DLL GRADE 6 Q1 WEEK 5 JULY 2-6, 2018 ALL SUBJECTS.docx

GRADES 1 to 12
DAILY LESSON LOG
School: Grade Level: VI
Teacher: JOCELYN A. BAUGAN Learning Area: ARALING PANLIPUNAN
Teaching Dates and Time: JULY 2-6, 2018 (WEEK 5) Quarter: 1ST
QUARTER
WEEK 5 LUNES MARTES MIYERKULES HUWEBES BIYERNES
I. LAYUNIN
A. Pamantayang
Pangnilalaman Naipamamalas ang mapanuring pag-unawa at kaalaman sa kasanayang pangheograpiya, ang mga teorya sa pinagmulan ng lahing Pilipino upang mapahahalagahan ang konteksto
ng lipunan/ pamayanan ng mga sinaunang Pilipino at ang kanilang ambag sa pagbuo ng kasaysayan ng Pilipinas
B. Pamantayan sa Pagaganap Naipamamalas ang pagmamalaki sa nabuong kabihasnan ng mga sinaunang Pilipinogamit ang kaalaman sa kasanayang pangheograpikal at mahahalagang konteksto ng
kasaysayan ng lipunan at bansa kabilang ang mga teorya ng pinagmulan at pagkabuo ng kapuluan ng Pilipinas at ng lahing Pilipino
C. Mga Kasanayan sa
Pagkatuto (Isulat ang code
ng bawat kasanayan)
Nakabubuo ng pansariling paninindigan sa pinakapanipaniwalang teorya ng pinagmulan ng lahing Pilipino batay sa mga ebidensiya
Natatalakay ang teorya ng pandarayuhan ng tao mula sa rehiyong Austronesyano
Natatalakay ang iba pang mga teorya tungkol sa pinagmulan ng mga unang tao sa Pilipinas
Nakasusulat ng maikling sanaysay (1-3 talata) ukol sa mga teoryang natutunan
AP5PLP-Ie-5
II. NILALAMAN Teorya ng Austronesian Migration Teorya ng Core Population Teorya ng Wave Migration
KAGAMITANG PANTURO
A. Sanggunian
1.Mga pahina sa Gabay ng
Guro
p.19-22
2.Mga pahina sa
Kagamitang Pang-Mag-
aaral
p.50-61
3.Mga pahina sa Teksbuk
4.Karagdagang Kagamitan
mula sa portal ng
Learning Resource

B. Iba pang Kagamitang
Panturo
Larawan ng mga pangkat ng tao na nanirahan sa Pilipinas,tsart
III. PAMAMARAAN
A. Balik-aral sa nakaraang
aralin at/o pagsisimula ng
bagong aralin
Ibigay ang mga teorya tungkol sa
pagkabuo ng kapuluan ng
Pilipinas?
Ano ang naging batayan ng
teorya ng Austronesian
Migration?
Ipaliiwanag ang teorya ng
Austronesian Migration ang
pinagmulan ng ninuno ng mga
Pilipino.
Ano ang naging batayan ng
teorya ng Core Population?
Ano ang teorya ng Core
Population? Paano ito
nabuo?
B. Paghahabi sa layunin ng
aralin
Pagpapakita ng larawan ng mga
pangkat mg tao na nanirahan sa
Pilipinas.
Tungkol saan ang larawan na
ipinakita?
May alam ba kayo tungkol sa
kanila? Magbigay ng ilang bagay
tungkol sa kanila.
Ipakita ang larawan ng mga
nahukay na buto sa kuweba ng
Tabon.
Saan makikita ang kuweba ng
Tabon?
Pagpapakita ng larawan ng
mga Negrito.
C. Pag-uugnay ng mga
halimbawa sa bagong aralin
Iugnay ito sa ibat ibang Teoryang
nagpapaliwanag sa mga unang
panirahan ng mga tao sa
Pilipinas.
Ano ang kauganayan ng mga
buto sa teorya ng Core
Population?
Paano mo masasabi na
naunang nakarating sa
Pilipinas ay mga Negrito?
D. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #1
Ipabasa ng tahimik ang p.50-53
ng KM Unawain Natin.
Magkaroon ng malayang
talakayan ukol sa binasa.
Ipabasa ng tahimik ang p.53-55
talakayan ukol sa binasa
Ipabasa ng tahimik ang p.55
talakayan ukol sa binasa
E. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2
Pagpapalawak ng talakayan ukol
sa teorya ng Austronesian
Migration.
Paano nabuo ang teorya ng
Austonesian Migration.
Hayaan ang mga mag-aaral
magbigay ng opinion ukol dito.
Magbigay pa ng ibang
impormasyon ukol sa teorya ng
Core Population upang lalo pang
mapalawak ang talakayan.
Ano ang ginamit na batayan ukol
teoryang ito. Ipaliwanag.
Sino si Henry Otley Beyer?
Paano mo masasabi na
naunang nakarating sa
Pilipinas ay mga Negrito?

