School: NEW VISAYAS NATIONAL HIGH SCHOOL

Teacher: IAN O.PRADO

Teaching Date: September 11, 2023

CUSTOMIZED AND CONTEXTUALIZED DAILY LESSON LOG

TEACHING TIME
8:30 - 9:30 11:00 - 12:00 1:00 - 2:00 2:00 - 3:00 7:30 - 8:30 (Thursday & Friday)
LEARNING AREAS
MATHEMATICS 10 TLE 8 MATHEMATICS 7 PRACTICAL RESEARCH 1 ESP 10

At the end of the lessons, the

learner is able to describe and The learner demonstrates The learner demonstrate
illustrate well-defined sets, subsets, understanding of key concepts of understanding of the:
Content Standard universal set and null set and use sets, the real number system, 1. The characteristics, strengths,
Venn Diagrams to represent sets Demonstrates an understanding of estimation/approximation of a weaknesses, and kinds of
and subsets. concepts, underlying theories and square of a number and the quantitative research
principles in the use of farm tools measures of quantities, and the 2. the importance of quantitative
and equipment. application of real numbers to research across fields
measurements` 3. the nature of variables

The learner should be able to decide

The learner is able to explore set Uses farm tools and equipment in The learner is able to explore set
Performance Standard on suitable quantitative research in
concepts and the set operations. agricultural crop production. concepts and the set operations. different areas of interest.

Illustrates well-defined sets, subsets,

Illustrate an arithmetic sequence 1. Describes The Characteristics of
TLE_9-12UT-0a-1 and TLE_AFAC9- universal sets, null set, cardinality of
Quantitative Research
Learning Competency 12UT-0b-2 sets, union and intersection of sets and The Strengths and Weaknesses of
M10AL-lb-1 1. Select and use farm tools and the difference of two sets. (M7NS- Quantitative Research .
equipment. Ia-1)
2. Perform preventive maintenance of
tools and equipment.
 At the end of the lesson, the learner will
be able to:
a. Describe the characteristics of
At the end of the session the learners quantitative research;
a. Define an arithmetic sequence would be able to: Illustrates the union of sets, intersection
Learning Objectives 1. Discuss and identify the different of sets and the difference of two sets. b. Differentiate quantitative research to
b. Illustrate an arithmetic sequence
farm tools and equipment. qualitative research; and,
2. Clean tools and equipment after c. Explore a sample quantitative
use in line with farm procedures research describing the evident
orderly.
3. Perform pre-operative check up of characteristics of quantitative research
farm tools and equipment.

The Characteristics of Quantitative

II. CONTENT Arithmetic Sequence Use Farm Tools and Equipment Number and Number Sense
Research

III. LEARNING RESOURCES

Ballera, Charlene B., Jonalyn D.

References: Cabigao, Erwin J., Palma, K TO 12 GRADE 7 LEARNING
Gungon, Mary Jane A. Dalisay, and
Chona Isabel C., Pajarillo, MODULE IN MATHEMATICS (Q1 – Q2).
Renee Rose C. Reyes. 2019. Practical
Michelle P. Mathematics 7(Quarter III- (2014, March 11). Retrieved from
Research 2: Learning Module for Senior
Module 7), pp.1-17, Division of San Jose https://www.slideshare.net/lhoralight/k-
Ramos, Pedro P., and Intacto, Victory High School. Unpublished.
Del Monte City, San Ignacio Street, to-12- grade-7-learning-material-in-
V.III., K+12 Basic Education Curriculum
Poblacion, San Jose Del Monte, mathematics-q1q2
A. References Technology and Livelihood Education Faltado III, Ruben E., Medardo B.
Bulacan.
Learning Module in Agricultural Crop Bombita, Helen B. Boholano and
Aseron, Elizabeth R., Armas, Angelo D., Oronce, O. & Mendoza, M. (2015). e –
Production Angeline Pogoy. 2017. Practical
Canonigo, Allan M. Mathematics math 7: Worktext in Mathematics. (pp. 2
Research 2: Quantitative Research for
7(Learner’s Material First Edition, 2013), –9).
Senior High School). Cubao, Quezon
Module 4, pp.50-52, DepEd Central Quezon City, Philippines: Rex Book
City: Lorimar Publishing Inc.
Office. Store, Inc

1. Teacher’s Guide pages p. 16 Pages 1-5

2. Learner’s Materials pages p. 12-13
B. Other Learning Resources Self-Learning Modules Self-Learning Modules Self-Learning Modules Self-Learning Modules Self-Learning Modules
Materials: Visual aids, DLP, Laptop, Worksheets, Strips of Paper, Chalk, Worksheets, Strips of Paper, Chalk, Worksheets, Strips of Paper, Chalk, Worksheets,
Marker, Ruler, Tablets available garden tools available garden tools available garden tools
IV. PROCEDURES
 1. What is crop production?
2. Why is crop production essential
The Teacher will give the activity that
now a days? Write down 5 words and/or phrases that
A. Reviewing previous lesson or Finding the Patterns of any sequence. will help the learners recall the concepts
3. Name the tools and equipment you you remember about qualitative
presenting the new lesson (Group Game) on Subsets, Universal Sets, Null Sets
used when you go to the farm? research.
and Cardinality of Sets.
4. How will you take care of your hand
tools when you are in the farm?

