-5 number cube.
Jimmy wins if 0 is rolled.
Baskets made During Practice
11
 12

Ramon’s Electric Consumption Naomi wins if 1,2,3,4 or 5 is

1.What is the total electric
consumption from January to
June?
a.What is asked?
b.What facts are needed to
solve the problem?
c.What operation will you use?
d.What is the number
….
a.What is the title of the
graph?
……
a.How many baskets did each
one make during the third
session?
…..
rolled.
1.Who do you think will win
more often?
2.What fraction of the time
do you think Jimmy will win?
3.What is Naomi’s
probability of winning?
4.If they roll the cube 6
times, how many times
would you expect Jimmy to
win? What is 1/6 of 6?
5.Should you be surprised if
Jimmy did not win exactly 1
time out of 6 tries?

J. Additional activities
for application or
remediation

V. REMARKS

VI. REFLECTION

A. No. of learners
who earned 80%
in the evaluation

B. No. of learners who

require additional
activities for
remediation who
scored below 80%

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

12
 13

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?

School SUMAPANG BATA ELEMENTARY SCHOOL Grade 4

Teacher MONDAY BERNARD FREDERICK C. MARTIN
TUESDAY WEDNESDAY Learning Area
THURSDAY MATHEMATICS
FRIDAY
Grades 1-12 Teaching Date March 8-12, 2020 Quarter Fourth
Daily Lesson Log Time 10:20 – 11:10 School Head ISAGANI G. ROBLES

I. OBJECTIVES
A. CONTENT STANDARDS Demonstrates understanding of the concept of time, perimeter, area, and volume
B. PERFOMANCE Applies the concept of time, area and volume to mathematical problems and real-life situations
STANDARDS
C. LEARNING Organizes data in tabular form and presents them in a Interprets data presented in different kinds of bar graphs Solves routine and non-
COMPETENCIES/ single/double horizontal or vertical graph. (vertical/horizontal, single/double bars) routine problems using data
OBJECTIVES(Write the LC M4SP-IVg-2.4 M4SP-IVg3.4 presented in a single or
Code for each) double-bar graph.
II. CONTENT Organizing Data Interpreting Bar Graph Solving Word Problems

LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages 330-336 336-341 336-341

13

2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resource (LR) Portal
B. Other Learning
Resources
III. PROCEDURES
A. Reviewing the previous
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of the
new 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
H. Making generalizations
of concepts and skills in
daily living
I. Evaluating learning
J. Additional activities for
application or remediation
V.REMARKS
VI. Reflection
A.No. of learners who earned 80%
in the evaluation
14
253-256 257-259 257-259
none none none
none none none
ppt presentation, word problems, pictures ppt presentation, word problems, pictures ppt presentation, word
problems, pictures
How do we interpret bar
Conduct a review on interpreting data in a single vertical Conduct a review on constructing single vertical and
graphs?
and horizontal bar graph. horizontal bar graphs (TG p. 337)
Show a double horizontal bar graph and a double vertical Create a bar graph using the
Show sample of double vertical and horizontal bar graphs.
bar graph. Introduce the term double horizontal and tabular data on the board.
Give the pupils time to think in interpreting the graphs.
double vertical bar graphs.
Present a double vertical and double horizontal bar graph Present the table with data and the constructed double Show an example of a bar
with parts and let the pupils interpret. Talk about their vertical and double horizontal bar graphs. Talk about the graph on the board. Let the
interpretation ( TG p. 332) graphs. pupils interpret the data.
Group the pupils into four. Ask the pupils to work on the Are the sizes of the bars
Group the pupils into four. Distribute the task cards to
activities cooperatively. Display their outputs on the appropriately drawn on the
each group. Give them time to work on the activity.
board. graph? Explain your answer?
After all the groups have presented their answers to the Present a frequency chart to
After the groups have presented, discuss with the pupils task given, discuss with them the steps to be followed in the class. Then answer the
how to interpret data in a double bar graph. constructing a double vertical and a double horizontal bar questions that follows the
graphs. chart.
Discuss Explore and Discover on LM p. 253. Discuss Explore and Discover on LM p. 257.
Give the activities on TG p. 334. Give the activities given on TG p. 340.
Answer the problems
Ask the pupils to work on items under Get Moving and Work on the activities under Get Moving and Keep Moving
presented on page 260of the
the activity under Keep Moving on LM p. 254-255. on LM p. 258. Check the pupils’ answers.
book.
Guide the pupils in giving the generalization. ( A double Guide the pupils to give the generalization by asking How do we solve problems
bar graph includes 2 axes with labels, title and scale.) questions. (TG p. 340) involving data presented in
Let the pupils do Apply Your Skills on LM p. 256. Work on the activity under Apply Your Skills on LM p. 259. bar graphs?
Answer KEEP MOVING from
Do Assessment on TG p. 335. Answer Assessment on TG p. 341.
page 261 on your notebook.
14
 15