F. Paglinang sa Kabihasan
(Tungo sa Formative
Assessment)
Ano ang teorya na
nagpapaliwanag ng unang
panirahan ng mga tao sa
Pilipinas?
Sino ang may akda nito?
Saan lugar nila ito natagpuan?
Paano nabuo ang teorya ng Core
Population? Ipaliwanag.
Igrupo sa tatlo ang mga bata
at ipaliwanag kung ano ang
higit n pinaniniwalaan nilang
mga teorya.
G. Paglalapat ng aralin sa
pang-araw-araw na buhay
Ipagawa ang pagpapayamang
Gawain sa p. 60 ng KM.
Sumulat ng talata kung paano
nabuo ang teorya ng Core
Population.
Ipasagot ang tanong sa May
Palagay Ko sa p.58 ng KM.
H. Paglalahat ng Arallin Paano ipinaliliwanag ng teorya ng
Austronesian Migration ang
pinagmulan ng ninuno ng mga
Pilipino.
Ano ang teorya ng Core
Population? Paano ito nabuo?
Paano nabuo ang teorya ng
Wave Migration? Ipaliwanag
I Pagtataya ng Aralin
Sagutin ang tanong sa p 56 ng
Isip,Hamunin A ng KM.
Sagutin ang tanong sa p 56 ng
Isip,Hamunin B ng KM.
Gumawa ng talata kung
paano nakarating ang mga
Negrito sa Pilipinas.Ano ang
naging batayan
J Karagdagang gawain para sa
takdang-aralin at remediation
Ipaliwanag bakit mahalaga
maunawaan an gating
pinagmulan.
Magdala ng mga larawAn ng mga
sinaunang Pilipino.
Gumawa ng sanaysay ukol sa
teorya ng Core Population.
Paghambinging ang dalawang
teoryang napag-aralan.
Paano nabuo ang tatlong
teorya at sino sino ang mga
tao na nagpatunay sa mga
teorya na ito. Anong teorya
ang inyong pinaniniwalaan.
Isulat ito sa papel.
III. Mga Tala
IV. Pagninilay
A. Bilang ng mag-aaral na
nakakuha ng 80% sa
pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba
pang gawain para sa
remediation
C. Nakatulong ba ang
remedial? Bilang ng mag-
aaral na nakaunawa sa
aralin

D. Bilang ng mga mag-aaral na
magpapatuloy sa
remediation
E. Alin sa mga istratehiyang
pagtuturo nakatulong ng
lubos? Paano ito
nakatulong?
F. Anong suliranin ang aking
naranasan na solusyunan sa
tulong ng aking punungguro
at superbisor?
G. Anong kagamitang panturo
ang aking nadibuho na nais
kong ibahagi sa mga kapwa
ko guro?

