School: Naruangan Central School Grade Level: IV

GRADE 4 Teacher: Jay Cris Santiago Miguel

Teaching Dates: June 07, 2023
Learning Area: MATHEMATICS
Quarter: 4th QUARTER
LESSON LOG
I. OBJECTIVES
A. Content Standards The learner demonstrates an understanding of the concepts of bar graphs and
simple experiments.
B. Performance Standards The learner is able to create and interpret simple representations of data
(tables and bar graphs) and describe outcomes in simple experiments.
C. Learning Competencies/Objectives The learner…
Write for the LC code for each  collects data on two variables using any source (M4SP-IVg-1.4)
 organizes data in tabular form (M4SP-IVg-2.4)
 interprets data presented in a frequency table

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages -
2. Learner’s Materials pages -
3. Textbook pages -
4. Additional Materials from Learning Mathematics – Grade 4
Resource (LR) portal Alternative Delivery Mode
Quarter 4 – Module 6: Collecting and Organizing Data using Tables and Bar
Graphs
First Edition, 2020
B. Other Learning Resources PowerPoint Presentation, Activity Sheets, Tarpapel
IV. PROCEDURES

A. Review previous lesson or presenting the new The teacher will begin the learning session by asking the learners to do the
lesson following preliminary activity.

PRELIMINARY ACTIVITY
Study the given situation. Then, do what is asked.

Situation: Aivan loves to help pick pineapples from their family’s farm.
Every day he picks pineapples. Let us help him count how many pineapples
he gathers for one week.

B. Establishing a purpose for the lesson
C. Presenting examples/instances of the new
lesson
The teacher will ask the learners to write the number of pineapples that
Aivan gathered in one week using the template below.
(Note: The teacher prepared a tarpapel that contains the following template)
Using the data presented in the table, the teacher will ask the learners to
answer the following questions.
 What is the table all about?
Answer: The table is all about the number of pineapples gathered by
Aivan for one week.
 On what day did he gather the least number of pineapples?
Answer: Wednesday
 What is the greatest number of pineapples he gathered in a day?
Answer: 20 pineapples
 How many more pineapples did he gather on Monday than on
Tuesday?
Answer: 12 - 10 = 2 pineapples
 What is the difference between the number of pineapples he
collected on Thursday and Friday?
Answer: 15 - 11 = 4 pineapples
After eliciting the learners’ responses to the questions, the teacher will state
the topic and lesson objectives for the day.
It is easier to understand the data we gathered if we organize and present
them using a frequency chart or frequency table.
TODAY’S LESSON:
Collecting and Organizing Data using Tables
 TODAY’S OBJECTIVES:
Athe end of this lesson, you should be able to:
 collect data on two variables using any source (M4SP-IVg-1.4)
 organize data in tabular form (M4SP-IVg-2.4)
 interpret data presented in a frequency table

D. Discussing new concepts and practicing new The teacher will discuss the following key ideas.
skills #1

After discussing the key ideas about the lesson, the teacher will also discuss
the following steps to organize data in a Frequency Table.

1. Draw a table with three columns. Label the first column with the topic of
your survey, the second column with tally marks, and the third column with
frequency.

2. Place tally marks and count them.

3. Write the total number of tally marks as the frequency for a category.

To better understand the steps in organizing data using a Frequency Table,

the teacher will present the Frequency Table below.
 The teacher will ask the learners’ interpretations about the data presented in
the Frequency Table using the following guide questions:

 What is the total number of pineapples that Aivan gathered in one

week?

 On what day did Aivan gather the least number of pineapples?

 On what day did Aivan gather the greatest number of pineapples?

E. Discussing new concepts and practicing new The teacher will give another example.
skills #2
Example: Mark conducted a survey among his classmates to find out how
they get to school from home. The results are presented below.

The teacher will guide the learners in accomplishing the Frequency Table
below.
 After the Frequency Table has been accomplished, the teacher will ask the
following questions to the learners.

1. How many of his classmates answered the survey?

Answer: 18

2. What is the most common means of going to school from home?

Answer: walking

3. How many of his classmates go to school from home by walking?

Answer: 7

4. How many of his classmates go to school from home by riding a bicycle?

Answer: 5

5. How many of his classmates go to school from home by riding on a

tricycle?
Answer: 4

F. Developing mastery To master the skills of collecting and organizing data using a Frequency
Table, the teacher will ask the learners to work in groups in accomplishing
the activity below.

