School

Learning
Grade Level SIX MATHEMATICS
Area:
Teacher Quarter: 4TH QUARTER
DAILY Teaching Einstein 7:00-7:50
LESSON FEBRUARY 18,
PLAN Date and Darwin 7:50-8:40 Checked by:
2020
Time SPJ 12:30-1:30

I. OBJECTIVE/S
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learners Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Elicit
TUESDAY
The learner demonstrates understanding of pie graphs and experimental probability.
The learner is able to create and interpret representations of data (tables and pie
graphs) and apply experimental probability in mathematical problems and real-life
situation.
Collects data on one or two variables using any source.
M6MEIV-C-78
 Recognize and differentiate data between one or two variables.
 Write solutions to problem correctly.
 Practice cooperation in working with the group.
Collecting Data On One or Two Variables Using Any Source
21st Century Mathletes pages 123-125
Budget of Work M6MEIV-C-78
21st Century Mathletes p. 317-323
21st Century Mathletes pages 317-323
Mathematics in a Challenging World 391-393
Discovering Math for Global Learner pages 288-293
Flash card, show me boards, charts
Preliminary Activity:
- Checking of Attendance
Review:
Write the correct reading of the following electric meter.

____________ _____________ __________ ___________

__________ ______________ ____________ _____________

 Draw the arrows to show the indicated meter reading.

2 739 kWh

1 702 kWh
Drill: Thumbs Up! Thumbs Down!
What is a tally chart and what it is used for?
The teacher will show some examples of a tally chart. Students will have to
raise their Thumbs Up if it is a tally chart and Thumbs Down if it is not.
1. Thumbs Down

2. Thumbs Up
Preferred Toys Tally Frequency
Car
Dolls
Others

3. Thumbs Down
 4. Thumbs Down

5. Thumbs Up
List of Sports Participants Tally Frequency
Grade IV-Galilei
Grade IV-Einstein
Grade IV-SPJ
B. Establishing a purpose for Across Curriculum (Science)
the lesson Teacher will ask:
Engage Who among you here have pets at home?
What pets do you like to have?
Who among you here have cats?

Who among you here have dogs?

 What is the importance of having pets at home?
What other pets do you like to have?
How should we take good care of them?
C. Presenting Explicit Teaching: I Do
examples/instances of the new If you want to have a valid conclusion about the situation, you have to follow the steps
lesson in a statistical data. These are the steps to be followed in a statistical study:
Engage a. Collection of Data: Data is collected through interviews, questionnaires,
objective observation and other method.
b. Presentation of Data: Data is presented through graphs, figures and tables.
c. Analysis of Data: Data analysis is done by making conclusions from organized
data.
d. Interpretation of Data: The result of the data is further analyzed and
explained by relating them with existing theories and studies in the area.
In order to analyze the data, it is first necessary to arrange them systematically. The
following steps are to follow:
a. Have a title for the frequency table- think of a possible title.
Some of you like to have dogs as pet, some prefer cats while others like to
have other pets. What would be the best titled to be used for this data?
(Allow students to answer)
Title: Preferred Pets at Home
b. Provide a column for the data or the scores – if the data is numerical list the
number either in ascending or descending order.
Preferred Pets at Home
Dog
Cats
Others

c. The second column is for tallying. – is a method of recording the number of

occurrences of each data by using a tally or stroke.
Preferred Pets at Home Tally
Dog
Cats
Others

d. The third column is for frequency column – frequency is the number of tallies
recorded for each data.
Preferred Pets at Home Tally Frequency
Dog
Cats
Others

e. N represents the frequency – Write the total on the blank provided beside N.
Preferred Pets at Home Tally Frequency
Dog
Cats
Others
N=
 This is how our frequency table should look like.
HOTS Questions:
How does making a tally graphs helps us collect data?
Is it important to organize a data like this? Why?
Developmental Activity:
Now let us organize the data. (Have 3 volunteers from the class to show their
solutions on the board.)

PETS TALLY MARKS NO. OF PUPILS

CAT
DOG
D. Discussing new concepts
and practicing new skills #1 OTHER
Explore
What do you observe on the data gathered?
What can you say about the most preferred pet?
How many pupils have a cat pet in their home?
How many pupils have a dog pet?
How many pupils have a pet that is not a dog or a cat?
How many pupils have a pet dog than a pet cat?
Ask those pupils under other category what kind of pet do they have.
This afternoon let us discover how to analyze the data given.
 Ages of Pupils in the Taekwondo Class
14 15 18 16 13 15 16 17 16 15 18 17 14 16 13 16 17 19

Organize the given data using a table.

AGE NO. OF PUPILS
19
18
17
16
E. Discussing new concepts and 15
practicing new skills #2 14
Explore 13
TOTAL

Ask the following questions and let the pupils answer it individually.
Students Activity: You Do
How many teenagers attending Taekwondo Classes?
What is the age of the oldest member of the Taekwondo class?
What is the age of the youngest member of the Taekwondo class?
What is the age majority of the pupils?
How many pupils have age greater than 15?

