School: File Submitted by DepEd Club Member - depedclub.

com Grade Level: V

GRADES 1 to 12 Teacher: File created by Ma’am EDNALYN D. MACARAIG Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and Time: MARCH 12-16, 2018 (WEEK 9) Quarter: 4TH QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learner…demonstrates understanding of line graphs and experimental probability.

B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for each
The learner…is able to create and interpret representations of data (tables and line graphs) and apply experimental probability in mathematical problems and
real-life situations.
Describes experimental probability Performs an experimental probability Analyzing data obtained from chance using experiments
M5SP-IVi-14/ Page 66 of 109 and records result by listing involving letter cards (a to z) and number cards ( 0 – 20)
M5SP-IVi-15/ Page 66 of 109 M5SP-IVi-16/ Page 66 of 109

II. CONTENT Statistics and Statistics and Statistics and

Probability Probability Probability
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages K-12 Grade 5 Curriculum K-12 Grade 5 curriculum : K-12 Grade 5 curriculum
3. Textbook pages Real Math pp. 336 - 339 Integrative Mathematics 6 pp.443 – 447 , Elementary Mathematics VI p. 330 - 333
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Coins, die spinner, playing cards Calendar , marbles, strips of cartolina, letter cards (A to Z), number cards ( 0-20 )
box
IV. PROCEDURES
A. Reviewing previous A.Preliminary Activities Checking of assignment 1.Drill 1.Opening Song – “ Pagdatingng Panahon” sung by Aiza Seguerra
lesson or presenting the 1.Drill a.Spin the spinner 1.1.Drill
new lesson Tell whether the following is sure b.Put a mark in the tally column for each Game ka na ba?
to happen, likely to happen or color where the spinner stops. Materials:
impossible to happen. Do this experiment for 10 times 4 rolled papers numbered ( 1 to 4 )
a.The baby cooks for the family. c.Add the tally marks for each column 8 hidden questions on situations to be predicted
b.The lost cellular phone was and write the number in the frequency Mechanics:
found. column. a.Form 4 teams having equal number of members. The leader of
c.The teacher teaches the pupils. color tally frequency the team draws and gets 2 questions to be predicted by the
d.The man collapses during the team in terms of:
rally. Blue •Likely to happen
e.The cat drives the car. Yellow •Impossible to happen
2.Review Green •Unlike to happen
Conduct a review on drawing 2.Review •Certainty to happen
 inferences based on data If you roll a die, what is the probability •Equally likely to happen
presented that you will roll 2? 1? 8? Even numbers? b.Output of each team will be presented on the board.
in a line graph. Odd numbers? c. The class, together with the teacher, processes the
MONTHLY WAGE OF AN responses of teams.
EMPLOYEE 2.Review : Writing Ratio
Refer to LM Find my Partner
What does the line graph tell Materials:
about the wage of the employee 25 cards – with ratio expressed in fraction
in seven months? 25 cards – with ratio expressed in colon equal to the former sets
of cards
Mechanics:
a.Form 4 teams. Have the cards distributed to the class.
b.The first team will stand and look for the partner of the ratio.
The next team follows.
c.The team with the highest number of partner wins
B. Establishing a purpose for 3.Motivation 3.Motivation 3.Motivation
the lesson Have the class listen to the song Kapaligiran. Show the pictures of the Great European How many sides does a coin have?
Discuss the message of the song relating to prediction. Which line in Mathematician like Gerolamo Cardano, If you are to toss a coin, what is the chance that your coin will
the song tells something that will likely happen? Will unlikely happen Pierre de Fermat, Blaise Pascal and land head?
? Is it impossible to happen? or certain to happen? Christian Huygens. Original File Submitted and Formatted by DepEd Club Member -
Say: Did you know that they began to visit depedclub.com for more
analyse simple games of chance involving
cards and dice?
C. Presenting 1.Presentation 1.Presentation 1.Presentation
examples/instances of the Show a calendar to the class. PICKING A CARD
Present to the class a number cube.
new lesson Say: Consider the days of the week. If
Ask: you choose a day at random, the
probability that it is a Monday is 1 out of
If you roll a 0-5 number cube, what is the probability that you will
7 of 1/7. The probability that you choose
roll 7? begins with the letter T is 2 out of 7 or
2/7. The probability that the day you
If you roll a 0-5 number cube, what is the probability that you will
choose has less than 15 letters is 7 out of
roll a number less than 7? 7 or 1. The probability of an impossible
event, such as choosing a day with only 3 a. Have each member of the team pick a letter without
If you roll a 0-5 number cube, what is the probability that you will
letters is 0 out of 7 or 0. looking . Let them find the probability of picking letter G.
roll an even number? b. Ask them to find the number of possible outcomes.
If you roll a 0-5 number cube, what is the probability that you will c. Let them answer on the prediction card. Encourage
them to determine the probability of picking G.
roll an odd number? d. Lead them to come up with G is 1out of 10 or 1/10
e. Ask them to symbolize the probability as P(G) = 1/10
Let us use the number line to show the probability of an event.
Refer to LM(Number line)
We can see on the number line that if probability is less than ½ ,

