GRADE 11 School Gumaca National High School Grade Level 11

DAILY LESSON LOG Teacher Emmanuel D. Peralta Learning Area General Mathematics
Teaching Dates and Time Jan.6-10,2019 Quarter Third Quarter

7:30 - 8:30 TVL - C 3:00- Monday Tuesday Wednesday Wednesday Thursday

4:00 TVL - A Jan.6 Jan.7 Jan.8 Jan.9 Jan.10
TVL C TVL C,TVL -A TVL C,TVL -A TVL C,TVL -A TVL -A
At the end of the course, the students must know how to understand the concept of population mean, and learn how to used the z-table
I. OBJECTIVES
Appendix Table 2 to compute the probabilities related to a standard normal random variable
The learner demonstrates
understanding of
key concepts of tests of
A. Content Standards hypotheses on the
population mean
The learner is and
able to
population
perform appropriate
proportion.
tests of hypotheses
involving the population
B. Performance Standards mean and population
proportion
Understand the concept of
Type I and inferences
to make in real
Type Determine Understand the underlying
life problems in
critical values for hypothesis procedures
different
II errors; disciplines.
connect error to the in hypothesis testing; and
C. Learning Competencies/Objectives: process of testing and conduct a
The learner make decision about the null statistical test using the
hypothesis testing, locate traditional
critical values hypothesis. method.
under the normal curve

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages
2. Learner's Material pages
3. Textbook's pages
4. Additional Materials from
Learning
Resource (LR) portal
Statistics and Probabilities for Senior High School, Jose S. Malate
Teaching Guide for Senior High School Statistics and Probabilities pp.27-38
N/A
Statistics and Probabilities. Rex Books Store 2016
Youtube (Video clip about
real life situations using
Powerpoint presentation powerpoint presentation powerpoint presentation random variable) powerpoint presentation

B. Other Learning Resources

IV. PROCEDURES
 Check the test paper of
A. Reviewing previous lesson or
students (third
presenting the new lesson
quarter examination)
Review about the discrete
Review about the previous Review about the previous
Test the hypothesis and continuous random
lesson lesson
variable

The purpose of the lesson

B. Establishing a purpose for the
lesson
The purpose of the lesson The purpose of the lesson
Motivation Motivation: is to compute probabilities
is to continue the lesson is to represent real life
"Find me" Hot seat activity related to any normal
about random variable situations using z-table
random variables

Examples- Video clip examples of dicrete

C. Presenting examples/ instances of Recall how to find the Z Examples of random random variables examples of discrete
the new lesson scores variables random variables
Discussion: Find the area Group Presentation The
of the following: teacher will give
D. Discussing new concepts and Discussion of z scores
1.Z>1.25 instructions
practicing new skills #1 through its graph and table
2.z<-1.06
3.-2.08<Z<1.55
Groupwork activity
Determine the following Site examples of discrete
E. Discussing new concepts and Cooperative Learning Do
scores using z-table Group Activity Group Activity random variable as distinct
practicing new skills #2 numbers 12, 13 and 14
Appendix 2 and countable number
page 38

F. Developing mastery (Leads to Discussion of more Continuation of the

Formative Assessment 3) examples discussion

G. Finding practical applications of

Group presentation Group presentation
concepts and skills in daily living

Make a generalization about How do we find area for a

the lesson. given z score?

H. Making generalizations and

abstractions to the lesson

I. Evaluating learning Short quiz Review for a chapter test

J. Additional activities for application
and 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 lesson work? No.
of learners who have caught up with
lesson
D.No. of learners who continue to
require remediation
E.Which of teaching strategies work
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 used/discover which I
wish to share with other teachers?

Checked by: Date:

Prepared by: Checked by: Noted by:

EMMANUEL D. PERALTA, LPT JULIETA O. PORTADES,MAT LORNA C. ARENAL,MBA

Subject Teacher Master Teacher II Senior High School Cordinator
Date Inspected:___________
 GRADE 11 School Gumaca National High School Grade Level 11
DAILY LESSON LOG Teacher Emmanuel D. Peralta Learning Area General Mathematics
Teaching Dates and Time Jan.13-17,2020 Quarter Third Quarter

7:30 - 8:30 TVL - C 3:00- Monday Tuesday Wednesday Wednesday Thursday

4:00 TVL - A Jan.13,2020 Jan.14,2020 Jan.15,2020 Jan.16,2020 Jan.17,2020
TVL C TVL C,TVL -A TVL C,TVL -A TVL C,TVL -A TVL -A
At the end of the course, the students must know how to understand the concept of the standard normal random variable, and learn how to
I. OBJECTIVES
used the z-table Appendix Table 2 to compute the probabilities related to a standard normal random variable
A. Content Standards The learner's demonstrate the basic facts about the characteristics of a normal ditribution
B. Performance Standards The learner's shall be able to accurately illustrate mathematical models to transforms a score into a z-score

Uses the z-table to identify Uses the z-table to identify

Enumerate the Applies the empirical rule to
C. Learning Competencies/Objectives: Transforms a score into a the probability of observing the area under normal
characteristics of a normal questions about normal
The learner z-score a score less than or greater curve that falls between
distribution distribution
than a particular value two z-scores

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages
2. Learner's Material pages
3. Textbook's pages
4. Additional Materials from
Learning
Resource (LR) portal
Statistics and Probabilities for Senior High School, Jose S. Malate
Teaching Guide for Senior High School Statistics and Probabilities pp.27-38
N/A
Statistics and Probabilities. Rex Books Store 2016
Youtube (Video clip about
real life situations using
Powerpoint presentation powerpoint presentation powerpoint presentation random variable) powerpoint presentation

