School: Bukidnon State Grade Level: II

University
Teacher: Aira L. Macaraya Learning Area: Mathematics
Hazel B. Nadunza
Ivy Pearl D.
Belican
Queen J. Reños
Teaching Date Quarter: IV
and Time:

DETAILED LESSON PLAN

I. OBJECTIVES A. identify information presented in
pictographs.
B. develop a positive attitude towards
using pictographs as a tool for data
representation.
C. draw and label pictographs
accurately using appropriate symbols
and scales.
A. Content Standards Deepens understanding of pictographs
without and with scales and outcomes
of an event.
B. Performance Standards Create and interpret simple
representations of data and describe
outcomes of familiar events.
C. Learning Infers and interprets data presented in a
Competencies/Objectives/LC Code pictograph without and with scales.

M2SP-IVi-3.2
II. CONTENT Pictograph
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide Pages

2. Learner’s Materials Pages 1. Mathematics for Everyday Use Grade
3. 1997. pp. 232-234
2. Mathematics kagamitan ng
Magaaaral Tagalog Grade 2. 2013. pp.
281-284
3. BEAM LG Gr.3 Module 15 -
Pictograph.
4. Mathematics Kagamitan ng
Magaaaral Tagalog Gr. 2. 2013. pp. 286
3. Textbook Pages
4. Additional Materials from
Learning (LR) Portal
B. Other Learning Resources Charts, worksheets, mini mart model, sti
cky notes, television, and PowerPoint pr
 esentation

IV. PROCEDURES Teacher’s Activity Pupil’s Activity

A. Preliminary Activities
1. Prayer Before we begin the class (Bow their heads and liste
this morning, let us pray fi n to the prayer.)
rst. Let us bow our heads
and put our presence to t
he Almighty God. In the n
ame of the Father…Amen
2. Greetings Good morning, class! Good morning, teacher!

How are you today? We are fine teacher.

That’s good to hear.

3. Checking of attendance Raise your hand and say (Listen attentively and wai
“present” if your name is c t to get call.)
alled.
B. Reviewing previous les The teacher will briefly rev
son iew the concept of data co
llection.

(Mini activity to review on (Listen and actively partici

how to gather informatio pate in the activity.)
n.)

Instruction: Write your na

me on the sticky note and
stick it under your favourit
e subject on the chart.
Questions:
 Which subject got
the most votes?
 Which subject got
the fewest votes?

Now we know which subj
ects are the most popular
in our class through the h
elp of Data collection.
C. Presenting the new The teacher will present a [ Student’s participating
lesson sample of a pictographs and listening]
on the whiteboard. And
will introduce the
pictograph and explain
the key components:
symbols, scales, and
labels.

Pictograph: A pictograph
is a visual representation
of data using images or
symbols. Each symbol in
a pictograph represents a
certain number of items,
making it easy to see
patterns and compare
quantities at a glance.

Key components:
a. Symbols: Symbols are
the pictures or icons used
in a pictograph to
represent data. Each
symbol corresponds to a
certain number of items.

Ex: If you are task to

observe the weather from
Monday to Friday then,
you can use symbols
such as; Sun for sunny
days, cloud with rain for
rainy days, or lightning for
stormy days.

Activity: The teacher will

put a column in the
whiteboard that has two
different categories,
wherein learners will
identify which column do
the emoticons belong.
b. Key: The key of a
pictograph indicates how
many items each symbols
represent. This is crucial
for interpreting the data
correctly.

Ex: If the key of 1

symbol=5 items, and
there are 3 symbols
shown, the total would be
15 items.

Activity: The teacher will

flash a word problem in
the television.

Word problem: Tree A

has 5 apples, Tree B has
3 apples and Tree C has
4 apples. Each apple
symbols is equivalent to 2
apples.

1. How many apples

does the Tree A Student 1: There are 10
have? apples in Tree A.

2. How many apples

does the Tree B Student 2: There are 6
have? apples in Tree B.

3. How many apples

does the Tree C Student 3: There are 8
have? apples in Tree C.

So, you can see how

changing the key affects
 our interpretation of the
data. It’s crucial to look at
the key to understand
how many items each
symbols represent. It’s
like a secret code that
tells us the real numbers
behind the symbols.

c. Label: Label are the

tittles or headings in a
pictograph that explain
what each part of the
graph represents. Labels
help clarify the categories
being compared or the
units being measured.

Activity: The teacher will

present the unlabeled
pictograph and ask
students to label each row
based on the symbols.
The teacher then will ask
questions like:
 Why is it important
to have labels on
our pictographs? [Student reflection]
 How do labels help
us understand the
data better?

The teacher will explain

the advantages of using
pictographs.

D. Presenting examples/ The teacher will flash a

instances of the new word problem in the
lesson television.