D. Discussing new concepts
and practicing new skills #1
an event is unlikely to happen. If the probability is more than ½
the event is likely to happen. A probability of 1 means the event
will certainly happen and a probability of 0 means the event is
impossible to happen.
a.
2.Performing the activities 2.Performing the Activity 2.Performing the Activity
Group the class into four. Ask the class to Alphabet cards of the same size and shape were put in a bag. 3
Pair-Share Activity
perform the task assigned to them. cards have letter M, 4 cards have letter A, 2 cards have letter T,
For each of the following spinners, give the probability that the Require them to write the results of the and 1 card has letter H.
simple experiments on manila paper 1. What is the total number of possible outcomes?
pointer will stop on
using the table. ______________
PICK A COLOR 2. What is the probability of picking a:
Materials: a box, 6 marbles, ( 3 green, 2 a. card with letter M ________
blue, 1 red) b. card with letter A ________
Groups : four c. card with letter T ________
Procedure: d. card with letter H ________
a.Put the marbles in the box. Without e. card with a vowel ________
looking, f. card with a consonant ________
color tally number draw one g. card with M or T ________
marble h. card with letter J ________
Green from the i. card with T of H ________
box and j. card with letter A or T
Blue record
Red the color
in the
table
below.
b.Put the marble back in the box. Do
more 19 trials. Replace the marble each
time after recording the color.
c.How many times out of 20 did you
draw a blue marble?
The probability can be approximated by
the fraction
P( event) = number of times an event
occurred
Number of times the experiment was
performed
Such a fraction is called the experimental
probability of an event.
Give your experimental probability for

E. Discussing new concepts
and practicing new skills #2
each event.
P(green) = ______
P(blue) = ______ P (red) =
______
20
20 20
The greater the probability of an event,
the more likely it will occur. The smaller
the probability of an event, the less likely
the probabilities.
3. Processing the activities Processing the Activities Processing the Activities
Instruct the group to post their outputs Instruct the group to post their outputs on the board.
Ask the pair to put their output on the board.
on the board. Ask; How did you find the activity?
Ask: How did you find the activity? Ask; How did you find the activity? How did you perform the probability experiment?
How did you perform the probability How did you express the outcomes of your probability
How did you perform the simple probability experiment?
experiment? experiment?
How did you express the outcomes of your probability experiments? How did you express the outcomes of What did you notice in the results of your probability
your probability experiment? experiment?
Say:
What did you notice in the results of your Lead the discussion on using the formula in expressing outcomes
A probability tells us how likely something is to happen. probability experiment? of probability experiments.
Lead the discussion on using the formula
We use fractions to describe probability. For example, if you flip a
in expressing outcomes of probability
coin it has an equal chance to land on either of its two faces. The experiments.
probability that the coin will land heads up is 1 result out of two
possible outcome, or ½ . Since it is likely that the coin will land tails
up, that probability is also ½.
Even though we might imagine the coin landing on its edge, this
event is so unlikely that we don’t usually consider it. We expect a
coin to land heads up half of the time and tails up the other half.
Nothing else is likely to happen.
If something cannot possibly happen, the probability is 0. If

