School Grade Level 1

DETAILED LESSON Teacher Learning Area

PLAN Teaching Dates and Quarter 4
Time

I. OBJECTIVES
A. Content The learner demonstrates understanding of pictographs without scales and
Standards outcomes of an event using the terms the likely and unlikely to happen.
Is able to create and interpret simple representations of data (tables and
B. Performance pictographs without scales) and describe outcomes of familiar events using the
Standards terms likely and unlikely to happen.
C. Learning Learning Competency: Sorts, Classifies, and Organizes data in tabular form and
Competencies/ presents this into a pictograph without scales.
Objectives
Write the LC
code for each Code: M1SP-IVg-2.1

Specific Objectives: At the end of the lesson, students are expected to:
a. Identify likely and unlikely events in practical situations;
b. sort the boxes into likely and unlikely categories;
c. classify objects in the box as likely or unlikely to be predicted; and
d. organize objects based on characteristics of real life objects

II. CONTENT More likely and Less likely

III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
 2. Learner’s
Materials Pages
3. Textbook pages
4. Additional Llc, B. (2015). More likely or less likely. Retrieved November 28, 2024, from
Materials from https://www.biglearners.com/worksheets/grade-1/math/data-graphs-probability/
Learning more-likely-less-likely
Resource (LR)
portal
B. Other Learning
Resources
C. Content Science: Observation, Classification, Critical Thinking.
Integration
Language Arts: Reading Comprehension, Vocabulary Building, Writing.
D. Values Informed Decision
Integration:
E. Teaching Hands on Activities and Manipulatives
Strategies:
IV. PROCEDURES (Teacher’s Activity) (Student’s
Activity)
A. Preliminary
Activities May I request everyone to please stand for our prayer. Jenerose, kindly lead us in Dear God,
 Prayer prayer. Thank you for this
beautiful day.
Please help us to
learn and be kind
to each other.
Guide our teacher
and all our friends,
And help us to do
our best today.
Amen.

Good morning class! How are you today? We’re fine,

That’s great to hear! teacher!
 Greetings
 Let us check your attendance first. Say present if your name is called.

 Attendance
 Classroom Rules Okay class, before we will start our lesson
Please be guided with these gentle class rules:
1. Listen attentively.
2. Respect everyone.
3. Do not talk when somebody is talking.
4. Raise your hand if you want to answer.
5. Avoid making unnecessary noise.
6. Participate in all group activities.
7. Enjoy while learning!

Are all these rules clear? Yes, teacher!

A. Reviewing Class, can you still remember what we discussed yesterday? Teacher, we had
the previous an activity and we
lesson or learned about
presenting the collecting data.
new lesson
Amazing! It’s great that you can still remember.

In collecting data we ask people questions to find out things. Can anyone Interviews or
remember what we called the activity where we asked our classmates questions asking questions,
to get answers?" teacher!

Yes! We used an interview to ask a question and get answers. We only asked one
question and listened carefully to each person’s answer. What did we do with all We count them or
the answers we collected? we write them,
teacher!
Very good!

Today, we’re going to play a quick game to decide if something is likely or Yes, teacher
B. Establishing a unlikely to happen. I will say a simple statement, and you will give a “thumbs up”
purpose for the if you think it is likely and “thumbs down” if it is unlikely. Are you all excited?
lesson
Example Statement:

“The sun will rise tomorrow” Thumbs up

“It will snow in the summer” Thumbs down

Thumbs up
“We will eat lunch today”

Thumbs down
“A giraffe will walk into our classroom”

“You will see a bird outside” Thumbs up

Very Good everyone!

Thank you for participating.

Before learning our new lesson today, let us first read our Learning Objectives.

Specific Objectives: At the end of the lesson, students are expected to:
a. Identify likely and unlikely events in practical situations;
b. sort the boxes into likely and unlikely categories;
c. classify objects in the box as likely or unlikely to be predicted; and
d. organize objects based on characteristics of real life objects

C. Presenting new Now, class do you want me to tell you a story? Yes, teacher!
lesson/instance Because we love
for a lesson listening to
stories!
“Luna’s Playtime Surprise”
Luna is a happy Grade 1 student who loves playing outside during recess. Today
she’s excited to play with her friends in the schoolyard.

Luna has two favorite games: tag and hide-and-seek. She wants to play one of
them during recess.

It’s a sunny day with no clouds in the sky. What game is Luna more likely to play?
Tag! Because it’s
sunny, and tag is
usually played
outside.