Word Problem #1:

Mrs. Reyes conducted a
survey at her grocery
store to find out which
fruits were the most
popular among her
customers. She
represented the survey
results in pictograph. In
her pictograph:
 Each milk symbol
represents 5 milks
sold.
 Each chip symbol
represents 4 chips
sold.
 Each bread symbol
represents 3
breads sold.

The pictograph shows:

7 milk symbols, 6 chips
symbols, 8 bread symbols

Question:
1. How many milks Student 1: “That would
were sold in total? be 7 symbols times 5
milks each, so 35 milks!”
2. How many chips Student 2: “6 symbols
were sold in total? times 4 chips each equals
24 chips!”
3. How many breads Student 3: “8 symbols
were sold in total? times 3 breads each is 24
breads!”
4. Create a label for Student 4: “The labels
each row of the could be ‘Milk’, ‘Chips’,
pictograph. and ‘Bread’.

Word problem #2:

Teacher Anna conducted

a survey in her class to
find out the students’
favorite snacks. Each
snack symbol represents
2 students.

Given:
 Sandwich:

 Pizza:
  Cookies:

Questions:
1. How many
students chose
Student 1: 5 symbols
sandwich as their
times 2 students is equal
favorite snacks?
to 10 students.
2. How many
students chose
Student 2: 4 symbols
pizza as their
times 2 students is equal
favorite snacks?
to 8 students.
3. How many
students chose
Student 3: 3 symbols
cookies as their
tomes 2 students is equal
favorite snacks?
to 6 students.
4. What is the total
number of students
who participated in Student 4: The total
number of students who
the survey?
participated in the survey
is 24 students. 10
(sandwich) + 8 (pizza) + 6
(cookies)=24 students
After answering the
questions above, the
teacher will then provide a
[Students participating]
material needed in
pictograph making and
call some students in front
to do it.
E. Discussing new Interpreting
concepts and practicing Pictographs:
new skills #1
Interpreting a pictograph
involves understanding
how to read the
information depicted by
the symbols and the
accompanying legend.

1. Understanding
Symbols:
It’s crucial to pay attention
to the legend in a
pictograph because it tells
you what each symbol
represents. Without the
legend, you wouldn’t
know the value assigned
to each symbol, making it
impossible to accurately
interpret the data. The
legend is your key to
understanding the visual
information presented in
the pictograph.

2. Reading the Legend:

The legend is a key
component of a
pictograph. It explains
what the symbols
represent. For instance, if
the legend indicates that
each cloud symbol
represents 2 rainy days,
students must use this
information to interpret
the data accurately.

3. Counting Symbols:
Counting symbols in a
pictograph is important
because each symbol
represents a specific
quantity. By accurately
counting the symbols and
referring to the legend,
you can determine the
total number of items in
each category. This
process helps you
correctly interpret the data
and draw meaningful
conclusions.

4. Drawing
Conclusions:
Drawing conclusions from
a pictograph is important
because it helps you
understand and analyze
the data presented. By
interpreting the symbols
and the information they
represent, you can make
informed decisions,
identify trends, and gain
 insights about the data.
This step allows you to go
beyond just reading the
numbers and understand
the bigger picture.

Advantages of using
pictographs:

a. Ease of
understanding-
Pictographs use familiar
symbols that are easy to
recognize, making it
simple to understand data
quickly. They require less
explanation and can be
understood by everyone.
Each symbols represents
a set number of items,
making it easy to
compare quantities at a
glance and
misinterpretation.

b. Visual Appeal-
Pictographs are visually
engaging, grabbing
attention more effectively
than text. The use of
bright symbols makes
data presentation lively
and interesting.
F. Developing mastery The teacher will ask
different questions about
the lesson.

1. What happens to
the data in a
pictograph if we
change how many
items each symbol
represents?

2. Why is it important
to have a key in a
pictograph?
G. Application
H. Evaluating Learning
I. Additional activities for Create your own Answers may vary:
application or remediation pictograph according to
the given data:

The class conducted a

survey on their favorite
types of transportation to
school. The survey results
are as follows:

 Walk: 14 students
 Bike: 8 students
 Car: 18 students
 Bus: 10 students
Key: 1 symbol = 2
students

J. Assignment The teacher will provide a

worksheet.

Mr. Dela Cruz conducted

a survey at her ice cream
store to find out which ice
cream flavor were the
most popular among her
customers. She
represented the survey
results in pictograph. In
her pictograph:
 Chocolate: 5
symbols
 Vanilla: 4 symbols
 Strawberry: 5
symbols
 Ube: 6 symbols
1 symbol =3
costumers

Question:
1. How many Ice
cream were sold in
total?
2. How many vanilla
Flavor were sold in
total?
3. What Ice cream
flavor was least sold?
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
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
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?