School: YBAÑEZ MEMORIAL ELEMENTARY SCHOOL Grade Level: II

GRADES 2 Teacher: BERLINDA D. ARPON Learning Area: MATHEMATICS

DAILY LESSON
LOG Teaching Dates and Time: MARCH 10-14, 2025 Quarter: 4TH QUARTER

OBJECTIVES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standard Demonstrates March 11, 2025 Demonstrates Deepens understanding of

understanding of time, understanding of time, pictographs without and with
standard measures of length, standard measures of length, scales and outcomes of an
mass and capacity and area
Conduct CRLA Post Test mass and capacity and area event using the terms likely,
using square-tile units. using square-tile units. equally likely and unlikely to
happen.

B. Performance Is able to apply knowledge of Is able to apply knowledge of Is able to create and interpret
Standard time, standard measures of time, standard measures of simple representations of data
length, weight, and capacity, length, weight, and capacity, (tables and pictographs
and area using square-tile and area using square-tile without and with scales) and
units in mathematical units in mathematical describe outcomes of familiar
problems and real-life problems and real-life events using the terms likely,
situations. situations. equally likely and unlikely to
happen

C. Learning Identify appropriate unit of Infers and interprets data Make a guess on whether an
Competency/ measure in finding the presented in a pictograph event is less likely, more likely,
Objectives capacity without and with scales. equally likely or unlikely to
Write the LC code for each. M2ME-IVf-33 M2SP-IVi-3.2 happen based on facts
M2SP-IVj-7.2
.
II. CONTENT Lesson 113: Measuring Lesson 115:Read and Make Lesson No. 116 Make a Guess Summative Test
capacity Pictograph
LEARNING RESOURCES
A. References K-12 CGp.52 K-12 CGp. K-12 CGp.53
1. Teacher’s Guide 374-377 401- 407 407-413
pages
2. Learner’s Materials pages 264-266 284-286
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
 B. Other Learning Resource 1. Bottles of soft drinks or 1. Calendar where Philippine Paper bags Summative test files
medicines, cups, glasses and holidays are written Party/Magicians hat
pitcher 2. Sample Pictographs Colored popsicle sticks
2. Different items with Colored candies or small toys
different sizes with ml or l Improvise spinner
label content Basket of fruits
3. Show Me Boards
PROCEDURE
A. Reviewing previous lesson Show the different measuring Show a calendar where all Show an empty paper bag to
or presenting the new lesson device. Ask: regular holidays in every the pupils. Put inside the bag
c. Can you remember how you month are listed. seven colored popsicle sticks
use these things when you Select the first 4 months of (4 red, 2 green, and 1 yellow)
were in Grade 1? the calendar and count the (may vary). Don’t mention the
d. How many glasses of water number of holidays.(Number colors. Say: Your goal is to
are there in a pitcher? of holidays may vary every draw a conclusion about the
e. Can you still remember the year) Make a tally chart and number and color of each
number of bottles of mineral picture graph that will use the popsicle sticks that is inside
water in a bottle of family- information in the selected the bag. Present the
sized soft drink? months. Assist the pupils worksheet and model the
who hardly or find difficulty to experiment to the class.
make a tally chart and picture Discuss the information
graph similar to the one regarding “What we Know”
below: about the paper bag and
record the idea.
Original File Submitted and
Formatted by DepEd Club
Member - visit depedclub.com
for more
(Help the pupils to think of a
symbol that would represent
each month that has
connection to the holidays)
B. Establishing a purpose for 1.Motivation Ask the pupils about everyday Song
the What tree is abundant in your experiences of chance and
lesson place? (Coconut, Mango, etc.) certainty that they can recall.
Have you seen a coconut tree Make a list of things that will
(most common)? never happen. (Example: A
What can we get from a flying carabao, you see a live
coconut tree? dinosaur today, etc.) Label this
list. “Impossible.”
Now make a list of things that
will definitely happen.
(Example: the sun will rise
tomorrow, you will eat
something today, etc.) Label
this list. “Certain.”
Now make a list of events that
may or may not happen.
(Example: Tonight might rain,
single 6-sided die rolling an
even number, etc.) Label this
list. “Chance.”
C. Presenting examples/ Present the lesson using Today we will make a Let the pupils create different Setting of standard
instances of the new lesson a. Concrete pictograph. What is a kinds of spinning wheel with
b. Pictorial pictograph? A different symbols, shapes and
c. abstract pictograph is a graph that uses numbers and with equal and
pictures or symbols to show or unequal proportions. (S/He
represent data. All may start teaching from the
pictographs have labels and unlikely to happen then
Key or legend. A label is a followed by less likely to
short description happen, equally likely to
given for the purpose of happen and finally to more
identification. A key or legend likely to happen.)
is a word or phrase or number
written on or next to a picture,
map, etc. that explains what it
is about or what the symbols
on it mean or equal to.
Conduct a survey to the class
who have old or new bags,
shoes, hats and umbrellas, etc.
(anything that the pupils
usually bring to school) Group
the pupils according to the
 classification s/he sets. Write
on the board or uselarge chart
paper, or an overhead
projector to record the
information in a tally chart
format. Let the pupils draw
the categories if possible.
From the collected data, let
them create their own data
representations or even their
own pictograph. S/he should
see to it (observe/guide) that
the pupils include the
necessary parts of the
graph/table.
include the necessary parts of
the graph/table.