B. No. of learners who requires

additional acts.for remediation
who scored below 80%
C. Did the remedial lessons work?
No. of learners who caught up with
the lessons
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my principal/supervisor can
help me solve?
G. What innovations or localized
materials did I used/discover which
I wish to share with other
teachers?

School: SUMAPA BATA ELEMENTARY SCHOOL Grade Level: 4

GRADES 1 to 12 Teacher: EDITED BY: BERNARD FREDERICK C. MARTIN Learning Area: Industrial Arts
DAILY LESSON LOG March 8-12, 2020
Teaching Dates and Time: Quarter: Fourth
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. LAYUNIN
Naipapamalas ang pang-unawa sa batayang kaalaman at kasanayan sa pagsusukat sa pagbuo ng mga kapakipakinabang na gawaing pang-industriya at ang
A . Pamantayang
maitutulong nito sa pag-unlad ng isang pamayanan.
Pangnilalaman
Naisasagawa nang may kasanayan sa pagsusukat at pagpapahalaga sa mga batayang gawain sa sining pang-industriya na makapagpapaunlad sa
B . Pamantayan sa Pagganap
kabuhayan ng sariling pamyanan.
Nasusuri ang nabuong Natutuos ang presyo ng Natutukoy ang ilang paraan Naisasagawa ang wastong Natutuos ang puhunan,
C. Mga Kasanayan sa proyekto batay sa sariling puna nabuong proyekto ng pag aakit ng mamimili pag- aayos ng produktong gastos, at kita
Pagkatuto at ng iba gamit ang rubrics EPP4IA0h-7 EPP4IA0h-7 ipagbibili at pagbebenta nito EPP4IA0h-7
EPP4IA-0g-6 EPP4IA0h-7
II. NILALAMAN Pagsusuris sa Proyekto Pagtutuos sa Halaga Pagakit sa Mamimili Pag-aayos ng Paninda