B. Other Learning Resources

IV. PROCEDURES

Review about the discrete

A. Reviewing previous lesson or Review about the previous Review about the previous Review about the previous Review about the previous
and continuous random
presenting the new lesson lesson lesson lesson lesson
variable
 The purpose of the lesson
The purpose of the lesson The purpose of the lesson
B. Establishing a purpose for the Motivation Motivation: is to compute probabilities
is to continue the lesson is to represent real life
lesson "Find me" Hot seat activity related to any normal
about random variable situations using z-table
random variables

Examples- Video clip examples of dicrete

C. Presenting examples/ instances of Recall how to find the Z Examples of random random variables examples of discrete
the new lesson scores variables random variables
Discussion: Find the area Group Presentation The
of the following: teacher will give
D. Discussing new concepts and Discussion of z scores
1.Z>1.25 instructions
practicing new skills #1 through its graph and table
2.z<-1.06
3.-2.08<Z<1.55
Groupwork activity
Determine the following Site examples of discrete
E. Discussing new concepts and Cooperative Learning Do
scores using z-table Group Activity Group Activity random variable as distinct
practicing new skills #2 numbers 12, 13 and 14
Appendix 2 and countable number
page 38

F. Developing mastery (Leads to Discussion of more Continuation of the

Formative Assessment 3) examples discussion

G. Finding practical applications of

Group presentation Group presentation
concepts and skills in daily living

Make a generalization about How do we find area for a

the lesson. given z score?

H. Making generalizations and

abstractions to the lesson

I. Evaluating learning Short quiz Review for a chapter test

J. Additional activities for application

and 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 lesson work? No.
of learners who have caught up with
lesson
D.No. of learners who continue to
require remediation
E.Which of teaching strategies work
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 used/discover which I
wish to share with other teachers?

Checked by: Date:

Prepared by: Checked by: Noted by:

EMMANUEL D. PERALTA, LPT JULIETA O. PORTADES,MAT LORNA C. ARENAL,MBA

Subject Teacher Master Teacher II Senior High School Cordinator
Date Inspected:___________
 GRADE 11
DAILY LESSON LOG
7:30 - 8:30 TVL - C
4:00 TVL - A
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives:
The learner
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Material pages
3. Textbook's pages
4. Additional Materials from
Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
School Gumaca National High School Grade Level 11
Teacher Emmanuel D. Peralta Learning Area General Mathematics
Teaching Dates and Time Jan.6-10,2019 Quarter Third Quarter
3:00- Monday Tuesday Wednesday Wednesday Thursday
Jan.6 Jan.7 Jan.8 Jan.9 Jan.10
TVL C TVL C,TVL -A TVL C,TVL -A TVL C,TVL -A TVL -A
At the end of the course, the students must know how to understand the concept of the probability distribution of a continuous random variable, and how it
is used to complete probabilities
The learner's demonstrate the basic facts about the family of normally distributed random variables
The learner's shall be able to accurately illustrate mathematical models to represent real-life situations using normally distributed random variables.
Uses the z-table to identify Uses the z-table to identify
Applies the empirical rule to
Enumerate the characteristics of Transforms a score into a z- the probability of observing a the area under normal curve
questions about normal
a normal distribution score score less than or greater that falls between two z-
distribution
than a particular value scores
Statistics and Probabilities for Senior High School, Jose S. Malate
Teaching Guide for Senior High School Statistics and Probabilities pp.27-38
N/A
Statistics and Probabilities. Rex Books Store 2016
Youtube (Video clip about real
life situations using random
Powerpoint presentation powerpoint presentation powerpoint presentation variable) powerpoint presentation
Review about the discrete
Review: evaluation of Review about the previous Review about the previous
Review of random experiment and continuous random
random variable lesson lesson
variable

B. Establishing a purpose for the
lesson
C. Presenting examples/ instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads to
Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions to the lesson
I. Evaluating learning
The purpose of the lesson is to
give concept of a random
variable
See textbook pages 27-38 for
example of random variable
Groupwork activity Cooperative coins.
Learning Do numbers 11. a- f
page 38
The purpose of the lesson is The purpose of the lesson is
The purpose of the lesson is The purpose of the lesson is
to represent real life to differrentiate discrete
to differentiate discrete from to continue the lesson about
situations using random random variable to
continuous random variable random variable
variable continuous random variable
Presenting examples of real examples of dicrete random
Examples of random variables examples of discrete random
life situation using random
variables variables
variable
Group Presentation The
teacher will give instructions
Determine the following
random variables: 1. The
number of heads in flipping 4
2.The Site examples of discrete
heights of individuals of a Group Activity Group Activity random variable as distinct
certain group and countable number
3.Time to finish a test
4.Amount won or lost when
betting P24 on lotto.
Short Quiz - ppt Determine
whether the ff. is discrete or
Evaluation on page 37 continuous
J. Additional activities for application
and 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 lesson work? No.
of learners who have caught up with
lesson
D.No. of learners who continue to
require remediation
E.Which of teaching strategies work
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 used/discover which I
wish to share with other teachers?