It’s raining heavily outside. What game is Luna more likely to play?
Hide-and-seek
because it’s
raining, hide-and-
seek can be
played inside.
Let’s pretend we are at a park. There are two different slides: one slide is really
wide, and the other one is really narrow. If I ask 10 friends, which slide do you
think they’ll choose to play on? Which slide do you think is more likely to have Teacher, I think it
more kids going down it? The wide slide or the narrow slide? is more likely that
there will be more
kids going down in
the wide slide.

Why is that so?

Teacher, because
it is wide. Many
kids can play in
there.
Very good!
Let’s try another one.
Look at this scale. On the left we have more likely and on the right we
have less likely. I need 1 representative for each picture to classify these and
paste it on the table below.

More Likely Less Likely

Guide Questions:
1. Is it more likely to see a snowman in the desert or a snowman in the snow?

Teacher, it is more
likely to see a
snowman in the
2. What about the snowman in the desert? snow.
It is less likely
teacher to see a
snowman in the
4. How about the purple apple? desert.
Teacher, it is less
 likely to see a
purple apple.
However, it is
more likely to see
a red apple.
D. Discussing new Class, when we use the term “likely” it means something has a good chance of
lesson and happening, and “unlikely” means it probably won’t happen.
practicing new
skills #1 For example:
1. It will rain tomorrow.
Likely, teacher!
Is it likely? or unlikely?
2. You’ll see a dragon in real life. Unlikely, teacher!
3. You’ll get a birthday present
4. You’ll fly to school. Likely, teacher!
5. You’ll eat breakfast tomorrow Unlikely, teacher!
6. You’ll meet a famous person Likely, teacher!
7. You’ll group to be a superhero Unlikely, teacher!
That’s unlikely
also teacher!

Now, I have yellow box here with only one item inside, would it be likely or Unlikely, teacher!
unlikely that we’d find lots of items here? Because there
was only one
thing. If there’s
just one, we can’t
have a lot.

Let’s think about the weather. In the morning, we can look outside and try to
figure out if it’s more likely to rain or if it’s more likely to be sunny.

'What is more likely to happen tomorrow? Will it be sunny, or will it rain?

 Teacher, it
is more likely to
What about if we see lots of dark clouds and it’s been raining? be sunny because
I see the clear
blue sky.
Teacher, we can
say it’s less
likely that it will
be sunny
tomorrow so
it’s more
likely that it will
rain.
E. Discussing new This time class we will be sorting likely and unlikely boxes
lesson and
practicing new
skills #2 Likely Unlikely

But before that let us review that when something is likely, it means it is more
likely to happen. When something is unlikely, it means it is less likely to happen.
For example, if we see the sun shining, it’s likely that it will be a sunny day. If we
see snow falling, it’s unlikely that we will see a snowman in the desert.

Here’s what you’re going to do. I will give you a picture cards with the scenarios
listed below:

Likely items:
A dog barking
A teacher giving homework
A child eating lunch at school
A leaf falling from a tree in autumn
A car driving on the road
A bird flying in the sky
 Unlikely items:
A dog meowing
A snowman in the desert
A banana growing on a tree in winter
A fish flying in the air
A cat barking
A rainstorm in the middle of a sunny day
A tiger running around the playground at school
 We will play a game. This game is called “ The Game of Colored Boxes”
F. Developing
Mastery Let us first count from 1 up to 5. 1,2,3,4,5

After reading the instructions, you may stand up and go with your groups
respectively without dragging your chairs and making noise.

Did you understand? Yes, teacher!

Instructions:
1. In a piece of paper that will be given to you, indicate by writing what the
probable objects are inside and predict the quantity of items ranging from
1-10. Clues are pasted in front of the box as describing what is believed to
be inside.
2. Each group will need 1 representative to present in the class about the
items they believed that are inside of each box.
3. You will be given 5 minutes to work with your group
4. Be guided with the rubrics given below in your paper

Game Mechanics
 Students are divided into groups of up to five members. Each
group receives a sheet of paper with the following table drawn:

 Each group must analyse the boxes, make predictions about

the items and the quantity inside each box, and classify these
predictions according to the categories “Likely” and “Unlikely
 A representative from each group must announce the items
and quantity they believe to be inside each box. The teacher
then opens the boxes and confirms whether the predictions are
correct or not. Students should mark on the table whether the
prediction was likely or unlikely.
 Probability

BOX COLOR QUANTITY OF ITEMS Likely Unlikely

Items to be place inside the box:

