School: MAMPUROG ELEMENTARY SCHOOL Grade Level: II-ACACIA

GRADES 1 to 12 Teacher: EMILY FUCIO Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates
and Time: Feb. 27- March 3, 2017 Quarter: 4th Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Estimate the area of Identify appropriate Collect and organize 1.Read and interpret Weekly Test
a given figure using unit of measure in data using tables and data in a given
any shape. finding the capacity pictures. pictograph.
2. Form scale
representation of
objects from the data
collected.
3. Make pictographs
using scale
representation.
A. Content Standards A.Content Standards A.Content Standards A.Content Standards A.Content Standards
demonstrates demonstrates demonstrates demonstrates
understanding of time, understanding of time, understanding of time, understanding of time,
standard measures of standard measures of standard measures of standard measures of
length, mass and length, mass and length, mass and capacity length, mass and capacity
capacity and area using capacity and area using and area using square-tile and area using square-tile
square-tile units. square-tile units. units. units.
B. Performance B.Performance B.Performance B.Performance Standards B.Performance Standards
Standards Standards Standards is able to apply knowledge is able to apply knowledge
is able to apply is able to apply of time, standard of time, standard measures
knowledge of time, knowledge of time, measures of length, of length, weight, and
standard measures of standard measures of weight, and capacity, and capacity, and area using
length, weight, and length, weight, and area using square-tile square-tile units in
capacity, and area capacity, and area using units in mathematical mathematical problems and
using square-tile units square-tile units in problems and real-life real-life situations.
in mathematical mathematical problems situations.
problems and real-life and real-life situations
situations.
C. Learning C. Learning C. Learning C. Learning C. Learning Competencies/
Competencies/ Competencies/ Competencies/ Competencies/ Objectives
Objectives Objectives Objectives Objectives infers and interprets data
estimates the area creates problems collects data on one presented in a pictograph
of a given figure involving length, variable using a without and with scales.
using any mass and capacity. questionnaire. M2SP-IVi-3.2
shape.M2ME-IVh-37 M2ME-IVf-34 M2SP-IVh-1.2
sorts, classifies, and
organizes data in
tabular form and
presents this into a
pictograph without and
with scales.
M2SP-IVi-2.2
II. CONTENT Content: Area of a Content:Measuring Content:Collect and Content:Read and Make
Plane Figure capacity Organize Data Pictograph
III. LEARNING K to12 Curriculum K to12 Curriculum K to12 Curriculum K to12 Curriculum Guide
RESOURCES Guide Guide Guide Grade 2 Mathematics
A. References Grade 2 Grade 2 Grade 2 Mathematics pages 27-28
Mathematics pages Mathematics pages pages 27
27 27
1. Teachers Guide 388-392(softcopy) 392-396(softcopy) 397-400(softcopy) 401-407(softcopy)
Pages
2. Learners Materials LM in Mathematics LM in Mathematics LM in Mathematics pages LM in Mathematics pages
pages pages pages 281-284 284-286
276-278 279-280
3. Text book pages
4. Additional Materials 1.Square cardboards 1. Bottles of soft 1. Non-transparent bag 1. Calendar where
from Learning cut-outs drinks or medicines, 3. Graphing paper Philippine holidays are
Resources 2.Square, rectangle, cups, glasses and 2. 20 crayons in red, written
L-shaped and T- pitcher blue, green and yellow 2. Sample Pictographs
shaped big boards 2. Different items (assorted number of Lesson 115
Lesson 112 with different sizes each
with ml or l label color)
content Lesson 114
3. Show Me Boards
Lesson 113
B. Other Learning laptop laptop laptop laptop
Resources
IV. PROCEDURES
A. Reviewing previous INSTRUCTIONAL INSTRUCTIONAL INSTRUCTIONAL INSTRUCTIONAL
lesson or presenting the PROCEDURE PROCEDURE PROCEDURE PROCEDURE
new lesson Preparatory Activities Preparatory Activities Preparatory Activities Preparatory Activities
1. Drill 1.Drill 1. Pre-assessment 1. Pre-assessment:
Using the cardboard Show the different Show to the pupils an Show a calendar where all
cut-outs let the pupils measuring device. Ask: empty non-transparent regular holidays in every
show the area of the c. Can you remember bag. (or use a covered month are listed.
following figures. (This how you use these jar) Put all the 20 crayons Select the first 4 months of
figures need to be things in the bag. Explain to the the calendar and count the
drawn by the teacher when you were in Grade pupils that they are number of holidays.
