DLL Format - Math 8 n10 (18-19)

School LOWER TAMUGAN NHS Grade Level Grade 10
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DAILY LESSON LOG Teacher HELEN S. VICENTE Learning Area Mathematics
Teaching Dates and Time Feb. 3, 5, 7, 8, 2019 Quarter Fourth Quarter

Aquino: 12:45-1:45 ( Tuesday – Friday) Bonifacio: 12:45 ( Monday) 7:30-8:30 (Wednesday – Friday) Rizal: 1:45-2:45 (Monday – Thursday)
Session 1 Session 2 Session 3 Session 4

MONDAY WEDNESDAY THURSDAY FRIDAY
   
Describe the Deciles for ungrouped data. Illustrate Percentiles for ungrouped data. Illustrate Quartiles for grouped data. Describe Measures of Position for
  
I. OBJECTIVES Calculate a specified measures of Find the percentile for a specified Calculate the Quartiles for a specified Grouped Data using the table.

position (DECILE) of a set of ungrouped measures of position for ungrouped data. measures of position for grouped data Compute the Quartiles for a specified

data. Be familiar of some steps to follow in using the formula. measures of position for grouped data
 
Be careful in calculating measures of finding percentiles. Be patient in calculating the quartiles using the formula.

position particularly deciles. using the given formula. Interpret data value for a specified
measures of position for grouped data
using the formula.

Make sure to interpret data carefully.
A. Content Standards
The Learner demonstrates understanding of the key concepts of Measures of Position.
B. Performance Standards
The learner is able to conduct systematically a mini-research applying the different mathematical methods.
C. Learning Competencies /  Calculate a specified measures of  Calculate a specified measures of position  Calculate the QUARTILE for Grouped Data
Objectives position (DECILE) of a set of data. (PERCENTILE) of a set of data.
(Write the LC code for each. ( ungrouped data). ( ungrouped data).
Code: M10SP-IVb-1 Code: M10SP-IVc-1
I. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG. The content can be tackled in a week or two.
S T A T I S T I C S and P R O BA B I L I T Y
II. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
K-12 Mathematics 10 Learners Module/ k-12 Mathematics Teacher’s Guide and all Algebra Textbooks
1. Teacher’s Guide pages
2. Learner’s Materials 373-375

pages
3. Textbook pages
4. Additional materials
from Learning Resources
(LR) portal
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B. Other learning resources
Power point presentation Power point presentation Power point presentation Power point presentation
111. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you
can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
processes, and draw constructions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step
   
A. Reviewing the previous Answering assignment: Answering assignment: Answering assignment: Answering assignment:
 
lesson or presenting the new How to calculate the measures of a. What is percentile? Recall: Recall:
lesson position for deciles of ungrouped b. Is the methods in calculating Quartiles divide the distribution into four Formula in finding quartiles for grouped
data? Quartiles, Deciles are useful in equal parts. data.
calculating/finding percentiles for
ungrouped data? Why or why not?
B. Establishing a purpose for the  How to apply/use Linear Interpolation in  In how many times does 100% is  Where Q3 would separate the data into
lesson finding data in Quartiles? divided into equal parts? 75% below the Q3 value and 25% above
the Q3 value? Explain.
C. Presenting examples / 
Refer to the power point presentation 
Refer to the power point presentation
instances of the new lesson =Calculate the D1, D3 and the D6 in  Illustration for Percentiles. Calculate the Q1, Q2, Q3 of the
given the scores of 7 students in  Find the 30th percentile or P30 of the mathematics test scores of 50 students
their Mathematics activity. following test scores of a random sample 46-50 4 31-35 9
12, 28, 35, 42, 47, 49, 50 of ten students: 35, 42, 40, 28, 15, 23, 33, 41-45 8 26-30 12
20, 18 and 28. 36-40 11 21-25 6
D. Discussing new concepts and  Discussion:  Discussion:  Discussion:
practicing new skills #1 In computing the quartiles of the
Decile is the position in tenths that a Percentile is the position in hundredths grouped data, the following formula is
data value holds in the distribution. It that a data value holds in the distribution. used: k N - cfb
divides the distribution into ten groups. It divides the distribution into one- 4
hundred groups. To calculate for the Q k = LB + f Qk
To calculate for value of dth decile of value of Pk position, the formula below
the distribution, the formula below can can be used. where:
be used. LB = lower boundary of the Qk class
D dth = dth ( n+1) Formula: N = total frequency
10 P k = k ( n + 1) cfb = cumulative frequency of the class
100 before the Qk class
fQk = frequency of the Qk class
I = size of class interval
k = nth quartile, where n = 1, 2, and 3
E. Discussing new concepts and =Linear Interpolation- is a way to solve =Linear Interpolation- is a way to solve =Tabular form is useful in computing =Tabular form is useful in computing
practicing new skills #2 decimal part of the distribution to find decimal part of the distribution to find the Quartiles for a specified measures of Quartiles for a specified measures of position
the specified data. specified data. position for grouped data. for grouped data.
   
F. Developing mastery Try this! Try this! Try this! Try this!
Answer activity 7 on pp 371-372 Answer activity Answer activity Answer activity
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G. Finding practical applications

of concepts and skills in daily  Used appropriate measures of position and other statistical methods in analyzing and  Used appropriate measures of position and other statistical methods in analyzing and
living interpreting research data. interpreting research data.
H. Making generalizations and
abstractions about the lesson
   
I. Evaluating learning Written work: Written work: Written work: Written work:
 Calculate a specified measures of  The airborne speeds in miles per hour of  Calculate for each quartile of the  Compute for each quartile of the
position (Deciles) of a set of ungrouped 21 planes are shown. distribution below. Using the formula distribution below and interpret.
data using interpolation of the grades of 244, 312, 223, 523, 498, 503, 555, and write results in the tabular form. 81-90 7 41-50 12
a grade 10 student in the second quarter.. 453, 434, 395, 367, 386, 307, 383, 5-10 1 26-30 4 71-80 10 31-40 6
87, 90, 88, 93, 85, 87, 86 ,95 412, 349, 279, 412, 513, 269, 400 11-15 2 31-35 3 61-70 15 21-30 3
Find the following percentile ranks. 21-25 3 36-40 2 51-60 4 11-20 3
a. 9th b. 20th c. 45th
d. 60th e. 75th f. 15th
   
J. Additional activities for Assignment: Assignment: Assignment: Assignment:
application or remediation Research and study Percentiles. The following are scores of ten students
Questions: in their 40 item quiz: Answer briefly:
=What is percentile? 34 23 15 27 36 21 20 13 33 25 How to interpret the data value for a
=Is the methods in calculating Quartiles, 1. What are the scores of the students specified measures of position for
Deciles are useful in calculating/finding which are less than or equal to 25% of the grouped data using the formula?
percentiles for ungrouped data? Why or data? Explain.
why not? 2. What are the scores of the students
which are less than or equal to 65% of the
data?
3. What are the scores of the students
which are less than or equal to 8% of the
data?
IV. REMARKS
V. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about the students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help
your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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

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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 supervisor can help me
solve?
G. What innovation or localized
materials did I use / discover
which I wish to share with
other teachers?
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Teaching Dates and Time January 28, 29,30,31, and Feb. 1, 2019 Quarter Fourth Quarter

MONDAY / TUESDAY WEDNESDAY THURSDAY FRIDAY
  
Describe Linear Interpolation. Describe the Decile for ungrouped data.
 
II. OBJECTIVES Find a specified measures of position Calculate a specified measures of
(QUARTILE) of a set of ungrouped data position (DECILE) of a set of ungrouped
using interpolation. data.
 
Be patient in calculating measure of Be careful in calculating measure of
position particularly quartile using position particularly decile.
interpolation..
D. Content Standards
E. Performance Standards
F. Learning Competencies /  Calculate a specified measures of position  Calculate a specified measures of

Objectives (QUARTILE) of a set of data. (ungrouped position (DECILE) of a set of data.
(Write the LC code for each. data) ( ungrouped data).
Code: M10SP-IVb-1 Code: M10SP-IVb-1
III. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG. The content can be tackled in a week or two.
IV. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
C. References
6. Learner’s Materials 369-372 373-375

pages
7.Textbook pages
8.Additional materials
(LR) portal
D. Other learning resources
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   
K. Reviewing the previous Linear Interpolation How to calculate the measures of
lesson or presenting the new position for deciles of ungrouped data
lesson
L. Establishing a purpose for the  How to apply/use Linear Interpolation in   
lesson finding data in Quartiles?

M. Presenting examples / 
Refer to the power point presentation
instances of the new lesson =Find the Q1and the Q3, given the
scores of 10 students in their
Mathematics activity.
N. Discussing new concepts and O. Discussion:  
practicing new skills #1 =Steps of Interpolation
P. Discussing new concepts and =Linear Interpolation- is a way to solve

practicing new skills #2 decimal part of the distribution to find the
the specified data.
   
Q. Developing mastery Try this! Try this! Try this! Try this!
Answer activity 7 on pp 371-372
R. Finding practical applications

S. Making generalizations and 
  
T. Evaluating learning Written work: Written work: Written work:
=Find a specified measures of position
(QUARTILE) of a set of ungrouped data
using interpolation of the grades of a grade
10 student in the second quarter..
87, 90, 88, 93, 85, 87, 86 ,95
  
U. Additional activities for Assignment: Assignment:
application or remediation Research and study decile.
Questions:
=What is decile?
=Is the methods in calculating Quartile is
useful in calculating decile? Why or why
not?
VI. REMARKS
VII. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about the students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help
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H. No. of learners who earned
I. No. of learners who require

below 80%
J. Did the remedial lessons
lesson
K. No. of learners who continue
L. Which of my teaching
did these work?
M. What difficulties did I

solve?
N. What innovation or localized
other teachers?
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Teaching Dates and Time January 21, 22, 23, 24, 25, 2019 Quarter Fourth Quarter

   
Check test papers of students for the . Define the following measures of position: Describe Quartile. .Describe Mendenhall and Sincich

III. OBJECTIVES third quarter examination. quartiles, deciles and percentiles. Calculate a specified measures of Method.
  
Honesty is the best policy in checking. Illustrate the following measures of position (QUARTILE) of a set of Calculate a specified measures of
position; quartiles, deciles and percentiles ungrouped data. position for quartile of a set of

using a line.. Accuracy in calculating is important ungrouped data using interpolation.
 
Show eagerness to do the given task. Be honest in calculating measure of
position particularly quartile using the
method..
G. Content Standards
H. Performance Standards
I. Learning Competencies /  Illustrates the following measures of  Calculate a specified measures of position (QUARTILE) of a set of data. (ungrouped
Objectives position; quartiles, deciles and percentiles. data)
(Write the LC code for each. (ungrouped data) Code: M10SP-IVb-1
Code: M10SP-IVa-1  Calculate a specified measures of position (QUARTILE) of a set of data. (ungrouped
data)
Code: M10SP-IVb-1
V. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG. The content can be tackled in a week or two.
VI. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
E. References
10. Learner’s Materials 362-363 364-367 368-372

pages
11. Textbook pages

12. Additional materials
(LR) portal
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F. Other learning resources
Power point presentation Power point presentation Power point presentation
  
V. Reviewing the previous Concept of Midpoint Ungrouped data. How to calculate the measures of
lesson or presenting the new -How to calculate the measures of position for quartiles of ungrouped data
lesson position for quartiles of ungrouped data? using interpolation?
  