Checked by: Date:

Prepared by: Checked by: Noted by:

EMMANUEL D. PERALTA, LPT JULIETA O. PORTADES,MAT LORNA C. ARENAL,MBA

Subject Teacher Master Teacher II Senior High School Cordinator
Date Inspected:___________
 GRADE 11
DAILY LESSON LOG
7:30 - 8:30 TVL - C
4:00 TVL - A
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives:
The learner
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Material pages
3. Textbook's pages
4. Additional Materials from
Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
School Gumaca National High School Grade Level 11
Teacher Emmanuel D. Peralta Learning Area General Mathematics
Teaching Dates and Time Dec.9-13,2019 Quarter Third Quarter
3:00- Monday Tuesday Wednesday Wednesday Thursday
Dec.9 Dec.10 Dec.11 Dec.12 Dec.13
TVL C TVL C,TVL -A TVL C,TVL -A TVL C,TVL -A TVL -A
At the end of the course, the students must know how to give concept of mean, variance, and standard deviation of a discrete random
variable.
The learner's demonstrate an understanding of the key concepts of mean, variance, and the standard deviation of a discrete random variable
The learner's shall be able to accurately illustrate mathematical models to represent real-life situations using random variables.
Raandom variable Classify each random make reasonable estimate
Distinguishes discrete Represent real life situation
generated by random variable as discrete and based on their own
random variable using random variable
experiment continuous experiences
Statistics and Probabilities for Senior High School, Jose S. Malate
Teaching Guide for Senior High School Statistics and Probabilities pp.17-26
N/A
Statistics and Probabilities. Rex Books Store 2016
Youtube (Video clip about real
life situations using random
Powerpoint presentation powerpoint presentation powerpoint presentation variable) powerpoint presentation
Review about the discrete
Review of random Review: evaluation of Review about the previous Review about the previous
and continuous random
experiment random variable lesson lesson
variable
The purpose of the lesson The purpose of the lesson The purpose of the lesson
The purpose of the lesson is The purpose of the lesson
is to differentiate discrete is to represent real life is to differrentiate discrete
to give concept of a random is to continue the lesson
from continuous random situations using random random variable to
variable about random variable
variable variable continuous random variable
 See textbook pages 17-26 Presenting examples of real examples of dicrete random
C. Presenting examples/ instances of for example of random Examples of random variables examples of discrete
life situation using random
the new lesson variable variables random variables
variable
Group Presentation The
D. Discussing new concepts and teacher will give instructions
practicing new skills #1

Define the Basic Properties of

the standard Normal Curve
1.The total area under
standard normal curve is 1
Groupwork activity 2.The Standard Normal Site examples of discrete
E. Discussing new concepts and
Cooperative Learning Do curve is symmetric about 0 Group Activity Group Activity random variable as distinct
practicing new skills #2
numbers 1-15 page 4 3.Almost all areas and countable number
under the standard normal
curve lies between -3 and 3

F. Developing mastery (Leads to

Formative Assessment 3)

G. Finding practical applications of

concepts and skills in daily living

H. Making generalizations and

abstractions to the lesson

I. Evaluating learning

J. Additional activities for application

and 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 lesson work? No.
of learners who have caught up with
lesson
D.No. of learners who continue to
require remediation
E.Which of teaching strategies work
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 used/discover which I
wish to share with other teachers?

Checked by: Date:

Prepared by: Checked by: Noted by:

EMMANUEL D. PERALTA, LPT JULIETA O. PORTADES,MAT LORNA C. ARENAL,MBA

Subject Teacher Master Teacher II Senior High School Cordinator
Date Inspected:___________
 GRADE 11 School Gumaca National High School Grade Level 11
DAILY LESSON LOG Teacher Emmanuel D. Peralta Learning Area General Mathematics
Teaching Dates and Time Dec.2-6,2019 Quarter Third Quarter
Wednesday Wednesday
7:30 - 8:30 TVL - C 3:00- Monday Tuesday Dec.4 Dec.5 Thursday
4:00 TVL - A Dec.2 Dec.3 TVL TVL Dec.6
TVL C TVL C,TVL -A C,TVL -A C,TVL -A TVL -A
At the end of the course, the students must know how to give concept of mean, variance, and standard deviation of a discrete
I. OBJECTIVES
random variable.
A. Content Standards The learner's demonstrate an understanding of the key concepts of random variables
B. Performance Standards The learner's shall be able to accurately illustrate mathematical models to represent real-life situations using random variables.
Classify each random Represent real life make reasonable
C. Learning Competencies/Objectives: Evaluates the random Distinguishes discrete
variable as discrete and situation using random estimate based on their
The learner variable random variable
continuous variable own experiences

II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages
2. Learner's Material pages
3. Textbook's pages
4. Additional Materials from
Learning
Resource (LR) portal
Statistics and Probabilities for Senior High School, Jose S. Malate
Teaching Guide for Senior High School Statistics and Probabilities pp.17-26
N/A
Statistics and Probabilities. Rex Books Store 2016
Youtube (Video clip about
real life situations using
Powerpoint presentation powerpoint presentation powerpoint presentation random variable) powerpoint presentation

B. Other Learning Resources

IV. PROCEDURES

Review about the

A. Reviewing previous lesson or Review of random Review: evaluation of Review about the Review about the
discrete and continuous
presenting the new lesson experiment random variable previous lesson previous lesson
random variable
 The purpose of the
The purpose of the The purpose of the lesson is to
The purpose of the lesson is The purpose of the lesson is
B. Establishing a purpose for the lesson is to continue the lesson is to represent differrentiate discrete
to give concept of a random to differentiate discrete from
lesson lesson about random real life situations using random variable to
variable continuous random variable
variable random variable continuous random
variable
See textbook pages 1-4 for Presenting examples of real examples of dicrete
C. Presenting examples/ instances of example of random variable life situation using random Examples of random random variables examples of discrete
the new lesson variables random variables
variable
Group Presentation
D. Discussing new concepts and The teacher will give
practicing new skills #1 instructions

Determine the following

Groupwork activity
E. Discussing new concepts and
Cooperative Learning Do
practicing new skills #2
numbers 1-15 page 4
random variables: 1. The
number of heads in flipping
Site examples of
4 coins. 2.The heights
discrete random
of individuals of a certain Group Activity Group Activity
variable as distinct and
group
countable number
3.Time to finish a test
4.Amount won or lost
when betting P24 on lotto.

