Teaching Dates and Time: MARCH 25 - 29, 2019 4th Quarter: MATH 5,

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learner…demonstrates understanding of line graphs and experimental probability.

B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for each
The learner…is able to create and interpret representations of data (tables and line graphs) and apply experimental probability in mathematical problems and
real-life situations.
Describes experimental probability Performs an experimental probability and Analyzing data obtained from chance using experiments
M5SP-IVi-14/ Page 66 of 109 records result by listing involving letter cards (a to z) and number cards ( 0 – 20)
M5SP-IVi-15/ Page 66 of 109 M5SP-IVi-16/ Page 66 of 109

II. CONTENT Statistics and Statistics and Statistics and

Probability
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages K-12 Grade 5 Curriculum
3. Textbook pages Real Math pp. 336 - 339
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources Coins, die spinner, playing cards
IV. PROCEDURES
A. Reviewing previous A.Preliminary Activities
lesson or presenting the 1.Drill
new lesson Tell whether the following is sure
to happen, likely to happen or
impossible to happen.
a.The baby cooks for the family.
b.The lost cellular phone was
found.
c.The teacher teaches the pupils.
d.The man collapses during the
rally.
e.The cat drives the car.
2.Review
Conduct a review on drawing
inferences based on data presented
in a line graph.
MONTHLY WAGE OF AN
EMPLOYEE
Checking of assignment
Probability Probability
K-12 Grade 5 curriculum : K-12 Grade 5 curriculum
Integrative Mathematics 6 pp.443 – 447 , Elementary Mathematics VI p. 330 - 333
Calendar , marbles, strips of cartolina, letter cards (A to Z), number cards ( 0-20 )
box
1.Drill 1.Opening Song – “ Pagdatingng Panahon” sung by Aiza
a.Spin the spinner Seguerra
b.Put a mark in the tally column for each 1.1.Drill
color where the spinner stops. Game ka na ba?
Do this experiment for 10 times Materials:
c.Add the tally marks for each column 4 rolled papers numbered ( 1 to 4 )
and write the number in the frequency 8 hidden questions on situations to be predicted
column. Mechanics:
color tally frequency a.Form 4 teams having equal number of members. The leader of
the team draws and gets 2 questions to be predicted by the team in
Blue terms of:
Yellow •Likely to happen
Green •Impossible to happen
2.Review •Unlike to happen
If you roll a die, what is the probability •Certainty to happen
that you will roll 2? 1? 8? Even numbers? •Equally likely to happen
Odd numbers? b.Output of each team will be presented on the board.
c. The class, together with the teacher, processes the
 Refer to LM responses of teams.
What does the line graph tell about 2.Review : Writing Ratio
the wage of the employee in seven Find my Partner
months? Materials:
25 cards – with ratio expressed in fraction
25 cards – with ratio expressed in colon equal to the former sets
of cards
Mechanics:
a.Form 4 teams. Have the cards distributed to the class.
b.The first team will stand and look for the partner of the ratio.
The next team follows.
c.The team with the highest number of partner wins
B. Establishing a purpose for 3.Motivation 3.Motivation 3.Motivation
the lesson Have the class listen to the song Kapaligiran. Show the pictures of the Great European How many sides does a coin have?
Discuss the message of the song relating to prediction. Which line in Mathematician like Gerolamo Cardano, If you are to toss a coin, what is the chance that your coin will
the song tells something that will likely happen? Will unlikely happen Pierre de Fermat, Blaise Pascal and land head?
? Is it impossible to happen? or certain to happen? Christian Huygens. Original File Submitted and Formatted by DepEd Club Member -
Say: Did you know that they began to visit depedclub.com for more
analyse simple games of chance
involving cards and dice?
C. Presenting 1.Presentation 1.Presentation 1.Presentation
examples/instances of the Show a calendar to the class. PICKING A CARD
Present to the class a number cube.
new lesson Say: Consider the days of the week. If
Ask: you choose a day at random, the
probability that it is a Monday is 1 out of
If you roll a 0-5 number cube, what is the probability that you will
7 of 1/7. The probability that you choose
roll 7? begins with the letter T is 2 out of 7 or
2/7. The probability that the day you
If you roll a 0-5 number cube, what is the probability that you will
choose has less than 15 letters is 7 out of
roll a number less than 7? 7 or 1. The probability of an impossible
event, such as choosing a day with only 3
If you roll a 0-5 number cube, what is the probability that you will a. Have each member of the team pick a letter without
letters is 0 out of 7 or 0.
roll an even number? looking . Let them find the probability of picking letter G.
b. Ask them to find the number of possible outcomes.
If you roll a 0-5 number cube, what is the probability that you will c. Let them answer on the prediction card. Encourage them
roll an odd number? to determine the probability of picking G.
d. Lead them to come up with G is 1out of 10 or 1/10
e. Ask them to symbolize the probability as P(G) = 1/10
Let us use the number line to show the probability of an event.
Refer to LM(Number line)
We can see on the number line that if probability is less than ½ ,
an event is unlikely to happen. If the probability is more than ½
the event is likely to happen. A probability of 1 means the event
will certainly happen and a probability of 0 means the event is
impossible to happen.
a.
D. Discussing new concepts 2.Performing the activities 2.Performing the Activity 2.Performing the Activity
and practicing new skills #1 Group the class into four. Ask the class to Alphabet cards of the same size and shape were put in a bag. 3
Pair-Share Activity
perform the task assigned to them. cards have letter M, 4 cards have letter A, 2 cards have letter T,
For each of the following spinners, give the probability that the Require them to write the results of the and 1 card has letter H.
simple experiments on manila paper 1. What is the total number of possible outcomes?
pointer will stop on
using the table. ______________
PICK A COLOR 2. What is the probability of picking a:
Materials: a box, 6 marbles, ( 3 green, 2 a. card with letter M ________
blue, 1 red) b. card with letter A ________
Groups : four c. card with letter T ________
Procedure: d. card with letter H ________
a.Put the marbles in the box. Without e. card with a vowel ________
looking, f. card with a consonant ________
color tally number draw one g. card with M or T ________
marble h. card with letter J ________
Green from the i. card with T of H ________
box and j. card with letter A or T
Blue record
Red the color
in the
table
below.