W. Establishing a purpose for the What to know? What to process? What to process?
lesson  How to illustrate the midpoint of a line?  What are the ways to determine the 
What is Mendenhall and Sincich Method
 Is midpoint and median similar measures of position in a given set of in finding measures of position?
data?
X. Presenting examples / 
Group Activity: 
Peer Pair Teaching Activity 
Peer Teaching Activity:
instances of the new lesson Activity 1: Find Your Center… Activity 4: Watch This ! Discussing example 5 on pages 368- 369
Page 362-363 Math 10 LM pages 37 to 365 Math 10 LM Math 10 LM
  
Y. Discussing new concepts and Terms to Remember: Terms to Remember: Terms to Remember:
practicing new skills #1  Midpoint-is the center point of a line  Q1 – means Lower Quartile. It is 25% of  Follow the formula:
segment. It is also called median. the distribution.
 Median- divides the distribution into two  Q2- means Middle Quartile or Median. L= ¼ (N+1)
equal parts. It is 50% of the distribution.
 Quantiles-measures of positions that divide  Q3-means Upper Quartile. It is 75% of Q2= ½ (N+1)
the distribution into four, ten and hundred the distribution.
equal parts. Such measures of positions are  Interquartile Range –is the difference Q3 U=3/4 (N+1)
quartiles, deciles and percentiles. and Q1.
 Quartiles-the score points which divide
distribution into four equal parts.
 Deciles- the nine score points which divide
the distribution into 10 equal parts.
 Percentiles-the ninety-nine score point
which divide the distribution into 100 equal
parts.
Z. Discussing new concepts and  Discussion:  Discussion:  Discussion:  Discussion:

practicing new skills #2 =Steps of Interpolation = Let the presenter in each group present =Let the presenter in each pair present =Steps using the formula
and discuss the result of the activity to the and discuss the result of the activity to
class. the class.
=Give follow up discussion. =Give follow up discussion.
  
AA. Developing mastery Try this! Try this! Try this!
Write the definition of the terms below. Calculate and show complete solution. Find the first quartile (Q1), second
Measures My initial Standard ---The owner of a coffee shop recorded the of quartile (Q2) and quartile (Q3)
of Position Definition Definition customers who came into his café ach our in
Quartile a day. The results were 14, 10, 12, 9, 17, 5,
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Decile 8, 9, 14, 10 and 11.
Percentile
BB. Finding practical applications

CC. Making generalizations and
DD. Evaluating learning  Written work: 

Written work: 
Written work:
Use a line to Illustrates the following Find the average of the lower
measures of position; quartiles, deciles and quartile and upper quartile of the
percentiles. (ungrouped data given data.
Component Quantity
hard disk 290
monitors 370
keyboards 260
mouse 180
speaker 430
  
EE. Additional activities for Assignment: Assignment: Assignment:
application or remediation Answer briefly. Research and study Mendenhall and
--How to calculate the following measures Sincich Method in finding measures of
of position; quartiles, deciles and position.
percentiles. (ungrouped data)
VIII. REMARKS
IX. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about the students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help
O. No. of learners who earned

P. No. of learners who require

below 80%
Q. Did the remedial lessons
lesson
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R. No. of learners who continue
S. Which of my teaching
did these work?
T. What difficulties did I

solve?
U. What innovation or localized
other teachers?
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Teaching Dates and Time January 7, 8, 9, 10, 11, 2019 Quarter Third Quarter

  
> Differentiate the probability of simple and Differentiate between union and Describe mutually and non- mutually Differentiate between dependent and
IV. OBJECTIVES compound events. intersection of events. exclusive events. independent events.
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  
> Illustrate simple and compound events. Describe the probability of union of Determine mutually exclusive events Find dependent event and
> Find simple event using formula events and intersection of events. using the formula. independent event using the formula.
  
> Willingness to illustrate the two events.. Patiently do the given task. Eagerness to find mutually exclusive Answer some questions religiously.
events.
J. Content Standards
The Learner demonstrates understanding of the key concepts of Combinatorics and Probability.
K. Performance Standards
The learner is able to use precise counting technique and probability in formulating conclusions and making decisions.
 
L. Learning Competencies / > Illustrate events, union and intersection of Illustrate the probability of union of two Illustrates mutually exclusive and non- mutually exclusive events.
Objectives events. events and intersection of events. Code M10SP-llli-j-1.

(Write the LC code for each. Code : M10SP-IIIf-1 Code: M10SP-IIIg-1 Solves problems involving probability of dependent and independent events.
Code : M10 SP-llli-j-1
VII.CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG. The content can be tackled in a week or two.
VIII. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
G. References
13. Teacher’s Guide pages 288-289 290-291 292-295 296-299
14. Learner’s Materials pages
15. Textbook pages 328-329 330-335 336-337 341-345

16. Additional materials from
Learning Resources (LR)
portal
H. Other learning resources
   
FF. Reviewing the previous lesson Concepts of counting principle. Concepts of sets. Concepts of sets

or presenting the new lesson Concepts of multiplication rule.
   
GG. Establishing a purpose for the What to know about simple and What to understand about union and How will you describe Mutually Show will you differentiate
lesson compound events? intersection of events? exclusive events from Non-mutually dependent event from independent
exclusive events? event?
HH. Presenting examples / instances  Group activity  Peer pair activity  Peer Pair Teaching
of the new lesson Answer activity 1 Answer activity 3 Answer activity 5
Recalling Probability ( p.328, G1 Math L G) Intersection and Union of Events More exercises on Mutually and
Non-mutually Exclusive Events
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p. 336 Math 10 LM
  
II. Discussing new concepts and Discussion: Discussion: Discussion:
practicing new skills #1  Let one of the presenter discuss to the  Let anyone of the students to discuss the  Let the student discuss the result of their
class the result of the activity. result of their activity. activity to the class.
 Give follow-up discussion.  Give follow-up discussion.  Give follow up discussion.
JJ. Discussing new concepts and  Probability of simple events-if each of the  Union of events – a set that contains all of  Mutually Exclusive Events- events that
practicing new skills #2 outcomes in a sample space is equally the elements that are in at least one of two have no outcomes in common. This also
likely to occur, then the probability of an events. The union is written as A U B. means that if two or more events are
event E, denoted as P(E) is given by  Intersection of events – a set that contains mutually exclusive, they cannot happen
P(E) = number of ways the event can occur all of the elements that are in both events. at the same time. In symbols
number of possible outcomes the intersection of events A and B is P(A or B) = P (A) + P (B)
 Compound events-a composition of two or written as A B.  Non- mutually Exclusive Events - when
more simple events.  Venn diagram- a diagram that uses two events A and B are mutually
circles to represent sets, in which the exclusive, the probability of either
relation between the sets are indicated by occurring is
the arrangement of the circles. P (A or B) = P(A) + P(B) – P (A and B)
   
KK. Developing mastery Answer activity 2 Try this! Answer activity 6 Mutually Exclusive or
Understanding Compound Events. The Venn diagram below shows the Not? 1 and 2 only
p. 330 G10 L M probabilities of grade 10 students joining p.337 Math 10 LM
Either soccer (S) or basketball (B).
LL. Finding practical applications

of concepts and skills in daily  Using tree diagram shows the possible menu combinations. Using tree diagram shows the probability
living
 
MM. Making generalizations 
and abstractions about the

lesson
  
NN. Evaluating learning Written Works Written works
Illustrate and find simple and compound Describe the probability of union of
event. events and intersection of events using
 If a coin is tossed once,, what is the the venn diagram below to show the
probability that all 3 tosses come up heads relationships of the events.
given that at least two of the tosses come
up heads. How about 2 times and 3 times?
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Jeff Dela Vega is a section chief for an

electric utility company. The
employees in his section cut down tall
trees, climb poles, and splice wire. Dela
Vega reported the following
information to the management of the
utility as shown in t
  
OO. Additional activities for Assignment:
application or remediation A spinner on the right is spun. What is the
probability of a spin that results in an even
number less than 4?
X. REMARKS
XI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about the students’ progress this week. What works? What else needs to be done to help the students learn? Identify what
help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
V. No. of learners who earned
W. No. of learners who require

remediation who scored below
80%
X. Did the remedial lessons work?
No. of learners who have
caught up with the lesson
Y. No. of learners who continue to
require remediation
Z. Which of my teaching
did these work?
AA. What difficulties did I
solve?
BB. What innovation or localized
other teachers?
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Aquino: 12:45-1:45 ( Tuesday – Friday) Bonifacio: 12:45( Monday) 7:30-8:30 (Wednesday – Friday) Rizal: 1:45-2:45 (Monday – Thursday)

 
> Derive the formula for finding Write the formula of combination.

V. OBJECTIVES Combinations of n objects taken r at a time. Solve problems involving

Find the Combination of n objects taken r Combination using the formula.

at a time using the formula. Answer some problems religiously.

Willingness to do the given task.
M. Content Standards
The Learner demonstrates understanding of the key concepts of Statistics and Probability
N. Performance Standards
The learner is able to use precise technique and probability in formulating conclusions and making decisions.
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O. Learning Competencies /  Derives the formula for finding the number of Combinations of n objects taken r at a
Objectives time. Code: M10SP-IIId-1
(Write the LC code for each.  Solves problems involving Permutations and Combinations. Code: M10SP-III-e-1
IX. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG. The content can be tackled in a week or two.
C O M B I N A T O R I C S
X. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
I. References
19. Textbook pages

portal
J. Other learning resources
115. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw constructions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for
each step
  
PP. Reviewing the previous lesson Recall: Property of combination
or presenting the new lesson
  
QQ. Establishing a purpose for the How do we find the number of Combination of
lesson n objects taken r at a time?
RR. Presenting examples / instances • Example 2 (illustrating combination)
of the new lesson How many possible groups consisting of 2
clerks and 3 encoders can be formed from
the 3 clerks and 5 encoders?
SS. Discussing new concepts and    Solution:

practicing new skills #1 -The number of ways to select 2 clerks
from the 3 clerks is
3C2 = ____3!___ = 3
2!(3-2)!
The number of ways to select 3 encoders
from 5 encoders is 5C3 = 5! = 10
3! (5-3)!
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-By FCP, there are 3*10 = 30 possible

groups that can be formed.
TT. Discussing new concepts and  

practicing new skills #2

UU. Developing mastery * Try this!
Solve the equation
8 C 6 = ____________ .
VV. Finding practical applications 

of concepts and skills in daily
living
 
WW. Making generalizations
lesson

XX. Evaluating learning Written work: (5 pts each)
Find the Combination of n objects taken r at
a time using the formula.
1. In how many ways can a committee of 7

students be chosen from 9 juniors and 9
seniors if there must be 4 seniors in the
committee?
2. If C (n, 4) =126, what is n ?

YY. Additional activities for
-
application or remediation
XII. REMARKS
XIII. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about the students’ progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
CC. No. of learners who earned
-16 and -8
DD. No. of learners who require
80%
EE. Did the remedial lessons work?
FF. No. of learners who continue to
require remediation
GG. Which of my teaching

did these work?
HH. What difficulties did I
solve?
II. What innovation or localized
other teachers?
-16 and -8
-16 and -8
-16 and -8
LOWER TAMUGAN NHS Grade Level Grade 10

DAILY LESSON LOG
Teacher HELEN S. VICENTE Learning Area Mathematics
Teaching Dates and Time January 3 & 4, 2019 Quarter Third Quarter
Aquino: 12:45-1:45 ( Tuesday – Friday) Bonifacio: 12:45( Monday) 7:30-8:30 (Wednesday – Friday) Rizal: 1:45-2:45 (Monday – Thursday)

  
> Derive the formula for finding Write the formula for Combinations of n
VI. OBJECTIVES Combinations of n objects taken r at a time. objects taken r at a time.
 
Solve problems involving Combinations Solve problems involving
using the formula. Combinations.
 
