Grade Level GRADE TWO MATHEMATICS

Teacher ROD RYAN C. CATALAN Quarter: FOURTH ( Week 5 )

DAILY LESSON LOG February 10 – 14, 2020 Checked by: NORMAN T. CABUGAWAN
Date School Principal II

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OBJECTIVES
A. Content Standard Demonstrates Demonstrates Demonstrates Deepens understanding of Deepens understanding of
understanding of time, standard understanding of time, standard understanding of time, standard pictographs without and with pictographs without and
measures of length, mass and measures of length, mass and measures of length, mass and scales and outcomes of an event with scales and outcomes of
capacity and area using square- capacity and area using square-tile capacity and area using square- using the terms likely, equally an event using the terms
tile units. units. tile units. likely and unlikely to happen. likely, equally likely and
unlikely to happen.

B. Performance Is able to apply knowledge of Is able to apply knowledge of time, Is able to apply knowledge of Is able to create and interpret Is able to create and
Standard time, standard measures of standard measures of length, time, standard measures of simple representations of data interpret simple
length, weight, and capacity, and weight, and capacity, and area length, weight, and capacity, and (tables and pictographs without representations of data
area using square-tile units in using square-tile units in area using square-tile units in and with scales) and describe (tables and pictographs
mathematical problems and real- mathematical problems and real- mathematical problems and real- outcomes of familiar events using without and with scales)
life situations. life situations. life situations. the terms likely, equally likely and and describe outcomes of
unlikely to happen familiar events using the
terms likely, equally likely
and unlikely to happen

C. Learning Identify appropriate unit of Collects data on one variable using Infers and interprets data Make a guess on whether an event Make a guess on whether
Competency/ measure in finding the capacity a questionnaire. presented in a pictograph is less likely, more likely, equally an event is less likely, more
Objectives M2ME-IVf-33 M2SP-IVh-1.2 without and with scales. likely or unlikely to happen based likely, equally likely or
Write the LC code for each. Sorts, classifies, and organizes data M2SP-IVi-3.2 on facts unlikely to happen based on
in tabular form and presents this M2SP-IVj-7.2 facts
into a pictograph without and with . M2SP-IVj-7.2
scales. .
M2SP-IVi-2.2
II. CONTENT Lesson 113: Measuring capacity Lesson 114: Collect and Organize Lesson 115:Read and Make Lesson No. 116 Make a Guess Summative Test
Data Pictograph
LEARNING RESOURCES
A. References K-12 CGp.52 K-12 CGp. K-12 CGp. K-12 CGp.53
1. Teacher’s Guide 374-377 397-400 401- 407 407-413
pages
2. Learner’s Materials 264-266 281-284 284-286
pages
3. Textbook pages      
4. Additional Materials
 from Learning
Resource (LR) portal
B. Other Learning 1. Bottles of soft drinks or 1. Non-transparent bag 3. 1. Calendar where Philippine Paper bags Summative test files
Resource medicines, cups, glasses and Graphing paper holidays are written Party/Magicians hat
pitcher 2. 20 crayons in red, blue, green 2. Sample Pictographs Colored popsicle sticks
2. Different items with different and yellow (assorted number of Colored candies or small toys
sizes with ml or l label content each color) Improvise spinner
3. Show Me Boards Basket of fruits
PROCEDURE
A. Reviewing previous Show the different measuring 1. Pre-assessment Show a calendar where all regular Show an empty paper bag to the
lesson or presenting the device. Ask: Show to the pupils an empty non- holidays in every month are pupils. Put inside the bag seven
new lesson c. Can you remember how you transparent bag. (or use a covered listed. colored popsicle sticks (4 red, 2
use these things when you were jar) Put all the 20 crayons in the Select the first 4 months of the green, and 1 yellow) (may vary).
in Grade 1? bag. Explain to the pupils that they calendar and count the number Don’t mention the colors. Say:
d. How many glasses of water are are going to use the crayons to of holidays.(Number of holidays Your goal is to draw a conclusion
there in a pitcher? make a graph that shows how may vary every year) Make a tally about the number and color of
e. Can you still remember the many are there in each color. Ask chart and picture graph that will each popsicle sticks that is inside
number of bottles of mineral the pupils to create a graph of the use the information in the the bag. Present the worksheet
water in a bottle of family-sized colors of the crayons. selected months. Assist the pupils and model the experiment to the
soft drink? (similar to the one below using who hardly or find difficulty to class. Discuss the information
their graphing paper) At random, make a tally chart and picture regarding “What we Know” about
ask pupil/s to draw/pick a crayon graph similar to the one below: the paper bag and record the idea.
and then color the rectangle above
the line in the column for that
color. Put the crayons back in the
bag. Have the pupil repeat this
process with each of the crayons,
coloring each new rectangle (Help the pupils to think of a
directly above the last rectangle of symbol that would represent
that color. (If you still have time, each month that has connection
do the same activity but do not put to the holidays)
back the crayons inside the bag.
Will they have the same results?
Why?)