b.Put the marble back in the box. Do

more 19 trials. Replace the marble each
time after recording the color.
c.How many times out of 20 did you
draw a blue marble?

The probability can be approximated by

the fraction
P( event) = number of times an event
occurred
Number of times the experiment was
performed

Such a fraction is called the experimental

probability of an event.
Give your experimental probability for
each event.

P(green) = ______
P(blue) = ______ P
(red) = ______
20
20 20
 The greater the probability of an event,
the more likely it will occur. The smaller
the probability of an event, the less likely
the probabilities.

E. Discussing new concepts
and practicing new skills #2
3. Processing the activities Processing the Activities Processing the Activities
Instruct the group to post their outputs on Instruct the group to post their outputs on the board.
Ask the pair to put their output on the board.
the board. Ask; How did you find the activity?
Ask: How did you find the activity? Ask; How did you find the activity? How did you perform the probability experiment?
How did you perform the probability How did you express the outcomes of your probability
How did you perform the simple probability experiment?
experiment? experiment?
How did you express the outcomes of your probability experiments? How did you express the outcomes of What did you notice in the results of your probability experiment?
your probability experiment? Lead the discussion on using the formula in expressing outcomes
Say:
What did you notice in the results of your of probability experiments.
A probability tells us how likely something is to happen. probability experiment?
Lead the discussion on using the formula
We use fractions to describe probability. For example, if you flip a
in expressing outcomes of probability
coin it has an equal chance to land on either of its two faces. The experiments.
probability that the coin will land heads up is 1 result out of two
possible outcome, or ½ . Since it is likely that the coin will land tails
up, that probability is also ½.
Even though we might imagine the coin landing on its edge, this
event is so unlikely that we don’t usually consider it. We expect a
coin to land heads up half of the time and tails up the other half.
Nothing else is likely to happen.
If something cannot possibly happen, the probability is 0. If
something is certain to happen, the probability is 1.