A. Sanggunian
1. Mga Pahina sa Gabay ng 242 244-245 244-245 244-245 244-245
15

Guro
2. Mga Pahina sa Gabay ng
Pang-mag-aaral
3. Mga Pahina ng Teksbuk
4. Karagdagang Kagamitan
mula sa Portal ng Learning
Resource
B. Iba pang Kagamitang
Panturo
A. Balik-aral sa nakaraang
aralin at/o pagsisimula ng
bagong aralin
Mga pangyayri sa buh
B. Paghahabi ng layunin ng
aralin
C. Pag-uugnay ng mga
halimbawa sa bagong aralin.
(Activity-1)
D. Pagtalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #1 (Activity
-2)
E. Pagtalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2
(Activity-3)
521-526
none
none
Aklat, multimedia devices
Ano-ano ang mga bahagi ng
plano ng proyekto?
Ipalabas sa mga mag-aaral ang
isang natapos na proyekto sa
nakaraang aralin.
3. Ipasuri sa mga mag-aaral ang
isang halimbawa ng scorecard
na nasa Alamin Natin sa LM.
1.Talakayin ang iba’t ibang uri
ng instrumento sa pagtataya na
nasa Linangin Natin sa letrang
A ng LM.
2. Hayaan ang mga mag-aaral
na paghambingin ang iba’ ibang
instrumento ng pagtataya.
526-528
none
none
Aklat, multimedia devices
Ano ang pinagkaiba ng
kagamitan sa materyales?
Paano isinusulat ang mga
materyales sa isang plano ng
proyekto?
Ipakita ang talaan ng mga
nagamit na materyales na
ginamit sa paggawa ng
proyekto.
* Ano-ano ang nilalaman ng
talaan?
* Bakit may mga materyales
na walang halaga sa talaan?
* Ano sa tingin moa ng
kabuuan ng lahat ng
materyales na ginamit?
Talakayin ang paraan ng
pagbibigay ng halaga sa
proyektong nayari sa
pamamagitan ng
pagdaragdag at pagbibigay
16
526-528
none
none
Aklat, multimedia devices
Ano ang mga wastong
paraan sa pag-aayos ng
produktong
ipagbibili at pagbebenta nito
Pagganyak
1. Ano-anong mga produkto
ang makikita sa mga
pamilihan sa inyong
pamayanan?
1. Pagpapakita sa mga bata
ng mga larawan ng mga
produkto na
makikita sa pamilihan.
2. Pagsasalaysayin ang mga
piling bata tungkol sa
karanasan
kung sila ay nagbebenta at
bumibili ng mga produkto
tulad ng
mgagift items, mga
handicraft, mga laruan, at
iba pa.
Tatalakayin ang mga paraan
sa pag-aayos ng mga
produktong ipagbibili at
kung papaano ito ibebenta
sa pamilihan gamit ang
16
526-528 526-528
none none
none none
Aklat, multimedia devices Aklat, multimedia devices
Ano ang mga wastong Paano mo isasaayos ang iyong
paraan sa pag-aayos ng produkto kung ang mga ito ay
produktong puro pagkain?
ipagbibili at pagbebenta
nito
Pagganyak Paano isinusulat ang mga
1. Ano-anong mga materyales sa isang plano ng
produkto ang makikita sa proyekto?
mga pamilihan sa inyong
pamayanan?
1. Pagpapakita sa mga Ipakita ang talaan ng mga
bata ng mga larawan ng nagamit na materyales na
mga produkto na ginamit sa paggawa ng
makikita sa pamilihan. proyekto.
2. Pagsasalaysayin ang * Ano-ano ang nilalaman ng
mga piling bata tungkol sa talaan?
karanasan * Bakit may mga materyales
kung sila ay nagbebenta at na walang halaga sa talaan?
bumibili ng mga produkto * Ano sa tingin moa ng
tulad ng kabuuan ng lahat ng
mgagift items, mga materyales na ginamit?
handicraft, mga laruan, at
iba pa.
Tatalakayin ang mga Talakayin ang paraan ng
paraan sa pag-aayos ng pagbibigay ng halaga sa
mga produktong ipagbibili proyektong nayari sa
at kung papaano ito pamamagitan ng pagdaragdag
ibebenta sa pamilihan at pagbibigay halaga sa Labor.
 17

halaga sa Labor. nakasanayang pagbebenta gamit ang nakasanayang

at ang paggamit ng ICT pagbebenta at ang
paggamit ng ICT
F. Paglinang sa Kabihasnan Ibigay ng halaga ng Ipagawa ang Gawin Natin sa Ipagawa ang Gawin Natin Ibigay ng halaga ng produkto
(Tungo sa Formative produkto sa ibaba gamit ang LM. sa LM. sa ibaba gamit ang talaan sa
Assessment) talaan sa pisara. pisara.
(Analysis)
Hayaan ang mga mag-aaral na Mahalaga ba na marunong Ano-ano ang mga Ano-ano ang mga Mahalaga ba na marunong
G. Paglalapat ng aralin sa pahalagahan ang kanilang tayong kumita mula sa ating mahahalagang Moral sa mahahalagang Moral sa tayong kumita mula sa ating
pang-araw-araw na buhay nabuong proyekto ayon sa mga likha? Paggawa? Paggawa? mga likha?
(Application) scorecard na nasa Linangin
Natin B ng LM
Itanong: Ano ang kahalagahan Paano nabibigyang halaga o Ipaunawa sa mga mag-aaral Ipaunawa sa mga mag- Paano nabibigyang halaga o
ng paggamit ng ibat-ibang presyo ang isang likha? ang kabutihang naidudulot aaral ang kabutihang presyo ang isang likha?
H. Paglalahat ng Aralin instrument sa pagtataya sa ng wastong paraan sa pag- naidudulot ng wastong
(Abstraction)) pagmamarka ng natapos na aayos ng produktong paraan sa pag-aayos ng
proyekto? ibinebenta. produktong ibinebenta.
Gawin Natin sa LM. Ibigay ang halaga ng mga Ipagawa sa mga bata ang Ipagawa sa mga bata ang Ibigay ang halaga ng mga
nakapatlang sa pisara. Ilagay isang tseklist ng mga isang tseklist ng mga nakapatlang sa pisara. Ilagay
ang kasagutan sa inyong produktong kanilang produktong kanilang ang kasagutan sa inyong
I. Pagtataya ng Aralin kwaderno. nagawa sa ICT, Gawaing- nagawa sa ICT, Gawaing- kwaderno.
(Assessment) Agrikultura, Home Agrikultura, Home
Economics, at Industrial Arts Economics, at Industrial
na maaaring nilang ibenta. Arts na maaaring nilang
ibenta.
J. Karagdagang Gawain para
sa Takdang Aralin at
Remediation
V. MGA TALA
VI. PAGNINILAY
A. Bilang ng mag-aaral na
nakakuha ng 80% sa pagtataya.
B. Bilang ng mga-aaral na
nangangailangan ng iba pang
gawain para sa remediation
C. Nakatulong ba ang
remediation? Bilang ng mag-
aaral na nakaunawa sa aralin.
D. Bilang ng mga mag-aaral na
magpapatuloy sa remediation
E. Alin sa mga istratehiyang
pagtuturo ang nakatulong ng
lubos? Paano ito nakatulong?

