School: San Jose Elementary School Grade Level: II

GRADES 1 to 12 Teacher: Michaela L. Parro -Avila Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and June 19 – 23, 2023
Time: Time: (9:10-9:40) Quarter: 4th QUARTER

OBJECTIVES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
June 19, 2023 June 20, 2023 June 21, 2023 June 22, 2023 June 23, 2023
A. Content Demonstrates Demonstrates understanding of time, Demonstrates Deepens understanding of pictographs
Standard understanding of time, standard standard measures of length, mass and understanding of time, standard measures without and with scales and outcomes of
measures of length, mass and capacity capacity and area using square-tile units. of length, mass and capacity and area an event using the terms likely, equally
and area using square-tile units. using square-tile units. likely and unlikely to happen.

B. Performance Is able to apply knowledge of time, Is able to apply knowledge of time, Is able to apply knowledge of time, Is able to create and interpret simple
Task standard measures of length, weight, standard measures of length, weight, and standard measures of length, weight, and representations of data (tables and
and capacity, and area using square- capacity, and area using square-tile units capacity, and area using square-tile units pictographs without and with scales) and
tile units in mathematical problems in mathematical problems and real-life in mathematical problems and real-life describe outcomes of familiar events
and real-life situations. situations. situations. using the terms likely, equally likely and
unlikely to happen

C. Learning Identify appropriate unit of measure Collects data on one variable using a Infers and interprets data Make a guess on whether an event is less Administer Summative Test
Competency/ in finding the capacity questionnaire. presented in a pictograph likely, more likely, equally likely or unlikely
Objectives M2ME-IVf-33 M2SP-IVh-1.2 without and with scales. to happen based on facts
Sorts, classifies, and organizes data in M2SP-IVi-3.2 M2SP-IVj-7.2
tabular form and presents this into a .
pictograph without and with scales.
M2SP-IVi-2.2
II. CONTENT Lesson 113: Measuring capacity Lesson 114: Collect and Organize Data Lesson 115: Read and Make Pictograph Lesson No. 116 Make a Guess Summative Test