F. Developing mastery
(Leads to Formative
Assessment 3)
4.Reinforcing the Concept and
Skill
a.Discuss the presentation on top
of page ___ LM Math Grade 5.
b.Have the pupils do the items
under Get Moving, page ___ of
LM math Grade 5. Check the
pupils’ answers and provide
.Reinforcing the Concept and Skill 4.Reinforcing the Concept and Skill
Discuss the presentation under Discuss the presentation under Explore and Discover on
Explore and Discover on page _____LM page _____LM Math 5, Then let the pupils do the activities under
Math 5, Then let the pupils do the Get Moving and Keep Moving on pages _____ LM Math Grade 5
activities under Get Moving and Keep
Moving on pages _____ LM Math Grade
5
 Then give the following activity.
Which spinner gives a ¼
probability of landing on red?
G. Finding practical . 6. Applying to New and
applications of concepts
Other Situations
and skills in daily living
Describe three instances where the
probability of those events
happening are 0 .
H. Making generalizations and 5.Summarizing the Lesson
abstractions about the A probability tells us how likely something is to happen.
lesson If something cannot possibly happen, the probability is 0. If
something is certain to happen, the probability is 1.
corrective measures if needed.
To further reinforce the skill,
ask the pupils to answer items
under Keep Moving, page ____
of LM Math
6.Applying to New and Other 5.Applying to new and other Situations 6. Applying to new and other Situations
Lorraine puts cards with letters of her There are 4 different letters to match with 6 different numbers. If
Situations
name into a box. What is the probability you look for the probability of getting 1 letter and 1 number
Describe three instances where that the card she pulls out is _____ combination, what will be your total number f possible outcomes?
the probability of those event
happening is 1.
a. L? ______
b. O? ______
c. R? ______
d. A? ______
e. I? ______
f. N? ______
g. E? ______
4.Summarizing the Lesson 5.Summarizing the Lesson
Lead the pupils in generalizing the Lead the pupils in generalizing the following:
following: Ask: How do you tell the number of favourable
Ask: How do you record prediction? outcomes/chances?
By doing probability experiment, we can A favourable outcome is the result we want to happen in an event.
determine the number of times an event
occur. We use a table and record the
outcome of probability experiment.
The probability can be approximated by
the fraction
P( event) = number of times an event

I. Evaluating learning C.Assessment
Answer the following questions.
Jimmy and Naomi are rolling a
regular 0-5 number cube. Jimmy
wins if 0 is rolled. Naomi wins if
1,2,3,4 or 5 is rolled.
1.Who do you think will win more
often?
2.What fraction of the time do you
think Jimmy will win?
3.What is Naomi’s probability of
winning?
4.If they roll the cube 6 times, how
many times would you expect
Jimmy to win?What is 1/6 of 6?
5.Should you be surprised if
Jimmy did not win exactly 1 time
out of 6 tries?
J. Additional activities for D.Home Activity
application or remediation Remediation
Write 0 for impossible to happen,
½ for equally likely to happen and
1 for certain to happen.
_____1. From a class of 30 boys
and 30 girls, what is the
probability that a girl is chosen as
a leader?
_____ 2. Without looking, what is
the probability that a green pen is
drawn from a box of green pen?
_____ 3. What is the probability
that a tomato is drawn from a box
of apples and oranges.
______ 4. From tossing a coin,
what is the probability that the
head shows up?
______ 5. What is the probability
that an odd number of dots show
up if a die is rolled?
V. REMARKS
occurred
Number of times the experiment was
performed
.Assessment C.Assessment C.Assessment
Express the outcomes of your prediction. Study the cards with letters.
Write your answer in your notebook.
1.What is the chance that you will get a
perfect score in you Math quiz?
2.What is the probability that a newly
born puppy is a girl?
3.Toss a die, what is the probability that
you will get 4 on top?
4.What is the probability that Claire
chooses a rose from a flower shop selling
sunflower, tulips, and dahlia? One card is drawn from a
5.Toss a coin. What is the probability that well-shuffled 9 letter cards. What is
neither the head not the tail shows up? the probability of drawing a card
having the following letter/s?
a. L,O,V,E
b. M, A, T
c. I
d. V, E
e. Y
D.Home Activity D.Home Activity
Remediation Remediation
What is the probability that this spinner There are 4 strawberries – flavoured
will land on candies and 5 cherry-flavoured
candies in a jar. If Kristine picks first
and Randy picks next, what is the
probability of picking a strawberry-
1.
flavoured candy? What is the
probability of picking cherry-
flavoured candy?
2.
3.
4.
5.
 VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught
up the lesson
___ of Learners who continue
to require remediation
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered
in answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to require
remediation
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
___Lesson carried. Move on
to the next objective.
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties
in answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties encountered
in answering the questions
asked by the teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not
finish their work on time due
to unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught
up the lesson
___ of Learners who
continue to require
remediation
 help me solve?
G. What innovation or Strategies used that work well:
localized materials did I  ___Metacognitive Development:
use/discover which I wish to Examples: Self assessments, note
share with other teachers? taking and studying techniques,
and vocabulary assignments.
 ___Bridging: Examples: Think-
pair-share, quick-writes,
and
anticipatory charts.
 and anticipatory charts.
 
