School: KAPALUTAN ES Grade Level: II

GRADE 2 Teacher: JESSA S. NACURAY Learning Area: MATHEMATICS

Teaching Dates and
Time: APRIL 29 – MAY 3, 2024 (WEEK 5) Quarter: 4TH QUARTER

OBJECTIVES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standard Demonstrates Demonstrates Demonstrates Deepens understanding of

understanding of time, standard understanding of time, standard understanding of time, standard pictographs without and with scales
measures of length, mass and measures of length, mass and measures of length, mass and and outcomes of an event using the
capacity and area using square- capacity and area using square-tile capacity and area using square-tile terms likely, equally likely and unlikely
tile units. units. units. to happen.

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

C. Learning Identify appropriate unit of Collects data on one variable using Infers and interprets data Make a guess on whether an event is
Competency/ measure in finding the capacity a questionnaire. presented in a pictograph less likely, more likely, equally likely
Objectives M2ME-IVf-33 M2SP-IVh-1.2 without and with scales. or unlikely to happen based on facts
Write the LC code for each. Sorts, classifies, and organizes data M2SP-IVi-3.2 M2SP-IVj-7.2
in 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 Lesson 115:Read and Make Lesson No. 116 Make a Guess CATCH UP FRIDAY
Data Pictograph
LEARNING RESOURCES
A. References K-12 CGp.52 K-12 CGp. K-12 CGp. K-12 CGp.53
1. Teacher’s Guide 374-377 397-400 401- 407 407-413
pages
2. Learner’s Materials pages 264-266 281-284 284-286
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resource 1. Bottles of soft drinks or 1. Non-transparent bag 3. 1. Calendar where Philippine Paper bags
medicines, cups, glasses and Graphing paper holidays are written Party/Magicians hat
pitcher 2. 20 crayons in red, blue, green 2. Sample Pictographs Colored popsicle sticks
2. Different items with different and yellow (assorted number of Colored candies or small toys
sizes with ml or l label content each color) Improvise spinner
 3. Show Me Boards Basket of fruits
PROCEDURE
A. Reviewing previous lesson or Show the different measuring 1. Pre-assessment Show a calendar where all regular Show an empty paper bag to the
presenting the new lesson device. Ask: Show to the pupils an empty non- holidays in every month are listed. pupils. Put inside the bag seven
c. Can you remember how you transparent bag. (or use a covered Select the first 4 months of the colored popsicle sticks (4 red, 2 green,
use these things when you were jar) Put all the 20 crayons in the calendar and count the number of and 1 yellow) (may vary). Don’t
in Grade 1? bag. Explain to the pupils that they holidays.(Number of holidays may mention the colors. Say: Your goal is
d. How many glasses of water are are going to use the crayons to vary every year) Make a tally chart to draw a conclusion about the
there in a pitcher? make a graph that shows how and picture graph that will use the number and color of each popsicle
e. Can you still remember the many are there in each color. Ask information in the selected months. sticks that is inside the bag. Present
number of bottles of mineral the pupils to create a graph of the Assist the pupils the worksheet and model the
water in a bottle of family-sized colors of the crayons. who hardly or find difficulty to make experiment to the class. Discuss the
soft drink? (similar to the one below using a tally chart and picture graph information regarding “What we
their graphing paper) At random, similar to the one below: Know” about the paper bag and
ask pupil/s to draw/pick a crayon record the idea.
and then color the rectangle above Original File Submitted and Formatted
the line in the column for that by DepEd Club Member - visit
color. Put the crayons back in the depedclub.com for more
bag. Have the pupil repeat this
process with each of the crayons, (Help the pupils to think of a symbol
coloring each new rectangle that would represent each month
directly above the last rectangle of that has connection to the holidays)
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 purpose for the 1. Motivation 1.Motivation Ask the pupils about everyday
lesson Ask: Which crayons are most often What tree is abundant in your experiences of chance and certainty
drew/picked? How can you tell? place? (Coconut, Mango, etc.) that they can recall.
Which are the least of? How can Have you seen a coconut tree (most Make a list of things that will never
you tell? common)? happen. (Example: A flying carabao,
Are there any colors tied or equal What can we get from a coconut you see a live dinosaur today, etc.)
number of draws? tree? Label this list. “Impossible.”
What does the graph tell you? Now make a list of things that will
Why? definitely happen. (Example: the sun
Vocabulary Development: will rise tomorrow, you will eat
Survey–to ask people questions in something today, etc.) Label this list.
order to find out about their “Certain.”
opinions or Now make a list of events that may or
behaviour or an issue may not happen. (Example: Tonight
Party–a event where a group of might rain, single 6-sided die rolling
people meet to talk, eat, drink, etc., an even number, etc.) Label this list.
 often in “Chance.”
order to celebrate a special
occasion
Tally–a record or count of a number
of things
C. Presenting examples/ Present the lesson using Let the pupils collect stones or Today we will make a pictograph. Let the pupils create different kinds of
instances of the new lesson a. Concrete leaves according to different What is a pictograph? A spinning wheel with different
b. Pictorial categories such as big/small, pictograph is a graph that uses symbols, shapes and numbers and
c. abstract round/flat, smooth/rough, pictures or symbols to show or with equal and unequal proportions.
light/heavy, shiny/dark, etc. Count represent data. All pictographs have (S/He may start teaching from the
the number of pupils who brought labels and Key or legend. A label is a unlikely to happen then followed by
big/small stones or leaves (with short description less likely to happen, equally likely to
respect to categories) and given for the purpose of happen and finally to more likely to
record/write the data gathered in identification. A key or legend is a happen.)
the worksheet (refer to sample word or phrase or number written
worksheet: on the board or on or next to a picture, map, etc.
individually in a sheet of paper.) that explains what it is about or
what the symbols on it mean or
equal to.
Conduct a survey to the class who
have old or new bags, shoes, hats
How many pupils brought and umbrellas, etc. (anything that
(categories) stones/leaves? the pupils usually bring to school)
What is the least common Group the pupils according to the
category? classification s/he sets. Write on the
What is the most common board or uselarge chart paper, or an
category? overhead projector to record the
What is the total number of pupils? information in a tally chart format.
Let the pupils draw the categories if
possible. From the collected data,
let them create their own data
representations or even their own
pictograph. S/he should see to it
(observe/guide) that the pupils
include the necessary parts of the
graph/table.
include the necessary parts of the
graph/table.