Guess the word based on the given

definition in each number. Write the
missing letters to form the word below
the definition.
Group Activity (Charade)
1. A tool used for cleaning the ground • The class will be divided into
and leveling the topsoil. The learner will play the Game “THE groups. They will be tasked to guess the
Present the new Lesson by presenting the
B. Establishing a purpose for the r __ k __ BOAT IS SINKING” that relate to the word being described by a member of
STEM questions written in a Cartolina
lesson /Manila Paper 2. It is used for cutting tall grasses and new topic Union and Intersection of the group through actions (signs and
weeds and chopping branches of trees. Sets. body language). The group which can
b__ __ o give the correct answers will be given
3. A tool for loosening the soil around points
the growing plants and putting small
amount of manure fertilizer in the soil.
h __ n __ t __ w __ l __

The Teacher will presents definition and

Ask the Learners how they come up a • The teacher will then process the
C. Presenting examples/ instances examples representing Union of Sets,
very good Garden with Lots of activity (charade) and will lead to the
of the new lesson Intersection of Sets and Differenece of
vegetables? discussion of the new lesson.
Presenting Activity 4. LM, p.12 Two Sets

> Ask students’ ideas about arithmetic

sequence, >Let the The teacher will then present a varied
D. Discussing new concepts and students find the next tern for each >Let the students identify the common example for the student to fully The teacher will give inputs and in depth
practicing new skills #1 exercises and mathematical skills tools they have used in the farm and in understand the Union and Intersection of discussion of the topic.
>Let the students identify the common making a garden. Sets.
difference (d) in the given examples
 Let the students Perform the following
operations on sets.

Given:
A = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}
B = {2, 4, 6, 8, 10}
> Define and Discuss arithmetic C = {1, 3, 5, 7, 9}
Sequence • Using the venn diagram, the
An arithmetic sequence is a > Define and Discuss the diffirent 1. A ∩ C = quantitative research will be
E. Discussing new concepts and
sequence where every term after hand tools in farn and farm 2. B ∩ C = differentiated
practicing new skills #2
the first is obtained by adding a implements and equipments. • The teacher will then process the
constant called the common 3. A ∩ B = students answers.
difference. 4. A ∪ B =
5. B ∪ C =
6. A ∪ C =
7. A – C =
8. B – C =
9. A – B =
10.C – A =

II. Answer the following: Given:

Set X is the set of months in a year.
Set Y is the set of months that ends in
“ber”.
Answer Activity 1 in Module 1
Set Z is the set of months that has 31 • In groups, students will fill out the
Direction: Match the tools in Column A
days. comparative analysis chart of Seven(7)
F. Developing mastery (leads to Answer the following: (board work) with the definitions in Column B. Write
Characteristics of Quantitative Research
Formative Assessment) LM, p.13 Activity 5. By group only the letter of the best answer.
Find: • Presentation of output will take
1. X ∩ Y = place
2. Z ∩ X =
3. Z ∪ Y =
4. Y ∪ Z =
5. X – Z = _

Ask the students to make their own Cite the importance of the topic to future
G. Finding Practical application of realization of the topics and its Cite instances in daily life where in
Ask the students to make their own importance to life. use and employ example that relate to
concepts and skills in daily living quantitative research take place.
realization of the topics and how it their daily lives and values integration
relates to the real life.
 Ask the students the lesson they have
Ask questions that will summarize the learned. • Farm
lesson: tools, implements and equipment play
Students will make a generalization
an important role in agricultural crop
about the topic based on the guide Have the students make a generalization
H. Making generalization and 1.) What is an arithmetic sequence? production.
question provided by the teacher or the about the characteristics of quantitative
abstractions about the lesson 2.) How will you illustrate an arithmetic • Using the right tools and equipment
students use the 4-3-2 chart to make research and its process
sequence? for the specific job, makes work easier
generalization
3.) How will you determine arithmetic and more economical.
sequence? • Check first farm tools and
equipment before using them

Conduct a Paper and Pencl Test on the • Ask students among the Seven(7)
Paper and Pen Evaluation Individual
Identification of Hand Tools in Farm, Characteristics of Quantitative Research
I. Evaluating learning Paper and Pencil Test Output to evaluate their learning about
Farm implements, and Farm which one they preferred the most and
the topic
Equipments. why.