B. Establishing a purpose for the 1. Motivation 1.Motivation Ask the pupils about everyday Song
lesson Ask: Which crayons are most often What tree is abundant in your experiences of chance and
drew/picked? How can you tell? place? (Coconut, Mango, etc.) certainty that they can recall.
Which are the least of? How can Have you seen a coconut tree Make a list of things that will
you tell? (most common)? never happen. (Example: A flying
Are there any colors tied or equal What can we get from a coconut carabao, you see a live dinosaur
 number of draws? tree? today, etc.) Label this list.
What does the graph tell you? “Impossible.”
Why? Now make a list of things that will
Vocabulary Development: definitely happen. (Example: the
Survey–to ask people questions in sun will rise tomorrow, you will
order to find out about their eat something today, etc.) Label
opinions or this list. “Certain.”
behaviour or an issue Now make a list of events that
Party–a event where a group of may or may not happen. (Example:
people meet to talk, eat, drink, etc., Tonight might rain, single 6-sided
often in die rolling an even number, etc.)
order to celebrate a special Label this list. “Chance.”
occasion
Tally–a record or count of a number
of things
C. Presenting examples/ Present the lesson using Let the pupils collect stones or Today we will make a pictograph. Let the pupils create different Setting of standard
instances of the new lesson a. Concrete leaves according to different What is a pictograph? A kinds of spinning wheel with
b. Pictorial categories such as big/small, pictograph is a graph that uses different symbols, shapes and
c. abstract round/flat, smooth/rough, pictures or symbols to show or numbers and with equal and
light/heavy, shiny/dark, etc. Count represent data. All pictographs unequal proportions. (S/He may
the number of pupils who brought have labels and Key or legend. A start teaching from the unlikely to
big/small stones or leaves (with label is a short description happen then followed by less
respect to categories) and given for the purpose of likely to happen, equally likely to
record/write the data gathered in identification. A key or legend is a happen and finally to more likely
the worksheet (refer to sample word or phrase or number to happen.)
worksheet: on the board or written on or next to a picture,
individually in a sheet of paper.) map, etc. that explains what it is
about or what the symbols on it
mean or equal to.
Conduct a survey to the class
who have old or new bags, shoes,
How many pupils brought hats and umbrellas, etc.
(categories) stones/leaves? (anything that the pupils usually
What is the least common bring to school) Group the pupils
category? according to the classification
What is the most common s/he sets. Write on the board or
category? uselarge chart paper, or an
What is the total number of pupils? overhead projector to record the
information in a tally chart
format. Let the pupils draw the
categories if possible. From the
collected data, let them create
their own data representations or
even their own pictograph. S/he
 should see to it (observe/guide)
that the pupils include the
necessary parts of the
graph/table.
include the necessary parts of the
graph/table.