Willingness to do the given task. Answer some problems religiously.
P. Content Standards
The Learner demonstrates understanding of the key concepts of Statistics and Probability
Q. Performance Standards
The learner is able to use precise technique and probability in formulating conclusions and making decisions.
R. Learning Competencies /  Derives the formula for finding the number of Combinations of n objects taken r at a
Objectives time. Code: M10SP-IIId-1
(Write the LC code for each.  Solves problems involving Permutations and Combinations. Code: M10SP-III-e-1
XI. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG. The content can be tackled in a week or two.
C O M B I N A T O R I C S
XII. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
K. References
23. Textbook pages

portal
L. Other learning resources
-16 and -8
  
ZZ. Reviewing the previous lesson
or presenting the new lesson
  
AAA. Establishing a purpose for
the lesson
BBB. Presenting examples /
instances of the new lesson
CCC. Discussing new concepts  
and practicing new skills #1
DDD. Discussing new concepts  

and practicing new skills #2
 
EEE. Developing mastery
FFF. Finding practical 

applications of concepts and
skills in daily living
 
GGG. Making generalizations
lesson

HHH. Evaluating learning

III. Additional activities for
-
XIV. REMARKS
XV. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about the students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help
JJ. No. of learners who earned
-16 and -8
KK. No. of learners who require

80%
LL. Did the remedial lessons work?
MM. No. of learners who
continue to require remediation
NN. Which of my teaching

did these work?
OO. What difficulties did I
solve?
PP. What innovation or localized
other teachers?
-16 and -8
Mayon : 9:30 – 11:00 MW / 12:45 – 1:45 F Apo : 1:15 – 2:45 MW / 8:40 – 9:40 F
Session 1 ½ / MONDAY Session 1 ½ / WEDNESDAY Session 1 / FRIDAY

  
 Describe polynomials. Illustrate GCMF. Familiarize rules/ processes in factoring

VII. OBJECTIVES  Find greatest common monomial Find factors of products of polynomials polynomials by using GCMF.

factor of an algebraic expressions / using GCMF. Show eagerness to do the given task.

polynomials. Show willingness to do the given task.
 Be patience in doing the given task.
S. Content Standards The learner demonstrates understanding of the key concepts of special products and factors of polynomials.
T. Performance Standards The learner is able to formulates real-life problems and solve problems involving special products and factors and solve these with utmost
accuracy
using a variety of strategies in different disciplines through appropriate and accurate representations.
U. Learning Competencies /
Objectives  .Factor completely different types of  .Find factors of products of polynomials.
(Write the LC code for each. polynomials
XIII. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG. The content can be tackled in a
week or two.
-16 and -8
FAC T O R I N G
Greatest Common Monomial Factor
XIV. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that
RESOURCES there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
M. References
26. Learner’s Materials pages 27-29 30-31 30-31
27. Textbook pages 27-29 30-31 30-31

portal
N. Other learning resources
117. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw constructions about what
they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step
   
JJJ. Reviewing the previous lesson How you will describe polynomial? What do you mean by GCMF ? What are some rules / processes in
or presenting the new lesson factoring polynomials using GCMF ?
   
KKK. Establishing a purpose for A polynomial is a finite sum of terms Greatest common monomial factor- is the Aside from application the learners will
the lesson each of which is a real number or the greatest factor contained in every term of an know also what are the rules/processes in
product of a numerical factor and one or algebraic expression. factoring polynomials by using GCMF.
more variable factors raised to a whole
number power.
LLL. Presenting examples / 

Answer activity 2 For instance:
instances of the new lesson ‘ IRF WORKSHEET” Factor 12 x 3 y 5 – 20 x 5 y 2 z
MMM. Discussing new concepts  Factor- an exact divisor of a number.  Discuss to the class the process on how to
and practicing new skills #1  Factoring- a process of finding the factor polynomials using GCMF.
factors of an expressions.
NNN. Discussing new concepts  A polynomial is always be an algebraic  A Prime Number is a number greater than 1
and practicing new skills #2 expressions but not all algebraic which has only two positive factors, 1 and
expressions be a polynomials. itself.
   
OOO. Developing mastery Answer activity 3 Let learners to complete the table to practice Let each students familiarize the rules in
“ MESSAGE FROM THE KING” this type of factoring. factoring polynomials using GCMF.
(Product-Factor Association) Refer to LM page 31
-16 and -8
PPP. Finding practical  Let learners to cite some real situations wherein the concepts of factoring is applicable.
applications of concepts and
skills in daily living
 
QQQ. Making generalizations Therefore the knowledge and skills in this topic is used in real-life like packaging box-
and abstractions about the making and even on tiles that can be found around us.
lesson
  
RRR. Evaluating learning Written work: ( 5 pts each ) Written work: (5 pts each ) Performance task. Individual ( 5 pts.
Find the GCMF of the following: Factor using GCMF. Each number )
a. 4x2 – 9 c. 4x2 + 2x + 9 a. 9 x2 – 16 c. a 2 + 2ab +  Familiarize rules in factoring
2
b. 6x + x – 2 d. x3 – 27 b2
polynomials
b. x 2 – 10 xy + 25 y 2 d. 2x 2 –x - 10
   
SSS. Additional activities for Answer briefly: Assignment : Research:
application or remediation Familiarize rules/ processes in factoring Difference of two squares.
-
polynomials using GCMF.
Why is it important to know the
reverse of multiplication ?
XVI. REMARKS
XVII. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about the students’ progress this week. What works? What else needs to be done
to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them
relevant questions.
QQ. No. of learners who earned
RR. No. of learners who require

80%
SS. Did the remedial lessons work?
TT. No. of learners who continue to
require remediation
UU. Which of my teaching

-16 and -8
did these work?
VV. What difficulties did I
solve?
WW. What innovation or
localized materials did I use /
discover which I wish to share
with other teachers?
-16 and -8

DAILY LESSON LOG
5 Teacher HELEN S. VICENTE Learning Area Mathematics
Teaching Dates and Time July 5, 6, 7, 10,11, 2017 Quarter First Quarter
Aquino = 12:45-1:15 TTh / 1:45 – 2:45 F Bonifacio =11:45- 1:15 TTh / 11:45 – 12:45 Rizal = 11:45 – 1:15 MW / 7:40 – 8:40 F
Session 1 ½ : Wednesday/Thursday Session 1 : Friday Session 1 ½ : Monday/Tuesday

  
Determine the sum of the n terms of a finite and Illustrate/differentiate other types of sequences like Solve problems involving geometric sequences.

I- OBJECTIVES infinite Geometric Sequence. a. Fibonacci b. Harmonic Test the knowledge and ability of the learners
 
Show willingness to perform the task. Solve problems involving other types of sequences. about Sequences.
 
Show interest to perform the given task. Show eagerness to answer questions.
The learner demonstrates understanding of key concepts of sequences, polynomials and polynomial equations.
B. Performance Standards The learner is able to formulate and solve problems involving sequences, polynomials and polynomial equations
in different disciplines through appropriate and accurate representations.
 
C. Learning Competencies / Find the sum of the n terms of a finite and infinite l > Illustrates other types of sequence. Code. Solves problems involving sequences.
Objectives geometric sequence. l > Solves problems involving other types of sequences. Code :
(Write the LC code for each. Code: M10AL-Ie-2 l Code :
II- CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG. The content can be tackled in a week or two.
PATTERNS AND ALGEBRA
“Geometric and other Types Sequences”
III- LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
A. References
3. Textbook pages 31-36 36-42 43-44

portal
IV- PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
-16 and -8
  
A. Reviewing the previous Sum of a finite geometric sequence Problems given in their assignment. Answering problems from the pre-test..
lesson or presenting the new --What is the formula in finding the sum of a finite geometric

lesson sequence? What are the other types of sequences?
 
B. Establishing a purpose for the Learners will perform activity 11: Learners will illustrates and differentiate the other types of
lesson “ SUM OF TERMS IN A GEOMETRIC SEQUENCE“ sequences.
C. Presenting examples / 
What is the sum of the first five terms of 3, 6, 12, 24, 48, 
Try this! 
Find K so that the numbers 2k + 1, 3k + 4, and 7k + 6
instances of the new lesson 96,…? a. Find the 10th of the harmonic sequence ½, 1, 3/2 , 2, ….? form a geometric sequence.
b. Given the Fibonacci sequence 0, 1, 1, 2, 3, 5,….?
c. Discussing new concepts and  Sum of a finite geometric sequence  Harmonic sequence – is a sequence such that the 
What are the steps in solving worded problems?
practicing new skills #1 Sn = a1( 1 – r n ) or a1 – a n r reciprocals of the terms form an arithmetic sequence.
1-r 1–r  Fibonacci sequences - where its first two terms are either
In particular, if r = -1, the sum Sn simplifies to both 1 or 0 and 1 and each term , thereafter, is obtained
Sn = { 0 if n is even, a1 if n odd } by adding the two preceding terms.
d. Discussing new concepts and  Sum of infinite geometric sequence .

practicing new skills #2 Sn = _ _a1_
1-r
 
e. Developing mastery Try this! > Answer activity 8 Board work / discussion activity
-What is the sum to infinity of ½ , ¼ , 1/8 , 1/16 ,….? ‘DO YOU REMEMBER ME’ -learners will answer the given problems on the board
and discuss to the class the result.

f. Finding practical applications Let learners cite some situation wherein the concepts of > Let the learners cite their own examples wherein the concepts > let learners formulate a Senario wherein the concepts of
of concepts and skills in daily geometric sequence is applicable. of geometric sequence is applicable. sequences is applicable.
living
 
g. Making generalizations and Therefore: Therefore :
abstractions about the lesson -The goal in this topic is to apply what you have learned - The concepts on this topic will lead the learners
in real-life. to be in order and systematic.
 
I.. Evaluating learning Board work activity > Written work (5points each number) Post test
Presenter in each group will show to the board and discuss to Solve: Refer to LM pages. 4-6
class the result of their activity. 1. What is the nth term of the harmonic sequence
a. ½ , ¼ , 1/6 , 1/8 , …..?
b. 1/11 , 1/15 , 1/19, 1/23,….?
2. What is the nth term of a Fibonacci sequence
1, 1, 2, 3, 5, 8, 11, 19, 30, 49, 79, 128, ….?
  
3. Additional activities for Assignment: Assignment: Assignment:
application or remediation --Find the sum of the geometric sequence where the first term Answer problems on the pre-test from 21-25. Write a brief description about Polynomials and
is 3, the last term is 46 875, and the common ratio is 5. polynomial Equations.
-16 and -8
V - REMARKS
XVIII. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about the students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help
No. of A. No. of learners who earned
80% in the evaluation.
No. of B. No. of learners who require

80%.
Did the C. Did the remedial lessons

work? No. of learners who have
No. of D. No. of learners who
Which E. Which of my teaching

strategies worked well? Why did
these work?
What diF. What difficulties did I
encounter which my principal or
supervisor can help me solve?
What inG. What innovation or
-16 and -8
Aquino: 12:45-1:15 TTh / 1:45 – 2:45 F Bonifacio = 7:40 – 9:10 MW / 11:45 – 12:45 Rizal = 11:45 – 1:15 MW / 7:40 – 8:40 F
Session 1 ½ : Monday / Tuesday Session 1 ½ : Wednesday / Thursday Session 1: Friday

  
Describe the Sum of Arithmetic Sequence. Solves problems involving the Sum of Arithmetic Test learners ability all about Arithmetic Sequence.
 
V- OBJECTIVES Determine the sum of the first n terms a given Sequence. Show willingness to perform the task.

