DETAILED LESSON PLAN

IN TEACHING MATHEMATICS IV

CASIBARAG NORTE ELEMENTARY SCHOOL

(Cooperating School)

Prepared by:

KRYSTELLE JOY T. ZIPAGAN

Student Teacher

Checked by:

MRS. MARICAR Z. GATAN

Cooperating Teacher

Noted by:

ROMEL M. TARUN, Ph.D.

Principal II
 Detailed Lesson Plan in Teaching Mathematics IV

I. OBJECTIVES
A. Content Standard
The learner demonstrates understanding of the concepts of simple experiments.
B. Performance Standard
The learner is able to describe outcomes in simple experiments.
C. Learning Competencies
The learner records favorable outcomes in a simple experiment (e.g. tossing a coin,
spinning a wheel, etc.) M4SP-IVi-9

II. CONTENT
SIMPLE PROBABILITY EXPERIMENTS

III. LEARNING RESOURCES

A. Materials: coin, spinner, UNO cards, colored papers, PPTx, charts, rings, laptop,
cartolina, markers, letterings, tarpapel (word puzzle), activity
sheets, LCD projector/TV, pingpong balls, popsicle sticks, thumbtacks
B. References: K to 12 Grade 4 Curriculum Guide page 132
Teacher’s Guide Math 4, pp. 348-351
Learner’s Material Math 4, pp. 258-260
C. Process Skills: recording, observing, identifying, counting, analyzing
D. Value Integration: Give importance to proper hygiene, activeness and cooperation

IV. PROCEDURES

Teacher’s Activity Pupil’s Activity

A. ENGAGEMENT
1. Review

Good morning class! Good morning Ma’am!

I want you to take a look at this.

Pupils
 Who can tell what kind of picture is (The pupils will raise their hands to
this? recite.)

Yes, Zia? It is a bar graph Ma’am.

That’s right!

Based from this graph, what is its title?

Yes, Arianne? The title of the graph is Number of

Pages of Book Read Ma’am.

Correct!

Who has the most number of pages

read?

Yes, Ilijah? Gani read the most number of pages

Ma’am.

Very good!

Who has the least number of pages

read?

Yes, Raine? The pupil who has the least number of

pages read is Rante Ma’am.

Good job class! Your answers are all

correct!

2. Motivation

Class, what do you usually do before

you go to school?

Yes, Nicolle? I brush my teeth Ma’am.

How about you Eldrich? Ma’am I eat before going to school.

What time do you usually sleep at

night?

Yes, Rheden? Ma’am I usually sleep at 8:00 in the

evening.

How many times do you brush your Ma’am I brush my teeth three times a
teeth in a day Nicolle? day.
 Very good!

And how many times do we eat meals (Pupils will raise their hands to recite.)
in a day?

Yes, Erl? We eat meals three times a day Ma’am.

We eat breakfast, lunch and dinner.
That’s right!

How many hours of sleep do we

need? Do you have any idea? Yes, Ma’am!

Yes, Aliyah how many hours? Eight hours Ma’am.

Brilliant! That’s correct!

All your answers are correct class. It’s

important to maintain personal
hygiene and we need to consider
these things for us to become healthy
children. Do you agree with me class? Yes, Ma’am!

3. Presentation

(The teacher will show letterings on

the board.)

MATHEMATICS MATHEMATICS

This time, how many times does the

letter M appeared in the letterings? Two (2) times Ma’am!

Perfect! It’s two times or twice. This

has something to do with our topic for
today about Simple Probability
Experiments.

B. EXPLORATION

1. Grouping of pupils

The activity that we will do is called

“COUNT ME IN”.

Before you start the activity, I will

group you into four (4). Each group
must select a leader, a secretary and a
timekeeper. The leader will take
 charge of the group activity and will
also be responsible in reporting the
output of their group. The secretary
will write the output and the
timekeeper will monitor the time.

Are you ready for the activity? Yes, Ma’am!

That’s great!

There is something under your

armchair and the color of it will
determine your group. Now, I want
you to check under your armchair
and go to your respective groups.

(The teacher will assign the

designated areas for the groups to
work.)

2. Setting of standards

Now let us recall the standards in

doing a group activity.

What are the different standards in

doing group activities? Kindly give Be cooperative with your groupmates
one, Marcialyn. Ma’am.

Correct! What else Chrisaint? Speak silently and don’t make noise.