___Schema-Building: Examples:

Compare and contrast, jigsaw
learning, peer teaching, and
projects.
 teaching, and projects.
 ___Contextualization:  
 Examples: 
Demonstrations,

media, manipulatives, repetition,
and local opportunities.
 repetition,
 ___Text Representation:
 Examples: Student 
created
drawings, videos, and games.  ___Text Representation:
 ___Modeling: Examples:  Examples: Student created
Speaking slowly and clearly,
modeling the language you want 
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
 ___Metacognitive  ___Metacognitive 
Development: ___Metacognitive well:
Development: Examples: Self Examples: Self assessments, note taking Development: Examples: Self  ___Metacognitive
assessments, note taking and and studying techniques, and vocabulary assessments, note taking and Development: Examples:
studying techniques, and assignments. studying techniques, and Self assessments, note taking
vocabulary assignments.  ___Bridging: Examples: Think-pair- vocabulary assignments. and studying techniques, and

___Bridging: Examples: share, quick-writes, and anticipatory  ___Bridging: Examples: Think- vocabulary assignments.
Think-pair-share, quick-writes, charts. pair-share, quick-writes, and  ___Bridging: Examples:
 anticipatory charts. Think-pair-share, quick-
 ___Schema-Building: 
Examples:
writes, and anticipatory
charts.
___Schema-Building: 
Compare and contrast, jigsaw learning, ___Schema-Building:
Examples: Compare and peer teaching, and projects. Examples: Compare 
and

contrast, jigsaw learning, peer 
contrast, jigsaw learning, peer ___Schema-Building:
 ___Contextualization:
teaching, and projects. Examples: Compare and
Examples: Demonstrations, 
media,
contrast, jigsaw learning,
peer teaching, and projects.
___Contextualization: 
manipulatives, repetition, and local ___Contextualization:
Examples: Demonstrations, opportunities.  Examples: 
Demonstrations,
media, 
manipulatives, 
media, manipulatives, repetition, ___Contextualization:
and local
 ___Text Representation:
and local opportunities.  Examples: Demonstrations,
opportunities.
 Examples: Student created drawings,  media, manipulatives,
videos, and games.  ___Text Representation:
repetition, and local
opportunities.
 ___Modeling: Examples: 
Speaking Examples: Student created
___Text Representation:
slowly and clearly, modeling the drawings, videos, and games.
drawings, videos, and games. language you want students to use, and ___Modeling: Examples:  Examples: Student created
drawings, videos, and games.
___Modeling: Examples: providing samples of student work. Speaking slowly and clearly,
Speaking slowly and clearly, modeling the language you want  ___Modeling: Examples:
modeling the language you Other Techniques and Strategies used: students to use, and providing Speaking slowly and clearly,
want students to use, and ___ Explicit Teaching samples of student work. modeling the language you
providing samples of student ___ Group collaboration want students to use, and
work. ___Gamification/Learning throuh play Other Techniques and providing samples of student
___ Answering preliminary Strategies used: work.
Other Techniques and activities/exercises ___ Explicit Teaching Other Techniques and
Strategies used: ___ Carousel ___ Group collaboration Strategies used:
___ Explicit Teaching ___ Diads ___Gamification/Learning ___ Explicit Teaching
___ Group collaboration ___ Differentiated Instruction throuh play ___ Group collaboration
___Gamification/Learning ___ Role Playing/Drama ___ Answering preliminary ___Gamification/Learning
throuh play ___ Discovery Method activities/exercises throuh play
___ Answering preliminary ___ Lecture Method ___ Carousel ___ Answering preliminary
activities/exercises Why? ___ Diads activities/exercises
___ Carousel ___ Complete IMs ___ Differentiated Instruction ___ Carousel
___ Diads ___ Availability of Materials ___ Role Playing/Drama ___ Diads
___ Differentiated Instruction ___ Pupils’ eagerness to learn ___ Discovery Method ___ Differentiated Instruction
___ Role Playing/Drama ___ Group member’s ___ Lecture Method ___ Role Playing/Drama
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
collaboration/cooperation Why?
in doing their tasks ___ Complete IMs
___ Audio Visual Presentation ___ Availability of Materials
of the lesson ___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___AudioVisual Presentation
of the lesson