F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations and
something is certain to happen, the probability is 1.
4.Reinforcing the Concept and Skill
a.Discuss the presentation on top
of page ___ LM Math Grade 5.
Then give the following activity.
Which spinner gives a ¼
probability of landing on red?
. 6. Applying to New and
Other Situations
Describe three instances where
the probability of those events
happening are 0 .
5.Summarizing the Lesson
b.Have the pupils do the items .Reinforcing the Concept and Skill 4.Reinforcing the Concept and Skill
Discuss the presentation under Discuss the presentation under Explore and Discover on
under Get Moving, page ___ of
Explore and Discover on page _____LM page _____LM Math 5, Then let the pupils do the activities under
LM math Grade 5. Check the Math 5, Then let the pupils do the Get Moving and Keep Moving on pages _____ LM Math Grade 5
activities under Get Moving and Keep
pupils’ answers and provide
Moving on pages _____ LM Math Grade
corrective measures if needed. 5
To further reinforce the skill,
ask the pupils to answer items
under Keep Moving, page ____
of LM Math
6.Applying to New and Other 5.Applying to new and other Situations 6. Applying to new and other Situations
Lorraine puts cards with letters of her There are 4 different letters to match with 6 different numbers.
Situations
name into a box. What is the probability If you look for the probability of getting 1 letter and 1 number
Describe three instances that the card she pulls out is _____ combination, what will be your total number f possible
outcomes?
where the probability of those
event happening is 1.
a. L? ______
b. O? ______
c. R? ______
d. A? ______
e. I? ______
f. N? ______
g. E? ______
4.Summarizing the Lesson 5.Summarizing the Lesson
 abstractions about the A probability tells us how likely something is to happen.
lesson If something cannot possibly happen, the probability is 0. If
something is certain to happen, the probability is 1.
I. Evaluating learning C.Assessment
Answer the following questions.
Jimmy and Naomi are rolling a
regular 0-5 number cube. Jimmy
wins if 0 is rolled. Naomi wins if
1,2,3,4 or 5 is 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 D.Home Activity
application or remediation Remediation
Write 0 for impossible to happen,
½ for equally likely to happen and
1 for certain to happen.
_____1. From a class of 30 boys
and 30 girls, what is the
probability that a girl is chosen as
a leader?
_____ 2. Without looking, what is
the probability that a green pen is
Lead the pupils in generalizing the Lead the pupils in generalizing the following:
following: Ask: How do you tell the number of favourable
Ask: How do you record prediction? outcomes/chances?
By doing probability experiment, we can A favourable outcome is the result we want to happen in an
determine the number of times an event event.
occur. We use a table and record the
outcome of probability experiment.
The probability can be approximated by
the fraction
P( event) = number of times an event
occurred
Number of times the experiment was
performed
.Assessment C.Assessment C.Assessment
Express the outcomes of your prediction. Study the cards with letters.
Write your answer in your notebook.
1.What is the chance that you will get a
perfect score in you Math quiz?
2.What is the probability that a newly
born puppy is a girl?
3.Toss a die, what is the probability that
you will get 4 on top?
4.What is the probability that Claire
chooses a rose from a flower shop selling
One card is drawn from a
sunflower, tulips, and dahlia?
well-shuffled 9 letter cards. What is
5.Toss a coin. What is the probability that
the probability of drawing a card
neither the head not the tail shows up?
having the following letter/s?
a. L,O,V,E
b. M, A, T
c. I
d. V, E
e. Y
D.Home Activity D.Home Activity
Remediation Remediation
What is the probability that this spinner There are 4 strawberries – flavoured
will land on candies and 5 cherry-flavoured
candies in a jar. If Kristine picks first
and Randy picks next, what is the
1. probability of picking a strawberry-
flavoured candy? What is the
probability of picking cherry-
flavoured candy?
2.
 drawn from a box of green pen?
_____ 3. What is the probability
that a tomato is drawn from a box
of apples and oranges.
______ 4. From tossing a coin,
what is the probability that the
head shows up?
______ 5. What is the probability
that an odd number of dots show
up if a die is rolled?
V. REMARKS
VI. REFLECTION
A. No. of learners who ___Lesson carried. Move on to the
earned 80% in the next objective.
evaluation ___Lesson not carried.
_____% of the pupils got 80%
mastery
B. No. of learners who require ___Pupils did not find difficulties
additional activities for in answering their lesson.
remediation who scored ___Pupils found difficulties in
below 80% answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
lesson.
___Pupils were interested on the
lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
3.
4.
5.
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the questions
asked by the teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___Lesson carried. Move on
to the next objective.
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties
in answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and
interest about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties
encountered in answering
the questions asked by the
teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not
finish their work on time due
to unnecessary behavior.
C. Did the remedial lessons ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned
work? No. of learners who above 80% above above 80% above
have caught up with the
lesson
D. No. of learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require
continue to require additional activities for additional activities for activities for remediation additional activities for additional activities for
remediation remediation remediation remediation remediation