D. Discussing new Divide the class into three’s. What are the food choices of the What is the title of the Pictograph? Show to the pupils a party hat or
concepts and practicing new Using their Show Me Boards, let class? Who has a big lot? What are the magician’s hat. Put inside the hat 1
skills #1 each group write if the capacity Which among the foods got the labels in the pictograph? What is orange, 3 blue, 6 green and 12 red
inside the container will be highest votes? the symbol used in the pictograph? candies or small toys. (Act like a
measured by liter or milliliter. Which among the foods got the What did he want to plant on it? magician by showing your hands are
1. Water inside a tank lowest votes? How many months did he plant? clear and you will draw one candy/toy
2. Juice inside a small can What is the total number of votes? Let the pupils read the months. at a time to make it a little bit
3. Milk in a glass Based on the result, what are the What is the key or legend of the exciting.) Can you guess the color of
4. Water in a gallon two foods preferred by the class to pictograph? the candy/toy that I will draw?
5. Vinegar in a sachet have in the party? What is the equivalent of one (Answer may vary but just the same
Ask the pupils to present their Answers will vary. let them explain why they choose that
answers in front of the class. How many pupils ride a school bus? answer.) Present a worksheet similar
How many pupils walk to school? to the one below or you may write it
How many pupils ride a car from ? (How many coconut tree a on the board. After each draw you
home? picture will call a pupil to write below the
How many pupils ride on their bike? represents?) color the word “Less Likely”, “Equally
What means of transportation do What month did he plant the most Likely”, “More Likely” and “Unlikely”
most pupils used? number of coconut trees? and let them explain their answer.
. (If 1 coconut tree (picture) is After the 11th draw ask them if they
equivalent to ten coconut trees can guess the next color to be drawn.
then how many coconut trees did Finish the activity.
he plant on January or let the pupils
figure outhow many coconut trees
were planted on January: multiply 8
times 10 or
10+10+10+10+10+10+10+10).
What month did he plant the least
number of coconut trees?
(If 1 coconut tree (picture) is
equivalent to ten coconut trees
then how many coconut trees did
he plant on February and May?
Help the pupils figure it out)
What is the total number of of
coconut trees did he plant?
Solution:
E. Discussing new concepts and Sa anong paraan/sasakyan ka Makikita sa larawan ang tala ng mga Group the class into 2. Answer the
practicing new skills #2 nakararating sa Boy Scouts na questions provided in each group.
paaralan? Gamitin ang datos na nakilahok sa programang “Barangay
nakasaad sa talakayan Clean Up” sa
upang makagawa ng pictograph. loob ng isang linggo.