on the board. Be sure 1? going to use the crayons (Number of holidays may
that the figures will fit d. How many glasses of to make a graph that vary every year) Make a
with the desired area.) water are there in a shows how many are tally chart and picture
pitcher? there in graph that will use the
e. Can you still each color. Ask the pupils information in the selected
remember the number to create a graph of the months. Assist the pupils
of bottles colors of the crayons. who hardly or find difficulty
2. Pre-Assessment of mineral water in a (similar to the one below to make a tally chart and
Group the class into 4. bottle of family-sized using their graphing picture graph similar to
a. Prepare four learning soft paper) At random, ask the one below:
stations. drink? pupil/s
b. Each station has one The illustration below to draw/pick a crayon and
board and a small can be used to help the then color the rectangle
square cardboard pupils above the line in the
cut-out as square tile. remember the non- column for that color. Put
Station 1 - square standard units used in the crayons back in the
board measuring liquids. bag. Have the pupils
Station 2 - rectangular repeat this process with
board each of the crayons, (Help the pupils to think of a
Station 3 - L-shaped coloring each new symbol that would
board 2. Pre-Assessment rectangle represent each month that
Station 4 - T-shaped Show the following directly above the last has connection to the
board objects to the class. Let rectangle of that color. (If holidays)
c. Using the square cut- the pupils you still have time, do the
out cardboard let them stand if the content is in same activity but do not
find the area of liquid form and clap put back the crayons
each board. twice if not. inside the bag. Will they
d. Give each group the a. A canned sardines have
time to present the b. A bottle of juice the same results? Why?)
answers in front of c. A bottle of vinegar Example:
the class. d. A pack of powdered
milk Vocabulary Development:
e. A bottle of mineral Pictograph is a graph that
water uses pictures or symbols to
show or
represent data.
Ask: Which crayons are
Label is a short description
most often drew/picked?
given for the purpose of
How can you tell?
identification.
Which are the least of?
Key or legend is a word or
How can you tell?
phrase or number written
 Are there any colors tied on or next to a picture,
or equal number of map, etc. that explains what
draws? it is about or what the
What does the graph tell symbols on it mean or equal
you? Why? to.
Vocabulary Development:
Surveyto ask people
questions in order to find
out about their opinions
or
behaviour or an issue
Partya event where a
group of people meet to
talk, eat, drink, etc., often
in
order to celebrate a
special occasion
Tallya record or count of
a number of things

B. Establishing a B. Establishing a B. Establishing a B. Establishing a purpose B. Establishing a purpose

purpose purpose purpose for the lesson for the lesson
for the lesson for the lesson for the lesson 1. Motivation 1.Motivation
( Motivation) 1.Motivation: 1.Motivation Ask: Which crayons are What tree is abundant in
Show pictures of Show a picture like the most often drew/picked? your place? (Coconut,
different tile design like one shown below. How can you tell? Mango, etc.)
these ones Which are the least of? Have you seen a coconut
below: How can you tell? tree (most common)?
Are there any colors tied What can we get from a
or equal number of coconut tree?
Ask the following draws?
questions. What does the graph tell
d. What are the shapes you? Why?
of the tiles? Ask: Vocabulary Development:
e. How many squares a. What is the boy Surveyto ask people
does the first figure doing? (drinking water) questions in order to find
contain? b. Discuss the out about their opinions or
f. How many triangles importance of water in behaviour or an issue
does the second figure our body. Partya event where a
contain? For drinking (drink 8 to group of people meet to
g. How many 10 glasses of water talk, eat, drink, etc., often
rectangles does the every in
third figure contain? day) order to celebrate a
For taking a bath special occasion
For washing dishes and Tallya record or count of
clothes a number of things
C. Presenting Posing a Task Posing a Task Posing a Task: Posing a Task
Examples / C. Presenting Examples C. Presenting Examples / C. Presenting Examples C. Presenting Examples
instances of new / instances of new instances of new lesson( /Instances of new lesson /Instances of new lesson
lesson lesson( Presentation) Presentation 2.Presentation Presentation
( Presentation) a. Concrete a. Concrete CPA Today we will make a
Activity 1. Show different kinds Let the pupils collect pictograph. What is a
Group the class into 3. of bottles commonly stones or leaves according pictograph? A
Using the small objects, used in the locality like: to different categories pictograph is a graph that
let each group estimate 1 liter soft drink, 1.5 liter such as big/small, uses pictures or symbols to
(using cardboard cut- bottle of juice, 2 bottles round/flat, smooth/rough, show or represent data. All
outs) the measure of of mineral water (big light/heavy, pictographs have labels and
the big objects. (The and small) and a bottle shiny/dark, etc. Count the Key or legend. A label is a
teacher is not limited to of vinegar. number of pupils who short description
the objects 2. Look at the capacity brought big/small stones given for the purpose of
enumerated) of each bottle on its or leaves (with respect to identification. A key or