D. Discussing new Divide the class into three’s. What is the title of the Show to the pupils a party hat Giving of instruction
concepts and practicing new Using their Show Me Boards, Pictograph? Who has a big or magician’s hat. Put inside
skills #1 let each group write if the lot? What are the labels in the the hat 1 orange, 3 blue, 6
capacity inside the container pictograph? What is the green and 12 red candies or
will be measured by liter or symbol used in the small toys. (Act like a magician
milliliter. pictograph? by showing your hands are
1. Water inside a tank What did he want to plant on clear and you will draw one
2. Juice inside a small can it? How many months did he candy/toy at a time to make it
3. Milk in a glass plant? a little bit exciting.) Can you
4. Water in a gallon Let the pupils read the guess the color of the
5. Vinegar in a sachet months. What is the key or candy/toy that I will draw?
Ask the pupils to present their legend of the pictograph? (Answer may vary but just the
answers in front of the class. What is the equivalent of one same let them explain why
they choose that answer.)
Present a worksheet similar to
the one below or you may
? (How many coconut write it on the board. After
tree a picture each draw you will call a pupil
represents?) to write below the color the
What month did he plant the word “Less Likely”, “Equally
most number of coconut Likely”, “More Likely” and
trees? “Unlikely” and let them
(If 1 coconut tree (picture) is explain their answer. After the
equivalent to ten coconut 11th draw ask them if they
 trees then how many coconut can guess the next color to be
trees did he plant on January drawn. Finish the activity.
or let the pupils figure outhow
many coconut trees were
planted on January: multiply 8
times 10 or
10+10+10+10+10+10+10+10).
What month did he plant the
least number of coconut
trees?
(If 1 coconut tree (picture) is
equivalent to ten coconut
trees then how many coconut
trees did he plant on February
and May? Help the pupils
figure it out)
What is the total number of of
coconut trees did he plant?
Solution:

E. Discussing new concepts Makikita sa larawan ang tala Group the class into 2. Answer Supervising the test
and practicing new skills ng mga Boy Scouts na the questions provided in each
#2 nakilahok sa programang group.
“Barangay Clean Up” sa
loob ng isang linggo.

F. Developing mastery (leads Anong unit of capacity ang Gumawa ng Tally Chart ayon Checking the test
to Formative Assessment 3) gagamitin sa mga sumusunod sa pictograph sa
na aytem? Isulat ang liter o ibaba.
meliliter at ang abbreviation
 nito.
1. Isang galong tubig
2. Isang tasang tsaa
3. Pitsel na coke
4. Basong juice
5. Boteng mantika

G. Finding practical Isulat sa papel ang sagot sa Show an improvised spinner Show honesty in answering
application of concepts and ipinakitang tally chart. and make sure it is fair. Have the test questions
skills in daily living the whole class do the lesson
together. Each pupil will spin
once and record the spin in
the worksheet. What color the
spinner would land? Can you
guess the likelihood of each
color? (Blue is more likely,
yellow is unlikely, red and
green is less likely. It is
noticeable that there is no
equally likely. It is expected
that the frequency of red and
green are almost the same.
Help the pupils realized that
red and green are equally
likely to each other.)
H.Making generalizations The capacity of liquid is What is a pictograph? An event is less likely if it does
and abstractions about the measured in liter when in big It is a representation of data have a smaller chance of
lesson amount and in mililiter when using pictures. happening.
in small amount. What is a key or legend? An event is equally likely if it
It is a short description of a does have an equal/fair
picture or illustration. chance of happening.
How can we interpret a An event is more likely if it
pictograph? does have greater chance of
We can interpret a pictograph happening.
by using legend. An event is unlikely if it does
 not have a good chance of
happening.
I. Evaluating learning Anong unit of capacity ang Recording the test resulte
gagamitin sa mga sumusunod
na aytem? Isulat ang liter o
meliliter at ang abbreviation
nito.
1. Tubig sa loob ng tangke
2. Gatas sa tasa
3. Tubig sa pitsel
1. What is the most favorite
4. Suka sa bote snack of the pupils?
5. Juice sa baso 2. What is the least favorite
snack?
3. How many pupils like
sandwich? Spaghetti? Pizza?
Bread?
4. How many pupils like
spaghetti and bread?
5. What is the total number of
pupils?

J. Additional activities for Gawaing Bahay Ang sumusunod ay talaan ng HOME ACTIVITY Challenge the pupils for the
application or remediation Isulat sa kuwaderno ang mga mga miyembro ng HIA Sports Refer to LM 116 – Gawaing next test.
liquid items sa inyong bahay Club. Gumawa ng pictograph Bahay:
na ang laman ay sinusukat sa gamit ang
liter at milliliter. Humingi ng talaang ito. Isulat sa papel ang
tulong sa nakatatanda. iyong kasagutan.

IV. REMARKS
V. REFLECTION
A..No. of learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned
80% in the evaluation 80% above 80% above 80% above
B.No. of learners ___ of Learners who require ___ of Learners who require ___ of Learners who require
who require additional additional activities for additional activities for additional activities for
activities for remediation remediation remediation remediation
who scored below 80%
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No
work?
No. of learners who have ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught
caught up with up the lesson up the lesson up the lesson
the lesson
D. No. of learners who ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue
continue to require to require remediation to require remediation to require remediation
remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategies worked well? Why ___ Group collaboration ___ Group collaboration ___ Group collaboration
did these work? ___ Games ___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s ___ Group member’s
Cooperation in Cooperation in Cooperation in
doing their tasks doing their tasks doing their tasks
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
principal or supervisor can __ Colorful IMs __ Colorful IMs __ Colorful IMs
help me solve? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works

G. What innovation or Planned Innovations: Planned Innovations: Planned Innovations:

localized materials did I __ Localized Videos __ Localized Videos __ Localized Videos
use/discover which I wish to __ Making big books from __ Making big books from __ Making big books from
share with other teachers? views of the locality views of the locality views of the locality
 __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be
used as Instructional Materials used as Instructional Materials used as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition

Prepared by:

BERLINDA D. ARPON
Teacher III Noted by:

AVANGELINA Z. DAÑO
Principal I