 Rubrics for the “Game of Colored Boxes”
Criteria Exemplary(4 Proficient(3 Developing(2 Needs
points) points) points) improvement
(1 point)
Prediction Group Group Group make Group makes
Accuracy accurately predicts accurate few or no
predicts most some items predictions, accurate
items and and but also prediction.
quantities inside quantities includes many
the box. inside the inaccurate
box. ones.
Classification Group Group Group Group fails to
of likelihood consistently and generally struggle to classify
accurately classify classify predictions as
classifies predictions predictions as likely or
prediction as as likely or likely or unlikely, or
likely or unlikely unlikely, unlikely, often their
based on sound but may making classifications
reasoning. make some random or are
inconsistent illogical consistently
or illogical choices. incorrect.
choices.
Collaboration Group members Group Group Group
and actively members members members do
Communicatio participate in participate participate not
n the activity, in the minimally, or communicate
share ideas and activity, but there is and
listen to each some limited collaborate
other’s members communicatio effectively.
perspective. dominate or n and
contribute collaboration.
less than
 others.
Time Groups finished Groups Groups finish Groups do not
Management ahead of time finished on too close on finish on time.
with their time with time.
output. their
output.
Orderliness Clean and Clean and Clean and Messy
orderly organized organized but workplace
organized and the whole with some during and
behave during time of the mess during after the
and after the activity. activity. activity.
activity.
Total points: 20
Grading Scale: 18-20 points: Excellent!
Grading Scale: 14-17 points: Good!
Grading Scale: 10-13 points: Satisfactory!
Grading Scale: 6-9 points: Needs Improvement!

G. Finding practical Activity: Fruit Salad sorting

application of
concept and Direction: Students will sort fruits and organize them into “more likely” by
skills in daily attaching them into the salad bowl. For the “less likely” attach them to the trash
living. bin.
 What happens when you wake up in the morning and it's sunny outside? What It’s likely that we’ll
H. Making are some things that are likely to happen?" go outside and
generalizations play, or we might
and abstractions wear a t-shirt and
about the shorts
lesson.
Because sunny
Why do you think that’s likely?" days happen
often, and when
the sun is out, we
do certain things
like playing
outside
What’s the difference between likely and unlikely? Likely means it
might happen,
unlikely means it
probably won’t.
How do you decide if something is likely or unlikely?
By thinking,
observing and
experiencing,
teacher!
I. Evaluating Direction: Circle the picture of the best answer.
learning
1. Which of the following is more likely to happen on a sunny day? 1. A
A B
 2. B
2. What is less likely to happen during summer?
A B

Items 3-5 Given the scenario below, sort the boxes into likely and unlikely
categories by drawing lines.
3.More likely
3.Toy box More likely Less
likely

4. Less likely

4.Storage box for food

 5.More likely

5. storage box found in the classroom

6. I am more likely
For items 6-10. Arrange the words base on characteristics of real life objects by to find a monkey
writing the name of it. in the zoo.
7. It is less likely
to find a knife in
the classroom.
8. I am more likely
to eat ice cream
Ice cream Monkey
Umbrella Knife during sunny day.
Tumbler 9. It is less likely
6. I am more likely to find a ________ in the zoo. that a big
7. It is less likely to find a __________ in the classroom. umbrella can fit to
8. I am more likely to eat __________ during sunny day. a small box.
9. It is less likely that a big _________ can fit to a small box. 10. It is more
10. It is more likely to find a __________ inside a bag. likely to find a
tumbler inside a
bag.

J. Assignment/ Direction: List something that is likely to happen after playing and something
Additional that is unlikely to happen.
activities for
application or 1. Draw something that is likely to happen:
remediation 2. 1.
3. 2.
4. 3.
 5.
6. Draw something that is unlikely to happen:
1.
2.
3.

VIII. REMARKS Students Development Report

Grade Nearing Beginning Action

Mastery
Level Mastery Mastery Line

IX. REFLECTION
A. No. of learners who
earned 80% in the ____ Lesson carried. Move on the next objective.
evaluation ____ Lesson not carried.
____ % of pupils got 80% mastery

B. No. of learners who

require additional ____ of learners require additional activities for remediation.
activities for
remediation
C. Did the remedial
lessons work? No. ____ Yes ____ No
of learners who ____ of learners caught up the lesson.
have caught up
with the lesson
D. No. of learners who
continue to require ____ of learners continue to require remediation.
 remediation

E. Which of my
teaching strategies
worked well? Why
did this 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?

Prepared by:
Ceniza, Merry Grace A.
Seguiz, Reniel M.
Gomez, Nova
Patiño, John Carmelo S.