E. Which of my teaching ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
strategies worked well? ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught
Why did these work? the lesson up the lesson lesson the lesson up the lesson
F. What difficulties did I ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who
encounter which my require remediation to require remediation remediation require remediation continue to require
principal or supervisor can remediation
help me solve?
G. What innovation or Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
localized materials did I  ___Metacognitive Development:  ___Metacognitive  ___Metacognitive Development: ___Metacognitive well:
use/discover which I wish to Examples: Self assessments, note Development: Examples: Self Examples: Self assessments, note taking Development: Examples: Self  ___Metacognitive
share with other teachers? taking and studying techniques, assessments, note taking and and studying techniques, and vocabulary assessments, note taking and Development: Examples:
and vocabulary assignments. studying techniques, and assignments. studying techniques, and Self assessments, note taking
 ___Bridging: Examples: Think- vocabulary assignments.  ___Bridging: Examples: Think-pair-share, vocabulary assignments. and studying techniques, and
pair-share, quick-writes, 
and ___Bridging: Examples: Think- quick-writes, and anticipatory charts.  ___Bridging: Examples: Think- vocabulary assignments.
anticipatory charts. pair-share, quick-writes, and  pair-share, quick-writes, and  ___Bridging: Examples:
 anticipatory charts. anticipatory charts. Think-pair-share, quick-
 ___Schema-Building: Examples:
 
___Schema-Building: Examples: 
Compare and contrast, jigsaw learning, writes, and anticipatory
charts.

Compare and contrast, jigsaw ___Schema-Building: peer teaching, and projects.  ___Schema-Building: Examples:
learning, peer teaching, and Examples: Compare and
 
Compare and contrast, jigsaw
projects. contrast, jigsaw learning, peer
 ___Contextualization: 
learning, peer teaching, and ___Schema-Building:
 teaching, and projects. projects. Examples: Compare and
 Examples: Demonstrations, media,
contrast, jigsaw learning,
 ___Contextualization:  
manipulatives, repetition, and local
peer teaching, and projects.
 Examples: 
Demonstrations, ___Contextualization: opportunities.  ___Contextualization:

media, manipulatives, repetition, Examples: Demonstrations,  Examples: Demonstrations,

and local opportunities. media, manipulatives, 
media, manipulatives, repetition, ___Contextualization:
 ___Text Representation:
 repetition, and local and local opportunities.  Examples: Demonstrations,
opportunities.  Examples: Student created drawings,
media, manipulatives,
 ___Text Representation: videos, and games. 
 repetition, and local
 Examples: Student created  
___Modeling: Examples: Speaking slowly ___Text Representation:
opportunities.
drawings, videos, and games.  ___Text Representation: 
and clearly, modeling the language you Examples: Student created
 Examples: Student created drawings, videos, and games. ___Text Representation:
 ___Modeling: Examples: Speaking want students to use, and providing
slowly and clearly, modeling the drawings, videos, and games. samples of student work.  ___Modeling: Examples:  Examples: Student created
drawings, videos, and games.
 language you want students to
 ___Modeling: Examples:
use, and providing samples of Speaking slowly and clearly,
student work. modeling the language you
want students to use, and
Other Techniques and Strategies providing samples of student
used: work.
___ Explicit Teaching
___ Group collaboration Other Techniques and
___Gamification/Learning throuh Strategies used:
play ___ Explicit Teaching
___ Answering preliminary ___ Group collaboration
activities/exercises ___Gamification/Learning
___ Carousel throuh play
___ Diads ___ Answering preliminary
___ Differentiated Instruction activities/exercises
___ Role Playing/Drama ___ Carousel
___ Discovery Method ___ Diads
___ Lecture Method ___ Differentiated Instruction
Why? ___ Role Playing/Drama
___ Complete IMs ___ Discovery Method
___ Availability of Materials ___ Lecture Method
___ Pupils’ eagerness to learn Why?
___ Group member’s ___ Complete IMs
collaboration/cooperation ___ Availability of Materials
in doing their tasks ___ Pupils’ eagerness to learn
___ Audio Visual Presentation ___ Group member’s
of the lesson collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
File Submitted by DepEd Club Member - depedclub.com
File created by Ma’am EDNALYN D. MACARAIG
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
Speaking slowly and clearly, 
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you
want students to use, and
providing samples of student
work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated
Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___AudioVisual Presentation
of the lesson