GRADES 1 to 12
DAILY LESSON LOG
Teacher: Learning Area: ENGLISH
QUARTER
WEEK 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards
The learner demonstrates understanding ...
• of various verbal elements in orally communicating information
• of various non-verbal elements in orally communicating information
• that English language is stress timed to support comprehension
• of text types to listen for different purposes from a variety of texts
• of figurative language, word relationships and nuances in word meanings to develop word consciousness
• of various linguistics nodes to comprehend various texts
• of writing styles to comprehend the author’s message
• of the conventions of standard English grammar and usage when writing or speaking
• of the forms and conventions of print, non-print, and digital materials to understand various viewing texts
B. Performance Standards
The learner ...
• orally communicates information, opinions, and ideas effectively to different audiences using a variety of literary activities
• reads with sufficient accuracy and fluency to support comprehension
• uses linguistic cues to effectively construct meaning from a variety of texts for a variety of purposes
• uses literal information from texts heard to construct an appropriate feedback
• uses linguistic cues to appropriately construct meaning from a variety of texts for a variety of purposes
• uses diction (choice of words) to accurately analyze author’s tone, mood, and point of view
• uses the correct function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in various discourse (oral and written) speaks and
writes using good command of the conventions of standard English
• applies knowledge of non-verbal skills to respectfully give the speaker undivided attention and acknowledge the message
• applies knowledge of the various forms and conventions of print, non-print, and digital materials to appropriately comprehend print, non-print, film and moving
texts
C. Learning
Competencies/Objectives Write
the LC code for each.
EN6LC-Ie-2.11.1
EN6LC-Ie-2.11.2
EN6LC-Ie-2.11.3
Infer the speaker’s tone,
mood and purpose
EN6V-Ie-12.3.2
EN6V-Ie-12.4.1.2
EN6V-Ie-12.4.2.2
Infer meaning of figurative
language using -context clues
-affixes and roots
EN6RC-Ie-6.10
EN6RC-Ie-6.11
Analyze figures of speech
(hyperbole, irony)
EN6F-Ie-1.8.1
Read with automaticity grade
level frequently occurring
content area words
EN6F-Ie-1.8.1
content area words
EN6G-Ie-3.6
Compose clear and coherent
sentences using appropriate
grammatical structures:
-modals
EN6F-Ie-1.8.1
content area
words
EN6G-Ie-3.6 Compose clear
and coherent sentences
using appropriate
grammatical structures:
-modals
EN6VC-Ie-5.1.5
Describe different forms and
conventions of film and
moving pictures (acting)

-other strategies
EN6A-Ie-16
Observe politeness at all
times
EN6A-Ie-17
Show tactfulness when
communicating with others
EN6A-Ie-18
Show openness to criticism
II. CONTENT
Speaker’s Tone, Mood and
Purpose
Meaning of Figurative
Language; Idioms
Story: “Cloudy With a
Chance of Meatball” by Judy
Barret
Figures of Speech: Hyperbole
and Irony
Modals: Can, Could, May, Might Modals: Must, Should Different Forms and
Conventions of Film and
Moving Pictures (acting)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
Activity Sheet in English 6 (Quarter 1
Week 5-Day 1)
Activity Sheet in English 6
(Quarter 1 Week 5-Day 2)
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Let’s Recall pp. 1-2
Let’s Practice p. 1 Let’s
Recall p. 2
Recall p. 2
Recall p. 2
Let’s Recall p. 1
B. Establishing a purpose for
the lesson
Let’s Try This (A) p. 2
C. Presenting
examples/instances of the
new lesson
Let’s Try This (B, C & D) p. 3 Let’s Try This p. 3 Let’s Try This pp. 2-3 Let’s Try This p. 2 Let’s Try This pp. 1-2
D. Discussing new concepts and
practicing new skills #1
Let’s Study This pp. 3-4 Let’s Study This pp. 4-5 Let’s Study This pp. 3-4 Let’s Study This p. 3 Let’s Study This pp. 2-4

