School
DUMARAN NATIONAL HIGH SCHOOL
DAILY
Teacher
LESSON LOG Teaching Date &
Time
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Objectives/ Competencies
January 4, 2024 / 1:30 – 2:30 pm
Grade Level
Learning Area
EAPP
Quarter
2nd
The learner understands the principles and uses of surveys, experiments, and scientific observations
The learner produces a well-written report for various disciplines
Disseminates written forms of information from surveys, experiments, or observations*
CS_EN11/12A-EAPP-IIe-j-10
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
DISSEMINATING INFORMATION FROM SURVEYS
4. Additional Materials from Learning Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new
lesson
Ask the learners about the previous lessons GATHERING INFORMATION FROM SURVEYS and the different types
of survey questions.
1.
Open-ended questions
These types of questions do not have predetermined options or answers. These questions typically ask
the “how” and “why” of something.
2. Dichotomous Questions
Dichotomous questions have two possible answers, often either yes/no, true/false, or agree/ disagree.
3. Multiple–response questions
There are certain questions that necessitate the respondents to provide more than one answer. For
example, a typical advertising survey would ask the question, “How did you find about the particular
service or item”? A respondent may have encountered more than one of the probable ways.
4. Matrix questions
There are instances where a number of questions you intend to ask to have the same set of possible
answers. Thus, it is possible to construct a matrix of items and answers for the sake of streamlining the
survey.
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5. Contingency Questions
Contingency questions are intended for certain respondents only, depending on the provided answers. A
familiar example would be a follow-up question provided after a respondent agrees to a certain item.
B. Establishing a purpose for the lesson
Ask the learners if they have known some of our local songs.
C. Presenting examples/ instances of the new lesson
The teacher will Play a Short Lyric video of one of our local songs and ask the learners to reflect about it.
(Kingking, Tarinting & Layang Pasyak Lyrics Video)
D. Discussing new concepts and practicing new skills
#1
The publication of the cuyunon song is also related to the lessons that we are going to tackle this afternoon. The
author of the song put together the idea that has in mind to create, make rendition, and share it to the public after
a series of trial and error.
Lesson will be presented by the teacher.
DISSEMINATING INFORMATION FROM SURVEYS
Essential question:
Q: What do you do with the data or information you have collected after conducting your survey?
A: After conducting a survey, information or data gathered from surveys should be properly organized before it
could be disseminated.
Q: What does disseminating information from surveys entail?
A: This is the process of sharing research/survey findings with stakeholders and wider audiences. It is a crucial
part of a research/survey in the success of the results finding.
According to Cambridge International Organization, data can be organized in several ways. Which
method is chosen depends largely on the type of data being collected. A simple way of recording the
results is by constructing a tally and frequency table.
E. Discussing new concepts and practicing new skills
#2
How are we going to display the data that we have collected?
We can several ways in displaying data. Which method is chosen depends on the type of data collected
and the audience it is intended for.
1. Tally and frequency table.
2. Pictogram
3. Bar Graph
4. Pie Chart
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Tally and Frequency Table
For example, a survey is carried out to test the manufacturer’s claim that there are ‘about 36 chocolate
buttons in each packet.’ The number of buttons in each of 25 packets is counted, giving the figures
below.
35
36
34
37
36
36
38
37
36
35
38
34
35
36
36
34
37
38
37
36
35
36
36
37
36
Displayed as a list, the numbers are not clear, however, they are easier to analyze if they are recorded in
a tally and frequency chart like this.
The tally column is filled in as
the survey is being carried out.
The frequency column is
completed by counting up the
tally marks at the end of the
survey.
Sometimes if there is a big range in the data, it is more useful to group the data in a grouped frequency table. The
groups are chosen so that no data item can appear in two groups.
For example, the ages of 30 residents in a Home for the Aged are shown below:
98
75
71
79
76
81
77
105
72
100
78
74
77
82
73
88
76
91
86
96
85
90
97
102
83
101
83
84
80
95
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Constructing a tally and frequency table with a list of individual ages will not be very useful as most ages in the
range will only have one or two results. Grouping the data into the age ranges 71-80, 81-90, etc. produces this
more useful table.
The ages could have been grouped 71-75, 76-80, 81-85, etc. The group size is the decision of the person collecting
the data, but it is important that the groups are all the same size and do not overlap.