17
 18

F. Anong suliranin ang aking

naranasan na nasolusyunan sa
tulong ng aking punungguro at
superbisor?
G. Anong kagamitan ang aking
nadibuho na nais kong ibahagi sa
mga kapwa ko guro?

School SUMAPA BATA ELEMENTARY SCHOOL Grade 5

Grades 1-12 Teacher BERNARD FREDERICK C. MARTIN Learning Area ARALING PANLIPUNAN
Daily Lesson Log Teaching Date March 8-12, 2020 Quarter Fourth
Time 1:50 – 2:30 School Head ISAGANI DG. ROBLES
Lunes Martes Miyerkules Huwebes Biyernes
I. LAYUNIN
A. Pamantayang Naipamamalas angmapanuring pag-unawa sa bahaging ginampanan ng kolonyalismong Espanyol at pandaigdigang koteksto
Pangnilalaman ng reporm a sa pagusbong ng kamalayang pambansa attungo sa pagkabuo ng Pilipinas bilang isang nasyon
B. Pamantayan sa Nakapagpapahayag ng pagmamalaki sa pagpupunyagi ng mga makabayang Pilipino sa gitna ng kolonyalismong Espanyol at sa mahalagang papel na
Pagaganap ginagampanan nito sa pagusbong ng kamalayang pambansa tungo sa pagkabuo ng Pilipinas bilang isang nasyon
C. Mga Kasanayan sa Natatalakay ang kalakalang Natatalakay ang kalakalang Nababalangkas ang Nababalangkas ang Graded Recitation
Pagkatuto (Isulat ang galyon at ang epektonito sa galyon at ang epektonito sa pagkakaisa o pagkakawatak pagkakaisa o pagkakawatak
code ng bawat bansa bansa watak ng mga Pilipino sa mga watak ng mga Pilipino sa mga
kasanayan)
AP5PKB-IVg-5 AP5PKB-IVg-5 mahahalagang pangyayari at mahahalagang pangyayari at
mga epekto nito sa naunang mga epekto nito sa naunang
mga pag-aalsa laban sa mga pag-aalsa laban sa
kolonyalismong Espanyol kolonyalismong Espanyol
AP5PKB-IVh-6 AP5PKB-IVh-6
II. NILALAMAN Epekto ng Kalakalang Epekto ng Kalakalang Galyon Epekto ng mga Naunang Epekto ng mga Naunang
Galyon Pag-aalsa Pag-aalsa
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay
ng Guro
2. Mga pahina sa 249 249 237 237
Kagamitang Pang-Mag-
aaral
3. Mga pahina sa Teksbuk none none none none
4. Karagdagang Kagamitan none none none none
mula sa portal ng Learning
Resource
B. Iba pang Kagamitang aklat, multimedia devices, ppt aklat, multimedia devices, ppt aklat, multimedia devices, ppt aklat, multimedia devices, ppt
Panturo presentation presentation presentation presentation

