School UMINGAN CENTRAL NATIONAL

HIGH SCHOOL Grade ABM-12

Level DESCARTES
Teacher Learning PRACTICAL
SHIAHARI I. CORTEZ, RN. MEd Area RESEARCH 12
Teaching Dates and TWTh / 1:00 to 2:00 pm
Time
September 13, 2022
DAILY Quarter 1ST
LESSON LOG

I. OBJECTIVES DAY 1
A. Content Standard The learner demonstrates understanding of:
- The Nature of Variable

B. Performance Standards The learner will be able to:

- decide on suitable quantitative research in different areas of interest
decide on suitable quantitative research in different areas of interest
C. Learning The learner should be able to:
Competencies/Objectives - Differentiates kinds of variables and their uses. (CS_RS12-Ia-c-3)
The following are the specific objectives of the lesson:
- compare and contrast the different types of variables; and
- understand the different uses of variables.
II. CONTENT The Nature of Variable
III. LEARNING
RESOURCES
A. References Pangasinan Division II ADM Practical Research 2-Module
Textbook pages Page: 18
Additional Materials for DepEd Common and Practical Research 2 (Rexbookstore)
Learning Resource (LR) portal
IV. PROCEDURES
A. Reviewing previous Review the past even that is related to research and what will be the importance
lesson or presenting a of quantitative research in our daily life.
new lesson
B. Establishing a purpose All experiments examine some kind of variable/s. A variable is not only
for the lesson something that we measure, but also something that we can manipulate
and something we can control for.
C. Presenting Three types of variables defined by the context within which the variable
examples/instances of is discussed
the new lesson Example: - The effect of two instructional approaches (independent
variable) on student achievement (dependent variable).
D. Discussing new Categorical variables are also known as discrete or qualitative variables.
concepts and practicing Categorical variables can be further categorized as nominal, ordinal or
skills #1 dichotomous.
E. Discussing new Continuous variables are also known as quantitative variables.
concepts and practicing Continuous variables can be further categorized as either interval or ratio
skills #2 variables.
F. Developing Mastery What is the difference between categorical and continuous variables?
(Leads to Formative What is the used of this variable in conducting a quantitative research design?
Assessment 3)
G. Finding practical Identify variable in writing a statement of the problem?
applications of
concepts and skills in
daily living
H. Making generalizations Group sharing
and abstractions about
the lesson
I. Evaluating Learning Short Quiz:
1. are also known as discrete or qualitative variables. Categorical variables
 can be further categorized as nominal, ordinal or dichotomous.
a. Nominal b. Dichotomous c. Ordinal d. Interval
2. are nominal variables which have only two categories or levels. For
example, if we were looking at gender, we would most probably
categorize somebody as either "male" or "female".
a. Nominal b. Dichotomous c. Ordinal d. Interval
3. are variables that have two or more categories just like nominal variables
only the categories can also be ordered or ranked.
a. Nominal b. Dichotomous c. Ordinal d. Interval
4. are also known as quantitative variables. Continuous variables can be
further categorized as either interval or ratio variables.
a. Categorical b. Continuous c. Interval d. Ration
5. are variables for which their central characteristic is that they can be
measured along a continuum, and they have a numerical value
a. Categorical b. Continuous c. Interval d. Ration
6. are interval variables, but with the added condition that 0 (zero) of the
measurement indicates that there is none of that variable.
a. Categorical b. Continuous c. Interval d. Ratio
J. Additional activities for Identify what variables are used in your study.
application or
remediation
V. REMARKS
VI. REFLECTION

No. of learners who earned 80%

on the formative assessment
No. of learners who require
additional activities for
remediation
Did the remedial lessons work?
No. of learners who have caught
up with the lesson.

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 Presenting or introducing to the students the use of e-book and Goggle
materials did I use/discover which classroom for the additional learning activities in the blended learning
I wish to share with other teachers?

Prepared: SHIAHARI I. CORTEZ, MEd Checked: WILMART S. CASARENO, MEd

SHS T-II OIC, Office of the SHS Asst. Principal

NOTED:
LORETO V. BORILLO, EdD EDDIE M. RAGUINDIN, EdD
Principal IV EPS- Science
 School UMINGAN CENTRAL NATIONAL
HIGH SCHOOL Grade ABM-12
Level DESCARTES
Teacher Learning PRACTICAL
SHIAHARI I. CORTEZ, RN. MEd Area RESEARCH 12
Teaching Dates and TWTh / 1:00 to 2:00 pm
Time
August 14, 2022
DAILY Quarter 1ST
LESSON LOG

I. OBJECTIVES DAY 2
A. Content Standard The learner demonstrates understanding of:
- The Nature of Variable

B. Performance Standards The learner will be able to:

- decide on suitable quantitative research in different areas of interest
decide on suitable quantitative research in different areas of interest
C. Learning The learner should be able to:
Competencies/Objectives - Differentiates kinds of variables and their uses. (CS_RS12-Ia-c-3)
The following are the specific objectives of the lesson:
- compare and contrast the different types of variables; and
- understand the different uses of variables.
II. CONTENT The Nature of Variable
III. LEARNING
RESOURCES
A. References Pangasinan Division II ADM Practical Research 2-Module
Textbook pages Page: 18
Additional Materials for DepEd Common and Practical Research 2 (Rexbookstore)
Learning Resource (LR) portal
IV. PROCEDURES
A. Reviewing previous - Review the past even that is related to research and what will be the
lesson or presenting a importance of quantitative research in our daily life.
new lesson
B. Establishing a purpose All experiments examine some kind of variable/s. A variable is not only
for the lesson something that we measure, but also something that we can manipulate
and something we can control for.
C. Presenting Example: - The effect of two instructional approaches (independent
examples/instances of variable) on student achievement (dependent variable).
the new lesson
D. Discussing new Create a Categorical variables which is related to the topic that you
concepts and practicing have chosen to study.
skills #1
E. Discussing new Discussing the different Continuous variables that is related to their
concepts and practicing chosen research title
skills #2
F. Developing Mastery What is the difference between categorical and continuous variables?
(Leads to Formative - What is the used of this variable in conducting a quantitative research
Assessment 3) design?
G. Finding practical - Identify variable in writing a statement of the problem?
applications of concepts
and skills in daily living
H. Making generalizations Group sharing
and abstractions about
the lesson
I. Evaluating Learning Interactive oral recitation thru group presentation
J. Additional activities for
 application or
remediation
V. REMARKS
VI. REFLECTION