label and show it to the categories) and legend is a word or phrase
class. record/write thedata or number written on or
3. Write the words gathered in the worksheet next to a picture, map, etc.
mililiter and liter on the (refer to sample that explains
board for the pupils to worksheet: on the what it is about or what the
see. Then discuss the board or individually in a symbols on it mean or equal
following: sheet of paper.) to.
The capacity of a small Conduct a survey to the
container is in mililiter class who have old or new
while that of the big one bags, shoes, hats and
is in liter. umbrellas, etc. (anything
The abbreviation of that the pupils usually bring
mililiter is ml and that of to school) Group the pupils
liter is l. How many pupils brought according to the
4.Show to the class (categories) classification s/he sets.
b. Pictorial stones/leaves?
these bottles of water. Write on the board or
Activity What is the least common uselarge chart paper, or an
Group the class into 2. category? overhead projector to
Let each group draw What is the most common record the information in a
the big figures. Then, category? tally chart format. Let the
inside it, draw the What is the total number pupils draw the categories if
number of small of pupils? possible. From the collected
figures. Determine if Practice:
Using the 100 ml bottle data, let them create their
how many small figure Joe and Rhona are in the
of water, let them fill the own data representations or
will the big figure same class of 35 students.
big bottle with water. even their
contain. (The teacher is They had a
Allow them to see the own pictograph. S/he should
not limited to the survey to help them select
difference between 1 see to it (observe/guide)
objects enumerated) liter foods for their class party. that the pupils include the
and 100 mililiter. The result of necessary parts of the
Help them realize that the survey is shown in graph/table.
10 ml water is a small Table 1: include the necessary parts
amount compared to 1 of the graph/table.
liter. There is no need to Practice:
introduce first the Posing Problem:
equivalence of 1000 ml Don Dominic has a big lot.
=1 l. The purpose is He wanted to have a
learn that small amount coconut plantation so
of liquid is to be he started planting coconut
measured in mililiter and trees on it. Initially, he
c. Abstract big amount in liter. planted for 5 Months. The
Look at the figures b. Pictorial graph below shows the total
below. Let them draw number of coconut tree
containers and name planted each day:
the ingredient inside of
each. Then, write the
appropriate unit to be
used in measuring the
capacity.
Examples:
What we need to do first?
(Answers may vary)
What symbol can we use?
(Let them decide on the
c. Abstract symbol and how
Group activity many it will represent. A
Divide the class into tree would be a logical
threes. Using their symbol. Discuss different
Show Me Boards, number representation but
let each group write if explain to them that 10 is
the capacity inside the the best choice, considering
container will be the given trees for the
measured by liter or month of March.) On the
milliliter. board, have the pupils list
1. Water inside a tank the months. Ask the pupils
2. Juice inside a small month by month how many
can tree symbols they need to
3. Milk in a glass draw. (8, 7, 10, 9, 7) What
4. Water in a gallon other things they need
5. Vinegar in a sachet besides a symbol? (Title,
labels, and legend or key.)
What title could we
use? (Answer may vary.
Dominics Coconut
Plantation) What labels
could
we use? (Months) The
legend or key should be

Why is it
so important? (You cannot
read the graph without a
key or legend)
D. Discussing new Performing the Task Performing the Task Performing a Task Performing the Task
concepts and practicing Processing 1. Processing: Processing Ask :
new skills #1 Give each group time Ask: Ask: Processing
( Modeling) to report on the Ask the pupils to name What are the food choices What is the title of the
following questions. liquid ingredients that of the class? Pictograph? Who has a big
How did you estimate are used in cooking. Which among the foods lot? What are the labels in
the measure of the big Examples are water, got the highest votes? the pictograph? What is the
objects vinegar, oil and soy Which among the foods symbol used in the
using the size of the sauce got the lowest votes? pictograph?
small objects? Ask the pupils to present What is the total number What did he want to plant
How many small their answers in front of of votes? on it? How many months
objects do the big the class. Based on the result, what did he plant?
objects have? are the two foods Let the pupils read the
Can the small square preferred by the class to months. What is the key or
be used in estimating have in the party? legend of the pictograph?
the Answers will vary. What is the equivalent of
measure of the big How many pupils ride a one
rectangle? Why? school bus?