E. Discussing new concepts and
Let’s Do This p. 5 Let’s Do This p. 5 Let’s Do This p. 5 Let’s Do This p. 4 Let’s Do This pp. 4-5
F. Developing mastery (leads to
Formative Assessment 3)
Let’s Do More p. 6 Let’s Do More pp. 6-7 Let’s Do More pp. 5-6 Let’s Do More p. 4 Let’s Do More pp. 5-6
G. Finding practical applications
of concepts and skills in
daily living
H. Making generalizations and
abstractions about the
lesson
Let’s Remember pp. 6-7 Let’s Remember p. 7 Let’s Remember p. 6 Let’s Remember p. 5 Let’s Remember p. 6
I. Evaluating learning
Let’s Test Ourselves p.7 Let’s Test Ourselves pp. 7-8 Let’s Test Ourselves p. 6 Lets’ Test Ourselves p. 5 Let’s Test Ourselves pp. 6-7
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation
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?

GRADES 1 to 12
DAILY LESSON LOG
Teacher: BELLA D. SULTAN Learning Area: ESP
QUARTER
I.LAYUNIN
A. Pamantayang Pangnilalaman Naipamamalas ang pag-unawa sa kahalagahan ng pagsunod sa mga tamang hakbang bago makagawa ng isang desisyon para sa ikabubuti ng lahat.
B.Pamantayan sa Pagganap Naisasagawa ang tamang desisyon nang may katatagan ng loob para sa ikabubuti ng lahat.
C. Mga Kasanayan sa Pagkatuto
Isulat ang code ng bawat
kasanayan
1. Naisasagawa ang mga tamang hakbang na mkatutulong sa pagbuo ng isang desisyon na makabubuti sa pamilya.
1.1. Pagsusuri nang mabuti sa mga bagay na may kinalaman sa pangyayari
1.2. Pagsang-ayon sa pasya ng nakararami kung nakabubuti ito.
1.3. Paggamit ng impormasyon
EsP6PKP-Ia-i-37
II.NILALAMAN Paksa: Katatagan ng loob sa responsableng pagdedesisyon Kaugnay na Pagpapahalaga: Katatagan ng Loob (Forttitude)
III. KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro
2.Mga Pahina sa Kagamitang Pang-
Mag-aaral
3.Mga pahina sa Teksbuk
4. Karagdagang Kagamitan mula sa
portal ng Learning Resource
K to 12 Gabay Pangkurikulum, Edukasyon sa Pagpapakatao May 2016, pahina 81
B.Iba pang Kagamitang Panturo 1. EsP DLP, Unang Markahan, Ikalimang Linggo - Aralin 5: Tibay ng Iyong Kalooban Aking Susubukin, pahina 1-10 2. Maaaring gamitin ang sumusunod na videos:
a. https://www.youtube.com/watch?v=AJ1LHw8dt84
b. https://www.youtube.com/watch?v=JMPEbx4kMkg
c. https://www.youtube.com/watch?v=ZdMOqT3qjoY
3. https://prezi.com/kz1kbhdevo3l/katatagan-ng-kaloobannasusubok-sa-pagharap-sa-hamon/
laptop, projector, video clips ng mga awit na “Pagsubok” ng Orient Pearl, at "Liwanag sa Dilim” ng Rivermaya, video clip na hango sa palatuntunang "Kapuso
Mo, Jessica Soho”, powerpointpresentation na nagpapakita ng mga sitwasyon, manila paper, gunting, permanent marker, masking tape, graphic organizers
IV.PAMAMARAAN
A.Balik-Aral sa nakaraang aralin at/o
pagsisimula ng aralin
Batiin ang mga mag- aaral at itala
ang bilang ng mga pumasok at
lumiban.
Sa pagsisimula ng aralin, itanong sa
mga mag-aaral: Bilang mag- aaral,
paano nakakaapekto ang pagiging
bukas ng inyong isipan sa pagbuo at
pagbibigay ng desisyon o pasya na
makabubuti sa inyong sarili at
pamilya?
Batiin ang mga mag- aaral
at itala ang bilang ng mga
pumasok at lumiban.
Magkaroon nang maikling
balik-aral sa ginawa ng
nakaraang araw.
pumasok at lumiban.
nakaraang araw.
Batiin ang mga mag- aaral at
itala ang bilang ng mga
pumasok at lumiban.
nakaraang araw.
pumasok at lumiban.
nakaraang araw.