Arithmetic Sequence. Perform the given problems with patience.

Willingness to do the given task.
D. Content Standards
E. Performance Standards The learner is able to formulate and solve problems involving sequences, polynomials and polynomial equations
In different disciplines through appropriate and accurate representations.
-16 and -8
F. Learning Competencies /
Objectives Finds the sum of the terms of a given Arithmetic Sequence.
(Write the LC code for each. Code: M10AL-1c-2
VI- CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG. The content can be tackled in a week or two.
“Arithmetic Sequence”
VII- LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
C. References
7. Textbook pages 15-17 10-20 20-22

portal
VIII- PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
  
4. Reviewing the previous Review about Arithmetic Means. Review about Sum of Arithmetic Sequence. Recapping the Lesson through video presentation.
lesson or presenting the new
 
lesson Sum of Arithmetic Sequence Solve problems involving Sum of the given Arithmetic
Sequence.
 
5. Establishing a purpose for the Learners will perform activity 7: Learners will present and discuss to the result of their
lesson “ SUMMING UP “ assignment.
6. Presenting examples / 
What is the sum of a finite sequence 1, 4, 7, 10 
Try this:
instances of the new lesson Answer: 22 Find the sum of the first 25 multiples of 8.
7. Discussing new concepts and  Formula in finding the Sum of Arithmetic Sequence  Solution:
practicing new skills #1 Sn = 25 [ 2(8) +(25-1) 8]
Sn = n {a1 +[a1 + (n-1) d ]} or Sn = n [ 2a1 + (n-1)d] 2
2 2 = 12.5 [ 16 + (24)8 ]
Where: Sn – sum of Arithmetic Sequence = 12.5 ( 16 + 192 )
a1- is the first term = 12.5 ( 208 )
n - terms of arithmetic sequence = 2 600
d - common difference
8. Discussing new concepts and  For instance:
practicing new skills #2 Determine the sum of the first 10 terms of the arithmetic
-16 and -8
sequence 5, 9, 13, 17,….
Solution: Sn = 10 [ 2(5)+(10-1) 4]
2
= 5 [10 + (9) 4]
= 5 (10 + 36)
= 5 (46)
= 230

9. Developing mastery Determine the sum of the first 20 terms of the arithmetic
sequence -2, -5, -8, -11,…

10. Finding practical applications Try this! > Let the learners cite their own examples where the
of concepts and skills in daily -After a knee surgery, your trainer tells you to return to concepts of arithmetic sequence is applicable.
living your jogging program slowly. He suggests jogging for
12 minutes each day for the first week, thereafter, he
suggest that you increase the time by 6 minutes per day.
On what week will it be before you are up to jogging 60
minutes per day? And determine the sum?

11. Making generalizations and Therefore:
abstractions about the lesson -The goal in this topic is to apply what you have learned
in real-life.
 
I.. Evaluating learning Written work: 5 points each number. > Written work: (10 points each problem.) Performance Task: 5 pts each number
_Determine the sum of the following: Answer the given problems: Refer to the pre-assessment questions.
a. Odd integers between 8 and 26. a. Find the sum of the arithmetic means between 15
b. First 20 terms of the arithmetic sequence and 85 if the common difference is 5.
-16, -20, -24, … b. If five arithmetic means are inserted between -9
c. first 12 terms of the arithmetic sequence whose and 9, what is the sum?
general term is an = 3n + 5
 
12. Additional activities for Assignment: Assignment:
application or remediation Answer the following problems: Study all about Arithmetic Sequence.
a. The sum of the first terms of an arithmetic
sequence is 530. What is the first term if the last
term is 80? What is the common difference?
b. The third term of an arithmetic sequence is -12 and
7th term is 8. What is the sum of the first 10 terms?
V - REMARKS
XIX. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about the students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help

-16 and -8
80%.


these work?

DAILY LESSON LOG
3
Teaching Dates and Time June 19 - 23, 2017 Quarter First Quarter
Mayon : 9:30 – 11:00 MW / 12:45 – 1:45 F Apo : 1:15 – 2:45 MW / 8:40 – 9:40 F
Session 1 ½ / MONDAY Session 1 ½ / WEDNESDAY Session 1 / FRIDAY

  
Illustrate the Cube of Positive Binomial. Describe the Cube of Negative Binomial. Test the learners ability of some rules in finding
 
VIII. OBJECTIVES Find the cube of Positive Binomials. Find the Cube of Negative Binomials. special products of the following

Eagerness to do the task. 
Willingness to do the given task.  Cube of Positive Binomial.
 Cube of Negative Binomial.
V. Content Standards The learner demonstrates understanding of the key concepts of special products and factors of polynomials.
W. Performance Standards The learner is able to formulates real-life problems and solve problems involving special products and factors and solve these with utmost accuracy
-16 and -8
X. Learning Competencies /
Objectives  Find Special Products of the Cube of Binomial.  Find Special Products of the Square of Trinomial.  Find Special Products of a Cube of Binomials.
(Write the LC code for each.
XV. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG. The content can be tackled in a week or two.
SPECIAL PRODUCTS
XVI. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
O. References
30. Learner’s Materials pages 16 - 17 13 - 14 13 - 17
31. Textbook pages 16 - 17 13 -14 13 - 17

portal
P. Other learning resources
question their learning processes, and draw constructions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step
 
TTT. Reviewing the previous Multiplication of binomials using FOIL method. Rules in finding the cube of positive binomials.
-
lesson or presenting the new
lesson
Rules in finding negative binomials.
  
UUU. Establishing a purpose for the Let learners read and familiarize the rules in finding the Learners will read and familiarize the rules in finding Learners will master some rules on how to cube
lesson cube of positive binomials. the cube of negative binomial. binomials..
VVV. Presenting examples / 

Example: (x+y)3 
For instance: ( a - b)3 Refer to the given examples on the text book for the
instances of the new lesson = a3, - b3 Cube of a binomial and a trinomial.
= x3, y3 = 3(a)2 (-b) = -3a2 b
-16 and -8
= 3 (x)2(y) = 3x2y = 3 (a) (-b)2 = 3ab2
= 3 (x) (y)2 = 3xy2
Hence, (x+y) = x3 + 3x2y + 3xy2 +y3
3 Hence , (a-b)3 = x3 – 3a2 b + 3ab2 –b3
WWW. Discussing new concepts and  To find the cube of a positive binomial :  To find the cube of negative binomial: .
practicing new skills #1 a. Find the cube of each term to get the first and the a. A. Find the cube of each term to get the first and
last terms. the last terms.
b. The second term is three times the product of the b. The second term is three times the product of the
square of the first term and second term. square of the first term and second term.
c. The third term is three times the product of the c. The third term is three times the product of the
first term and the square of the second term. first term and the square of the second term
XXX. Discussing new concepts and Remember:

practicing new skills #2 Volume of a Cube = S3
 
YYY. Developing mastery Board work activity: Board work activity:
-Find the cube of the following: -Find the cube of the following:
a. ( x + 5 )3 b. ( 2x + 1 )3 a. ( a – 2 )3 b. ( 3a – 2)3
 
ZZZ. Finding practical applications Find the volume of a box with the side of x+3. Learners will cite an example wherein the concepts of
of concepts and skills in daily special products is applicable/usable in our life.
living
x+y
AAAA. Making generalizations and Therefore;

abstractions about the lesson -The concepts of special products is applicable in our life.
- The important ideas about how patterns on special
product were used to find the product of an algebraic
expressions.
 
BBBB. Evaluating learning Written work : (5 points each) Written work
Find the cube of binomials: = Find the square of the given trinomials. 5 points each
a. (x+2y)3 c. (2a + 1)3 a. ( a – 6 )3 c. (2 – 4n)3
b. (3x + 2y)3 d. (a + 3b)3 b. ( e - 4) 3 d. (2 a – y)3

CCCC. Additional activities for Study and familiarize the process in cubing binomial. Study: LET’S PRACTICE !

application or remediation Rules in finding special products. Square the following
a. Cube of a positive binomial. a. ( r – t + n ) 2
b. Cube of a negative binomial. b. ( a2 + b – 3)2
XX. REMARKS
XXI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about the students’ progress this week. What works? What else needs to be done to help the students learn? Identify
what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
-16 and -8
XX. No. of learners who earned 80%
in the evaluation
YY. No. of learners who require

80%
ZZ. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
AAA. No. of learners who continue
BBB. Which of my teaching

these work?
CCC. What difficulties did I
DDD. What innovation or localized
which I wish to share with other
teachers?

DAILY LESSON LOG
2
Teaching Dates and Time June 13, 15 & 16, 2017 Quarter First Quarter
-16 and -8
Mayon : 9:30 – 11:00 MW / 12:45 – 1:45 F Apo : 1:15 – 2:45 MW / 8:40 – 9:40 F
Session 4 / MONDAY Session 5 ½ / WEDNESDAY Session 6 ½ / FRIDAY

  
Illustrate the FOIL method. Describe the Square of Trinomial. Test the learners ability of some rules in finding
 
IX. OBJECTIVES Find the product of the binomial using FOIL method Find the square of a given trinomials. special products of the following

Do task with patient. 
Willingness to do the given task.  Square of a binomial
 Square of a trinomial
Y. Content Standards The learner demonstrates understanding of the key concepts of special products and factors of polynomials.
Z. Performance Standards The learner is able to formulates real-life problems and solve problems involving special products and factors and solve these with utmost accuracy
AA. Learning Competencies / d. Find special products of the Square of Binomial. e. Find special products of the Square of Trinomial. f. Find special products of the square of binomial.
Objectives g. Find special products of the square of trinomial
XVII. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG. The content can be tackled in a week or two.
SPECIAL PRODUCTS
XVIII. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
Q. References
34. Learner’s Materials pages 11 - 13 13 - 14 11 - 14
35. Textbook pages 11 - 13 13 -14 11 - 14

portal
R. Other learning resources
question their learning processes, and draw constructions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step
-16 and -8
DDDD. Reviewing the previous Multiplication of binomials using FOIL method.
- -
lesson or presenting the new “Activity 2 – COMPLETE ME “
lesson
Check and discuss activity 5 Square of binomial and trinomial
  
EEEE. Establishing a purpose for the Learners will answer Activity 4 Learners will observe patterns in Squaring Trinomials. Learners will master some rules on how to square
lesson “ FOLD TO SQUARE” Like : ( x + y + z )2 binomial as well as trinomial.
FFFF. Presenting examples / Solution: Refer to the given examples on the text book for the
instances of the new lesson Presentation of the result of the activity 4 ( x + y + y )2 = x2 + y2+ z2 + 2xy + 2yz + 2xz Square of a binomial and a trinomial.
GGGG. Discussing new concepts and h. The square of binomial is expressed as k. Perfect square trinomial is a result of squaring l. Refer to the concepts discuss for the square of a
practicing new skills #1 (x + y)2 or it is written as (x + y) (x + y ). binomial. binomial and a trinomial.
i. FOIL method is a method used in finding the
product.
j. FOIL means First Term, Outer Term, Inner Term
and the Last Term.
HHHH. Discussing new concepts and m. Remember: n. Remember: o. Refer to the word REMEMBER found on your
practicing new skills #2 To multiply polynomials: a. Product rule textbook.
a. a ( b + c ) = ab + ac (am) (an) = a m+n
b. ( a + b ) ( c + d ) = ac + ad + bc + bd b. Raising a power to a power
( am)n = a mn
IIII. Developing mastery = Find the FIRST, SECOND AND LAST TERM of the = Find the FIRST, SECOND, THIRD AND THE LAST =LET’S PRACTICE !
following: TERM of the following; Square the following
1. ( x + y ) 2 2. ( x + 3 ) 2 a. (m + n – d) 2 c. ( r – t + n ) 2
b. (3d + 2e + f) 2 d. ( 9a2 + 4b2 – 3c2)2
  
JJJJ. Finding practical applications Find the area of your classroom? Do you know, what is the area of your farm lot? Learners will cite an example wherein the concepts of
of concepts and skills in daily special products is applicable/usable in our life.
living
KKKK. Making generalizations and Therefore : Therefore: Therefore;

abstractions about the lesson -The concepts of special products is applicable in our life.
- The important ideas about how patterns on special
product were used to find the product of an algebraic
-16 and -8
expressions.
- The square of a binomial consists of:
a. The square of the first term.

b. Twice the product of the first and last terms.
- a.
The square of a trinomial consists of
The sum of the squares of the first, second and

last terms.
c. Square of the last term. b. Twice the product of the first and the second

Remember that the square of a binomial is called a terms.
Perfect Square Trinomial. c. Twice the product of the first and the last terms.
d. Twice the product of the second and the last
terms.
  
