Department of Education (Region) (Division) (Name of School) (Address of School) Detailed Lesson Plan in Mathematics 5 Grade 5 School Grade FIVE Teacher Learning Area Quarter MATHEMATICS Week/Teaching Date Time Week 6 FOURTH Detailed Lesson Plan I. OBJECTIVES A. Content The learner demonstrates understanding of line graphs and experimental probability. Standards The learner is able to create and interpret representations of B. Performance data (tables and line graphs) and apply experimental Standards probability in mathematical problems and real-life situations. C. Learning organizes data in tabular form and presents them in a line graph. Competencies M5SP-IVg-2.5 At the end of the lesson, the learner should be able to: a. organize data in tabular form and presenting them in a line D. Lesson graph; Objectives b. craft an accurate line graph; and c. performs the task neatly. II. CONTENT Organizing Data in Tabular Form and Presenting Them in a Line Graph III. LEARNING RESOURCE A. References 1.Teacher's Guide MELC, K to 12 Curriculum Guide pages 2. Learner's Materials pages 3. Textbook pages 4. Additional Materials from learning Resource ADM Modules portal PowerPoint Presentation B. Other Learning Cut-outs Resources/ SIM Pictures IV. PROCEDURE Activity Preliminary Activities: A. Reviewing previous lesson or Presenting A. Prayer B. Checking of Attendance Indicators Page 2 of 14 the new lesson (Introductory Activity) C. Quick Kamustahan Setting of Standards: L = Listen attentively/actively to your teacher. I = Interact respectfully with classmates and the teacher. N = Never interrupt others while they are speaking. E = Engage in the discussion by raising your hand and waiting to be called upon. Remember: Learn to be in LINE so that we will have a productive and respectful class discussion. Indicator 5: Established safe and secure learning environments to enhance learning through the consistent implementation of policies, guidelines and procedures. Indicator 6: Maintained learning environments that promote fairness, respect and care to encourage learning. Review: Say: Before we proceed to our new lesson, let’s see if you still remember the lesson that we discussed last meeting. Directions: Analyze each thermometer illustration and write the temperature reading in degree Celsius. Write your answer on the board. Say: Seems that you still remember the lesson that we had before. Congratulations! Keep up the good Work!. Note: Do the Very Good Clap! Indicator 9: Used strategies for providing timely, accurate and constructive feedback to Page 3 of 14 improve learner performance. Look at the picture below: Indicator 1: ARTS Integration Apply Knowledge of content In your Arts lesson, you were taught within and across curriculum how to draw a pot or what we teaching areas. called banga. What is his technique used in illustrating a banga? Answer: Cross-Hatching Very Good! B. Establishing a How did he apply Cross hatching? purpose for the Answer: He applied it by making a lesson (Motivation) line crossing to each other to emphasize the object he wants to illustrate. Very Good! He used lines to emphasize the shape or parts of the objects. On the board, allow learners to draw A simple house. (Drawing Time) Process Questions: 1. What did you draw? 2. What did you use to represent the object through drawing? In our real life, what do carpenters use in making a Bahay Kubo? Page 4 of 14 Answer: They use woods or the bamboos either straight or curve. Very good! In our lesson today, line is also important in Mathematics. To go further, lets read the situation: Note: Allow the learners to read. (Reading with Comprehension) Directions: below: Read the situation Indicator 2: Used a range of teaching strategies that enhance achievement in literacy and numeracy skills. Kenneth makes a record of Saturday temperature as his science project. Using room thermometer, he makes the record as follows; 6:00 am- 24 0C, 8:00 am260C, 10:00 am- 280C, 12:00 pm320C, 2:00 pm-300C, and 4:00pm C. Presenting Indicator 3: examples/insta 280C. Applied a range of teaching nces of the new strategies to develop critical Process Question: lesson and creative thinking, as well (Demonstration 1. What is the record all about? as other higher-order thinking / Modeling) skills. 2. Who did the recording? 3. By how he records the This part of the lesson use the temperature? inquiry-based learning base 4. What is the temperature at 6: on the given story so that it is 00 am? not only reading the story but 5. What is the temperature at with comprehension. 12:00 pm? 6. If you’re going to observe the changes in the temperature from 6:00 to 12:00 pm, what is your observation? 7. How about 12:00 pm to 4:00 pm, what is happening to the temperature? Very Good! D. Discussing new Let’s help Kenneth doing his record concepts and organize. practicing new Remember: skills #1 (Analysis) In organizing data in tabular form and presenting it in a line graph, write a title, Page 5 of 14 label the X and Y axis correctly, and proceed with crafting the line graph. Directions: Paste the following data in an organize and orderly way. (Note: Paste the table on the board and let the learners paste the data.) Very Good! Now, let’s represent the data of Kenneth’s record by making a Line Graph. (Note: Print the picture in a tarpapel and let the learners do the activity.) E. Discussing new concepts and practicing new skills #2 (Analysis) Page 6 of 14 Answer: Line graph is important because it helps us easily and clearly see the changes in the data. It is easy t understand the data using line graph. Another Example: Look at the picture below: What is in the picture? Answer: Poultry farm (Chicken) What is the tagalog term of chicken? Answer: Manok What animals do you have at home? (Answers Vary) Do you take good care of your pet at home? (Answers Vary) Read the short story below: Lerma’s father has a poultry farm. Her father harvested the eggs last month and she recorded it. For the first week, her father harvested 200 pieces of eggs and for the second week he got 300 eggs. On the third week, her father was slightly sad because he just got 100 pieces of egg but on the last Indicator 8: Adapted and used culturally appropriate teaching strategies to address the needs of learners from indigenous group. Note: This part of the lesson integrated indigenous concept by asking what animals do they have at home and how they take good care of it. Page 7 of 14 week of the month his sad face was totally changed because he harvested 400 eggs. 1) During what week has the greatest number of eggs harvested? 