B. Paghahabi sa layunin ng aralin Itanong sa mga mag- aaral:
1. Ano ang karaniwan ninyong
ginagawa kapag may mga
suliraning dumarating sa
inyong pamilya?
Paano ninyo nabigyang solusyon
ang mga suliraning ito?
C. Pag-uugnay ng mga halimbawa sa
bagong aralin
Gamit ang powerpoint
presentation, ipapakita ng guro
ang iba’t ibang sitwasyon na
sasagutin ng mga mag-aaral ng OO
o HINDI.
Sumangguni sa EsP DLP,
Unang Markahan, Ikalimang Linggo -
Aralin 5, pahina 2-3 para sa mga
sitwasyon at mga tanong sa
pagtatalakay.
D. Pagtatalakay ng bagong konsepto
at paglalahad ng bagong kasanayan
#1
Ipapakinig sa mga magaaral
ang awitin na may pamagat
na "Pagsubok”.
Tandaan:
Maaaring gumamit ng ibang
awitin na may kaugnayan sa
aralin.
Sumangguni sa pahina 3 ng
EsP DLP, Unang Markahan,
Ikalimang
Linggo - Aralin 5, para sa
patnubay na mga tanong.
E. Pagtatalakay ng bagong konsepto
at paglalahad ng bagong kasanayan
#2
Pangkatin ang klase sa apat
(4).
Ipabasa sa bawat pangkat
ang kwento na may pamagat
na "Isang Hamon sa Buhay ni
Joel”, na makikita sa EsP DLP,
Unang Markahan, Ikalimang
Linggo - Aralin 5, pahina 4.
Sumangguni sa pahina 4 ng
EsP DLP, Unang Markahan,
Ikalimang Linggo - Aralin 5
para sa iba pang gawain at
mga gabay na tanong sa
talakayan.

F. Paglinang sa Kabihasaan (Tungo sa
Formative Assesment 3)
Unang Markahan, Ikalimang
Linggo - Aralin5, pahina 5-6 para
sa Gawain 1 at 2
G. Paglalapat ng aralin sa pang araw-
araw na buhay
Unang Markahan,
Ikalimang Linggo - Aralin 5,
pahina 6-7 para sa
pangkatang gawain
H. Paglalahat ng Aralin Bigyan ang bawat lider ng
pangkat ng graphic
organizer at ipagawa ang
gawain.
Unang Markahan,
Ikalimang Linggo - Aralin 5,
pahina 7-8 para sa gawain
at pagtalakay.
I. Pagtataya ng Aralin Sumangguni sa pahina 8-10
ng EsP DLP, Unang
Markahan, Ikalimang
Linggo - Aralin 5, para sa
pagtataya at pagninilay/
repleksyon.
J. Karagdagang gawain para sa
takdang-aralin at remediation
Ipagawa ang karagdagang
gawain na makikita sa EsP
DLP, Unang Markahan,
Ikalimang Linggo - Aralin 5:
pahina 10.
V.MGA TALA
VI. PAGNINILAY
A.Bilang ng mag-aaral na nakakuha ng
80% sa pagtataya
B. Blgng mag-aaral na
nangangailangan ng iba pang gawain
para sa remediation
C. Nakatulong ba ang remedial?
Bilang ng mag-aaral na nakaunawa sa
aralin?

magpatuloy sa remediation?
E. Alin sa mga istrateheya ng
Patuturo nakatulong ng lubos? Paano
ito nakatulong?