F. Developing mastery (Leads to

Formative Assessment 3)

G. Finding practical applications of

concepts and skills in daily living

H. Making generalizations and

abstractions to the lesson

I. Evaluating learning
J. Additional activities for application
and 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 lesson work? No.
of learners who have caught up with
lesson
D.No. of learners who continue to
require remediation
E.Which of teaching strategies work
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 used/discover which I
wish to share with other teachers?

Checked by: Date:

Prepared by: Checked by: Noted by:

EMMANUEL D. PERALTA, LPT JULIETA O. PORTADES,MAT LORNA C. ARENAL,MBA

Subject Teacher Master Teacher II Senior High School Cordinator
Date Inspected:___________
 GRADE 11 School Gumaca National High School Grade Level 11
DAILY LESSON LOG Teacher Emmanuel D. Peralta Learning Area General Mathematics
Teaching Dates and Time Nov. 25-29,2019 Quarter Third Quarter
Tuesday Wednesday Wednesday
7:30 - 8:30 TVL - C 3:00- Nov.26 Nov.27 Nov.28 Thursday
4:00 TVL - A Monday Nov.25 TVL C,TVL TVL Nov.29
TVL C -A C,TVL -A TVL C,TVL -A TVL -A
I. OBJECTIVES At the end of the course, the students must know how to give concept of a probability distribution of a discrete random variable
A. Content Standards The learner's demonstrate an understanding of the key concepts of random variables
B. Performance Standards The learner's shall be able to accurately illustrate mathematical models to represent real-life situations using random variables.
Classify each random Represent real life make reasonable estimate
C. Learning Competencies/Objectives: Distinguishes discrete
Evaluates the random variable variable as discrete and situation using random based on their own
The learner random variable
continuous variable experiences

II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages
2. Learner's Material pages
3. Textbook's pages
4. Additional Materials from
Learning
Resource (LR) portal
Statistics and Probabilities for Senior High School, Jose S. Malate
Teaching Guide for Senior High School Statistics and Probabilities pp.10-16
N/A
Statistics and Probabilities. Rex Books Store 2016
Youtube (Video clip
about real life situations
Powerpoint presentation powerpoint presentation powerpoint presentation using random variable) powerpoint presentation

B. Other Learning Resources

IV. PROCEDURES

Review about the discrete

A. Reviewing previous lesson or Review: evaluation of Review about the Review about the
Review of random experiment and continuous random
presenting the new lesson random variable previous lesson previous lesson
variable
 The purpose of the The purpose of the lesson
The purpose of the The purpose of the
The purpose of the lesson is to lesson is to differentiate is to differrentiate discrete
B. Establishing a purpose for the lesson is to continue the lesson is to represent
give concept of a random discrete from random variable to
lesson lesson about random real life situations
variable continuous random continuous random
variable using random variable
variable variable
See textbook pages 1-4 for Presenting examples of examples of dicrete
C. Presenting examples/ instances of example of random variable Examples of random random variables examples of discrete
real life situation using
the new lesson variables random variables
random variable
Group Presentation
D. Discussing new concepts and The teacher will give
practicing new skills #1 instructions

Determine the following

random variables: 1. The
number of heads in flipping 4
Groupwork activity Cooperative coins. 2.The heights of Site examples of discrete
E. Discussing new concepts and
Learning Do numbers 1-15 page individuals of a certain group Group Activity Group Activity random variable as distinct
practicing new skills #2 3.Time to
4 and countable number
finish a test
4.Amount won or lost when
betting P24 on lotto.

F. Developing mastery (Leads to

Formative Assessment 3)

G. Finding practical applications of

concepts and skills in daily living

H. Making generalizations and

abstractions to the lesson

I. Evaluating learning
J. Additional activities for application
and 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 lesson work? No.
of learners who have caught up with
lesson
D.No. of learners who continue to
require remediation
E.Which of teaching strategies work
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 used/discover which I
wish to share with other teachers?

Checked by: Date:

Prepared by: Checked by: Noted by:

EMMANUEL D. PERALTA, LPT JULIETA O. PORTADES,MAT LORNA C. ARENAL,MBA

Subject Teacher Master Teacher II Senior High School Cordinator
Date Inspected:___________
 GRADE 11 School Gumaca National High School Grade Level 11
DAILY LESSON LOG Teacher Emmanuel D. Peralta Learning Area General Mathematics
Teaching Dates and Time Nov. 18-22,2019 Quarter Third Quarter
Tuesday Wednesday Wednesday
7:30 - 8:30 TVL - C 3:00- Monday Nov.19 Nov.20 Nov.21 Thursday
4:00 TVL - A Nov.18 TVL C,TVL TVL TVL Nov.22
TVL C -A C,TVL -A C,TVL -A TVL -A
At the end of the course, the students must know how to give concept of a random variable, to differentiate discrete from
I. OBJECTIVES
continuous random variables.
A. Content Standards The learner's demonstrate an understanding of the key concepts of random variables
The learner's shall be able to accurately illustrate mathematical models to represent real-life situations using random variables.
B. Performance Standards

Classify each random Represent real life make reasonable

C. Learning Competencies/Objectives: Evaluates the random Distinguishes discrete
variable as discrete and situation using random estimate based on their
The learner variable random variable
continuous variable own experiences

II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages
2. Learner's Material pages
3. Textbook's pages
4. Additional Materials from
Learning
Resource (LR) portal
Statistics and Probabilities for Senior High School, Jose S. Malate
Teaching Guide for Senior High School Statistics and Probabilities pp.1-11
N/A
Statistics and Probabilities. Rex Books Store 2016
Youtube (Video clip about
real life situations using
Powerpoint presentation powerpoint presentation powerpoint presentation random variable) powerpoint presentation