Let the students select a tools they

Shepherding Approach: A Remedation Shepherding Approach: A Remedation
J. Additional activities for application already used and let them demonstrate
to Slow Learner Students in to Slow Learner Students in
or remediation of its proper usage in actual
Mathematics (if any) Mathematics (if any)
demonstration.
V. REMARKS (Objective attained,
Reteach the specific competency
and employ another teaching
strategy, and other reasons)

VI. REFLECTION
A. No. of learners who earned
of the learners who earned 80% of the learners who earned 80% of the learners who earned 80% of the learners who earned 80% of the learners who earned 80%
80% in the evaluation
B. No. of learners who require
additional activities for of learners who require additional of the learners who require of the learners who require of the learners who require of the learners who require
remediation who scored below activities for remediation additional activities for remediation additional activities for remediation additional activities for remediation additional activities for remediation
80%

C. Did the remedial lessons YES NO YES NO YES NO YES NO YES NO

work? No. of learners who have of learners who caught up the of learners who caught up the of learners who caught up the of learners who caught up the of learners who caught up the
caught up with the lesson lesson lesson lesson lesson lesson
D. No. of learners who continue of the learners who continue to of the learners who continue to of the learners who continue to of the learners who continue to of the learners who continue to
to require remediation require remediation require remediation require remediation require remediation require remediation

Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
Group Collaboration Group Collaboration Group Collaboration Group Collaboration Group Collaboration
Games Games Games Games Games
Solving Puzzles/Jigsaw Solving Puzzles/Jigsaw Solving Puzzles/Jigsaw Solving Puzzles/Jigsaw Solving Puzzles/Jigsaw
 Answering preliminary Answering preliminary Answering preliminary Answering preliminary Answering preliminary
Activities/exercises Activities/exercises Activities/exercises Activities/exercises Activities/exercises
Carousel Carousel Carousel Carousel Carousel
Diads Diads Diads Diads Diads
Think-Pair-Share(TPS) Think-Pair-Share(TPS) Think-Pair-Share(TPS) Think-Pair-Share(TPS) Think-Pair-Share(TPS)

Rereading of Paragraphs/ Rereading of Paragraphs/ Rereading of Paragraphs/ Rereading of Paragraphs/ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
E. Which of my teaching
strategies worked well? Why did Differentiated Instruction Differentiated Instruction Differentiated Instruction Differentiated Instruction Differentiated Instruction
this work? Role Playing/Drama Role Playing/Drama Role Playing/Drama Role Playing/Drama Role Playing/Drama
Discovery Method Discovery Method Discovery Method Discovery Method Discovery Method
Lecture Methods Lecture Methods Lecture Methods Lecture Methods Lecture Methods
Specified other Strategies: Specified other Strategies: Specified other Strategies: Specified other Strategies: Specified other Strategies:

Why Why Why Why Why

Complete IMs Complete IMs Complete IMs Complete IMs Complete IMs
Availability of Materials Availability of Materials Availability of Materials Availability of Materials Availability of Materials
Students Eagerness to learn Students Eagerness to learn Students Eagerness to learn Students Eagerness to learn Students Eagerness to learn

Group member’s Cooperation in Group member’s Cooperation in Group member’s Cooperation in Group member’s Cooperation in Group member’s Cooperation in
doing their tasks doing their tasks doing their tasks doing their tasks doing their tasks

Bullying among students/pupils Bullying among students/pupils Bullying among students/pupils Bullying among students/pupils Bullying among students/pupils

Student’s behavior/attitude Student’s behavior/attitude Student’s behavior/attitude Student’s behavior/attitude Student’s behavior/attitude
F. What difficulties did I
encounter which my principal or Colorful IM’s Colorful IM’s Colorful IM’s Colorful IM’s Colorful IM’s
supervisor can help me solve? Unavailable Technology Equipment Unavailable Technology Equipment Unavailable Technology Equipment Unavailable Technology Equipment Unavailable Technology Equipment

Computer/Internet connectivity Computer/Internet connectivity Computer/Internet connectivity Computer/Internet connectivity Computer/Internet connectivity
Additional Clerical works Additional Clerical works Additional Clerical works Additional Clerical works Additional Clerical works
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
Localized videos Localized videos Localized videos Localized videos Localized videos

Making big books from view of the Making big books from view of the Making big books from view of the Making big books from view of the Making big books from view of the
locality locality locality locality locality
G. What innovation or localized
materials did I use/discover Recycling of plastics to be used as Recycling of plastics to be used as Recycling of plastics to be used as Recycling of plastics to be used as Recycling of plastics to be used as
which I wish to share with other instructional materials instructional materials instructional materials instructional materials instructional materials
teachers?
Local poetical composition Local poetical composition Local poetical composition Local poetical composition Local poetical composition
Others specify: Others specify: Others specify: Others specify: Others specify:
Prepared by: Noted:
IAN O.PRADO
Teacher III NESTOR J. CAPIÑA
Principal I