No. of learners who earned 80% on

the formative assessment
No. of learners who require
additional activities for remediation
Did the remedial lessons work?
No. of learners who have caught up
with the lesson.

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?

Prepared: SHIAHARI I. CORTEZ, MEd Checked: WILMART S. CASARENO, MEd

SHS T-II OIC, Office of the SHS Asst. Principal

NOTED:
LORETO V. BORILLO, EdD EDDIE M. RAGUINDIN, EdD
Principal IV EPS- Science
 School UMINGAN CENTRAL NATIONAL
HIGH SCHOOL Grade ABM-12
Level DESCARTES
Teacher Learning PRACTICAL
SHIAHARI I. CORTEZ, RN, MEd Area RESEARCH 12
Teaching Dates and TWTh / 1:00 to 2:00 pm
Time
September 15, 2022
DAILY Quarter 1ST
LESSON LOG

I. OBJECTIVES DAY 3
A. Content Standard The learner demonstrates understanding of:
- The Nature of Variable

B. Performance Standards The learner will be able to:

- decide on suitable quantitative research in different areas of interest
decide on suitable quantitative research in different areas of interest
C. Learning The learner should be able to:
Competencies/Objectives - Differentiates kinds of variables and their uses. (CS_RS12-Ia-c-3)
The following are the specific objectives of the lesson:
- compare and contrast the different types of variables; and
- understand the different uses of variables.
II. CONTENT The Nature of Variable
III. LEARNING
RESOURCES
A. References Pangasinan Division II ADM Practical Research 2-Module
Textbook pages Page: 18
Additional Materials for DepEd Common and Practical Research 2 (Rexbookstore)
Learning Resource (LR) portal
IV. PROCEDURES
A. Reviewing previous - Review the past even that is related to research and what will be the
lesson or presenting a importance of quantitative research in our daily life.
new lesson
B. Establishing a purposeAll experiments examine some kind of variable/s. A variable is not only
for the lesson something that we measure, but also something that we can manipulate
and something we can control for.
C. Presenting Three types of variables defined by the context within which the variable
examples/instances of is discussed
the new lesson - Example: - The effect of two instructional approaches
(independent variable) on student achievement (dependent
variable).
D. Discussing new Categorical variables are also known as discrete or qualitative variables.
concepts and practicing Categorical variables can be further categorized as nominal, ordinal or
skills #1 dichotomous.
E. Discussing new Continuous variables are also known as quantitative variables.
concepts and practicing Continuous variables can be further categorized as either interval or ratio
skills #2 variables.
F. Developing Mastery What is the difference between categorical and continuous variables?
(Leads to Formative - What is the used of this variable in conducting a quantitative research
Assessment 3) design?
G. Finding practical - Identify variable in writing a statement of the problem?
applications of
concepts and skills in
daily living
H. Making generalizations All experiments examine some kind of variable/s. A variable is not only
and abstractions about something that we measure, but also something that we can manipulate and
the lesson something we can control for. To understand the characteristics of variables and
how we use them in research, this guide is divided into three main sections. First,
 we illustrate the role of dependent and independent variables.
I. Evaluating Learning Answer activity 4: Challenge your understanding page 22
J. Additional activities Answer activity 5: Transfer your Idea into a Real Life Situation page 23
for application or
remediation
V. REMARKS
VI. REFLECTION

No. of learners who earned 80%

on the formative assessment
No. of learners who require
additional activities for
remediation
Did the remedial lessons work?
No. of learners who have caught
up with the lesson.

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?

RUBRIC
Performance Excellent Good Average Poor
Elements
Ideas clearly Ideas may be Ideas are present Idea not
Idea organized and evident but but vague and developed and
development supported organizational do not flow lack organization
(10 points) throughout the structure needs to smoothly (4-5) (1-3)
essay (8-10) be strengthened
(6-7)
Well written Well written Fully Awkward Poor writing with
Elaboration Fully elaborated elaborated points writing style. little or no
(10 points) points with clear with clear and Points are specific details
and accurate detailed general. Errors (1-3)
information (8- information (6-7) present. (4-5)
10)
No critical errors 2-3 critical errors
4-5 critical 6 or more critical
Mechanics inferring with inferring with
errors inferring errors inferring
(5 points) comprehension comprehension with with
(1) (3) comprehension comprehension
(2) (1)
Rubric modified from SHS Teacher Shiahari I. Cortez, UNHS, Umingan, Pangasinan

Prepared: SHIAHARI I. CORTEZ, MEd Checked: WILMART S. CASARENO, MEd

SHS T-II OIC, Office of the SHS Asst. Principal

NOTED:
LORETO V. BORILLO, EdD EDDIE M. RAGUINDIN, EdD
Principal IV EPS- Science