B. Other Learning Resources

IV. PROCEDURES

Review about the

A. Reviewing previous lesson or Review of random Review: evaluation of Review about the Review about the
discrete and continuous
presenting the new lesson experiment random variable previous lesson previous lesson
random variable
 The purpose of the
The purpose of the
The purpose of the The purpose of the lesson is to
The purpose of the lesson lesson is to differentiate
B. Establishing a purpose for the lesson is to continue lesson is to represent differrentiate discrete
is to give concept of a discrete from
lesson the lesson about real life situations using random variable to
random variable continuous random
random variable random variable continuous random
variable
variable
See textbook pages 1-4 for Presenting examples of examples of dicrete
C. Presenting examples/ instances of example of random variable real life situation using Examples of random random variables examples of discrete
the new lesson variables random variables
random variable
Group Presentation
D. Discussing new concepts and The teacher will give
practicing new skills #1 instructions

Determine the following

random variables: 1.
The number of heads in
flipping 4 coins.
Site examples of
Groupwork activity 2.The heights of
E. Discussing new concepts and discrete random
Cooperative Learning Do individuals of a certain Group Activity Group Activity
practicing new skills #2 variable as distinct and
numbers 1-15 page 4 group
countable number
3.Time to finish a test
4.Amount won or
lost when betting P24
on lotto.

F. Developing mastery (Leads to

Formative Assessment 3)

G. Finding practical applications of

concepts and skills in daily living

H. Making generalizations and

abstractions to the lesson
I. Evaluating learning

J. Additional activities for application

and 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 lesson work? No.
of learners who have caught up with
lesson
D.No. of learners who continue to
require remediation
E.Which of teaching strategies work
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 used/discover which I
wish to share with other teachers?

Checked by: Date:

Prepared by: Checked by: Noted by:

EMMANUEL D. PERALTA, LPT JULIETA O. PORTADES,MAT LORNA C. ARENAL,MBA

Subject Teacher Master Teacher II Senior High School Cordinator
Date Inspected:___________
 GRADE 11 School Gumaca National High School Grade Level 11
DAILY LESSON LOG Teacher Emmanuel D. Peralta Learning Area General Mathematics
Teaching Dates and Time Nov.11-15,2019 Quarter Third Quarter
Tuesday Wednesday Thursday
7:30 - 8:30 TVL - C 3:00- Monday Nov.12 Nov.13 Nov.14 Friday
4:00 TVL - A Nov.11 TVL TVL Nov.15
TVL C C,TVL -A TVL C,TVL -A C,TVL -A TVL -A
At the end of the course, the students must know how to give concept of a random variable, to differentiate discrete from
I. OBJECTIVES
continuous random variables.
A. Content Standards The learner's demonstrate an understanding of the key concepts of random variables
The learner's shall be able to accurately illustrate mathematical models to represent real-life situations using random
B. Performance Standards
variables.
Represent real life
situations in
C. Learning Competencies/Objectives: Gumaca Town Fiesta
Math Alliance Group Pretest distinguishing discrete Pretest
The learner Holiday
and a continuous
random variable
II. CONTENT

III. LEARNING RESOURCES

A. References Statistics and Probabilities for Senior High School, Jose S. Malate
1. Teacher's Guide pages Teaching Guide for Senior High School Statistics and Probabilities pp.1-11
2. Learner's Material pages N/A
3. Textbook's pages Statistics and Probabilities. Rex Books Store 2016
4. Additional Materials from
Learning
Students are encourage to use Android Apps like MathWay or any similar Math application
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES

Review about the

A. Reviewing previous lesson or Random Variable and
Giving Instructions Parade Pretest Proper Giving Instructions
presenting the new lesson how do we apply
variables in real life?

B. Establishing a purpose for the Discuss the importance of Give examples of

Program
lesson Math Alliance Group Proper Random Variable

Group Activity The

C. Presenting examples/ instances of will give an activity
the new lesson sheets
 Group Presentation
D. Discussing new concepts and The teacher will give
practicing new skills #1 instructions

E. Discussing new concepts and

practicing new skills #2

F. Developing mastery (Leads to

Formative Assessment 3)

G. Finding practical applications of

concepts and skills in daily living

H. Making generalizations and

abstractions to the lesson

Defining random variable as

discrete and continuous,
I. Evaluating learning
defferentiate discrete as
countable number and
continuous as values contain
whole interval of numbers

J. Additional activities for application

and 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 lesson work? No.
of learners who have caught up with
lesson
D.No. of learners who continue to
require remediation
E.Which of teaching strategies work
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 used/discover which I
wish to share with other teachers?

Checked by: Date:

Prepared by: Checked by: Noted by:

EMMANUEL D. PERALTA, LPT JULIETA O. PORTADES,MAT LORNA C. ARENAL,MBA

Subject Teacher Master Teacher II Senior High School Cordinator
Date Inspected:___________
 GRADE 11 School Gumaca National High School Grade Level 11
DAILY LESSON LOG Teacher Emmanuel D. Peralta Learning Area General Mathematics
Teaching Dates and Time Nov.4-8,2019 Quarter Third Quarter

7:30 - 8:30 TVL - C 3:00- Tuesday Wednesday Thursday

4:00 TVL - A Monday Nov.11 Nov.12 Nov.13 Nov.14 Friday Nov.15
TVL C TVL C,TVL -A TVL C,TVL -A TVL C,TVL -A TVL -A
I. OBJECTIVES At the end of the course, the students must know how to give concept of a random variable, to differentiate discrete from continuous random variables.
A. Content Standards The learner's demonstrate an understanding of the key concepts of random variables
B. Performance Standards The learner's shall be able to accurately illustrate mathematical models to represent real-life situations using random variables.
Represent real life situations in
C. Learning Competencies/Objectives:
Math Alliance Group Gumaca Town Fiesta Holiday Pretest distinguishing discrete and a Pretest
The learner
continuous random variable

II. CONTENT

III. LEARNING RESOURCES

A. References Statistics and Probabilities for Senior High School, Jose S. Malate
1. Teacher's Guide pages Teaching Guide for Senior High School Statistics and Probabilities pp.1-11
2. Learner's Material pages N/A
3. Textbook's pages Statistics and Probabilities. Rex Books Store 2016
4. Additional Materials from
Learning
Students are encourage to use Android Apps like MathWay or any similar Math application
Resource (LR) portal

B. Other Learning Resources

IV. PROCEDURES

Review about the Random Variable

A. Reviewing previous lesson or
Giving Instructions Parade Pretest Proper and how do we apply variables in Giving Instructions
presenting the new lesson
real life?