D. Discussing new Divide the class into three’s. What are the food choices of the What is the title of the Show to the pupils a party hat or Giving of instruction
concepts and practicing new Using their Show Me Boards, let class? Pictograph? Who has a big lot? magician’s hat. Put inside the hat 1
skills #1 each group write if the capacity Which among the foods got the What are the labels in the orange, 3 blue, 6 green and 12 red
inside the container will be highest votes? pictograph? What is the symbol candies or small toys. (Act like a
measured by liter or milliliter. Which among the foods got the used in the pictograph? magician by showing your hands
1. Water inside a tank lowest votes? What did he want to plant on it? are clear and you will draw one
2. Juice inside a small can What is the total number of votes? How many months did he plant? candy/toy at a time to make it a
3. Milk in a glass Based on the result, what are the Let the pupils read the months. little bit exciting.) Can you guess
4. Water in a gallon two foods preferred by the class to What is the key or legend of the the color of the candy/toy that I
5. Vinegar in a sachet have in the party? pictograph? will draw? (Answer may vary but
Ask the pupils to present their Answers will vary. What is the equivalent of one just the same let them explain why
answers in front of the class. How many pupils ride a school bus? they choose that answer.) Present
How many pupils walk to school? a worksheet similar to the one
How many pupils ride a car from below or you may write it on the
home? ? (How many coconut board. After each draw you will
How many pupils ride on their bike? tree a picture call a pupil to write below the
What means of transportation do represents?) color the word “Less Likely”,
most pupils used? What month did he plant the “Equally Likely”, “More Likely” and
. most number of coconut trees? “Unlikely” and let them explain
(If 1 coconut tree (picture) is their answer. After the 11th draw
equivalent to ten coconut trees ask them if they can guess the
then how many coconut trees did next color to be drawn. Finish the
he plant on January or let the activity.
pupils figure outhow many
coconut trees were planted on
January: multiply 8 times 10 or
10+10+10+10+10+10+10+10).
What month did he plant the
least number of coconut trees?
(If 1 coconut tree (picture) is
equivalent to ten coconut trees
then how many coconut trees did
he plant on February and May?
Help the pupils figure it out)
What is the total number of of
coconut trees did he plant?
 Solution:

E. Discussing new concepts Sa anong paraan/sasakyan ka Makikita sa larawan ang tala ng Group the class into 2. Answer the Supervising the test
and practicing new skills nakararating sa mga Boy Scouts na questions provided in each group.
#2 paaralan? Gamitin ang datos na nakilahok sa programang
nakasaad sa talakayan “Barangay Clean Up” sa
upang makagawa ng pictograph. loob ng isang linggo.

F. Developing mastery (leads Anong unit of capacity ang Basahin ang kuwento at sagutin ang Gumawa ng Tally Chart ayon sa Checking the test
to Formative Assessment 3) gagamitin sa mga sumusunod na mga tanong. pictograph sa
aytem? Isulat ang liter o meliliter SPED Day Out Kaarawan ni Teacher ibaba.
at ang abbreviation nito. Vicky. Inanyayahan niya ang
1. Isang galong tubig kanyang mga mag-aaral na kumain
2. Isang tasang tsaa sa malapit na Ice Cream House.
3. Pitsel na coke Nakasulat sa menu ang flavorsna
4. Basong juice kanilang maaaring bilhin. Lima ang
5. Boteng mantika maaari nilang pagpilian: Triple
Chocolate, Cookies ‘nCream, Rocky
Road, Double Dutch and Ube
Macapuno. Pinili ni Ronnie ay Triple
Chocolate. Ube Macapuno naman
ang kay Amanda. Sina Gino at Gina
ay Rocky Road at ganoon din ang
kina Junnie at Maya. Ang gusto ni
Mario ay Double Dutch
samantalang Rocky Road naman
ang gusto ni
Nenita. Pagkatapos nilang pumili,
silang lahat ay
pumila upang kunin ang
 nagustuhang ice cream.
Masaya silang lahat na kumain.
Ilagay ang tamang bilang ng mga
datos sa grid.
Kumpletuhin ito.