Very good!

Are there some more? Yes Ma’am!

What is that Angel? Listen attentively Ma’am.

That’s right!

What else? Yes, Joshua? We need to share our ideas Ma’am.

Correct! Another, Aliyah? Maintain cleanliness in the working area

Ma’am.

Very good class!

 3. Distribution of activity sheets and
materials to be used

Here are the materials that you will (The leaders will get the materials
use. May I request the leader of each needed for the group activity.)
group to come and get your materials.

4. Giving of instruction

Here are the procedures that you will

follow and the guide questions that
will answer later on.

(The teacher shows the procedures for

the activity and reads it afterwards.)

“COUNT ME IN” ACTIVITY

PROCEDURES:

USING A SPINNER
1. Spin the spinner.
2. Put a mark in the tally column for
each color where the spinner
stops. Do this experiment for 20
times.
3. Add the tally marks for each column and
write the number in the frequency
column.
Color Tally Frequency
Orange
Blue
Pink
Green
Yellow
Purple
Questions: Out of 20 times, how
many times did the each color of the
spinner landed on the arrow pointer?
How did you do the tallying? How
did you count the frequency?

USING UNO CARDS

1. From a deck of UNO cards (0-9),
pick a card.
2. Put a mark under the tally
column of whatever number of
card was picked. Do this 20
 times.
3. Add the tally marks for each
card. Write the number in the
frequency column.
Number Tally Frequency
Questions: Out of 20 0
times, how many 1
times each card 2
number was picked? 3
How did you do the 4
tallying? How did 5
you count the 6
frequency?
7
8
9
USING A
PINGPONG BALL
1. Get a ping pong ball and shoot it
in the big funnel-shaped gallon.
Below it are the symbols of the
four (4) basic mathematical
operations.
2. Put a mark in the tally column for
the symbol where the ping pong
ball will land. Do this experiment
for 20 times.
3. Add the tally marks for each
symbol. Then, write the number
in the frequency column.

Symbol Tally Frequency

+
-
x
÷

Questions: Out of 20 times, how

many times did the ping pong ball
landed on each symbol? How did
you do the tallying? How did you
count the frequency?

USING A RING
1. Get a ring and toss it over a board
of colored Popsicle sticks.
2. Put a mark in the tally column for
the color of the Popsicle stick
where the ring will land. Make
sure that 1 ring will only land to
 1 stick. Do this experiment and
toss 20 rings.
3. Add the tally marks for each
color. Then, write the number in
the frequency column.
Color of Tally Frequency
Questions: Out of Popsicle
20 times, how many stick
times did the rings Red
landed on each color Blue
of the Popsicle stick?
Green
How did you do the
Yellow
tallying? How did
Blue
you count the
Violet
frequency?

As soon as you are finished, raise

your flaglet and don’t make
unnecessary noise while waiting for
others to finish.

Finally, think of a good way in

presenting your output in front of the
class.

Are the procedures clear class?

(The teacher will instruct the pupils

to go to their respective areas for the
group activity.)

You can now start you activity. Be

sure to observe your time. I will give
you 5-10 minutes to do your activity.

(The teacher facilitates the pupils in

doing their activity.)
Yes Ma’am.
C. EXPLANATION
1. Group reporting and presentation (The pupils will go to their designated
areas respectively.)
Are you done class?

Now, may I call on the leader of the

first group to present their output.

Thank you. Let’s give them a power

clap.
(The teacher will call the group
secretary to spin the roulette for their
prize.)

(The teacher will give the

corresponding prize to the group.) Yes, Ma’am!

Second group please present your (The leader will present their output)
output.

Let’s give them a very good clap. (The pupils will do the power clap.)

(The teacher will call the group

secretary to spin the roulette for their (The secretary will spin the roulette.)
prize.)

(The teacher will give the

corresponding prize to the group.)

Next, the third group will present their

output. (The leader will present their output)

Good job! Let’s give them a good job

clap. (The pupils will do the very good clap.)

(The teacher will call the group

secretary to spin the roulette for their (The secretary will spin the roulette.)
prize.)

(The teacher will give the

corresponding prize to the group.)

Last but not the least, the last group (The leader will present their output)
please.

Thank you. Let’s give them a kokak (The pupils will do the good job clap.)
clap.

(The teacher will call the group (The secretary will spin the roulette.)
secretary to spin the roulette for their
prize.)