B. Establishing a purpose for the Discuss the importance of Math

Program Give examples of Random Variable
lesson Alliance Group Proper

Group Activity The will give an

C. Presenting examples/ instances of activity sheets
the new lesson

Group Presentation The teacher

D. Discussing new concepts and will give instructions
practicing new skills #1

E. Discussing new concepts and

practicing new skills #2

F. Developing mastery (Leads to

Formative Assessment 3)

G. Finding practical applications of

concepts and skills in daily living

H. Making generalizations and

abstractions to the lesson

Defining random variable as

discrete and continuous,
I. Evaluating learning defferentiate discrete as
countable number and
continuous as values contain
whole interval of numbers

J. Additional activities for application

and 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 lesson work? No.
of learners who have caught up with
lesson
D.No. of learners who continue to
require remediation
E.Which of teaching strategies work
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 used/discover which I
wish to share with other teachers?

Checked by: Date:

Prepared by: Checked by: Noted by:

EMMANUEL D. PERALTA, LPT JULIETA O. PORTADES,MAT LORNA C. ARENAL,MBA

Subject Teacher Master Teacher II Senior High School Cordinator
Date Inspected:___________
 GRADE 11 School Gumaca National High School Grade Level 11
DAILY LESSON LOG Teacher Emmanuel D. Peralta Learning Area General Mathematics
Teaching Dates and Time Oct.28- Nov.1,2019 Quarter Third Quarter

7:30 - 8:30 TVL - C 3:00- Tuesday Wednesday Thursday

4:00 TVL - A Monday Nov.11 Nov.12 Nov.13 Nov.14 Friday Nov.15
TVL C TVL C,TVL -A TVL C,TVL -A TVL C,TVL -A TVL -A
I. OBJECTIVES At the end of the course, the students must know how to give concept of a random variable, to differentiate discrete from continuous random variables.
A. Content Standards The learner's demonstrate an understanding of the key concepts of random variables
B. Performance Standards The learner's shall be able to accurately illustrate mathematical models to represent real-life situations using random variables.
Represent real life situations in
C. Learning Competencies/Objectives:
Math Alliance Group Gumaca Town Fiesta Holiday Pretest distinguishing discrete and a Pretest
The learner
continuous random variable

II. CONTENT

III. LEARNING RESOURCES

A. References Statistics and Probabilities for Senior High School, Jose S. Malate
1. Teacher's Guide pages Teaching Guide for Senior High School Statistics and Probabilities pp.1-11
2. Learner's Material pages N/A
3. Textbook's pages Statistics and Probabilities. Rex Books Store 2016
4. Additional Materials from
Learning
Students are encourage to use Android Apps like MathWay or any similar Math application
Resource (LR) portal

B. Other Learning Resources

IV. PROCEDURES

Review about the Random Variable

A. Reviewing previous lesson or
Giving Instructions Parade Pretest Proper and how do we apply variables in Giving Instructions
presenting the new lesson
real life?

B. Establishing a purpose for the Discuss the importance of Math

Program Give examples of Random Variable
lesson Alliance Group Proper

Group Activity The will give an

C. Presenting examples/ instances of activity sheets
the new lesson

Group Presentation The teacher

D. Discussing new concepts and will give instructions
practicing new skills #1

E. Discussing new concepts and

practicing new skills #2

F. Developing mastery (Leads to

Formative Assessment 3)

G. Finding practical applications of

concepts and skills in daily living

H. Making generalizations and

abstractions to the lesson

Defining random variable as

discrete and continuous,
I. Evaluating learning defferentiate discrete as
countable number and
continuous as values contain
whole interval of numbers

J. Additional activities for application

and 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 lesson work? No.
of learners who have caught up with
lesson
D.No. of learners who continue to
require remediation
E.Which of teaching strategies work
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 used/discover which I
wish to share with other teachers?

Checked by: Date:

Prepared by: Inspected by:

EMMANUEL D. PERALTA, LPT LORNA C. ARENAL,MBA

Subject Teacher Senior High School Cordinator
Date Inspected:______________
 II. Content
STATISTICS
Sessio Sessio
n1 n2
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if

I. and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Va
Objectives

of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculu

1. The learner understands

1. The learner demonstrates
the

importance of developing understanding of about

study or academic skills to statistics and probability

2. The learner applies

succeed in Senior High School
statistics

(SHS) strategies skills using

a. Content 2. The learner demonstrates organizing, summarizing and

Standards

understanding of different interpreting data.

note-taking methods

3. The learner understands

the

importance of time-
 management in studying

b. Performance 1. The learner applies note- The learner applies statistics

Stand
ards
taking methods methods to interpret data.

2. The learner produces a

sample weekly study schedule

c. Learning 1. Identify the Levels of 1. Define Probability.