F. Developing mastery (Leads Cooperative Work:

to formative assessment) Divide the class into 4 groups
Explain Rubrics in Participation: Scoring rubrics will be discussed and distributed.
Group 1 and 2
A survey was taken on a town A. in each of 20 houses, people were asked
how many cars were registered to them. The results were recorded as
follows: 0, 1, 2, 1, 0, 3, 0, 1, 2, 3, 4, 0, 2, 3, 1, 1, 4, 0, 2, 3.
Make a frequency table to this data.
Group 3 and 4
At a recent volleyball tournament, all of the 10 participants had to fill out a
form that gave their names, address and age. The ages of the participants
were as follows: 25, 35, 30, 43, 25, 26, 35, 30, 43, 25
Make a frequency table to this data.
Group Presentation:
Each group will be given 3 minutes to present their output to the class.
Teacher will use the rubric to evaluate each group’s presentation.
Rubrics will also be distributed to all the groups for scoring purposes.

G. Finding practical
applications of concepts and
skills about the lesson
Elaborate
H. Making generalizations and
abstractions about the lesson
Elaborate
I. Evaluating Learning
Evaluation
J. Additional activities for
application or remediation
Extend
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B .No. of learners who scored
below 80% ( needs
remediation)
C. No. of learners who have
caught up with the lesson
- Group 1 will be graded by Group 4
- Group 2 by Group 3
- Group 3 by Group 2
- Group 4 by Group 1
Each group will be asked the following questions:
How did you arrive with your answer?
What do you think is the importance of knowing this lesson?
Direction: Let the pupils collect data from other Grade 6 pupils by following the
instruction:
a. Select a category they want to collect (example favorite subject)
b. Make a frequency table of their collected data.
c. Present it to the class.
Using a Bubble Map answer the following questions:
What is frequency table?
How do you make a frequency table?
Frequency Table
A. Do the following.
1. The heights in inches of 30 pupils are as follows:
66,68, 65, 70, 67, 64, 68, 64, 66, 64, 70, 72, 71, 69, 69, 64, 67, 63, 70, 71,
63, 68, 67, 65, 69, 65, 67, 66, 69, 67.
Prepare a frequency table for this data.
2. Below is the list of the ages of Grade 6 teachers in one elementary school
in Aborlan. Construct a frequency table for this data.
23, 42, 21, 25, 23, 24, 25, 43, 40, 45, 28, 35, 36, 42, 40, 35, 37, 42, 43, 35
3. Make a frequency table for this set of data:
16, 18, 29, 35, 16, 18, 30, 34, 25, 30, 25, 27, 28, 30, 35.
Answer the following questions:
1. A die was rolled 30 times with the following results: 5, 4, 4, 5, 6, 1, 2, 1, 6, 4, 3,
3, 3, 4, 2, 2, 5, 6, 4, 1, 2, 4, 3, 5, 5, 3, 3, 4, 2.
Prepare a frequency table for this data.
2. Melody recorded her score in 20 quizzes in math. The scores are as follows:
20, 25, 12, 20, 23, 20, 18, 17, 18, 16, 20, 18, 18, 16, 20, 18.
Prepare a frequency table for this data.
Einstein: ______of learners who earned 80% above
SPJ: ______of learners who earned 80% above
Galilei ______of learners who earned 80% above
Einstein: ______ of learners who require additional activities for remediation
SPJ: ______ of learners who require additional activities for remediation
Galilei: ______ of learners who require additional activities for remediation
Einstein: ___Yes ___No
____ of learners who caught up the lesson
SPJ: ___Yes ___No

D. No of learners who continue
to require remediation
E. Which of my teaching
strategies work well? Why?
F. What difficulties did I
encounter which my
principal /supervisor can help
me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share w/other
teacher?
PERCENTAGE MASTERY
____ of learners who caught up the lesson
Galilei: ___Yes ___No
____ of learners who caught up the lesson
Einstein: ______ of learners who continue to require remediation
SPJ: ______ of learners who continue to require remediation
Galilei: ______ of learners who continue to require remediation
Strategies used that work well:
___Metacognitive Development: Examples: Self-assessments, note taking and studying
techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share, quick-writes, and anticipatory charts.
___Schema-Building: Examples: Compare and contrast, jigsaw learning, peer teaching, and
projects.
___Contextualization: 
Examples: Demonstrations, media, manipulatives, repetition, and local opportunities.
___Text Representation: 
Examples: Student created drawings, videos, and games.
___Modeling: Examples: Speaking slowly and clearly, modeling the language you want students
to use, and providing samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___Pupils did not find difficulties in answering their lesson.
___Pupils found difficulties in answering their lesson.
___Pupils did not enjoy the lesson because of lack of knowledge, skills and interest about the
lesson.
___Pupils were interested on the lesson, despite of some difficulties encountered in answering
the questions asked by the teacher.
___Pupils mastered the lesson despite of limited resources used by the teacher.
___Majority of the pupils finished their work on time.
___Some pupils did not finish their work on time due to unnecessary behavior.
Planned Innovations:
__Contextualized/Localized and Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as Instructional Materials
__ local poetical composition
Frequency Remarks
Sections MPS
1 2 3 4 5 Proceed Enrich Other
Einstein
SPJ
Galilei