LLLL. Evaluating learning Written work Written work Performance task ( 5 points each question)
= Find the product of the following binomials: 5 points = Find the square of the given trinomials. 5 points each Guide questions:
each c. ( 15a – 4n – 6 )2 c. ( 2s + o – 4n )2 1. What do you mean by FOIL method?
a. ( s + 4 ) 2 c. ( 3Z + 2k ) 2 d. ( e + 2a + q) 2
d. ( m + a – y ) ( m + a – y ) 2. What makes a product special?
b. ( 5d – 7d2t) 2 d. [( x + 3 ) – 5 ] 2 3. How are you going to find the product of
a binomial? A trinomial?
4. Why is it important to follow the rules in
multiplying binomials? Trinomials?
MMMM. Additional activities Answer activity 5 Study: Answer activity 6

for application or remediation “ DISCOVER ME AFTER!” Rules in finding special products. “ TRANSFORMERS ”
e. Square of a binomial
f. Square of a trinomial
XXII. REMARKS
XXIII. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about the students’ progress this week. What works? What else needs to be done to help the students learn? Identify
what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
EEE. No. of learners who earned
FFF. No. of learners who require

80%
GGG. Did the remedial lessons
-16 and -8
HHH. No. of learners who continue
III. Which of my teaching strategies

worked well? Why did these
work?
JJJ. What difficulties did I encounter
which my principal or supervisor
can help me solve?
KKK. What innovation or localized
teachers?
OBJECTIVES:
-16 and -8

Illustrate the FOIL
method.
-16 and -8

Find the product of the
binomial using FOIL
method.

Do task with patient.
-16 and -8
Find the FIRST, SECOND

AND LAST TERM of the
following:
2 2
1. ( x + y ) 2. ( x + 3 )
-16 and -8
Find the FIRST, SECOND

AND LAST TERM of the
following:
2 2
1. ( x + y ) 2. ( x + 3 )
FIRST SECOND LAST

-16 and -8
TERM TERM TERM
2
(x+y)
2
(x+3)
Therefore :
-16 and -8
- The square of a
binomial consists of:
a.The square of the
first term.
-16 and -8
b. Twice the
product of the
first and last terms.
-16 and -8
c. Square of the last

term.
- Remember that the
square of a binomial is
-16 and -8
called a Perfect
Square Trinomial.
Written work
-16 and -8
= Find the product of

the following
binomials: 5 points each
2
a. ( s + 4 )
-16 and -8
2
b. ( 3Z + 2k )
2
c. (5d –7d2t)
2
d. [(x + 3)–5 ]
OBJECTIVES:
-16 and -8

Describe the Square of
Trinomial.
-16 and -8

Find the square of a
given trinomials.

Willingness to do the
given task.
-16 and -8
=Find the FIRST, SECOND,

THIRD and the LAST TERM
of the following;
2 2
a. (m+n–d) b. (3d+2e+f)
First Second Third Last
-16 and -8
Term Term Term Term

2
(m+n-d)
2
(3d+2e+f)
Do you know, what is the area of your farm lot?
-16 and -8
-16 and -8
Therefore:
-The square of a
trinomial consists of
-16 and -8
a. The sum of the

squares of the
first, second and
last terms.
-16 and -8
b. Twice the product

of the first and the
second terms.
-16 and -8
c. Twice the product

of the first and the
last terms.
-16 and -8
d. Twice the product

of the second and
the last terms.
Written work
-16 and -8
= Find the square of the

given trinomials.
5 points each
2
a. ( 15a – 4n – 6 )
2
b. ( 2s + o – 4n )
-16 and -8
2
c. ( e + 2a + q)
d. (m+a–y) (m+a–y)
LET’S PRACTICE !
-16 and -8
Square the following:

2
a. ( r – t + n )
2 2 2
b.( 9a + 4b – 3c2)
-16 and -8

Performance task
( 5 points each question)
Guide questions:
-16 and -8
15. What do you

mean by FOIL
method?
-16 and -8
16. What makes a

product special?
17. How are you
going to find the
-16 and -8
product of a
binomial? A
trinomial?
-16 and -8
18. Why is it
important to
follow the rules in
multiplying a
-16 and -8
binomials? a
Trinomials?
-16 and -8
DAILY LESSON LOG
Teacher HELEN S. VICENTE Learning Area Mathematics 10
2
Teaching Dates and Time June 13, 14, 15, & 16, 2017 Quarter First Quarter
AQUINO = 1:15 - 2:45 TTH / 1:45 – 2:45 F Bonifacio = 7:40 – 9:10 MW / 11:45 – 12:45 Rizal = 11:45 – 1:15 MW / 7:40 – 8:40 F
Session 4 : TUESDAY/ WEDNESDAY Session 5 ½ : THURSDAY/ FRIDAY Session 6 ½ : FRIDAY

  
Determine the general form of the sequence. Describe arithmetic means. Test students ability of using the general form of the
 
IX- OBJECTIVES Find the nth term of the sequence using the general Find the arithmetic means between terms of an following :
form of an arithmetic sequence. arithmetic sequence. a. The next terms of an arithmetic sequence.
 
Do task with patient. Solve problems involving arithmetic sequence. b. The nth terms of an arithmetic sequence.

Willingness to do the task. c. The arithmetic means of an arithmetic sequence.
G. Content Standards
H. Performance Standards The learner is able to formulate and solve problems involving sequences, polynomials and polynomial equations
In different disciplines through appropriate and accurate representations.
I. Learning Competencies /
Objectives Determines nth term and arithmetic means of an arithmetic sequence
(Write the LC code for each. Code M10AL-1b-1
X- CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG. The content can be tackled in a week or two.
XI- LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
E. References
9. Teacher’s Guide pages 14-15 15-16 14-16
11. Textbook pages 13-14 14-15 13-15

portal
F. Other learning resources
XII- PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw constructions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step
 
13. Reviewing the previous In general, the first n terms of an arithmetic sequence Finding the missing term of a given arithmetic
-16 and -8
lesson or presenting the new with a as the first term and d as common difference are: sequence.
lesson a1, a1 = d, a1 = 2d,…, a1 = (n-1)d p. Refer to the assignment given.
where : an = is the nth term q. ARITHMETIC MEANS- are terms m1, m2,….,mk
a1 = is the first term between two numbers a and b, such that a, m1,
d = is the common difference m2,…mk, b is an arithmetic sequence.
 
14. Establishing a purpose for the Learners will use the pattern in finding the nth term of Learners will used the general form of an arithmetic
-
lesson the sequence. sequence to find the arithmetic means.
 
15. Presenting examples / For instance: Examples:
instances of the new lesson Insert 4 arithmetic means between 5 and 25.
Find the 10th term of the arithmetic sequence 5, 12, 19, 26,
…..?
16. Discussing new concepts and r. Arithmetic sequence where every term after the first s. Since we are required to insert 4 terms, then there
practicing new skills #1 is obtained by adding a constant called the will be 6 terms in all. Let a1 = 5 and a6 = 25, then
common difference. we need to insert a2, a3, a4, and a5
17. Discussing new concepts and t. What if you are ask to find the first term of a u. First use the general form of an arithmetic
practicing new skills #2 sequence? Can we use the general form of an sequence to find the common difference. And
arithmetic sequence ? why and why not ? explain ? solve the four missing terms or the arithmetic
means of the sequence using the general form or
listing method because you know already the
common difference.
18. Developing mastery v. Try this! w. Try this!
=How about you are ask to find the common difference =If three arithmetic means inserted between 11 and 39,
of a given sequence? Can we still use the general form find the second arithmetic mean.
of an arithmetic sequence?
If yes why? Explain ?
 
19. Finding practical applications Can you relate to this? Are you familiar with this?
of concepts and skills in daily =During the free- fall, a skydiver jumps 16 ft., 48 ft., =Glenn bought a car for Php600,000. The yearly
living and 80 ft. on the first, second and third fall, depreciation of his car is 10% of its value at the
respectively. If he continues to jump at this rate, start of the year. What is its value after 4 years?
how many ft. will he jumped during the 10th fall?

20. Making generalizations and 
Since the general form of an arithmetic sequence is Since arithmetic means are terms between two numbers
abstractions about the lesson an equation, therefore we can follow the properties a and b such that a, m1, m2,…mk, b is an arithmetic
of equality. sequence therefore we can still use the general form of
an arithmetic sequence in finding the arithmetic means.
-16 and -8
  
I.. Evaluating learning Find the nth of the arithmetic sequence using the general Find arithmetic means between the given first and last Performance task: (Peer Mentoring)
form. terms of an arithmetic sequence.(5 pts each no.) Board work activity ( 5 points each number)
=What is the a. 2 and 32 c. 6 and 54 c. Find the next term of a given sequence.
a. 4th term of 4, - 12, 36,… ? b. -16 and -8 d. 68 and 3 d. Find the nth term of arithmetic sequence.
b. 12th term of 4, 1, -2, -5, …? e. Insert arithmetic means between two terms of an
c. 20th term of 3, 6, 9, 12, ….? arithmetic sequence.
d. 50th term of 5, 10, 15, 20,….?
 
21. Additional activities for Answer the given problems. Study the following:
application or remediation a. The first term of an arithmetic sequence is 2 while a. The next term of an arithmetic sequence.
the 18th terms is 87. Find the common difference of b. The nth term of a sequence.
the sequence. c. The arithmetic means of a given sequence.
b. If the second term of a sequence is 7, and the last
term is 15. What is the first term of the sequence?
V - REMARKS
XXIV. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about the students’ progress this week. What works? What else needs to be done to help the students learn? Identify what

80%.


these work?
-16 and -8
OBJECTIVES:
Determine the general

form of the sequence.

-16 and -8

Find the nth term of
the sequence using the
general form of an
arithmetic sequence.
-16 and -8
In general, the first n terms of

an arithmetic sequence with
a as the first term and d as
common difference are:
a1, a1=d, a1=2d,…, a1=(n-1)d
where : an = is the nth term
-16 and -8
a1 = is the first term

d = is the common
difference
Assignment
-16 and -8

Answer the given
problems.
a. The first term of
an arithmetic
-16 and -8
sequence is 2 while
th
the 18 terms is 87.
Find the common
-16 and -8
difference of the
sequence.
b.If the second term
of a sequence is 7,
-16 and -8
and the last term is

15, What is the
first term of the
sequence?
-16 and -8
Can you relate to this?