F. Developing mastery (leads to Anong unit of capacity ang Basahin ang kuwento at sagutin ang Gumawa ng Tally Chart ayon sa
Formative Assessment 3) gagamitin sa mga sumusunod na mga tanong. pictograph sa
aytem? Isulat ang liter o meliliter SPED Day Out Kaarawan ni Teacher ibaba.
at ang abbreviation nito. Vicky. Inanyayahan niya ang
1. Isang galong tubig kanyang mga mag-aaral na kumain
2. Isang tasang tsaa sa malapit na Ice Cream House.
3. Pitsel na coke Nakasulat sa menu ang flavorsna
4. Basong juice kanilang maaaring bilhin. Lima ang
5. Boteng mantika maaari nilang pagpilian: Triple
Chocolate, Cookies ‘nCream, 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 application Nais malaman ni Nikky kung ano at Isulat sa papel ang sagot sa Show an improvised spinner and
of concepts and skills in daily ilan ang alagang hayop ng kanyang ipinakitang tally chart. make sure it is fair. Have the whole
living mga kaklase. Gusto rin niyang class do the lesson together. Each
malaman kung ilan ang walang pupil will spin once and record the
alagang hayop. spin in the worksheet. What color the
Nakasulat sa ibaba ang tala ng mga spinner would land? Can you guess
ito. 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 generalizations The capacity of liquid is measured Data are information that are What is a pictograph? An event is less likely if it does have a
and abstractions about the in liter when in big amount and in collected about people or things It is a representation of data using smaller chance of happening.
lesson mililiter when in small amount. Tally Chart is a chart that uses tally pictures. An event is equally likely if it does
marks to show data. What is a key or legend? have an equal/fair chance of
It is a short description of a picture happening.
or illustration. An event is more likely if it does have
How can we interpret a pictograph? greater chance of happening.
We can interpret a pictograph by An event is unlikely if it does not have
using legend. a good chance of happening.
I. Evaluating learning Anong unit of capacity ang The students of Holy Infant
gagamitin sa mga sumusunod na Academy are voting for the booth
aytem? Isulat ang liter o meliliter they want to have at the Academy
at ang abbreviation nito. Day. They wanted to know the
1. Tubig sa loob ng tangke booth preferred by the students.
2. Gatas sa tasa The results of the voting survey are
3. Tubig sa pitsel as follows:
4. Suka sa bote 1. What is the most favorite snack
5. Juice sa baso of the pupils?
Make a picture graph using the 2. What is the least favorite snack?
above data. 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 for Gawaing Bahay Kumpletuhin ang table ayon sa Ang sumusunod ay talaan ng mga HOME ACTIVITY
application or remediation Isulat sa kuwaderno ang mga talang ibinigay. miyembro ng HIA Sports Club. Refer to LM 116 – Gawaing Bahay:
liquid items sa inyong bahay na Gawin sa kuwaderno. Gumawa ng pictograph gamit ang
ang laman ay sinusukat sa liter at Paboritong prutas ng mga bata: talaang ito. Isulat sa papel ang iyong
milliliter. Humingi ng tulong sa kasagutan.
nakatatanda.

IV. REMARKS
V. REFLECTION

PREPARED BY:

JESSA S. NACURAY NOTED:

Teacher 1

PRECY U. TABALDO,PhD
TIC