GROUP ACTIVITY
 The class will be divided into three (3) groups.

 The members of each group will talk about their favorite genre of
movies, favorite Pork or Chicken Filipino dish, or favorite pastime
activity.

 A member of each group will then record the responses of his/her

groupmates using the template provided by the teacher.

 After the time allotted for the group survey, each group will have a
presenter to present the data gathered.
(Note: Printed tarpapel that contains a Frequency Table will be given to
each group)

After the presentation of outputs, the teacher will again ask the learners to
work in pairs in accomplishing the next activity to deepen their
understanding about the topic.

THINK-PAIR-SHARE
Direction: Use the following information to create a frequency table. Place
tally marks. Count the tally marks and place the counts as frequencies. Use
the table to answer the questions that follow.
 (Note: Printed copies of the frequency table to be used in this activity will be
given to the learners.)

Annotation: John Mark King in jorabek.com defined pair work as the act of
dividing learners so that they work cooperatively with only a small number
of their classmates on a specific task assigned by their teacher. Dr Bilash in
education.alberta.ca suggested that pair work can be effective, if used at the
right times and if structured in an appropriate way. For teachers, pair work
can be an excellent tool to promote learners’ interaction. As a teacher it is
important to vary groupings depending on the goals and context of the
activity and it is important to know what supports to offer learners for each
situation. A benefit of learners working together is that, by explaining a
concept or idea to peers, that idea or concept becomes clearer to the learner
doing the explaining.

G. Finding practical applications of concepts The teacher will guide the learners in accomplishing the following real-life
and skills in daily living scenario involving collecting and organizing data using a Frequency Table.

Here’s the situation:

 Imagine that you are the canteen manager in our school, and you
want to know what healthy snack is the best for the learners. What is
the best thing for you to do?

 Imagine that you conducted a survey in the Grade 4 class to

determine the best healthy snack for them, how are you going to
organize and present the data you gathered?

The teacher will guide the learners in recording and organizing their
 responses using the Frequency Table below.

Annotations: One of the main features of the K to 12 is the delivery of

the lessons through Contextualization & Localization. Teachers in any
subject area should try to integrate localization and contextualization in
teaching because it shows a positive effect as regards to the performance
and motivation of learners. Thus, in this activity, I used the commonly sold
healthy snacks at our very own school canteen and conducted a simple
survey to let them appreciate the essence of collecting and organizing data
in real-life.

H. Making generalizations and abstractions The teacher will ask the learners about the key concepts/ideas that they have
about the lesson learned.

 How do we collect data?

Answer: We collect data by conducting a survey or an interview by
asking questions.

 How do we record and organize data?

Answer: One way of recording and organizing the data we gathered
is by using a Frequency Chart or Frequency Table.
I. Evaluating learning The learners will answer the following exercises individually.

PART I – TRUE OR FALSE

1. Data can be defined as a collection of gathered information.

2. A survey is a way of collecting data by asking people questions either

through questionnaires or interviews.

3. Data should be properly recorded and organized.

4. Using a Frequency Table is one way of organizing the data gathered from
a survey.

5. The data gathered from a survey has no meaning or significance at all.

Answer Key:
1. TRUE 2. TRUE 3. TRUE 4. TRUE 5. FALSE

PART II – ORGANIZING DATA IN A FREQUENCY TABLE


J. Additional activities for application or
remediation
(Cross-Curricular Focus: English)
The learners will accomplish the following activity as their homework.
There are eight (8) planets in our solar system. Each of them has a lot of
moons or no moons at all. Your task is to research the number of moon/s that
each planet has and record the data you gathered in a Frequency Table. Use
credible sources such as National Aeronautics and Space Administration
(NASA) and National Geographic in accomplishing this task.

(Note: The teacher will present screenshots of the official websites of some
credible sources which the learners can use to gather the data that are
required in this activity.)
(Cross-Curricular Focus: Science)

Annotations: Curriculum connections make learning more meaningful for

learners. When learners see the connections between individual subject
areas, the material becomes more relevant. Thus, in this activity, I integrated
one of the lessons in Science to let them discover and explore the topic using
another platform.
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 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?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:

JAY CRIS S. MIGUEL

Teacher III

Observed by:

REYMA P. SIBAL
Master Teacher III

LAILANY A. ANCHETA
School Principal II