LEARNING RESOURCES
A. References K-12 CGp.52 K-12 CGp. K-12 CGp. K-12 CGp.53 Summative test files
1. Teacher’s Guide 374-377 397-400 401- 407 407-413
pages
2. Learner’s 264-266 281-284 284-286
Materials pages
B. Other Learning 1. Bottles of soft drinks or medicines, 1. Non-transparent bag 3. Graphing paper 1. Calendar where Philippine holidays are Paper bags
cups, glasses and pitcher 2. 20 crayons in red, blue, green and yellow written Party/Magicians hat
Resource
(assorted number of each color) 2. Sample Pictographs
2. Different items with different sizes Colored popsicle sticks
with ml or l label content Colored candies or small toys Improvise
3. Show Me Boards spinner
Basket of fruits
III. PROCEDURES
A. Reviewing Show the different measuring device. Show to the pupils an empty non-transparent Show a calendar where all regular holidays in Show an empty paper bag to the pupils. Song
Ask: bag. (or use a covered every month are listed. Put inside the bag seven colored popsicle
previous lesson
c. Can you remember how you use jar) Put all the 20 crayons in the bag. Explain to Select the first 4 months of the calendar and sticks (4 red, 2 green, and 1 yellow) (may
or presenting the the pupils that they are going to use the count the number of holidays.(
new lesson these things when you were in Grade crayons to make a graph that shows how many vary). Don’t mention the colors. Say: Your
1? are there in each color. Ask the pupils to goal is to draw a conclusion about the
create a graph of the colors of the crayons. number and color of each popsicle sticks
d. How many glasses of water are
(similar to the one below using their graphing
there in a pitcher? that is inside the bag. Present the
paper) At random, ask pupil/s to draw/pick a
e. Can you still remember the number crayon and then color the rectangle above the worksheet and model the experiment to
of bottles of mineral water in a bottle line in the column for that color. Put the the class. Discuss the information
of family-sized soft drink? crayons back in the bag. Have the pupil repeat regarding “What we Know” about the
this process with each of the crayons, coloring paper bag and record the idea.
each new rectangle directly above the last
rectangle of that color. (If you still have time,
do the same activity but do not put back the
crayons inside the bag. Will they have the same
results? Why?)
B. Establishing a 1. Motivation 1.Motivation Ask the pupils about everyday experiences Setting of standard
Ask: Which crayons are most often What tree is abundant in your place? (Coconut, of chance and certainty that they can
purpose for the
drew/picked? How can you tell? Mango, etc.) recall.
lesson Which are the least of? How can you tell? Have you seen a coconut tree (most common)?
Make a list of things that will never
Are there any colors tied or equal number of What can we get from a coconut tree?
draws? happen. (Example: A flying carabao, you
What does the graph tell you? Why? see a live dinosaur today, etc.) Label this
Vocabulary Development: list. “Impossible.”
Survey–to ask people questions in order to find Now make a list of things that will
out about their opinions or behaviour or an definitely happen. (Example: the sun will
issue rise tomorrow, you will eat something
Party–a event where a group of people meet to today, etc.) Label this list. “Certain.”
talk, eat, drink, etc., often in order to celebrate
Now make a list of events that may or
a special occasion
Tally–a record or count of a number of things may not happen. (Example: Tonight might
rain, single 6-sided die rolling an even
number, etc.) Label this list. “Chance.”
C. Presenting Present the lesson using Let the pupils collect stones or leaves according Today we will make a pictograph. What is a Let the pupils create different kinds of Giving of instruction
a. Concrete to different categories such as big/small, pictograph? A spinning wheel with different symbols,
examples/
b. Pictorial round/flat, smooth/rough, light/heavy, pictograph is a graph that uses pictures or shapes and numbers and with equal and
instances of the shiny/dark, etc. Count the number of pupils symbols to show or represent data. All
abstract unequal proportions. (S/He may start
new lesson who brought big/small stones or leaves (with pictographs have labels and Key or legend. A
respect to categories) and record/write the label is a short description teaching from the unlikely to happen then
data gathered in the worksheet (refer to given for the purpose of identification. A key or followed by less likely to happen, equally
sample worksheet: on the board or individually legend is a word or phrase or number written likely to happen and finally to more likely
in a sheet of paper.) on or next to a picture, map, etc. that explains to happen.)
what it is about or what the symbols on it mean
or equal to.

How many pupils brought (categories)

stones/leaves?
What is the least common category?
What is the most common category?
What is the total number of pupils?
D. Discussing new Divide the class into three’s. Using What are the food choices of the class? What is the title of the Pictograph? Who has a Show to the pupils a party hat or Supervising the test
their Show Me Boards, let each group Which among the foods got the highest votes? big lot? What are the labels in the pictograph? magician’s hat. Put inside the hat 1
concepts and
write if the capacity inside the Which among the foods got the lowest votes? What is the symbol used in the pictograph? orange, 3 blue, 6 green and 12 red candies
practicing new What is the total number of votes? What did he want to plant on it? How many
container will be measured by liter or or small toys. (Act like a magician by
skills #1 Based on the result, what are the two foods months did he plant?
milliliter. preferred by the class to Let the pupils read the months. What is the key showing your hands are clear and you will
1. Water inside a tank have in the party? or legend of the pictograph? draw one candy/toy at a time to make it a
 2. Juice inside a small can Answers will vary. What is the equivalent of one little bit exciting.) Can you guess the color
3. Milk in a glass How many pupils ride a school bus? of the candy/toy that I will draw? (Answer
4. Water in a gallon How many pupils walk to school? may vary but just the same let them
How many pupils ride a car from home?
5. Vinegar in a sachet explain why they choose that answer.)
How many pupils ride on their bike?
Ask the pupils to present their What means of transportation do most pupils Present a worksheet similar to the one
? (How many coconut tree a picture
answers in front of the class. used? below or you may write it on the board.
represents?)
. What month did he plant the most number of After each draw you will call a pupil to
coconut trees? write below the color the word “Less
(If 1 coconut tree (picture) Likely”, “Equally Likely”, “More Likely” and
“Unlikely” and let them explain their
answer. After the 11th draw ask them if
they can guess the next color to be drawn.
Finish the activity.
E. Discussing new Sa anong paraan/sasakyan ka nakararating sa Makikita sa larawan ang tala ng mga Boy Scouts Group the class into 2. Answer the
paaralan? Gamitin ang datos na nakasaad sa na questions provided in each group.
concepts and
talakayan nakilahok sa programang “Barangay Clean Up”
practicing new upang makagawa ng pictograph. sa
skills #2 loob ng isang linggo.

