Annex1B to DepEd Order No. 42 , s.

2016
GRADES 1 to 12 DAILY School MADRIDEJOS NATIONAL HIGH SCHOOL Grade Level Grade 10
LESSON LOG
Teacher JUSTINIANO S. SALICIO,JR. Learning Area Mathemati
cs
Teaching Date and Time March 18, 2019 Quarter FIRST
Week 8 GRADE 10-MOONFISH 8- Quarter
9
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
I. OBJECTIVES content 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.

The learner demonstrates understanding of key concepts of measures of

A. Content Standards
position.
The learner is able to investigate thoroughly the mathematical relationship in
B. Performance Standards various situations, formulate real-life problems involving measures of position,
and solve them using a variety of strategies.
C. Learning Competencies /
Objectives
The learner formulates statistical mini-research. (M10SP-IVf-g-1)
Write the LC code for each

II. CONTENT STATISTICAL MINI-RESEARCH

III. LEARNING RESOURCES
A. References Math 10 Module and Mathematics for Grade 10 (Spiral Approach) .
1. Teacher’s Guide pages
Pages 314 – 320; 348 – 350
2. Learner’s Materials pages
Pages 360 – 361; 397 – 400
3. Textbook pages

4. Additional Materials from

Learning Resource (LR) portal

B. Other Learning Resources

Scientific Calculator, SMART Phones, Google Browser, and Laptop w/LCD
Projector
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be
guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
IV. PROCEDURES systematically by providing students with multiple ways to learn new things, practice their 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.
A. Reviewing previous lesson or
presenting the new lesson
Answer
Activity 7: “1–4–3 List” on page 397

B. Establishing a purpose for the

lesson
Cite some real-life problems as an introductory discussion of the topic.
 Show samples of Mini-Research Papers

Attitude and Interests of Students in Section Apitong Towards the Subject

Economics in S.Y 2018-2019

Rationale:

Economics is the social science that analyzes the production, distribution, and
consumption of goods and services. The term economics is derived from the ancient
Greek word
"oikonomia" meaning 'household management'. Political economy was the earlier name
for the
subject, but economists in the late 19th century suggested "economic" as a shorter term
C. Presenting examples/ for
instances of the new lesson
"economic science" that also avoided a narrow political-interest connotation and a
simillar in
form to "mathematics", "ethics" and so forth. An attitude may be defined as a
predisposition to
respond in a favorable or unfavorable manner with respect to a given attitude object
(Oskamp
and Schultz 2005). Economic subjects are a part of the subjects taught in school that
studies the
behavior of individuals and society in order to fulfill humans' infinity needs in life through
the
limited number of resources. The focus of this research is on school students' attitudes
and
interests towards economic subject taught in grade 9 section Apitong.

D. Discussing new concepts Discuss the process in conducting a statistical mini-research

and practicing new skills #1

E. Discussing new concepts Profiling of Students for Cooperative Learning/ Differentiated Instruction
and practicing new skills #2
 Demonstrate substantial understanding of the content, processes, and
F. Developing mastery demands of the mini-research.
(Leads to Formative Assessment 3)

Ask the question:

“How useful are quartiles in dealing with real-life situations like problem-
G. Finding practical applications solving?”
of concepts and skills in daily
living

Establish the importance of mini-research and provide rubrics in

H. Making generalizations and assessing students’ performance
abstractions about the lesson

Run-for-a-Cause Activity
Conduct a mini-research on the students’ performance based on the number of
minutes it took them to reach the finish line.
I. Evaluating learning

J. Additional activities for Based on the chosen topic, Make a title, then formulate an introduction of Mini-
application or remediation
Research by group.
V. REMARKS Carried
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done
VI. REFLECTION to help the students learn? 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% 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 help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?
For improvement, enhancement and/or clarification of any DepEd material used, kindly submit feedback to [email protected]

FLORIPIS A. MONTECILLO MELVILLE D. DELA PEÑA ARNULFO V. COMPUESTO

Master Teacher II Secondary School Principal I Education School District Supervisor