Annex1B to DepEd Order No. 42 , s.

2016

GRADES 1 to 12 School Grade Level 11

Teacher Learning Area General Mathematics
DAILY LESSON LOG
Teaching Dates and Time Week 7 Quarter 2nd

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standard
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 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.
The learner demonstrates understanding of...
1. key concepts of propositional logic; syllogisms and fallacies.

The learner is able to...

B. Performance Standard
1. judiciously apply logic in real-life arguments.
The learner... The learner...
C. Learning
41. illustrates a proposition. M11GM-IIg-1 44. performs the different types of operations on propositions.
Competency/Objectives
42. symbolizes propositions. M11GM-IIg-2 M11GM-IIg-4
Write the LC code for each.
43. distinguishes between simple and compound propositions.
M11GM-IIg-3
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.
II. CONTENT
Logic
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 manipulative
IV. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide General Mathematics Teacher’s Guide pp. 249-254 General Mathematics Teacher’s Guide pp. 254-266
pages
2. Learner’s Materials General Mathematics Learner’s Material pp. 240-245 General Mathematics Learner’s Material pp. 246-256
pages
3. Textbook pages

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 Session 1 Session 2 Session 3 Session 4
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource
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 which
V. PROCEDURES you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their 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.
Divide the class into groups of three to five students. Ask each Review portions of previous activity requiring answers.
A. Reviewing previous
group to make a convincing argument
lesson or presenting the
for or against a statement. Each group should write their argument
new lesson
on manila paper.
You may provide the example on Introduction, motivation on page Recall concepts on compound propositions as a combination of
B. Establishing a purpose
249 of the Teacher’s Guide. Keep the manila paper for the simple propositions using logical connectors.
for the lesson
groupwork at the end of the lesson.
Ask each group to present their arguments in class. Remark that this Inform learners that we will introduce the symbolic counterpart of
is one of the many ways we use logic in everyday life to convince the connectors 'not', 'and', 'or', 'if . . . , then. . . ', and '. . . if and
C. Presenting
other people that our beliefs or opinions are correct. Ask the class only if . . . ', which we call logical operators. To do that, we need to
examples/Instances of
whether the arguments are convincing. Remark further that, at the talk first about an important tool in logic, the truth table.
the new lesson
end of the chapter, the students will know how to determine
whether a given argument is valid or not
D. Discussing new concepts Define a proposition Introduce how to construct a truth table.
and practicing new skills
#1
E. Discussing new concepts Define simple and compound proposition. Define negation, conjunction, disjunction, conditional, and
and practicing new skills biconditional proposition.
#2
F. Developing mastery Refer to Seatwork on pages 253-254 of the Teacher’s Guide. Refer to Seatwork on pages 264-265 of the Teacher’s Guide.
(leads to Formative
Assessment 3)
In the motivation activity, each group was asked to provide an Refer to Class Activity on pages 265-266 of the Teacher’s Guide.
G. Finding practical
argument for or against a statement of their choice. Ask each group
application of concepts
to determine whether each sentence in their argument is a
and skills in daily living
proposition.

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 Session 1 Session 2 Session 3 Session 4
H. Making generalizations Refer to Solved Examples on pages 243-244 of the Learner’s Refer to Teaching Tip on pages 257-259 and 263 of the Teacher’s
and abstractions about Material. Guide.
the lesson
Refer to Supplementary Exercises on page 245 of the Learner’s Refer to Supplementary Exercises on pages 255-256 of the
I. Evaluating learning Material. Learner’s Material.
J. Additional activities for Assignment: Ask learners to construct write at least 5 simple and Refer to Solved Examples on pages 252-255 of the Learner’s
application or compound proposition based from current news. Material.
remediation
Assessment tools can be done in school (if time permits) or at home.
VI. REMARKS
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? Identify what
VII. REFLECTION 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% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
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. What difficulties did I
encounter which my
principal or supervisor can
help me solve?

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 Session 1 Session 2 Session 3 Session 4
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
For improvement, enhancement and/or clarification of any DepEd material used, kindly submit feedback to bld.tld@deped.gov.ph

Prepared by:

LOVELY D. VILLEGAS MARY ANNE N. FLORES DAVID KYLE N. LAGGUI MARY JOY SORIANO
Teacher Teacher Teacher Teacher
Division of Pampanga Division of Pampanga Division of Bulacan Division of Nueva Ecija

RICHARD F. MASON MAY C. REAL ANTHONY P. MENDOZA

Teacher Teacher Teacher
Division of Nueva Ecija Division of Bulacan Division of Bulacan

Checked by: Noted by:

DR. JERRY D. CRUZ DR. NESTOR P. NUESCA

Education Program Supervisor in Mathematics Regional Education Program Supervisor in Mathematics
Schools Division of Bulacan/
Regional Trainer/ Facilitator

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