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III-Day 1

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41 views3 pages

III-Day 1

lp

Uploaded by

JESSA LOU CAPAPAS
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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DAILY LESSON LOG OF M10AL-IIIa-1 (Week One-Day One)

School BANATE NATIONAL HIGH SCHOOL Grade Level Grade 10


Teacher JESSA LOU C. MOSQUEDA Learning Area Mathematics
Teaching Date and Time Quarter Third
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for
I. OBJECTIVES developing content knowledge and competencies. These are assessed using Formative Assessment Strategies. Valuing
objectives support the learning of content and competencies and enable children to find significance and joy in learning
the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learner demonstrates understanding of key concepts of combinatorics.
B. Performance Standards The learner is able to use precise counting techniques in formulating conclusions and in making
decisions.
Learning Competency: Illustrates the permutations of objects (M10AL-IIIa-1)
Learning Objectives:
C. Learning Competencies/
1. Illustrate the permutation of objects;
Objectives
2. Identify real life situations that describe permutations
3. Display cooperation in the group activity
II. CONTENT Permutations
III. LEARNING RESOURCES teacher’s guide, learner’s module,
A. References
1. Teacher’s Guide Pages 250-253
2. Learner’s Materials Pages 283-286
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately so that pupils/students will learn
well. Always be guided by demonstration of learning by the pupils/ students which you can infer from formative
IV. PROCEDURES assessment activities. Sustain learning systematically by providing pupils/students with multiple ways to learn new
things, practice the learning, question their learning processes, and draw conclusions about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
The teacher may formulate the activity/problem in this manner:
Call 3 students to stay in front. Ask them in how many ways they can arrange themselves. Let
them show these ways to the class.
a. a. In how many ways can 3 students be arranged in their seat?
b. b. What method did you use in order to give the accurate count?
c. c. Why do you think there is a need to know the number of possible ways a
A. Review previous lesson ord. certain task can be done?
presenting the new lessone. d. What do you call the arrangement of objects/things?

Answer Key
a. 6 ways
b. listing
c. Varied answers from the students
d. Permutations
B. Establishing a purpose for The students will realize that recognizing situations/ tasks which consider arrangement or order
the lesson is significant in illustrating permutations.
C. Presenting examples/ The teacher lets the students in group of 5 do activity 2 numbers 1 to 4 on page 284
instances of the new
lesson
Answer Key
1. 720
2. 216
3. 720
4. 360

With the same groups, the teacher lets the students answer activity 3. All the groups answer
all items and call on particular group to share to the class their results on a specific item.
Take a second look at the 4 situations in Activity 2. Determine if in doing the activity or task,
arrangement or order of selecting the objects is important; that is, whether a different order or
arrangement means a different result. Write your answers on a manila paper and be ready to
share them to the class.

Questions:
1. In which situations in Activity 2 is order or arrangement of the selection important?
D. Discussing new concepts 2. Justify your answer by giving an example for each situation.
and practicing new skills 3. In performing a certain task where order or arrangement is important, what do you call each
#1 possible arrangement?

Answer Key

1. In situations 1 and 3, order is important.


2. Number 1: example : 1st place – runner number 8 2nd – runner number 5
3rd – runner number 4
Number 3: Example: She may arrange the plants according to height, or according to kind,
according to appearance, or any basis she wants.
3. Each possible arrangement is called a permutation.
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery (leads  The teacher lets the students in groups of three answer the following:
to formative assessment A. Which of the following situations illustrates permutations?
1. Choosing 5 questions out of 20 questions
2. Opening a combination lock
3. Winning in a contest
4. Selecting 3 posters to hang out of 6 posters
5. Entering a pin (Personal Identification Number) of your ATM card
Answer Key
Numbers 2,3 and 5 are illustrating permutations
G. Finding practical
applications of concepts
and skills in daily living
The teacher summarizes the lesson to come up with the following:
H. Making generalizations
and abstractions about
the lesson

The teacher lets the students answer individually the formative assessment.
Tell whether the situation is permutation or not.
1. Winning in a Math quiz bee
2. Selecting 7 people to form a Student Affair Committee
3. Drawing a set of 6 numbers in a lottery containing numbers 1 to 58
4. Assigning seats to guests at dinner
5. Opening a combination lock of a locker
I. Evaluating Learning
Answer Key
1. Permutation
2. Not
3. Not
4. Permutation
5. Permutation
Define the following terms
J. Additional activities or
a. Circular permutations
remediation
b. Distinguishable permutations
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works? What else
VI. REFLECTION needs to be done to help the pupils/students learn? Identify what help your instructional supervisors can provide for you
so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80%
of the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson 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 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

Prepared by: Checked by:

JESSA LOU C. MOSQUEDA CLEOFE S. FLORENO


TEACHER 1 MT-1

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