(The teacher will give the

corresponding prize to the group.)

Let’s give a barangay clap for (The leader will present their output)
everyone.

Now, let’s check whether you did right (The pupils will do the kokak clap.)
in your activity.
 (The teacher will check the pupils’ (The secretary will spin the roulette.)
output.)

In recording the outcome, we use a

table for the tally. We count the times
an event happened and put the number
in the frequency column.
(The pupils will do the barangay clap.)
Are all your outputs correct then?
(Pointing to the outputs of the pupils
on the board.)

(The teacher will show a coin to the

class and will toss it.)

Do you know what is this class?

That’s right! If I toss this coin, which

do you think will come out? The head
or the tail?

(The teacher will show the result.) Yes, Ma’am!

Probability is the chance that an event

will happen.

Tossing a coin is a simple probability

experiment to know the chance that
either a head or a tail shows up. Yes, Ma’am! A coin!

The result that either a head or a tail

shows up is called a success. (The pupils will make their guesses.)

Do you understand class?

Great! Now you already know how to

record favorable outcomes in a simple
experiment.

D. ELABORATION

1. Generalization
Yes, Ma’am!
Alright class, if you really
understood our lesson, what is
 probability?

Anyone from the class?

Yes, Joshua?

Excellent!

How do you record the outcome of

an event?

Yes Krisel?

That’s right!

Then what did you do next?

Yes BJay? Probability is the chance that an event

will happen, Ma’am.

Nice answer!

After that, what will we do?

We will use a table Ma’am.
Yes Faye?

Brilliant!

We need to count the number of times

Good job! I am impressed with your an event happened and used the table for
answers class. the tally.

2. Application
This time class I want you to go back
to your original groupings and we will
do another activity.
We counted the tally and recorded the
number under the frequency column
Ma’am.

Directions: Look for the words listed in

the table. Encircle the words using a
highlighter / colored chalk. Tally marks
and write the number in the frequency
column. If you are done, just raise your
flaglet.
 WORD PUZZLE (The pupils will go to their respective
groups.)

Words Tally Frequency

Are you ready class? Chance
Event
As your guide, Outcome
here is the
scoring guide (rubrics) for your
activity:

RUBRICS IN PARTICIPATION /
GROUP ACTIVITIES

POINTS INDICATORS
Shows eagerness and
cooperation to do the
task, participates
5
actively, do great help to
the group and finishes
on time
Shows eagerness and Yes, Ma’am!
cooperation, finishes on
4
time but good followers
only
Participated but late,
3 with teacher's
supervision
Activity was done but
does not show eagerness
2
to participate or
cooperate
No interest in
1 participating the
activities
 I will give you 5-10 minutes to finish the
activity.

(The teacher will check the pupils’ output

after finishing the activity and gives the
corresponding points.)

E. EVALUATION

Directions: Given the short story below entitled “The Sleeping Beauty”, tally marks
and write the number of frequency how many times the words “and”, “the” and “she”
appeared. Use the table provided below.

The Sleeping Beauty

Long ago in a distant country, a beautiful girl was born to a king and a queen.
They gave a great feast to celebrate her birth. There were thirteen wise woman in the
kingdom and all except the thirteenth, were not invited. The thirteenth wise woman
came and angrily said that the princess was going to cut her finger with a spindle and
die she turned fifteen. But the twelfth wise woman that she should sleep for a hundred
years instead. The king ordered his soldier to burn all the spindles in the kingdom to
save the princess from a terrible fate.
The princess became the prettiest girl in the kingdom, and everyone forgot the
evil woman’s wish. One day when the princess was fifteen, she wandered in the castle
and found an old woman with a spindle in an old tower. She borrowed the spindle and
hurt herself. She fell into a deep sleep. At the time everyone else in the kingdom went
to sleep. Many years passed, but not one of them awoke. Prince from different lands
tried to enter the castle but failed. After a hundred years a handsome young prince came
to the vine covered castle. To his surprise, the thick thorny vines parted and allowed
him to enter the castle. He kissed the sleeping beauty, and the kiss awakened her, and
they live happily ever after.

Words Tally Frequency

and
the
she

V. ASSIGNMENT

Directions: Observe how the TV advertisements will appear while watching television
tonight. Using the table below, tally marks and write the number of frequency how
many times the following advertisements in each category will appear.
 TV Tally Frequency
advertisement
coffee
milk
shampoo
soap