2) During what week has the least number of eggs harvested? 3) What is the least number of eggs harvested? Let’s organize the data in tabular form: Let’s Do the Line Graph to represent the Data. Answer: Group Activity: Indicator 3: Applied a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills. Note: This part of the lesson applied a differentiated learning activities where learners do the task critically and in creative manner. Page 8 of 14 Group 1: Organize the data in tabular form. Grade 5 - Pearl held their class elections last November. For the position of President, Daryll, Amber, Louise, Gabriel, Danielle, and Maria were nominated. In their class of 41 pupils, they gained the number of votes as shown in the tally below. Group 2: Present the data below in a line graph. Fruits Commonly Bought at the Market Group 3: Study and analyze the graph below and answer the questions follows. Page 9 of 14 1. What is the line graph all about? 2. What is the scale used in y-axis? 3. In which month was checking out of books is at its highest? 4. How many books were checked out in June? 5. Which month has the lowest checked out of books recorded? Group 4: Using the graph, organize it in a tabular form. Group Presentation Note: Allow learners to present their output in front of their classmates. Note: After presenting their output, Relate the Activity of Group 4 in daily living and indigenous concept. Asked the following: In real life, how much is your daily “Baon”? (Answers Vary) Indicator 7: Established a learnercentered culture by using Can you live without baon? (Answers Vary) What will you do if you do not have money as your baon going to school? Page 10 of 14 teaching strategies that respond to their linguistic, cultural, socio-economic and religious backgrounds. Answer Vary What would be the alternative baon you can have at school? Answer: You can have the boiled banana or any nutritious fruits. Eating fruits makes our body healthy. Let’s give ourselves a VERY GOOD CLAP! So, organizing data in tabular form and in line graph helps us understand well the information. We can apply it in our Daily living. Directions: Read the story below. Mateo helps his parents by selling empty plastic soft drink bottles. He collects them after class. Last week, he collected the following number of plastic bottles from his neighborhood: Monday – 20; Tuesday - 35; Wednesday – 25; Thursday – 30; and Friday 20. Present the data in tabular form. On the board. F. Developing mastery (Independent Practice) Note: print a blank sheet of table and graph in a tarpapel so that learners just write the answer on it. Tabular Form Indicator 9: Used strategies for providing timely, accurate and constructive feedback to improve learner performance. Page 11 of 14 Line Graph EPP Integration In you EPP subject, you discussed about the “Natutuos ang Kita sa pagsasapamilihan” For Example; You built a fishpond at home and spent a total of 4000 including fingerling. You harvested fish and planned to sell in the market. For the first harvest you got 50 kilos of fish and the second harvest is 20 kilos. The last harvest was 30 kilos. Indicator 1: Apply Knowledge of content within and across curriculum teaching areas. If we’re going to organize the harvests it would be; G. Finding practical applications of concepts and skills in daily living (Application) Questions: 1. How many kilos of fish harvested? Answer: 100 kilos 2. If all the harvested fish will be sold at 70 pesos per kilo how much would it be all in all? Indicator 7: Established a learnercentered culture by using teaching strategies that respond to their linguistic, cultural, socio-economic and religious backgrounds. Answer: 100 x 70 = 7000 pesos. 3. How much is your profit if you less the expenses amounting 4000 pesos? Answer: 7000 – 4000 = 3000 pesos profit Indicator 2: Used a range of teaching strategies that enhance achievement in literacy and numeracy skills. Page 12 of 14 How to organize data? H. Making In organizing data, we can apply the generalizations and tabular form and in line graph. abstractions about the lesson (Generalization) Why is a line graph useful? It helps one easily and clearly see the changes in the data. Directions: Complete the line graph based on the data below. I. Evaluating learning (Evaluation) Note: Give learners answer sheet. a printed Page 13 of 14 J. Additional activities for application or remediation (Assignment) V. REMARKS VI. REFLECTION A. No. of learners who earned at least 80% on the formative assessment B. No. of learners who require additional activities for remediation 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? Index of Mastery Page 14 of 14 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 teacher? Note: This Lesson plan can be modified by the teacher base on the needs of the learners. Annotation: The lesson plan employs inquiry-based learning, discovery learning approach and collaborative learning. This lesson integrated across learning areas such as ARTS and EPP. A consistent implementation of guidelines and policies also employed in the lesson so that there will be a smooth and organize classroom management. Prepared by: _______________________ Subject Teacher Checked by: ________________________ Master Teacher Noted by: ________________________ School Head
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