F. Developing Anong unit of capacity ang gagamitin Basahin ang kuwento at sagutin ang mga Gumawa ng Tally Chart ayon sa pictograph sa
sa mga sumusunod na aytem? Isulat tanong. ibaba.
mastery (leads to
ang liter o meliliter at ang SPED Day Out Kaarawan ni Teacher Vicky.
Formative Inanyayahan niya ang kanyang mga mag-aaral
abbreviation nito.
Assessment 3) na kumain sa malapit na Ice Cream House.
1. Isang galong tubig Nakasulat sa menu ang flavorsna kanilang
2. Isang tasang tsaa maaaring bilhin. Lima ang maaari nilang
3. Pitsel na coke pagpilian: Triple Chocolate, Cookies ‘nCream,
4. Basong juice Rocky Road, Double Dutch and Ube Macapuno.
Boteng mantika 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 Nais malaman ni Nikky kung ano at ilan ang Isulat sa papel ang sagot sa ipinakitang tally Show an improvised spinner and make Show honesty in answering the test
alagang hayop ng kanyang mga kaklase. Gusto chart. sure it is fair. Have the whole class do the
practical questions
rin niyang lesson together. Each pupil will spin once
application of malaman kung ilan ang walang alagang hayop.
and record the spin in the worksheet.
concepts and skills Nakasulat sa ibaba ang tala ng mga ito.
What color the spinner would land? Can
in daily living
you guess the likelihood of each color?
(Blue is more likely, yellow is unlikely, red
and green is less likely. It is noticeable that
there is no equally likely. It is expected
that the frequency of red and green are
almost the same. Help the pupils realized
that red and green are equally likely to
each other.)
H. Making The capacity of liquid is measured in Data are information that are collected about What is a pictograph? An event is less likely if it does have a
liter when in big amount and in people or things It is a representation of data using pictures. smaller chance of happening.
generalizations
mililiter when in small amount. Tally Chart is a chart that uses tally marks to What is a key or legend? An event is equally likely if it does have an
and abstractions show data. It is a short description of a picture or
equal/fair chance of happening.
about the lesson illustration.
How can we interpret a pictograph? An event is more likely if it does have
We can interpret a pictograph by using legend. greater chance of happening.
An event is unlikely if it does not have a
good chance of happening.
IV. EVALUATION Anong unit of capacity ang gagamitin The students of Holy Infant Academy are voting Recording the test resulte
sa mga sumusunod na aytem? Isulat for the booth they want to have at the
ang liter o meliliter at ang Academy Day. They wanted to know the booth
preferred by the students. The results of the
abbreviation nito.
voting survey are as follows:
1. Tubig sa loob ng tangke
2. Gatas sa tasa
3. Tubig sa pitsel
1. What is the most favorite snack of the
4. Suka sa bote Make a picture graph using the above data. pupils?
5. Juice sa baso 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?

Mastery Level

V. ASSIGNMENT Isulat sa kuwaderno ang mga liquid Kumpletuhin ang table ayon sa talang ibinigay. Ang sumusunod ay talaan ng mga miyembro ng HOME ACTIVITY Challenge the pupils for the next
items sa inyong bahay na ang laman Gawin sa kuwaderno. HIA Sports Club. Gumawa ng pictograph gamit Refer to LM 116 – Gawaing Bahay: test.
ay sinusukat sa liter at milliliter. Paboritong prutas ng mga bata: ang
talaang ito. Isulat sa papel ang iyong kasagutan.
Humingi ng tulong sa nakatatanda.
Prepared by: Noted:
Michaela L. Parro Marlene V. Braza
Grade 2 – Adviser Principal I