During the free- fall, a
skydiver jumps 16 ft.,
-16 and -8
48 ft., and 80 ft. on the

first, second and third
fall, respectively. If he
continues to jump at
-16 and -8
this rate, how many ft.

will he jumped during
th
the 10 fall?
-16 and -8
Try this!
=How about you are
ask to find the common
difference of a given
-16 and -8
sequence? Can we still

use the general form of
an arithmetic
sequence?
-16 and -8
If yes why? Explain ?

Find the nth of the
arithmetic sequence
-16 and -8
using the general

form.
x. What is the
th
a. 4 term of
-16 and -8
4, - 12, 36,… ?
th
b. 12 term of
4, 1, -2, -5, …?
th
c. 20 term of
-16 and -8
3, 6, 9,12, ….?
th
d. 50 term of
5, 10, 15, 20,….?
-16 and -8
Assignment
Answer the given
problems.
-16 and -8
1. The first term of an

arithmetic sequence is
th
2 while the 18 terms
is 87. Find the
-16 and -8
common difference of
the sequence.
2. If the second term of
a sequence is 7, and
-16 and -8
the last term is 15.

What is the first term
of a sequence?
-16 and -8
ARITHMETIC
MEANS- are terms
m1, m2,….,mk
between two
-16 and -8
numbers a and b, such

that a, m1, m2,…mk, b
is an arithmetic
sequence.
-16 and -8
OBJECTIVES:
Describe arithmetic

means.
-16 and -8

Find the arithmetic
means between terms
of an arithmetic
sequence.
-16 and -8

Solve problems
involving arithmetic
sequence.
-16 and -8

Are you familiar
with this?
=Glenn bought a car
for Php600,000. The
-16 and -8
yearly depreciation
of his car is 10% of
its value at the start
of the year. What is
-16 and -8
its value after 4

years?

Find arithmetic
means between the
-16 and -8
given first and last

terms of an
arithmetic sequence.
(5 pts each no.)
-16 and -8
a. 2 and 32
b. 6 and 54
c. -16 and -8
d. 68 and 3
-16 and -8
-16 and -8

DAILY LESSON LOG
1
Teaching Dates and Time June 5,7 & 9, 2017 Quarter First Quarter
Mayon : 9:30 – 11:00 MW / 12:45 – 1:45 F Apo : 1:15 – 2:45 MW / 8:40 – 9:40 F
Session 1 / MONDAY / TUESDAY Session 2 / WEDNESDAY / THURSDAY Session 3 / FRIDAY

  
Test the ability of the learner about Special Describe the square of a binomial. Illustrate the FOIL method..
 
X. OBJECTIVES Products . Determine the product of a binomial. Find the product of the binomial using FOIL method
  
Show willingness in answering the test. Show eagerness to do the task. Do task with patient.
J. Content Standards The learner demonstrates understanding of the key concepts of special products and factors of polynomials.
K. Performance Standards The learner is able to formulates real-life problems and solve problems involving special products and factors and solve these with utmost accuracy
-16 and -8
L. Learning Competencies / y. Module 1 – Special Products z. Identifying polynomials which are special aa. Find special products of a certain polynomial functions.
Objectives ( Pre-assessment) products through pattern recognition.
G. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG. The content can be tackled in a week or two.
SPECIAL PRODUCTS
( The Square of Binomial)
H. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.
I. References

3-7 8-13 13-14
8-13 13-14
15. Textbook pages 3-7
portal
J. Other learning resources
22. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
23. Reviewing the previous lesson or
- - -
presenting the new lesson
Mathematics 7 lessons Algebraic expressions Multiplication of binomials using FOIL method

-16 and -8
- Classification of algebraic expressions
according to its term(s)
24. Establishing a purpose for the

- Classification of algebraic expression
according to its degree.
- -
lesson
learners will work with patterns… Learners will answer Activity 4
“PATTERNS WHERE ARE YOU?” “ FOLD TO SQUARE”

25. Presenting examples / instances of
- -
the new lesson
Learners answer activity 2 Presentation of the result of the activity 4
“COMPLETE ME”
-16 and -8
26. Discussing new concepts and bb. Pattern- constitutes a set of numbers or dd. The square of binomial is expressed as
practicing new skills #1 objects in which all the members are related to (x + y)2 or it is written as (x + y) (x + y ).
each other by ee. FOIL method is a method used in finding the product.
a specific rule. ff. FOIL means First Term, Outer Term, Inner Term and the
cc. Product- is the answer of multiplication. Last Term.
27. Discussing new concepts and gg. Special product- are special forms of kk. Remember:
practicing new skills #2 algebraic expression whose products are To multiply polynomials:
readily seen. c. a ( b + c ) = ab + ac
hh. The square of a binomial is expressed as d. ( a + b ) ( c + d ) = ac + ad + bc + bd
ii. (x + y)2 or it is written as (x + y) (x + y ).
jj. FOIL method is a method used in finding the
product.
28. Developing mastery =Determine the product of each binomial. = Find the FIRST, SECOND AND LAST TERM of the following:
a. (z + 5) 2 =
c.
b. ( x - b) ( x – c ) =
c. ( a + 4) ( a – 6 ) =
(x+y)2
29. Finding practical applications of

concepts and skills in daily living

Try this!
What is the length and the width of your

d. ( x + 3 )2
A square piece of land was rewarded by landlord to his event.

They agreed that a portion of it represented by the rectangle
classroom? inside should be used to construct a grotto. How large is the
area of land that is available for the other purposes?
30. Making generalizations and Therefore: Therefore :

-16 and -8
- In multiplying binomial, we need the aid of
some properties of multiplications particularly the

-The square of a binomial consists of:
e.
distributed property of multiplication over addition
and subtraction.
- The used of FOIL method.

The square of the first term.
f. Twice the product of the first and last terms.
g. Square of the last term.

-16 and -8
31. Evaluating learning = Find the product of the following binomials:
-
Pre-assessment
Determine the product of each binomials.
(5 points each)
a. ( x + 8 ) 2
h. (s+4)2 c. ( 3Z + 2k ) 2
i.
b. ( a – 10 ) 2
c. ( x + 5 ) ( x – 4 )
( 5d – 7d2t) 2 d. [( x + 3 ) – 5 ] 2
32. Additional activities for Answer activity 3 Case nos. 3 and 4 Answer activity 5
application or remediation “ DISCOVER ME AFTER!”
XXV. REMARKS
XXVI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about the students’ progress this week. What works? What else needs to be done to help the students learn? Identify what
3. No. of learners who earned

-16 and -8
4. No. of learners who require

80%
5. Did the remedial lessons

6. No. of learners who continue
7. Which of my teaching

these work?
-16 and -8
8. What difficulties did I

9. What innovation or localized

teachers?

DAILY LESSON LOG
1
Teaching Dates and Time June 5,7 & 9, 2017 / June 6, 8 & 9, 2017 Quarter First Quarter
AQUINO – 1:15-2:45 MW / 1:45 – 2:45 F Bonifacio – 7:40 – 9:10 MW / 11:45 – 12:45 F Rizal – 11:45 – 1:15 MW / 7:40 – 8:40 F

  
Test the ability of the learner about Special Generate and describe patterns. Illustrates an arithmetic sequence.
 
XI. OBJECTIVES Products . Find the next few terms of a sequence. Determine the nth term of the sequence.
  
Show willingness in answering the test. Show eagerness to do the task. Do task with patient.
M. Content Standards
-16 and -8
N. Performance Standards
O. Learning Competencies / ll. Module 1 – Special Products mm. Generates patterns nn. Illustrates an arithmetic sequence.
Objectives ( Pre-assessment) Code: M10AL-Ia-1 Code: M10AL-Ib-1
K. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG. The content can be tackled in a week or two.
L. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.
M. References

3-7 9-11 12-13
9-11 12-13
portal
N. Other learning resources
33. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
- - -
Counting numbers Counting numbers Some arithmetic notation

-16 and -8
- -
lesson
learners will work with patterns… Learners will use the pattern in determining the
nth term of the sequence.

36. Presenting examples / instances of oo. Example:
-
the new lesson Illustrate an arithmetic sequence.
Activity 5
“ MORE OF THE MATCHSTICK ACTIVITY”
Learners answer activity 1
“What’s Next”
37. Discussing new concepts and pp. A sequence is a function whose domain is the qq. In general, the first n terms of an arithmetic
practicing new skills #1 finite set { 1, 2, 3, …..n} or the Infinite set sequence with a as the first term and d as common
{1, 2, 3, ……]. difference are:
a1, a1 = d, a1 = 2d,…, a1 = (n-1)d
38. Discussing new concepts and . rr. Arithmetic sequence where every term after the
practicing new skills #2 first is obtained by adding a constant called the
common difference.
ss. Show some examples on this.
39. Developing mastery
Find the first 5 terms of the sequence given the nth term. Determine the nth term for each sequence.
1. an = n + 4 a. 3, 5, 7, 9, ……..
2. an = 2n – 1 b. -1, 1, -1, 1, -1,…
3. an = ( -2) n
40. Finding practical applications of Try this! Try this!
concepts and skills in daily living Learners will answer activity 4 -Suppose you are one of the people in the Red Cross who
“What do we have in common?” visualized this project. How many organizations do you
think were contacted in the last round? How many
organizations were contacted within 4 hours?
41. Making generalizations and Therefore: Therefore:
-16 and -8
- The set of shapes and the sets of numbers in the
given activity are called sequences.

- The formula use in finding the nth term of
an = a1 + (n -1)d
42. Evaluating learning Answer briefly: Determine the nth term of the following.
Pre-assessment tt. How will you describe pattern? a. 2, 4, 6, 8,…..
uu. How is each term found? b. 7, 9, 11, 13 15, 17, ….
What is the difference between any two consecutive terms? c. 3, 13/4, 7/2, 15, ….
43. Additional activities for

XXVII. REMARKS
XXVIII.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about the students’ progress this week. What works? What else needs to be done to help the students learn? Identify what
10. No. of
learners who earned 80% in the

evaluation
-16 and -8
11. No. of learners who
require additional activities for

80%
12. Did the
remedial lessons work? No. of

learners who have caught up with
the lesson
13. No. of
learners who continue to require

remediation
14. Which of
-16 and -8
my teaching strategies worked
well? Why did these work?
15. What
difficulties did I encounter which

my principal or supervisor can
help me solve?
16. What
innovation or localized materials

did I use / discover which I wish
to share with other teachers?
-16 and -8
-16 and -8

DAILY LESSON LOG
1
Teaching Dates and Time June 5,7 & 9, 2017 / June 6, 8 & 9, 2017 Quarter First Quarter
AQUINO – 1:15-2:45 MW / 1:45 – 2:45 F Bonifacio – 7:40 – 9:10 MW / 11:45 – 12:45 F Rizal – 11:45 – 1:15 MW / 7:40 – 8:40 F

  
Test the ability of the learner about Generate and describe patterns. Illustrates an arithmetic sequence.
 
XII. OBJECTIVES sequences. Find the next few terms of a sequence. Determine the nth term of the sequence.
  
Show willingness to do the task. Show eagerness to do the task. Do task with patient.
P. Content Standards The learner demonstrates understanding of the key concepts of sequences, polynomials and polynomial equations.
Q. Performance Standards The learner is able to formulates and solve problems involving sequences, polynomials and polynomial equations in
-16 and -8
different disciplines through appropriate and accurate representations.
R. Learning Competencies / vv. Module 1 – SEQUENCES ww. Generates patterns xx. Illustrates an arithmetic sequence.
Objectives ( Pre-assessment) Code: M10AL-Ia-1 Code: M10AL-Ib-1
O. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG. The content can be tackled in a week or two.
P. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
Q. References

8 9-11 12-13
9-11 12-13
23. Textbook pages 8
portal
R. Other learning resources
44. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw constructions about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step
- - -
Counting numbers Counting numbers Some arithmetic notation

-16 and -8
- -
lesson
learners will work with patterns… Learners will use the pattern in determining
the nth term of the sequence.