F. Developing Mastery (leads to formative
assessment)
Displaying Data
Once the data has been collected, it can be displayed in several ways. Which method is chosen depends on the type
of data collected and the audience it is intended for. One of the simplest and most effective is to use a pictogram.
This method uses pictures to represent the frequency. The chocolate button data can be displayed on a pictogram
like this, using one circle to represent one chocolate button.
Sometimes one symbol represents more than one item. In the pictogram below, each circle represents four
chocolates and fractions of a circle represents smaller amounts.
Key
= 4 chocolates. Look at the key to see
what each symbol
Probably the most common way of displaying data is the bar graph or frequency diagram. It is quick and easy to
draw, and straightforward to understand.
Subject
Frequency
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Sport
40
Science
20
Maths
30
Art
15
Languages
15
Total
120
A school of 120 students carry out a survey to see which subjects are most popular. Their results are shown in the
frequency table.
Frequency
Frequency diagram
The bars are all
the same width
and do not
overlap.
Frequency diagrams can also be used to display grouped data, such as the ages of the residents in the care home.
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An alternative to a frequency diagram is a bar-line. Instead of bars, lines are drawn to represent the frequencies.
The height of each line indicates the frequency. The data about students’ favorite subjects can be shown on a barline graph like this.
Favorite Subject
In frequency diagrams and bar line graphs, each frequency is represented by the height of a bar or line. Another
way of displaying data is on a pie chart. On these, each frequency is represented by a fraction of a circle.
Worked example.
Look again at the data about students’ favorite subjects. Show this information on a pie chart.
● First you need to express the frequency of each subject as a fraction of the total number of students
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Sports is 40 = 1 of the total
120 3
Science is 20 = 1
120 6
Maths is 30 = 1 of the total
120 4
And Art and Languages are 15= 1 each.
120 8
To draw the pie chart without a protractor, an understanding of fractions helps.
For example, Sport and Science together represent half of the total, and Math’s, Art and Languages represent the
other half of the total.
The pie chart has a
heading and a key, and
each slice is clearly
labeled
The pie chart is divided into slices,
which are fractions of the circle.
The size of each slice represents
the frequency, as a fraction of the
total number of students.
G. Finding practical application of concepts and skills
in daily living
10 minutes activity:
The class will be divided into 3 groups, no. of each group will be determined according to the total no.of present
learners. They will answer collaboratively and present thier work to the class.
Analyze the situations below and plot the data using the non-verbal text (graphs)
Group 1: Twelve people were asked which sandwiches they had bought from a sandwich shop. Show this
information in a pictogram.
Their answers were:
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Chicken
Tuna
Egg
Chicken
Egg
Tomato
Chicken
Tuna
Tomato
Egg
Chicken
Chicken
Group 2: A fitness club carries out a survey to find out the ages of its members. Here are the results.
22
18
23
17
44
42
50
19
21
23
11
16
38
55
62
41
17
19
23
36
28
42
60
54
35
33
18
22
63
48
9
7
17
23
36
48
A) Make a grouped tally and frequency table using the age groups 1-10, 11- 20, 21-30, etc.
B) Draw a frequency diagram of the data.
Group 3: Ten students took an English Proficiency exam. On the way out of the hall, they were asked whether they
found it Hard, OK, or Easy. Show the results on a pie chart.
Here are the results.
H. Making generalizations and abstractions about the
lesson
Response
Easy
OK
Hard
Frequency
6
4
1
Ask the learner:
What do you think are the advantages of organizing the data that you have collected/gathered?
Remember:
Raw data, on its own, is not very useful. You must process your data to prepare it for analysis.
I. Evaluating learning
5 item quize:
1. It is a synthesis of the key ideas of a piece of writing, restated in your own words.
A. finding
B. survey
C. summary
D. technique
2.
Which of the methods of displaying data uses pictures to represent frequency?
A Bar graph
B. Pictogram
C. Line graph
D. Pie chart
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3. Which of the methods of displaying data uses pie slices?
A Bar graph
B. Pictogram
C. Line graph
D. Pie chart
4. Which is probably the most common way of displaying data?
A Bar graph
B. Tally and frequency table
C. Line graph
D. Pie chart
5.
When someone is surveying using telephone or cellular phones, he is using what type of survey?
A. Mail Survey
C. Online Survey
B. Telephone survey
D. Face to face interview
J. Additional activities for application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation who scored below 80%
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 supervisors can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Prepared by:
Noted:
SSH Teacher I
Principal II
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