DAILY LESSON LOG OF M8GE-Ivi-j-1 (Week 10-Day three)
School Grade Level Grade 8
Teacher Learning Area Mathematics
Teaching Date and Time Quarter Fourth
Objectives must be met over the week and connected to the curriculum standards. To
meet the objectives, necessary procedures must be followed and if needed, additional
lessons, exercises and remedial activities may be done for developing content
I. OBJECTIVES 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 demonstrates understanding of key concepts of probability.
B. Performance The learner is able to formulate and solve practical problems involving probability of
Standards simple events.
Learning Competency: Solves problems involving probabilities of simple events.
(M8GE-Ivi-j-1)
C. Learning Learning Objectives:
Competencies/ 1. Recall steps in solving problems involving probabilities;
Objectives 2. Solve word problems which concerns on probability of simple events; and
3. Develop skills in determining occurrences concerning probability.
II. CONTENT Problems Involving Probabilities of Simple Events
III. LEARNING teacher’s guide, learner’s module,
RESOURCES
A. References
1. Teacher’s Guide Pages 620-626
2. Learner’s Materials Pages 578-580
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
These steps should be done across the week. Spread out the activities appropriately
so that pupils/students will learn well. Always be guided by demonstration of learning
by the pupils/ students which you can infer from formative assessment activities.
IV. PROCEDURES Sustain learning systematically by providing pupils/students with multiple ways to
learn new things, practice the learning, question their learning processes, and draw
conclusions about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
Motivation:
Suppose you are going to travel on a river. You have two choices of boats- a
kayak or a rowboat. You can go upstream on three smaller streams, to the
north, northwest, and northeast.
Construct a tree diagram for the possible outcomes.
A. Review previous
lesson or presenting
the new lesson
B. Establishing a The teacher lets the students give an example where probability is applied in their
purpose for the real-life scenarios.
lesson
“By Triad”
To help students understand probability, work on the following problem as a group:
Imagine that you have boarded an airplane. The rows are numbered from 1 to 30,
and there are six seats per row, three on each side of the isle.
Seats in each row are labeled A through F. Using that information, work together as
a group to solve the problems listed below.
A) How many seats are in the airplane? 180 seats
C. Presenting B) What are your chances of sitting in row number 7?
examples/ instances 6/180, or 1/30
of the new lesson
C) What are your chances of sitting in a window seat?
There are two window seats per aisle, for a total of 60
window seats. Your chances of seating at a window
would be 60/180, or 1/3.
D) What are your chances of sitting in an "A" seat?
There are 30 A seats, so your chances are 30/180, or
1/6.
E) What are your chances of sitting in an even-
numbered row? Of the 30 rows, 15 are even-
numbered, so your chances are 15/30, or 1/2.
D. Discussing new
concepts and
practicing new skills
#1
E. Discussing new
concepts and
practicing new skills
#2
F. Developing mastery
(leads to formative
assessment 3)
Name professions that use probability. Give an example.
G. Finding practical
Possible answers:
applications of
Many scientists and social scientists use probability, including epidemiologists,
concepts and skills
psychologists, economists, and statisticians. They predict outcomes of events, such
in daily living
as the incidence of diseases and the strength of the stock market.
H. Making
generalizations and
abstractions about
the lesson
Individual Assessment
Teddy has a two pairs of black shoes and three pairs of brown shoes. He also has
three pairs of red socks, four pairs of brown socks and six pairs of black socks.
If Teddy chooses a pair of shoes at random and a pair of socks at random, what is
the probability that he chooses shoes and socks of the same color?
I. Evaluating Learning
(Hint: draw a tree diagram.)
a. 4/13 b. 24/65 c. 5/13 d. 6/13
solution:
J. Additional activities
or remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’
progress. What works? What else needs to be done to help the pupils/students learn?
VI. REFLECTION
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% of the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson 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 All the word problems are localized and contextualized.
localized materials
did I use/ discover
which I wish to share
with other teachers
Prepared by:
JOVILLE P. BANDILLO
Tingub NHS