G. Finding practical application Nais malaman ni Nikky kung ano at Isulat sa papel ang sagot sa Show an improvised spinner and Show honesty in answering
of concepts and skills in daily ilan ang alagang hayop ng kanyang ipinakitang tally chart. make sure it is fair. Have the the test questions
living mga kaklase. Gusto rin niyang whole class do the lesson
malaman kung ilan ang walang together. Each pupil will spin once
alagang hayop. and record the spin in the
Nakasulat sa ibaba ang tala ng mga worksheet. What color the spinner
ito. would land? Can you guess the
likelihood of each color? (Blue is
more likely, yellow is unlikely, red
and green is less likely. It is
noticeable that there is no equally
likely. It is expected that the
frequency of red and green are
almost the same. Help the pupils
realized that red and green are
equally likely to each other.)
H.Making generalizations The capacity of liquid is Data are information that are What is a pictograph? An event is less likely if it does
and abstractions about the measured in liter when in big collected about people or things It is a representation of data have a smaller chance of
lesson amount and in mililiter when in Tally Chart is a chart that uses tally using pictures. happening.
small amount. marks to show data. What is a key or legend? An event is equally likely if it does
It is a short description of a have an equal/fair chance of
picture or illustration. happening.
How can we interpret a An event is more likely if it does
pictograph? have greater chance of happening.
We can interpret a pictograph by An event is unlikely if it does not
using legend. have a good chance of happening.
I. Evaluating learning Anong unit of capacity ang The students of Holy Infant Recording the test resulte
gagamitin sa mga sumusunod na Academy are voting for the booth
aytem? Isulat ang liter o meliliter they want to have at the Academy
at ang abbreviation nito. Day. They wanted to know the
1. Tubig sa loob ng tangke booth preferred by the students.
2. Gatas sa tasa The results of the voting survey are
 3. Tubig sa pitsel as follows:
4. Suka sa bote 1. What is the most favorite
5. Juice sa baso snack of the pupils?
2. What is the least favorite
Make a picture graph using the snack?
above data. 3. How many pupils like
sandwich? Spaghetti? Pizza?
Bread?
4. How many pupils like spaghetti
and bread?
5. What is the total number of
pupils?

J. Additional activities for Gawaing Bahay Kumpletuhin ang table ayon sa Ang sumusunod ay talaan ng mga HOME ACTIVITY Challenge the pupils for the
application or remediation Isulat sa kuwaderno ang mga talang ibinigay. miyembro ng HIA Sports Club. Refer to LM 116 – Gawaing Bahay: next test.
liquid items sa inyong bahay na Gawin sa kuwaderno. Gumawa ng pictograph gamit ang
ang laman ay sinusukat sa liter at Paboritong prutas ng mga bata: talaang ito. Isulat sa papel ang
milliliter. Humingi ng tulong sa iyong kasagutan.
nakatatanda.

IV. REMARKS
V. REFLECTION
A..No. of learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
80% in the evaluation ___ of Learners who earned 80%
above above above
above
B.No. of learners ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
who require additional additional activities for additional activities for remediation additional activities for additional activities for
activities for remediation who remediation remediation remediation
scored below 80%
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work?
No. of learners who have ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up
caught up with the lesson lesson the lesson the lesson
the lesson
D. No. of learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
to require remediation require remediation require remediation require remediation require remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategies worked well? Why
did these work? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s Cooperation ___ Group member’s ___ Group member’s Cooperation
Cooperation in in Cooperation in in
doing their tasks doing their tasks doing their tasks doing their tasks
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my principal or __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
supervisor can help me solve? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works

G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
which I wish to share with other __ Making big books from __ Making big books from __ Making big books from __ Making big books from
teachers? views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be used __ Recycling of plastics to be __ Recycling of plastics to be used
used as Instructional Materials as Instructional Materials used as Instructional Materials as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition