Daily Lesson Plan

School: Pinyahan Elementary School Grade Level 4

Teacher: Arsenia R. De Guzman Learning Area: Mathematics

Teaching Date/s and _______________________ Quarter: Fourth – L4

Time: 9:20-10:05 MOLAVE 10:50-
11:35 APITONG
10:05-10:50 ACACIA 11:35-12:20
KAMAGONG

I. Objectives At the end of the lesson, the students should be able to present data using single line graphs
(Specify what the students
should be able to know and
accomplish by the end of the
lesson. This includes learning
outcomes.)

II. Content MATATAG

(State the subject and the Lesson Title: Presenting Data Using Single Line Graphs
specific lesson to be taught.)

III. Learning Resources

List down all the necessary
digital and or non-digital
resources for teacher and
learners to accomplish the
objectives of the lesson (e.g.,
print and non-print references,
textbooks, worksheet,
powerpoint, software, etc.).

IV. Procedure Graph Construction

(Explain how the objectives of Graph construction is an essential teaching strategy in mathematics and data analysis, as it helps
the lesson will be accomplished. students visually organize and interpret data. In teaching "Interpreting Data in a Single Line Graph," this
Use the parts provided as your strategy is particularly effective in enhancing critical thinking skills by encouraging students to analyze
guide.) trends, make predictions, and draw conclusions. B

● Reviewing previous Warm Up

lesson or presenting a ● Engage students by connecting data tracking to real-life events (typhoons).
new lesson ● Activity Instructions:
○ Display a word puzzle with hidden words related to typhoons (e.g., FLOOD,
BLACKOUT, LANDSLIDE, EVACUATE).
○ Students will have 10 seconds to find as many words as possible.
○ After the time is up, ask students to share the words they found.
● Discussion Questions:
○ Who found the word “flood”? What happens during a flood?
○ Who found “blackout”? What does it mean, and have you experienced one?
○ Why do people need to evacuate during a strong typhoon?
● Transition to Lesson:
○ "Typhoons cause different effects, and scientists track their impact to prepare better.
One way to track and present data is by using tables and graphs."

Review of Previous Lesson: Using Tables to Organize Data (5 minutes)

● Recap: Last time, we learned how to organize information in tables.
● Display the following data table:

● Ask students:
○ What does this table tell us? (Answer: The number of affected homes increased each
day.)
○ If we had 50 rows of data, would it be easy to see the pattern? (Answer: No, that’s
why we use graphs!)
● Key Idea:
○ Tables help us organize information, but graphs help us see patterns more easily.

This movement-based review helps assess prior knowledge and sets a fun tone for the lesson.

● Establishing a purpose ● Scenario-Based Learning:

for the lesson ● Tell the students:
● "Imagine a typhoon hits a community, and each day, more houses are affected. Scientists
 track this information to help responders take action."
● Ask:
○ If we look at the table, can we quickly see the trend? (No.)
○ What if we could see the pattern in a picture? (Introduce line graphs!)

● Presenting examples /
instances of the new ● Teacher-Led Demonstration (Students follow along with their own graphing paper).
lesson ● Step 1: Draw the Axes
○ Draw two perpendicular lines (X and Y axes) on graphing paper.
○ Explain:
○ The horizontal axis (X-axis) represents time (days).
○ The vertical axis (Y-axis) represents the number of affected homes.
● Step 2: Label the Axes
○ Label the X-axis: Monday, Tuesday, Wednesday.
○ Label the Y-axis: Number of homes affected (0, 5, 10, 15, 20).
● Step 3: Plot the Data Points
○ Plot Monday (0 homes) → Dot at (Monday, 0).
○ Plot Tuesday (5 homes) → Dot at (Tuesday, 5).
○ Plot Wednesday (15 homes) → Dot at (Wednesday, 15).
● Step 4: Connect the Dots with a Line
○ Use a ruler to connect the dots with a straight line.
● Step 5: Add a Title
○ Title: “Number of Homes Affected by Typhoon Karisa”
○ Ask: Why is a title important? (It tells us what the graph is about.)
● Step 6: Interpret the Graph
● Ask:
○ What do you notice? (The line is going up.)
○ What does this tell us? (More homes were affected as the typhoon continued.)
○ How can this information help emergency responders? (It helps them see which days
were the worst.)

● Discussing new Group Work

concepts and ● Create a line graph based on the data.
practicing new skills ○ Answer the following questions:
#1 ○ What trend do you see?
○ Which day had the highest number of affected homes?
○ How can this data help the government prepare?
● Groups present their findings and compare answers.

Discussing new concepts and Individual Work

practicing new skills #2 ● Create a line graph using this data.
● Write two sentences interpreting the trend.

G. Finding practical ● Ask the following questions:

application of ○ Does graphing paper help you in making a line graph?
concepts and skills in ○ What is your guide in locating the dots in its correct place in the graph?
daily living ○ What do you call a graph which shows data using dots and lines?
● Relate the data in the previous activities to answer the question: “What do you call the
calamities that happened when we, typhoons, hit an area?”

H. Making Learner’s Takeaways –Key Points:

generalizations and ● Review Key Concepts:
abstraction about the ○ Title tells the viewer what the graph is about and what variables are being compared.
lesson ○ The horizontal line or the x-axis represents independent variables, usually categories
or time.
○ The vertical line or y-axis represents the measured quantity.
○ The numbers are the scale which shows the numeric interval which will be the basis
of measurement.
○ Labels refer to the text that identifies what is being measured on each axis (x and y
axis).
○ Line graphs are used to represent information or data that changes over a period of
time.
● Line graphs help us track changes over time and make data easier to understand.

I. Evaluating learning ● Assess understanding with a short quiz.

● Provide a worksheet with 5 item questions for students to solve independently.
● Remind students to show work for each part and use a ruler to make the lines straight.
● Guide students through the quiz step by step, ensuring they understand each question and
process. Encourage them to show their work clearly and to rename when necessary. You can
walk around the room to assist as needed, and give feedback if needed.

J. Additional activities ● Reflect on students’ understanding of the lesson.

for application or Use the line graph in checking your learnings in this lesson.
remediation 1 - I need help.
2 - I quite understood the lesson.
3 - I learned very well.

V. Remarks
Note down observations in the
implementation of the lesson
that may affect the next lesson.

VI. Reflection
Think about the experience and analyze the
lesson’s effectiveness (e.g., what worked,
what did not work, what can be done
better, what to expect in the next lesson).