DAILY LESSON LOG M5SP-IVG – 2.
School
Teacher
Teaching Date and Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
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 Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson
or presenting the new
lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new
lesson
Grade Level FIVE
Learning Area MATHEMATICS
Quarter FOURTH
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 line graphs and experimental
probability.
The learner is able to create and interpret representations of data (table and line
graphs) and apply experimental probability in mathematical problems and
real-life situations.
Learning Competency: Organizes data in tabular form and presents them in a
line graph.(M5SP-IVG-2.5)
Learning Objectives:
1. Organize data in tabular form
2. Plot and present data in a line graph
3. Cooperate in the given activity
Statistics and Probability
21st Century Mathletes pages 337 - 344
Charts, blown out grid, graphing paper
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students
which you can infer from formative assessment activities. Sustain learning systematically by providing
pupils/students with multiple ways to learn new things, practice the 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.
How to collect data on one to two variables in any source?
Can you give me an example of source where you can gather data?
At the end of the lesson the pupils will know how to tabulate data and how to
plot data in a line graph and how useful is the lesson in daily living.
The librarian of Mandaue City Central School wanted to know the number of
pupils by grade level who used the library for the month of June. Grade 1 – 55,
Grade 2 – 45, Grade 3 – 65, Grade 4 – 90, Grade 5 – 85 Grade 6 – 80.
Ask:
In what way she presented the data below? ( Tabular Form & Graphical Form )
Is it useful that she presented the data in that manner?( Yes ) Why?
TABULAR PRESENTATION
Library Users for the Month of June
Grade Level No. of Pupils
One 55
Two 45
Three 65
Four 90
Five 85
Six 80

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 about
the lesson
Graphical Presentation ( Line Graph )
What are the parts of the line graph?( title, scale or y-axis, x-axis, interval )
How do you interpret data presented in a line graph?
The teacher lets the pupils realize that collecting, organizing, interpreting and
analyzing data helps us to see the possible outcome of event/s or situation.
The teacher will discuss thoroughly and give more inputs regarding the lesson.
Group Work:
Divide the class into four groups,the first two groups will be given a blown out
grid to plot the data on it and the other two groups will tabulate the data on the
table. Use the data inside the box.
Working in Triad
Base on the given data below each group will be given a graphing paper to
plot the data. Use the data in the table below to construct a line graph
Anna’s Daily Expenses in School
Day Expenses in ( ₱ )
Monday 25
Tuesday 30
Wednesday 10
Thursday 50
Friday 45
Plot the data below using a line graph.
Julie’s Savings from her Allowance
Month Savings in ( ₱ )
June 150
July 185
August 200
September 190
Lead the pupils to give the following generalizations by asking;
1. Why are line graphs useful?
Line graphs help one see easily and clearly the changes in the data presented.
2. What are the parts of a line graph?
title, information on the x-axis ( horizontal axis), another kind of information
on the y-axis ( vertical axis ), decides proper interval for the y-axis information
3. How do you interpret data presented in a line graph?
In reading and interpreting the data presented in a line graph, we usually
 compare the data in terms of size and amount or quality presented
Draw a line graph based on the tabulated data below.

Annual Enrollment of Subangdaku Elementary School

School Year Number of Enrollees
2012 – 2013 950
I. Evaluating Learning 2013 - 2014 900
2014 - 2015 850
2015 - 2016 870
2016 - 2017 920
2017 - 2018 910

J. Additional activities or Refer page 343 of your textbook 21st Century Mathletes. Draw a line graph for
remediation table B.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% of 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 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?
G. What innovation or
localized materials did I Localization is done in the presentation, developing of the lesson no. 2,
use/ discover which I developing mastery and evaluation.
wish to share with
other teachers

Prepared by:

VALERICO A. GUOD
Teacher II
 M5-IV-28

Draw a line graph based on the tabulated data below.

Annual Enrollment of Subangdaku Elementary School

School Year Number of Enrollees
2012 – 2013 950
2013 - 2014 900
2014 - 2015 850
2015 - 2016 870
2016 - 2017 920
2017 - 2018 910