Comp
etenc Measurement in Statistics. 2. Identify the approaches and
ies /

Objec
tives
2. Identify types of data. Theorems of Probability

Write
the LC
code
3. Create a weekly study
for

each schedule

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week o

Study Skills: INTRODUCTION OF Study Skills: INTRODUCTION

II. Content OF

PROBABILIT
R Y
e
s the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a m
III. Learning List
o
u
materials as well as paper based materials. Hands on learning promotes concept development.

r
A. References c
1. e
Teacher s
’ Guide
 School
Daily Lesson Log
Teacher: Jherolyn B.
Grade 11
Buenavidez
Teaching Dates and Time:
Week 1 and 2 Sessions 1-
###
 College for Research and Technology of Cabanatuan

College for Research and Technology

Grade Level

L
used in any learning area

Quarter

Grade 11

2nd Quarter
 1

 
 

School
Daily Lesson Log
  Teacher: Jherolyn B.
Session 1
Session 2 Grade 11
Session 3 Buenavidez
Session 4
Teaching Dates and Time:
I. Objectives
Week 1standards.
Objectives must be met over the week and connected to the curriculum and 2 Sessions
To meet the1-objectives, necessary procedures must be followed and if needed, additional lessons,
and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the
###
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
1. The learner understands the
importance of developing
study or academic skills to
succeed in Senior High School
(SHS)
2. The learner demonstrates
understanding of different
note-taking methods
3. The learner understands the
importance of time-
management in studying
1. The learner demonstrates
understanding of about
statistics and probability
2. The learner applies statistics
strategies skills using
organizing, summarizing and
interpreting data.
1. Identify the Levels of
Measurement in Statistics.
2. Identify types of data.
3. Create a weekly study
schedule
1. The learner understands the
importance of academic
integrity and intellectual
honesty
2. The learner demonstrates
3. respect for another
individual’s work in academic
performance
b. Performance
Standards
1. The learner applies note-
taking methods
2. The learner produces a
sample weekly study schedule
The learner applies statistics
methods to interpret data.
The learner applies Probability
strategies to find the possible
outcomes.
The learner applies the
Probability by using factorial
and other techniques.
c. Learning
Competencies /
Objectives
Write the LC code for
 methods to interpret data.
The learner applies Probability
strategies to find the possible
outcomes.
The learner applies the
Probability by using factorial
and other techniques.
c. Learning
Competencies /
Objectives
Write the LC code for
each
1. Identify the Levels of
Measurement in Statistics.
2. Identify types of data.
3. Create a weekly study
schedule
1. Define Probability.
2. Identify the approaches and
Theorems of Probability
1. Describe the survey
methodology in probability
2. Justify the methodology by
using probability techniques
1. Solve problems by using
factorialCollege for Research and Technology of Cabanatuan
2. Solve problems by using
permutation and other parts of
it.
II. Content
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
CollegeII. Contentand
for Research Study
Technology
Skills: INTRODUCTION OF
STATISTICS

Study Skills: INTRODUCTION OF

PROBABILITY
Study Skills: INTRODUCTION OF
Grade Level
PROBABILITY
Study Skills: INTRODUCTION OF
PROBABILITY
LearningIII.
Area: Learning
May be
Resources
used in any learning area
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipula
materials as well as paper based materials. Hands on learning promotes concept development.
Quarter
A. References
 
 
 
 
1. Teacher’ Guide
Grade 11
pages
 
 
 
 

2nd Quarter
 2

School
Daily Lesson Log
2. Learner’s
Material pages Teacher: Jherolyn B.
 
  Grade 11
 
  Buenavidez
3. Textbook pages
Pp. 5-14 Teaching Dates and Time:
 
  Week 1 and 2 Sessions 1-
  ###
4. Additional
Materials from
Learning
Resource (LR)
portal
POWERPOINT PRESENTATION
 
 
 
B. Other Learning
Resource
(Web Site, Web Article,
Etc.)
1.https://www.statistics.com/7habits/7
h abits.php
2.http://www.probability..ac.uk/studyti
p s/why_here.htm
3.https://www.bcps.org/offices/lis/rese
archc
1.https://www.statistics.com/7habits/7
h abits.php
2.http://www.probability..ac.uk/studyti
p s/why_here.htm
3.https://www.bcps.org/offices/lis/rese
archc
1.https://www.statistics.com/7habits/7
h abits.php
2.http://www.probability..ac.uk/studyti
p s/why_here.htm
3.https://www.bcps.org/offices/lis/rese
archc
1.https://www.statistics.com/7habits/7
h abits.php
2.http://www.probability..ac.uk/studyti
p s/why_here.htm
3.https://www.bcps.org/offices/lis/rese
archc
IV. Procedures
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students w
can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their lear
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous
lesson or presenting
the new lesson
Duration (in minutes) _____
Levels of Measurement in
Statistics and explain each. (10
mins)
Duration (in minutes) _____
Say/Ask: Yesterday, we learned how to
identify the levels of Measurement in
 These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students w
can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their lear
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous
lesson or presenting
the new lesson
Duration (in minutes) _____
Levels of Measurement in
Statistics and explain each. (10
mins)
Duration (in minutes) _____
Say/Ask: Yesterday, we learned how to
identify the levels of Measurement in
Statistics. Can you tell me again what
those are? Did you learn the used of
types of data? If yes, show me here in
white board.
(5 minutes)
Duration (in minutes) _____
Say/Ask: Yesterday, we learned about
the Probability. What were the
theorems of Probability we’ve discussed
yesterday?
(5 minutes)
Duration (in minutes) _____
Solve problems by using
factorial. (30 minutes)
B. Establishing a
purpose for the
lesson
Duration (in minutes) _____
Types of Data and explain
each. (10 mins.)
Duration (in minutes) _____
Say: Today, we will learn how to
improve our understanding about
Probability.
(10 minutes)
Duration (in minutes)
College_____
for Research and Technology of Cabanatuan
Say: Today we will learn about another
strategy to find the possible outcomes
of tossing coins. What are the faces
again of coins?
(3 minutes)
Duration (in minutes) _____
CollegeAsk:
for Research and Technology
Solve problems by using
permutation and other parts of
it. (30 minutes)
C. Presenting
Duration (in minutes) _____
Duration (in minutes) _____
Duration (in minutes) _____
Grade Level
Duration (in minutes) _____