18

III. PAMAMARAAN
A. Balik-aral sa nakaraang
aralin at/o pagsisimula
ng bagong aralin
B. Paghahabi sa layunin ng
aralin
C. Pag-uugnay ng mga
halimbawa sa bagong aralin
D. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #1
E. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2
F. Paglinang sa Kabihasan
(Tungo sa Formative
Assessment)
G. Paglalapat ng aralin sa pang-
araw-araw na buhay
H. Paglalahat ng Arallin
I. Pagtataya ng Aralin
J. Karagdagang gawain para sa
Ano-ano ang mga
patakarang pangkabuhayan
na pinag-alsahan ng mga
Katutubong Pilipino?
Ano-ano ang mga
pinagkukunan ng
kabuhayan ng mga Kastila
sa Pilipinas noon?
Ipapanunod ang video clip
ukol sa suez canal.
1. Tungkol saan ang video?
2. May kinlaman ba ito sa
kalakalang Galyon?
3. Paano kaya ito
nakaapekto sa bili ng
paglalakbay noon ng mga
tao at ang kanilang mga
produtko?
Talakayin ang mga salik sa
paghina ng kalakalang
Galyon at ang epekto nito
sa ating bansa noon.
Ano ang maaaring nangyari
kung nanatili ang
kalakalang Galyon ng
matagal pa noon?
Paano nakaapekto ang
pagkawala ng kalakalang
Gayon sa buhay ng mga
Pilipino noon?
Sagutin ang mga
sumusunod na katanungan.
Isulat ang iynogn kasagutan
sa inyong kwaderno.
Ano-ano ang mga patakarang
pangkabuhayan na pinag-
alsahan ng mga Katutubong
Pilipino?
Ano-ano ang mga
pinagkukunan ng kabuhayan
ng mga Kastila sa Pilipinas
noon?
Ipapanunod ang video clip
ukol sa suez canal.
1. Tungkol saan ang video?
2. May kinlaman ba ito sa
kalakalang Galyon?
3. Paano kaya ito nakaapekto
sa bili ng paglalakbay noon ng
mga tao at ang kanilang mga
produtko?
Talakayin ang mga salik sa
paghina ng kalakalang Galyon
at ang epekto nito sa ating
bansa noon.
Ano ang maaaring nangyari
kung nanatili ang kalakalang
Galyon ng matagal pa noon?
Paano nakaapekto ang
pagkawala ng kalakalang
Gayon sa buhay ng mga
Pilipino noon?
Sagutin ang mga sumusunod
na katanungan. Isulat ang
iynogn kasagutan sa inyong
kwaderno.
Paano nakaapekto ang
kalakalang Galyon sa
kaisipang ng mga Pilipino?
Bakit kaya karamihan sa mga
pag-aalsa ng mga Pilipino ay
hindi nagtagumpay?
Pag-aralan ang mga dahilan
ng pagkatalo ng mga Pilipino
sa mga Kastila sa kanilang
pag-aalsa.
Pangkatin ang klase sa
dalawa. Ililista ng unang
pangkat ang mga pag-aalsang
may pagkakaisa at ang
ikalwang grupo ay ang mga
pag-aalsang nagkawatak-
watak.
Sagutin ang ISIP HAMUNIN
mula sa pahina 238.
Bakit kailangan ng pagkakaisa
sa mga pangkatang gawain?
Paano nakaapekto ang
pagkakaisa o pagkakawatak-
watak ng mga Pilipino sa
kanilang pakikipaglaban sa
mga Kastila.
Tukuyin kung tama o mali
ang ipinapahayag sa bawat
bilang.
19
19
Paano nakaapekto ang
kalakalang Galyon sa
kaisipang ng mga Pilipino?
Bakit kaya karamihan sa mga
pag-aalsa ng mga Pilipino ay
hindi nagtagumpay?
Pag-aralan ang mga dahilan
ng pagkatalo ng mga Pilipino
sa mga Kastila sa kanilang
pag-aalsa.
Pangkatin ang klase sa
dalawa. Ililista ng unang
pangkat ang mga pag-
aalsang may pagkakaisa at
ang ikalwang grupo ay ang
mga pag-aalsang
nagkawatak-watak.
Sagutin ang ISIP HAMUNIN
mula sa pahina 238.
Bakit kailangan ng
pagkakaisa sa mga
pangkatang gawain?
Paano nakaapekto ang
pagkakaisa o pagkakawatak-
watak ng mga Pilipino sa
kanilang pakikipaglaban sa
mga Kastila.
Tukuyin kung tama o mali
ang ipinapahayag sa bawat
bilang.
 20

takdang-aralin at
remediation
IV. Mga Tala
V. Pagninilay
A. Bilang ng mag-aaral na
nakakuha ng 80% sa
pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation
C. Nakatulong ba ang remedial?
Bilang ng mag-aaral na
nakaunawa sa aralin
D. Bilang ng mga mag-aaral na
magpapatuloy sa
remediation
E. Alin sa mga istratehiyang
pagtuturo nakatulong ng
lubos? Paano ito
nakatulong?
F. Anong suliranin ang aking
naranasan na solusyunan sa
tulong ng aking punungguro
at superbisor?
G. Anong kagamitang panturo
ang aking nadibuho na nais
kong ibahagi sa mga kapwa
ko guro?

20