Processing: How many pupils walk to
Give each group time school?
to report on the How many pupils ride a ? (How many coconut
following questions. car from home? tree a picture
For group 1 only: Can How many pupils ride on represents?)
the small triangle be their bike? What month did he plant
used in What means of the most number of coconut
estimating the measure transportation do most trees?
of a big rectangle? pupils used? (If 1 coconut tree (picture)
How? (Change the means is equivalent to ten coconut
For group 2 only: Can transportation if trees then how
the small square be necessary. Data will vary many coconut trees did he
used in depending on information plant on January or let the
estimating the measure gathered.) pupils figure out
of the big triangle? Practice how many coconut trees
How? After filling the How were planted on January:
For group 3 only: Can students get to school? multiply 8 times 10 or
the small rectangle be tally chart, prepare a 10+10+10+10+10+10+10
used in graph using the same +10).
estimating the measure data. What month did he plant
of the big square? How? the least number of coconut
For the 3 groups: trees?
How did you estimate (If 1 coconut tree (picture)
the measure of the big is equivalent to ten coconut
object trees then how many
using the size of the coconut trees did he plant
small object? on February and May? Help
How many small
objects are there in big the pupils figure it out)
object? What is the total number of
Processing 3: of coconut trees did he
About how triangles will plant?
there be in the Solution:
rectangle?
E. Discussing new E. Discussion of new E. Discussion of new E. Discussion of new E. Discussion of new
concepts and practicing concepts and practice concepts and practice of concepts and practicing concepts and practicing
new skills #2 of new skills #2(Guided new skills #2(Guided new skills #2(Guided new skills #2(Guided
(Guided Practice) Practice) Refer to the Practice) Refer to the LM Practice) Practice) Refer to the LM
LM 112- Gawain 1 113- Gawain 1 A pahina Refer to the LM 114- 115 Gawain1 pahina 284
pahina 276sa Gawain 1 279sa LM Gawain 1 pahina 281 Makikita sa larawan ang
Suriin nang mabuti ang Gawain 1 Sa anong tala ng mga Boy Scouts na
maliit na hugis sa Tingnan ang mga paraan/sasakyan ka nakilahok sa programang
ibaba. nakalarawan sa ibaba. nakararating sa Barangay Clean Up sa
Gamit nito, alamin ang Ibigay ang paaralan? Gamitin ang loob ng isang linggo.
estimated measure ng angkop na unit of datos na nakasaad sa
hugis sa bawat bilang. measure ng liquid ang talakayan
Isulat ang sagot sa dapat gamitin, liter o upang makagawa ng
kuwaderno. milliliter at ang pictograph.
abbreviation nito.
Isulat sa iyong
kuwaderno.
F. Developing mastery F. Developing mastery F. Developing mastery F. Developing mastery F. Developing mastery
( Independent Practice) ( Independent Practice) ( Independent Practice) ( Independent Practice) ( Independent Practice)
Gawain 2, pahina 277sa Gawain 2, pahina sa Refer to the LM114 ) Refer to the LM
LM112 LM113 Gawain 2pahina 281 115pahina285
Basahin ang sitwasyon Basahin ang sitwasyon Basahin ang kuwento at Gawain 2
sa loob ng kahon at sa loob kahon. Sagutin sagutin ang mga tanong. Gumawa ng Tally Chart
pagkatapos ay sagutin ang SPED Day Out Kaarawan ayon sa pictograph sa
ang mga tanong sa mga tanong sa ibaba. ni Teacher Vicky. ibaba.
ibaba. Isulat ang sagot sa Inanyayahan niya ang
Isulat ang sagot sa kuwaderno. kanyang mga mag-aaral
kuwaderno. na kumain sa malapit
na Ice Cream House.
Nakasulat sa menu ang
flavorsna kanilang
maaaring bilhin. Lima ang
maaari
nilang pagpilian: Triple
Chocolate, Cookies n
Cream, Rocky Road,
Double Dutch and Ube
Macapuno. Pinili ni Ronnie
ay Triple Chocolate. Ube
Macapuno naman ang kay
Amanda. Sina Gino at
Gina ay Rocky Road at
 ganoon din ang kina
Junnie at Maya. Ang gusto
ni Mario ay Double Dutch
samantalang Rocky Road
naman ang gusto ni
Nenita. Pagkatapos nilang
pumili, silang lahat ay
pumila upang kunin ang
nagustuhang ice cream.