47. Presenting examples / instances of yy. Example:
-
the new lesson Illustrate an arithmetic sequence.
Activity 5
“ MORE OF THE MATCHSTICK ACTIVITY”
Learners answer activity 1
“What’s Next”
48. Discussing new concepts and zz. A sequence is a function whose domain is the aaa. In general, the first n terms of an arithmetic
practicing new skills #1 finite set { 1, 2, 3, …..n} or the Infinite set sequence with a as the first term and d as
{1, 2, 3, ……]. common difference are:
a1, a1 = d, a1 = 2d,…, a1 = (n-1)d
49. Discussing new concepts and . bbb.Arithmetic sequence where every term after
practicing new skills #2 the first is obtained by adding a constant
called the common difference.
ccc. Show some examples on this.
50. Developing mastery
Find the first 5 terms of the sequence given the nth term. Determine the nth term for each sequence.
4. an = n + 4 b. 3, 5, 7, 9, ……..
5. an = 2n – 1 b. -1, 1, -1, 1, -1,…
6. an = ( -2) n
51. Finding practical applications of Try this! Try this!
concepts and skills in daily living Learners will answer activity 4 -Suppose you are one of the people in the Red Cross
“What do we have in common?” who visualized this project. How many
organizations do you think were contacted in the last
round? How many organizations were contacted
within 4 hours?
52. Making generalizations and Therefore: Therefore:
-16 and -8
- The set of shapes and the sets of numbers in the
given activity are called sequences.

- The formula use in finding the nth term of
an = a1 + (n -1)d
53. Evaluating learning Answer briefly: Determine the nth term of the following.
Pre-assessment ddd.How will you describe pattern? d. 2, 4, 6, 8,…..
eee. How is each term found? e. 7, 9, 11, 13 15, 17, ….
What is the difference between any two consecutive terms? f. 3, 13/4, 7/2, 15, ….
54. Additional activities for

XXIX. REMARKS
XXX. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about the students’ progress this week. What works? What else needs to be done to help the students learn?
17. No. of

evaluation
-16 and -8
18. No. of
learners who require additional

activities for remediation who
scored below 80%
19. Did the

the lesson
20. No. of

remediation
21. Which of
-16 and -8
22. What

help me solve?
23. What

-16 and -8
-16 and -8

DAILY LESSON LOG
output
Teaching Dates and Time Nov. Quarter Third
Bonifacio – 7:40-8:40 MW/12:45-1:45 F Aquino - 9:30-11:00 MW/1:45-2:45 F
Session 1 / Wednesday Session 2 /Friday

1 hr and 30 minutes 1 hour
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed,
additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using formative
1 OBJECTIVES assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guides.
-Illustrate permutation of an objects. -Use the formula in finding the number of permutations
-Derive the formula for finding the permutations of n objects taken r at a time. of n objects taken r at a time.
- Show willingness in deriving the formula. -Be patient in solving problems.
A. Content Standards The learner demonstrate understanding of key concepts of Combinatorics and Probability.
B. Performance Standards The learner is able to use precise Counting Techniques and Probability in formulating conclusions and making decisions.
C. Learning Competencies / Objectives -Illustrates permutation of an objects. -Derives the formula for finding the permutations of n objects taken r
(Write the LC code for each.) -Derives the formula for finding the permutations of n objects taken r at a time. at a time.
Code: M10SP-IIIa-1, M10SP-IIIa-2 Code: M10SP-IIIa-2
11 CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG. The content can be tackled in a week or two.
STATISTICS AND PROBABILIY

111 LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
-16 and -8
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. eferences
Mathematics Learning Guide/Online PPT
1. Teacher’s Guide pages 245-250 251-257
2. Learner’s Materials pages 283-289 289-295
3. Textbook pages 283-289 289-295

Learning Resources (LR) portal
Power Point Presentation/Video Presentation Power Point Presentation/Video Presentation
1V PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw constructions about what they learned in relation to their life experiences
and previous knowledge. Indicate the time allotment for each step
A. Reviewing the previous lesson or - Refresh knowledge about Fundamental Counting Principle Techniques and -How you derive the formula for finding the permutation of n objects ”
presenting the new lesson Multiplication /Division Process. taken r at a time?
Like : 1, 2, 3, 4, 5 -- Suppose we have 6 potted plants and we wish to arrange 4 of them
5 x 4 x 3 x 2 x 1 = 120 in a row. In how many ways can this be done.
The permutation of 6 potted plants is denoted by P(6,4),
6P4, or P 6,4 etc. Similarly it will be denoted by P(n,r).
B. Establishing a purpose for the lesson -In order for the learner derives pattern or formula they will perform an activity “ In order for the learner use the formula of permutation they will now
LET’S FIND OUT” perform activity “WARM THAT MIND UP “ Answer the following:
Answer the following questions: a. How did you calculate the different permutations ?
a. Can you find any pattern in the result ? b. What mathematical concepts/principle you apply to solve
b. Can you think of another ways of finding the answers? each permutation?
c.
C. Presenting examples / instances of _Suppose you secured your bike using a combination lock. Latter, you realized that _Given 4 – letter word READ. In how many ways can we arrange its
the new lesson you forgot the 4-digit code. You only remembered that the code contains the digits letters, 3 at a time?
1, 3, 4, and 7. How many possible codes are there ? Solution:
1- 3, 4, 7 = 6 or 4 (6 ) = 24 Taken all at a time: P(n,n) = n !
3- 4, 7, 1 = 6 = 4! = 4 x 3 x 2 x 1 = 24
4- 7, 1, 3 = 6 Taken r at a time :P(n,r) = n!_
7- 1, 3, 4 = 6 (n-r)!
24 P(4,3) = 4! = 4 x 3 x 2 x 1 = 24
(4-3)! 1
D. Discussing new concepts and  Listing method- wherein the learner lists all the possible outcomes.  Permutations-refers to the different possible arrangements of
practicing new skills #1  Tree diagram- wherein they can pair an object to another object/s. a set of objects.
 The number of objects taken r at a time is
-16 and -8
P(n,r ) = __n !_ , n ≥ r
(n-r )!
E. Developing Mastery Board word activity : Illustrate this !: Group activity / Discussion
* If Mang Canor has 12 T-shirts, 6 pairs of pants, and 3 pairs of shoes. How many Try this :
possibilities can he dress himself up for the day? *In how many different ways can 5 bicycles be parked if there are 7
available parking spaces?
F. Finding practical applications of = A close friend invited Anna to her birthday party. Anna has 4 new blouses (stripes, = In a general assembly, three major prizes are at stake. In how many
concepts and skills in daily living with ruffles, long sleeved and sleeveless) and 3 skirts (red, pink and black). ways can the first, second and third prizes be drawn from a box
Assuming that any skirt can be paired in any blouse. In how many ways Anna select containing 12 names?
her outfit?
List possible outcomes using listing method: Solution: P(n,r) = __n!_
* Red - stripes, w/ ruffles, long sleeved, sleeveless (n-r) !
*Pink - stripes, w/ ruffles, long sleeved, sleeveless P (12, 3) = 12 !__
*Black - stripes, w/ ruffles, long sleeved, sleeveless (12-3) !
Outcomes : ( 3 ) ( 4 ) = 12 – 12 possible choices = __12 !__
9!
= 1, 320 possible ways
G. Making generalizations and
H. Evaluating learning -Illustrate and derive the formula of getting the four number cards. Hint: repeat - Find/Solve using the formula:
steps 1-3 and answer questions on page 287. a. P(8, r) = 6 720 c. P(8, 3) = _______
b. P(n, 4) = 3 024 d. P(12,r) = 1 320
e. A teacher wants to assign 4 different tasks to her students. In how
many possible ways can she do it ?
I. Additional activities for application Answer activity 5 Answer activity 7
or remediation WARM THAT MIND UP DECISION FROM PERMUTATIONS
Number 1-5 on Page 295 in MLM Page 297 in MLM
V. REMARKS
V1. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about the students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation Out of 110 learners , 98 learners earned 80% in the evaluation. Out of 110 students, 90 students earned 80% in the evaluation.
B. No. of learners who require

additional activities for remediation 10 out of 110 learners require additional activities for the remediation who scored 15out of 110 students require additional activities for the remediation
who scored below 80% below 80%. Note: 2 of them were absent who scored below 80%. Note: 5 of them were absent
C. Did the remedial lessons work? No.

of learners who have caught up with Yes, 100% of the learners who caught up with the lesson. Yes, 95 % of the learners who caught up with the lesson.
the lesson
D. No. of learners who continue to
require remediation none 1 out of 15 learners continue to require remediation
-16 and -8
E. Which of my teaching strategies

worked well? Why did these work? Board work activity Group activity
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 T-shirts, pair of pants, pair of shoes/blouses with different styles, skirts with different Potted plants, bicycles
I wish to share with other teachers? colors.

DAILY LESSON LOG
7
Teaching Dates and Time Nov. 15, 17, 18, 2016 Quarter Third
Rizal – 11:45-1:00 TTH/ 7:40-8:40 F
Session 1 / TUESDAY Session 2 / THURSDAY Session 3 / FRIDAY
1 OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed, additional
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using formative assessment strategies.
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.
A. Content Standards The learner demonstrate understanding of key concepts of Combinatorics and Probability.
B. Performance Standards The learner is able to use precise Counting Techniques and Probability in formulating conclusions and making decisions.
C. Learning Competencies / -Illustrate permutation of an objects. -Use the formula in finding the number of permutations -Solves problems involving permutations in real-
Objectives -Derive the formula for finding the permutations of n of n objects taken r at a time. life.
(Write the LC code for each.) objects taken r at a time. -Solves problems involving permutations.
11 CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG. The content can be tackled in a week or two.
111 LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete
and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References Mathematics Learning Guide/Online PPT