Learning Area: May be

used in any learning area

Quarter

Grade 11

2nd Quarter
 3

School
Daily Lesson Log
examples/instances
of the new lesson Teacher: Jherolyn B.
1. Before discussion, remind the class to take
down notes. Grade 11
2. Discuss study or academic skills.
3. Provide a definition and examples of study Buenavidez
or academic skills.
4. Talk about why they are important to Teaching Dates and Time:
develop.
5. End the discussion by asking a number of Week 1 and 2 Sessions 1-
students to summarize what they learned
based on their notes.
(10 minutes)
###
1. Discuss Probability.
2. Provide a definition of Probability.
3. Discuss approaches and theorems of
Probability.
(30 minutes)
1. Introduce and discuss the
methodology of finding possible
outcomes in Probability
2. Present examples.
(20 minutes)
1. Say/Ask: What are the
formula of factorial and other
techniques of Probability?
2. Provide and discuss
examples for each
(30 minutes)
D. Discussing new
concepts and
practicing new skills
#1
Duration (in minutes) _____
Duration (in minutes) _____
Duration (in minutes) _____
Duration (in minutes) _____
E. Discussing new
concepts and
practicing new skills
#2
Duration (in minutes) _____
Duration (in minutes) _____
Duration (in minutes) _____
Duration (in minutes) _____
F. Developing Mastery
(Leads to Formative
Assessment)
Duration (in minutes) _____
1. Say/Ask: Identify the Levels
of Measurement in Statistics
and explain each. (2 mins)
2. Identify the Types of Data (2
mins.)
Duration (in minutes) _____
1. What is Probability?
(5 minutes)
 Duration (in minutes) _____
F. Developing Mastery
(Leads to Formative
Assessment)
Duration (in minutes) _____
1. Say/Ask: Identify the Levels
of Measurement in Statistics
and explain each. (2 mins)
2. Identify the Types of Data (2
mins.)
Duration (in minutes) _____
1. What is Probability?
(5 minutes)
2. Define the Probability? (5 mins)
How about the theorems of Probability?
(6mins)
Duration (in minutes) _____
Find the possible outcomes of 4 tossing
coins. (20 mins)
Duration (in minutes) _____
Solve problems using techniques of
Probability. (30mins)
G. Finding practical
applications of
concepts and skills in
daily living
Duration (in minutes) _____
Duration (in minutes) _____
Duration (in minutes) _____
Duration (in minutes) _____
H. Making presentations
and abstractions
about the lesson
Duration (in minutes) _____
Ask: In your opinion, what are the used of Statistics.
(3 minutes)
Duration (in minutes) _____
Ask: In your opinion, what are the benefits
Probability? (5 minutes)
Duration (in minutes) _____
Ask: What are the advantages of using a strategy to
find the possible outcomes in Probability?
(5 minutes)
Duration (in minutes) _____
Ask: What are the advantages of using
the techniques in Probability? (5
minutes)

College for Research and Technology of Cabanatuan

College for Research and Technology

Grade Level

Learning Area: May be

used in any learning area

Quarter

Grade 11

2nd Quarter
 
 

 
 
 
 
 
I. Evaluating learning
Duration (in minutes) _____
Duration (in minutes) _____
Duration (in minutes) _____
Duration (in minutes) _____
J. Additional activities
for application or
remediation
Duration (in minutes) _____
Duration (in minutes) _____
Duration (in minutes) _____
Duration (in minutes) _____
V. Remarks
 
 
 
 
VI. Reflection
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identi
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% on the
formative assessment
 
 
 
 
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
 
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 these
work?
 
 
 
 
F. Which innovation or
localized materials
did I use or discover
which I wish to share
with other teachers?
 
 
 
 
 s
Session 4
i
o meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises

ncies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning

ng the lessons. Weekly objectives shall be derived from the curriculum guides.

1. Identify the Levels

1. The learner understands the
of

Measurement in
importance of academic
Statistics.

2. Identify types of data. integrity and intellectual

3. Create a weekly study honesty

schedule 2. The learner demonstrates

3. respect for another

individual’s work in academic

performance
 The learner applies
The learner applies the
Probability

strategies to find the

Probability by using factorial
possible

outcomes. and other techniques.

1. Describe the
1. Solve problems by using
survey

methodology in
factorial
probability

2. Justify the
2. Solve problems by using
methodology by

using probability
permutation and other parts of
techniques

it.

her aims to teach. In the CG, the content can be tackled in a week or two.

Study Skills:
Study Skills: INTRODUCTION OF
INTRODUCTION OF
PRO
BABI PROBABILITY
LITY
ldren’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative

elopment.
sary procedures must be followed and if needed, additional lessons, exercises
ng Formative Assessment strategies. Valuing objectives support the learning
ctives shall be derived from the curriculum guides.
, the content can be tackled in a week or two.

and in learning. Ensure that there is a mix of concrete and manipulative

ell. Always be guided by demonstration of learning by the students which you
ways to learn new things, practice their learning, question their learning
dge. Indicate the time allotment for each step.
ell. Always be guided by demonstration of learning by the students which you
ways to learn new things, practice their learning, question their learning
dge. Indicate the time allotment for each step.
orks? What else needs to be done to help the students learn? Identify what
ons.