Masaya silang lahat na
kumain.
Ilagay ang tamang bilang
ng mga datos sa grid.
Kumpletuhin ito.

G. Finding Practical G. Finding Practical G. Finding Practical G. Finding Practical G. Finding Practical
applications of concepts applications of applications of concepts applications of concepts applications of concepts
and skills ( Application / concepts and skills and skills ( Application ) and skills ( Application / and skills ( Application /
Valuing) ( Application / Mga tanong: Valuing Valuing)
Valuing) 1. Ano ang appropriate Gawain 3 Isulat sa papel ang sagot sa
Mga tanong: unit of measure ang Nais malaman ni Nikky ipinakitang tally chart.
1. Ano ang area ng gagamitin sa isang kung ano at ilan ang
flower garden ni Annie? bahagi ng juice? alagang
2. Mga ilang units ang 2. Iguhit ang mga hayop ng kanyang mga
lawak ng bawat bahagi sumusunod: kaklase. Gusto rin niyang
ng kabuuang kalamansi malaman kung ilan ang
flower garden? juice sa loob ng isang walang alagang hayop.
3. Mga ilang square lalagyan Nakasulat sa ibaba ang
units ang area ng ang sampung bahagi ng tala ng mga ito.
bawat hinating juice sa
bahagi nito? sampung baso
4. Kung pahalang na ilagay ang appropriate
hahatiin sa dalawang unit of measure sa
parte ang flower bawat larawan
garden, mga ilang
square units ang area
ng bawat bahagi?
H. Making H. Making H. Making H. Making generalizations H. Making generalizations
generalizations and generalizations and generalizations and and abstractions about and abstractions about the
abstractions about the abstractions about the abstractions about the the lesson lesson
lesson ( Generalization) lesson (Generalization ) lesson (Generalization ) (Generalization ) (Generalization)
Estimating the measure The capacity of liquid is Data are information that What is a pictograph?
of a given figure using measured in liter when are collected about people It is a representation of data
different shapes can be in big amount and in or things using pictures.
done by visualizing the mililiter when in small Tally Chart is a chart that What is a key or legend?
given shape and fitting amount. uses tally marks to show It is a short description of a
it on the given figure data. picture or illustration.
How can we interpret a
pictograph?
We can interpret a
pictograph by using legend.
I. Evaluating Learning I. Evaluation I.Evaluation I.Evaluation I.Evaluation
Given the small figure, Anong unit of capacity The students of Holy
estimate the area of ang gagamitin sa mga Infant Academy are voting
the bigger figure. sumusunod na for the booth they want to
aytem? Isulat ang liter o have at the Academy Day.
meliliter at ang They wanted to know the
abbreviation nito. booth preferred
1. Tubig sa loob ng by the students. The
tangke results of the voting
2. Gatas sa tasa survey are as follows:
3. Tubig sa pitsel
4. Suka sa bote
5. Juice sa baso
Key to correction: 1. liter 1. What is the most favorite
2. mililiter 3. Liter Make a picture graph snack of the pupils?
4. mililiter 5. mililiter using the above data. 2. What is the least favorite
snack?
3. How many pupils like
sandwich? Spaghetti? Pizza?
Bread?
4. How many pupils like
spaghetti and bread?
5. What is the total number
 of pupils?

J. Additional activities J. Additional activities J. Additional activities J. Additional activities for J. Additional activities for
for application or for application or for application or application or remediation application or remediation
remediation remediation remediation ( Assignment) sa pahina ( Assignment) sa pahina286
( Assignment) ( Assignment) ( Assignment) 283 sa LM 115
Gamit ang 10 cm bilang Isulat sa kuwaderno ang Kumpletuhin ang table Ang sumusunod ay talaan
isang unit, i-estimate mga liquid items sa ayon sa talang ibinigay. ng mga miyembro ng HIA
ang inyong bahay na ang Gawin sa kuwaderno. Sports Club. Gumawa ng
area ng lugar o gamit laman ay sinusukat sa Paboritong prutas ng mga pictograph gamit ang
na binabanggit. liter at milliliter. bata: talaang ito. Isulat sa papel
Subuking Humingi ng tulong sa ang iyong kasagutan.
alamin ang tunay na nakatatanda.
area sa tulong ng
nakatatanda. Tingnan
kung gaano ka kagaling
mag
estimate ng area.
1. Lamesa
2. Floor Mat
3. Sala
4. Silid tulugan
5. Silid kainan

V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of Learners who
require additional
activities for
remediation
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?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?