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Dll Mathematics 5 q4 w9

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    GRADES 1 to 12 DAILY LESSON LOG School: File Submitted by DepEd Club Member - depedclub.com Grade Level: V Teacher: File created by Ma’am EDNALYN D. MACARAIG Learning Area: MATHEMATICS Teaching Dates and Time: MARCH 12-16, 2018 (WEEK 9) Quarter: 4 TH  QUARTER MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY I.   OBJECTIVES A.   Content Standards The learner…demonstrates understanding of line graphs and experimental probability.   B.   Performance Standards 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. C.   Learning Competencies/Objectives Write the LC code for each Describes experimental probability M5SP-IVi-14/ Page 66 of 109 Performs an experimental probability and records result by listing M5SP-IVi-15/ Page 66 of 109 Analyzing data obtained from chance using experiments involving letter cards (a to z) and number cards ( 0  –  20) M5SP-IVi-16/ Page 66 of 109 II.   CONTENT Statistics and Probability Statistics and Probability Statistics and Probability III.   LEARNING RESOURCES A.   References 1.   Teacher’s Guide pages  2.   Learner’s Material pages   K-12 Grade 5 Curriculum K-12 Grade 5 curriculum : K-12 Grade 5 curriculum 3.   Textbook pages Real Math pp. 336 - 339 Integrative Mathematics 6 pp.443  –  447 , Elementary Mathematics VI p. 330 - 333 4.   Additional Materials from Learning Resource (LR) portal B.   Other Learning Resources Coins, die spinner, playing cards Calendar , marbles, strips of cartolina, box letter cards (A to Z), number cards ( 0-20 ) IV.   PROCEDURES A.   Reviewing previous lesson or presenting the new lesson A.Preliminary Activities 1.Drill 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 Checking of assignment 1.Drill a.Spin the spinner b.Put a mark in the tally column for each color where the spinner stops. Do this experiment for 10 times c.Add the tally marks for each column and write the number in the frequency column. color tally frequency Blue Yellow Green 2.Review 1.Opening Song  –   “ Pagdatingng Panahon” sung by Aiza Seguerra  1.1.Drill Game ka na ba? Materials: 4 rolled papers numbered ( 1 to 4 ) 8 hidden questions on situations to be predicted Mechanics: 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 terms of: ãLikely to happen   ãImpossible to happen   ãUnlike to happen   ãCertainty to happen    inferences based on data presented in a line graph. MONTHLY WAGE OF AN EMPLOYEE Refer to LM What does the line graph tell about the wage of the employee in seven months? If you roll a die, what is the probability that you will roll 2? 1? 8? Even numbers? Odd numbers? ãEqually likely to happen  b.Output of each team will be presented on the board. c. The class, together with the teacher, processes the responses of teams. 2.Review : Writing Ratio Find my Partner 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 the lesson 3.Motivation Have the class listen to the song Kapaligiran. Discuss the message of the song relating to prediction. Which line in the song tells something that will likely happen? Will unlikely happen ? Is it impossible to happen? or certain to happen? 3.Motivation Show the pictures of the Great European Mathematician like Gerolamo Cardano, Pierre de Fermat, Blaise Pascal and Christian Huygens. Say: Did you know that they began to analyse simple games of chance involving cards and dice? 3.Motivation How many sides does a coin have? If you are to toss a coin, what is the chance that your coin will land head? Original File Submitted and Formatted by DepEd Club Member - visit depedclub.com for more C.   Presenting examples/instances of the new lesson 1.Presentation Present to the class a number cube. Ask: If you roll a 0-5 number cube, what is the probability that you will roll 7? If you roll a 0-5 number cube, what is the probability that you will roll a number less than 7? If you roll a 0-5 number cube, what is the probability that you will roll an even number? If you roll a 0-5 number cube, what is the probability that you will roll an odd number? 1.Presentation Show a calendar to the class. Say: Consider the days of the week. If you choose a day at random, the probability that it is a Monday is 1 out of 7 of 1/7. The probability that you choose begins with the letter T is 2 out of 7 or 2/7. The probability that the day you choose has less than 15 letters is 7 out of 7 or 1. The probability of an impossible event, such as choosing a day with only 3 letters is 0 out of 7 or 0. 1.Presentation PICKING A CARD a. Have each member of the team pick a letter without looking . Let them find the probability of picking letter G. b. Ask them to find the number of possible outcomes. c. Let them answer on the prediction card. Encourage them 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 and practicing new skills #1 2.Performing the activities Pair-Share Activity For each of the following spinners, give the probability that the pointer will stop on 2.Performing the Activity Group the class into four. Ask the class to perform the task assigned to them. Require them to write the results of the simple experiments on manila paper using the table. PICK A COLOR Materials: a box, 6 marbles, ( 3 green, 2 blue, 1 red) Groups : four Procedure: a.Put the marbles in the box. Without looking, draw one marble from the box and record the color in the table below. color tally number Green Blue Red 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 2.Performing the Activity Alphabet cards of the same size and shape were put in a bag. 3 cards have letter M, 4 cards have letter A, 2 cards have letter T, and 1 card has letter H. 1. What is the total number of possible outcomes?  ______________ 2. What is the probability of picking a: a. card with letter M ________ b. card with letter A ________ c. card with letter T ________ d. card with letter H ________ e. card with a vowel ________ f. card with a consonant ________ g. card with M or T ________ h. card with letter J ________ i. card with T of H ________  j. card with letter A or T  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 Ask the pair to put their output on the board. Ask: How did you find the activity? How did you perform the simple probability experiment? How did you express the outcomes of your probability experiments? Say: A probability tells us how likely something is to happen. We use fractions to describe probability. For example, if you flip a coin it has an equal chance to land on either of its two faces. The 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 Processing the Activities Instruct the group to post their outputs on the board. Ask; How did you find the activity? How did you perform the probability experiment? How did you express the outcomes of your probability experiment? What did you notice in the results of your probability experiment? Lead the discussion on using the formula in expressing outcomes of probability experiments. Processing the Activities Instruct the group to post their outputs on the board. Ask; How did you find the activity? How did you perform the probability experiment? How did you express the outcomes of your probability experiment? What did you notice in the results of your probability experiment? Lead the discussion on using the formula in expressing outcomes of probability experiments.
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