School Matlong Elementary School Grade Level Five

Teacher Ma. Corazon O. Navares Learning Area Mathematics-5

Date & Quarter 4th Quarter- Week 8
DAILY LESSON LOG Time
I.OBJECTIVES

A. Content Standard The learner demonstrates understanding of line graphs and experimental probability.
B. Performance The learner is able to create and interpret representations of data and apply experimental
Standard
probability in mathematical problems and real-life situations.
C. Learning The learner describes experimental probability. M5SP-IVi-14
Competencies
At the end of the lesson, 90% of the learners will be able to:
1. Describes experimental probability;
2. Appreciate the importance of experimental probability; and
3. Tell the probability of each outcome.
II. Subject
Matter: Describing experimental probability
Subject Integration: Science
Cultural Integration: B’laan Arts & Crafts
III. LEARNING RESOURCES
A. References Lesson Guide in Elementary Math Grade 5
Real Math 5 pp. 336-338
▪ Probability, Math 5(May 4, 2020) https://www.youtube.com/watch?v=63dCMhUPWZ4

B. Other Learning Worksheet, PowerPoint, Rolling die, coin

Resources

IV. PROCEDURES ACTIVITIES ANNOTATIONS

A) Reviewing previous Preliminary

lesson or presenting the
new lesson Prayer
Checking of Attendance
In this area,
indicator #3 was
A. Review changing fraction to decimal and to percent. observed. “Applied
B. Drill: Look at the picture. Tell whether the following event is sure to a range of teaching
happen, likely to happen, or impossible to happen. strategies to
develop critical and
creative thinking, as
1. The baby cooks for the family. well as other higher
order thinking
2. The lost cellular phone was found. skills.”
3. The teacher teaches the pupils.
4. The man collapses during the rally.
5. The cat drives the car.
6. I will win the lottery jackpot.
7. The new baby will be a girl.

B) Establishing the Motivation: In this area,

purpose for the lesson indicator #7 was
Let the pupils listen to the song “Kapaligiran” by Asin. Discuss the message of the observed.
song relating to prediction and ask the following questions: “Established a
learner centered
a. Which line in the song tells something that will likely to happen? culture by using
b. Will unlikely to happen? teaching
c. Is it impossible to happen? or certain to happen? strategies that
respond to their
linguistic,
cultural,
socioeconomic,
and religious
backgrounds.”
C) Presenting
examples/instances of
the new lesson Present to the class a number cube.

Ask:
a. If you roll a 0-5 number cube, what is the probability that you will roll 7?
b. If you roll a 0-5 number cube, what is the probability that you will roll a
number less than 7?
c. If you roll a 0-5 number cube, what is the probability that you will roll an even
number?
d. If you roll a 0-5 number cube, what is the probability that you will roll an odd
number?
In this area,
Post a problem: Beth, a B’laan pupil, is making beautiful beaded necklace. There indicator #8 was
are 100 beads in a bowl and 10 of which are black in color. What is the probability observed. Adapted
of getting a black bead? and used culturally
appropriate
teaching strategies
Guide Questions: to address the
needs of learners
a. What is probability? from indigenous
b. When can you say that the event is impossible to happen? groups.
c. When can you say the event will surely happen?
d. When can you say that the event will likely to happen? or unlikely to happen?

 Using the probability spectrum, show how an event is impossible,

certain, likely or unlikely to happen.

 Using the formula , solve the given

problem.

 Give more examples.

 Values Integration: Hard work

Discussing new Group Activity: (Differentiated Activity) In this area

concepts and practicing indicator#2 was
new skills #1 Group the class into four. observed. “Use a
Let me remind you of our classroom rules using the Traffic Behavior Chart. range of teaching
strategies that
“Traffic Light Behavior Chart”. enhance learner
When your number is in the Red Light it means you are noisy, and you are given a sad face. achievement in
literacy and
When in Yellow Light it means that you are still thinking and nothing is happening in your group yet. numeracy skills."”
When in Green Light it means that you actively and happily done your tasks.

Group I: Spin the Wheel!

 Group II. Let’s Roll It!

d. Odd numbers In this area

e. Numbers more than 3 indicator #9
was
observed::
Group III. Deck of Cards “Used
Directions: strategies for
providing
timely,
accurate, and
constructive
feedback to
improve
learner
performance”

Group IV. Pin It!

Directions:

E) Discussing new Group Presentations of Output

concepts and practicing
new skills #2 Each group will present their output and will be assessed using the rubric below.
In this area
indicator #9 was
observed: Used
strategies for
providing timely,
accurate and
constructive
feedback to
improve learner
performance.
F) Developing Mastery Group Game: Mystery Box Game In this area
(Leads to Formative indicator#2 was
Assessment) Directions: Pick a letter and answer the question. If your answer is correct you observed. “Use a
have the option to keep the box or give the box. The group with highest points range of teaching
will be the winner. strategies that
enhance learner
achievement in
literacy and
numeracy skills."

G) Finding practical Ask: "If you have a 90% chance of getting a high score on your Math quiz, would In this area,
application of concepts indicator #1 was
and skills in daily living you study your lessons? Why or why not?"
observed. “Apply
knowledge of
Why do you think it is important to study probability? content within
a. Sports Betting - Probability is heavily used by sports betting companies to and across
determine the odds they should set for certain teams to win certain games. curriculum
b. Weather Forecasting – used to assess how likely it is that there will be rain, teaching areas.”
snow, clouds, etc on a given day in a certain area.

c. Politics – political forecasters use probability to predict the chances that

certain candidates will win various elections.

d. Sales Forecasting – this allows the company to predict how much inventory
they’ll need.

H) Making
generalization and In this area,
abstractions about the indicator #3 was
lesson observed. “Applied
Ask: What is probability? How do we write or express probability? What a range of teaching
strategies to
formula do we use to determine the probability of an event? develop critical and
creative thinking, as
well as other higher
order thinking
skills.”

I) Evaluating Learning Evaluation

Directions: Fill in the blanks with the correct answer. In this area
indicator #9 was
observed: Used
strategies for
providing
timely, accurate
and
constructive
feedback to
improve learner
performance..
J) Additional activities Assignment
for application or
remediation

V. REMARKS

VI. REFLECTIONS

Prepared by:

MA. CORAZON O. NAVARES, T-III