-16 and -8
3. Textbook pages 283-295 295-298 297-299

portal
C. Other learning resources
Power Point Presentation/Video Presentation Power Point Presentation/Video Presentation Power Point Presentation/Video Presentation
V1 PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their learning, question their learning processes, and draw constructions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step
A. Reviewing the previous lesson - Refresh knowledge about Fundamental Counting -How you derive the formula for finding the -How you use the formula of permutation in solving
or presenting the new lesson Principle Techniques and Multiplication /Division permutation of n objects taken r at a time? problems ?
Process. -- Suppose we have 6 potted plants and we wish to - Showing solutions and discussions of activity 7
Like : 1, 2, 3, 4, 5 arrange 4 of them in a row. In how many ways can this “DECISIONS FROM PERMUTATIONS”
5 x 4 x 3 x 2 x 1 = 120 be done.
The permutation of 6 potted plants is denoted by P(6,4),
6P4, or P 6,4 etc. Similarly it will be denoted by P(n,r).
B. Establishing a purpose for the -In order for the learner derives pattern or formula In order for the learner use the formula of permutation In order for the learner to used the knowledge of
lesson they will perform an activity “ LET’S FIND OUT” they will now perform activity “WARM THAT MIND permutation in forming conclusions and in making
Answer the following questions: UP “ Answer the following: wise decisions they will be able to reflect on and
a. Can you find any pattern in the result ? d. How did you calculate the different understand by answering activity 8 “ REASON
b. Can you think of another ways of permutations ? OUT”
finding the answers? e. What mathematical concepts/principle you
apply to solve each permutation?
C. Presenting examples / instances _A close friend invited you for a birthday party. You _Given 6– letter word PRETTY. In how many ways can _ The learner will cut letters of the word
of the new lesson have 4 skirts ( blue, black, violet and orange) and 3 we arrange its letters, 4 at a time? STATISTICS, and then they are going to find the
blouses ( checkered, stripes and plain). Assuming that Solution: number of permutations, assuming that the letters
any skirt can be paired in any blouse, how many ways Taken all at a time: P(n,n) = n ! are distinct.
can you select your outfit for the party ? = 6!= 6x5x4x3x2x1 = 720 -Let the learner solve and discuss the result in the
Checkered – (blue, black, violet, orange) = 4 Taken r at a time :P(n,r) = n!_ class.
Stripes -------(blue, black, violet, orange) = 4 (n-r)!
Plain ----------(blue, black, violet, orange) = 4_ P(4,3) = 6! = 6x5x4x3x2x1 = 360
12 (6-4)! 2x1
D. Discussing new concepts and  Listing method- wherein the learner lists all  Permutations-refers to the different possible @ CIRCULAR PERMUTATION – is a different
practicing new skills #1 the possible outcomes. arrangements of a set of objects. possible arrangements of objects in a circle. The
 Tree diagram- wherein they can pair an  The number of objects taken r at a time is number of permutations P, of n objects around a
object to another object/s. P(n,r ) = __n !_ , n ≥ r circle is given by P = (n – 1) !
(n-r )!
E. Discussing new concepts and
F. Developing Mastery Board word activity : Illustrate this !: Group activity / Discussion Group Discussion:
-16 and -8
* If Doctor Tan has 12 T-shirts, 6 pairs of pants, and Try this : Think this :
3 pairs of shoes. How many possibilities can he dress *In how many different ways can 6 vehicles be *How many distinguishable permutations are
himself up for the day in his clinic ? parked, if there are 4 available parking spaces? possible with all the letters of the word ELLIPSES?
G. Finding practical applications = Suppose you secured your bike using a combination = Suppose that in a certain association, there are 12 =Find the number of different ways that 8 of your
of concepts and skills in daily lock. Latter, you realized that you forgot the 4-digit elected members of the Board of Directors. In how friends can be seated around a circular table with 8
living code. You only remembered that the code contains the many ways can a president, a vice pres., a sec. and a chairs ?
digits 1, 3, 4, and 7. How many possible codes are treas. Be selected from the board ? Solution: P (8,8) = 8 !
there ? = 8x7x6x5x4x3x2x1
1 -- 3, 4, 7 = 6 or 4 (6 ) = 24 = 40 320
2 -- 4, 7, 1 = 6 Solution: P(12, 4) = __12!__ = 12x11x10x9x 8!
3 -- 7, 1, 3 = 6 (12 – 4) ! 8!
7- -- 1, 3, 4 = 6 = 11 880
24
H. Making generalizations and The learners are given opportunity to derive patterns, formulate and solve problems on permutations and apply knowledge and skills in
abstractions about the lesson formulating conclusions and making decisions
I. Evaluating learning -Illustrate and derive the formula of getting the four - Find/Solve using the formula: -Solve problem in real-life:
number cards. Hint: repeat steps 1-3 and answer a. P(8, 3) = ____ c. P(10, 5) = ___ Write 1 problem or situation in real-life that
questions on page 287. b. P(n, 3) = 60 d. P(7, r) = 840 involves permutation. Show your complete
e. In how many different ways can you arrange 8 solutions. And then explain/discuss it to the class.
figurines on a shelf ?
J. Additional activities for Answer activity 5 Answer activity 7 Answer activity 10-B
application or remediation WARM THAT MIND UP DECISION FROM PERMUTATIONS TO THE NEXT LEVEL
Number 1-5 on Page 295 in MLM Page 297 in MLM Page 299 in MLM
W. REMARKS
V1. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about the students’ progress this week. What works? What else needs to be done to help the students
learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
H. No. of learners who earned
I. No. of learners who require
80%
J. Did the remedial lessons work?
K. No. of learners who continue to
require remediation
L. Which of my teaching
did these work?
M. What difficulties did I
-16 and -8
solve?
N. What innovation or localized
materials did I use / discover T-shirts, pair of pants,
teachers?

DAILY LESSON LOG
10
Teaching Dates and Time November 21, 23, 25, 2016 Quarter Third
Bonifacio – 7:40-8:40 MW/12:45-1:45 F Aquino - 9:30-11:00 MW/1:45-2:45 F
Session 1 / MONDAY Session 2 / WEDNESDAY Session 3 / FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed, additional
I OBJECTIVES  Find the unknown of the permutation.  Illustrate the combination of n objects.  Derives formula in finding combination of n
 Solve problems involving permutation when  Differentiate permutation from combination of n objects taken r at a time.
some objects are alike in real-life. objects taken r at a time, n ≥ r.  Solve problems involving permutations and
 Show willingness in performing the task given.  Actively involve in the given activity. combinations.
 Be patient in solving problem.
The learner demonstrate understanding of key concepts of Combinatorics and Probability.
B. Performance Standards
The learner is able to use precise Counting Techniques and Probability in formulating conclusions and making decisions
C. Learning Competencies /  Solves problems involving permutation in  Illustrates the combination of n objects.  Derives formula in finding combination
Objectives real-life.  Differentiates permutations from combinations of of n objects taken r at a time.
(Write the LC code for each.) n objects taken r at a time.  Solves problems involving permutations
and combinations.
Code : Code : Code :
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG. The content can be tackled in a week or two.
-16 and -8
II CONTENT
STATISTICS AND PROBABILITY
III LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
D. References
Mathematics Learning Guide / Online PPT
1. Teacher’s Guide pages 257-259

2. Learner’s Materials
pages 297-299

portal
5. Other learning resources
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
1V PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw constructions about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step
A. 2Reviewing the previous --How you use the formula of permutation in solving the
lesson or presenting the new unknown of the permutation ?
lesson - Showing solutions and discussions of activity 7
“DECISIONS FROM PERMUTATIONS”
B. Establishing a purpose for the In order for the learner to used the knowledge of
lesson permutation in forming conclusions and in making wise
decisions they will be able to reflect on and understand
by answering activity 8 “ REASON OUT”
C. Presenting examples / _ The learner will cut letters of the word STATISTICS,
instances of the new lesson and then they are going to find the number of
permutations, assuming that the letters are distinct.
-Let the learner solve and discuss the result in the class.
D. Discussing new concepts and @ CIRCULAR PERMUTATION – is a different
practicing new skills #1 possible arrangements of objects in a circle. The
number of permutations P, of n objects around a circle is
given by P = (n – 1) !
E. Discussing new concepts and
F. Developing mastery Group Discussion:
Think this :
*How many distinguishable permutations are
possible with all the letters of the word ELLIPSES?
G. Finding practical applications =Find the number of different ways that 10 of your
-16 and -8
of concepts and skills in daily friends can be seated around a circular table with 8
living chairs?
Solution: P (10,10) = 10-1 !
= 9x8x7x6x5x4x3x2x1
= 362,880 possible ways
H. Making generalizations and --The learners are given opportunity to derive patterns,
abstractions about the lesson formulate and solves problems on permutations and
apply knowledge and skills in formulating conclusions
and making decisions.
I. Evaluating learning Solve problem in real-life:
Write 1 problem or situation in real-life that involves
permutation. Show your complete solutions. And then
explain/discuss it to the class
J. Additional activities for Answer activity 10-B
application or remediation TO THE NEXT LEVEL
Page 299 in MLM
XXXI. REMARKS Properties of Equality is also useful/helpful in solving
problems involving permutation.
XXXII. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about the students’ progress this week. What works? What else needs to be done to help the students learn?
24. No. of

evaluation
25. No. of
learners who require additional

activities for remediation who
scored below 80%
-16 and -8
26. Did the

the lesson
27. No. of

remediation
28. Which of

29. What

-16 and -8
help me solve?
30. What


DAILY LESSON LOG
13
Teaching Dates and Time Nov. 15, 17, 18, 2016 Quarter Third
Rizal – 11:45-1:00 TTH/ 7:40-8:40 F
Session 1 / TUESDAY Session 2 / THURSDAY Session 3 / FRIDAY
2 OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed, additional
-16 and -8
D. Content Standards The learner demonstrate understanding of key concepts of Combinatorics and Probability.
E. Performance Standards The learner is able to use precise Counting Techniques and Probability in formulating conclusions and making decisions.
F. Learning Competencies / -Illustrate permutation of an objects. -Use the formula in finding the number of permutations -Solves problems involving permutations in real-
Objectives -Derive the formula for finding the permutations of n of n objects taken r at a time. life.
(Write the LC code for each.) objects taken r at a time. -Solves problems involving permutations.
11 CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG. The content can be tackled in a week or two.
112 LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete
and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
B. References Mathematics Learning Guide/Online PPT
7. Textbook pages 283-295 295-298 297-299

portal
Power Point Presentation/Video Presentation Power Point Presentation/Video Presentation Power Point Presentation/Video Presentation
V1 PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their learning, question their learning processes, and draw constructions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step
-16 and -8

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School LOWER TAMUGAN NHS Grade Level Grade 10

Teaching Dates and Time Feb. 3, 5, 7, 8, 2019 Quarter Fourth Quarter

Session 1 Session 2 Session 3 Session 4

1. Teacher’s Guide pages

2. Learner’s Materials 373-375

G. Finding practical applications

B. No. of learners who require

C. Did the remedial lessons

F. What difficulties did I

Session 1 Session 2 Session 3 Session 4

F. Learning Competencies /  Calculate a specified measures of position  Calculate a specified measures of

5. Teacher’s Guide pages

6. Learner’s Materials 369-372 373-375

lesson finding data in Quartiles?

P. Discussing new concepts and =Linear Interpolation- is a way to solve

R. Finding practical applications

I. No. of learners who require

M. What difficulties did I

Session 1 Session 2 Session 3 Session 4

9. Teacher’s Guide pages

10. Learner’s Materials 362-363 364-367 368-372

11. Textbook pages

Z. Discussing new concepts and  Discussion:  Discussion:  Discussion:  Discussion:

BB. Finding practical applications

DD. Evaluating learning  Written work: 

O. No. of learners who earned

P. No. of learners who require

T. What difficulties did I

School LOWER TAMUGAN NHS Grade Level Grade 10

Session 1 Session 2 Session 3 Session 4

13. Teacher’s Guide pages 288-289 290-291 292-295 296-299

14. Learner’s Materials pages

15. Textbook pages 328-329 330-335 336-337 341-345

LL. Finding practical applications

and abstractions about the

Jeff Dela Vega is a section chief for an

W. No. of learners who require

Session 1 Session 2 Session 3 Session 4

17. Teacher’s Guide pages

18. Learner’s Materials pages

19. Textbook pages

SS. Discussing new concepts and    Solution:

-By FCP, there are 3*10 = 30 possible

TT. Discussing new concepts and  

VV. Finding practical applications 

1. In how many ways can a committee of 7

GG. Which of my teaching

LOWER TAMUGAN NHS Grade Level Grade 10

Session 1 Session 2 Session 3 Session 4

21. Teacher’s Guide pages

22. Learner’s Materials pages

23. Textbook pages

DDD. Discussing new concepts  

FFF. Finding practical 

KK. No. of learners who require

NN. Which of my teaching

Session 1 ½ / MONDAY Session 1 ½ / WEDNESDAY Session 1 / FRIDAY

25. Teacher’s Guide pages

26. Learner’s Materials pages 27-29 30-31 30-31

27. Textbook pages 27-29 30-31 30-31

LLL. Presenting examples / 

Why is it important to know the

RR. No. of learners who require