AROROY NATIONAL HIGH
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)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
Grade
Grade 11 - Spoliarium
SCHOOL Level
Learning
Teacher JUVELYN RIVAS Statistics and Probability
Area
Teaching Dates
DECEMBER 5, 2019 Quarter III
& Time
THURSDAY ANNOTATIONS
The learner demonstrates understanding of key concepts
of random variable and probability distributions.
The learner is able to apply an appropriate random
variable for a given real-life problem (such as in decision
making and games of chance)
The learner … KRA 3, OBJ. #7
1. illustrates a random variable (discrete and Plans, manages and implements
continuous) (M11/12SP-IIIa-1) developmentally sequenced teaching
2. Distinguishes between a discrete and a continuous and learning processes to meet
random variable (M11/12SP-IIIa-2) curriculum requirements and varied
teaching contexts
MOV --- Knowledge, skill and attitude
is applied in lesson planning objectives
in order to meet curriculum
requirements based on the CG. Parts of
DLP are based on the PPST Modules
Random Variables Probability Distributions
K to 12 CG Statistics and Probability 17 – 22
K to 12 TG Statistics and Probability 17 – 22
N/A
N/A
PowerPoint Presentation, laptop, Activity Sheets, Pentel KRA 3, OBJ. #9
pen, etc. Selects, develops, organizes, and uses
appropriate teaching and learning

IV. PROCEDURES
1. Reviewing previous lesson
1. Determine whether Statistical Questions or Not.
 How many hours in a day?
 What are the market problems met by an
Entrepreneurs in Aroroy?
 Would Masbatenos prefer eating bananas
rather than apple?
 How long did you sleep last night?
 What is the percentage of voters does
Municipality of Aroroy have?
 What province where you born in?
2. What is Data?
3. How can we summarize data?
resources, including ICT, to address
learning goals.
MOV – The words, meanings,
pictures, videos, and selections
presented clearly through power point
presentation. Printed materials like
activity sheets are given to the students
to see and read clearly
KRA 1: CONTENT KNOWLEDGE
AND PEGAGOGY
Objective 1: Applies knowledge of
content within and across curriculum
teaching areas.
MOV --- Contextualization,
Localization, and integrations across
learning areas like Entrepreneurship
subject (CS_EP11/12ENTREP-Oa-1),
and Reading and Writing by
summarizing of data (EN11/12RWS-
IIIa-1)
KRA 1, OBJ. #2
Uses in teaching highlighting learner-
centered strategies that promote
literacy and/or numeracy skills.
MOV – Questions presented promotes
literacy and numeracy skills of the
learners. They will be able to
summarize data and define data in their
own words. Also, numeracy skills
applies in these questions since
learners will be able determine on how
many hours in a day, how long they
sleep in a night and percentage of
voters of Aroroy.
4. Establishing a purpose for the Imagine that your seatmates are unknown to you. KRA 1, OBJ. #3
lesson What would be three questions you want to ask other than Applies highlighting different teaching
your seatmate’s name, Facebook username, address, strategies that develop critical and
email address, and telephone number creative thinking and/or other HOTS.

Possible answers; (Answers may vary in actual setting)
1. How old are you?
2. What is your Instagram account name?
3. How many are you in a family?
4. What is an occupation of your father?
5. How much is the amount of your allowance per
week?
MOV – The questions presented are
arranged from lower to higher level of
thinking skills. Students are challenge
to think questions to be asked to their
classmates creatively.

(Teacher writes learners response on the board)

5. Presenting *Presents the lesson
examples/instances of the When characteristic and properties that is observable or
new lesson measurable in every unit of the universe, that is called
Variable. There are two broad classification of variables;
Qualitative and quantitative variable. Qualitative variables
express a categorical attribute and answers the question
“What kind” while Quantitative (otherwise called
numerical) data which answers the question “How much”
and “How many”. Quantitative variable is classified into
two; Discrete can be counted and Continuous can be
measured.
KRA 1, OBJ. #3
Applies highlighting different teaching
strategies that develop critical and
creative thinking and/or other HOTS.
MOV – The questions presented are
arranged from lower to higher level of
thinking skills. Students are challenge
to think questions to be asked to their
classmates creatively.

Based from learners response. Distinguish qualitative

variable and quantitative variable – discrete or
continuous.

Possible answers; (Answers may vary in actual setting)

1. How old are you?
2. What is your Instagram account name?
3. How many are you in a family?
4. What is an occupation of your father?
5. How much is the amount of your allowance per
week?

6. Discussing new concepts and Grade 11 students in Aroroy National High School KRA 1: CONTENT KNOWLEDGE
practicing new skills #1 conducted a study on the Effects of Family Socio- AND PEGAGOGY
Economic Status on Student’s Academic Performance of Objective 1: Applies knowledge of

7. Discussing new concepts and
practicing new skills #2
8. Developing mastery
(Leads to Formative Assessment
Grade 12 HUMSS students. Survey questionnaire is an
instrument in the said study. Questionaire details the
following information.
 number of family members who are working;
 ownership of a cell phone among family members;
 ownership/rental of dwelling;
 Parental Occupations
 Parental Educational Attainment
 Parental Income
Are the information listed considered as variable? What
are qualitative variables? Quantitative variables? Discrete
or Continuous?
Group learners into 4 groups. Let them observe the given
picture and write the variables (Qualitative and
Quantitative variables) they can see in the picture.
Group 1 Group 2 Group 3
Group 4 Group 5
content within and across curriculum
teaching areas.
MOV --- Contextualization,
localization, gender fair and
integrations across learning areas like
Research and Daily Life (CS_RS12-
IId-g-1) and within learning area like
predicting the outcome are observable
KRA 2, OBJ. #5
Manages learner behavior
constructively by applying positive and
non-violent discipline to ensure
learning-focused environments.
MOV --- To avoid and prevent
misbehavior, house
rules/standards/guidelines are set
before the class starts or before doing
an activity
KRA 2, OBJ# 1
Managed classroom structure to
engage learners, individually or in
groups, in meaningful exploration,
discovery and hands-on activities
within a range of physical learning
environments.
MOV – Teacher arranges seats
according to the group activities to be
done during instruction
 3)
9. Finding practical application
of concepts and skills in daily
living
10. Making generalizations and
abstractions about the lesson
11. Evaluating learning
12. 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
1. What is variable? KRA 1, OBJ. #3
2. What are the types of variable? What are Applies highlighting different teaching
qualitative variables? Quantitative variable? What strategies that develop critical and
is discrete? Continuous? creative thinking and/or other HOTS.
MOV – The questions presented are
arranged from ,lower to higher level of
thinking skills. Students are challenge
to think creatively.
Which of the following are qualitative variables? Among
the quantitative variables, classify them as discrete or
continuous.
 height of students measured in number of
centimeters
 weight of teachers in school measured in number
of kilograms number of days it rained
 hair color
 Sex
 average daily temperature
 civil status
 brand of soap being used
 highest educational attainment
 total household expenditures last month in pesos
 number of children in a household
 number of customers waiting to be served at a
supermarket counter
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?