GRADES 1 to 12
DAILY LESSON LOG
Teacher: Learning Area: FILIPINO
QUARTER
I. LAYUNIN
A. Pamantayang
Pangnilalaman
Naipamamalas ang kakayahan sa mapanuring pakikinig at pag-unawa sa napakinggan
Naipamamalas ang kakayahan at tatas sa pagsasalita at pagpapahayag ng sariling ideya, kaisipan, karanasan at damdamin
Naisasagawa ang mapanuring pagbasa sa iba’t ibang uri ng teksto at napalalawak ang talasalitaan
Naipamamalas ang iba’t ibang kasanayan upang maunawaan ang iba’t ibang teksto
Napauunlad ang kasanayan sa pagsulat ng iba’t ibang uri ng sulatin
Naipamamalas ang kakayahan sa mapanuring panood ng iba’t ibang uri ng media
Naipamamalas ang pagpapahalaga at kasanayan sa paggamit ng wika sa komunikasyon at pagbasa ng iba’t ibang uri ng panitikan
B. Pamantayan sa
Pagganap
Nasasaulo ang isang tula/awit na napakinggan at naisasadula ang isang isyu o paksa mula sa tekstong napakinggan
Nakasasali sa isang usapan tungkol sa isyu
Nakabubuo ng sariling diksiyonaryo ng mga bagong salita mula sa mga binasa; naisasadula ang mga maaaring mangyari sa nabasang teksto Nagagamit ang nakalimbag at di-
nakalimbag na mga kagamitan sa pagsasaliksik
Nakasusulat ng reaksyon sa isang isyu
Nakagagawa ng isang blog entry tungkol sa napanood
Naisasagawa ang pagsali sa mga usapan at talakayan, pagkukuwento, pagtula, pagsulat ng sariling tula at kuwento
C. Mga Kasanayan sa
Pagkatuto
Nakapagbibigay ng hinuha sa
kalalabasan ng mga pangyayari sa
kwentong napakinggan F6PN-Id-e-12
Nagagamit ang iba’t ibang uri ng
panghalip sa iba’t ibang
sitwasyon
F6WG-Ie-g-3
Naibibigay ang kahulugan ng pamilyar
at di kilalang salita sa
pamamagitan ng
sitwasyong pinaggamitan
F6PT.Ie.1.8
Nasasagot ang mga
tanong tungkol sa
tekstong
pangimpormasyon
F6PB –Ic-e- 3.1.2
Napupunan nang wasto
ang kard na
pang-aklatan
F6EP-Ic-13
II. NILALAMAN
Paghihinuha sa kinalabasan ng mga
pangyayari sa alamat na napakinggan
Paggamit ng iba’ t ibang uri ng panghalip
sa iba’t ibang
sitwasyon
Pagbibigay ng kahulugan ng pamilyar
at di kilalang salita sa pamamagitan
ng
sitwasyong pinaggamitan
Pagsagot sa mga tanong
tungkol sa tekstong
pangimpormasyon
Pagpuno nang wasto
sa kard na pang-
aklatan
III. MGA
KAGAMITANG
PANTURO
A. Sanggunian
1. Pahina sa Gabay ng
Guro
2. Pahina sa Kagamitang ng
Mag-aaral

3. Pahina sa Batayang
Aklat
Rondon, Amorfina G. et al., “
Filipino sa Bagong Siglo” DepEd
Papa, Nenita P. et. al. “ Bagong Filipino sa
Salita at Gawa
4. Karagdagang
Kagamitan mula sa
portal ng Learning
Resource (LR)
B. Iba pang mga
Kagamitang Panturo
IV. PAMAMARAAN
A. Balik-Aral sa Nakaraang
Aralin at/o Pagsisimula
ng
Bagong Aralin
Papaghandain ang bawat mag-
aaral ng dalawang flash card na
may nakasulat na ALAM KO! at
AALAMIN KO PA LANG!.
Ipakita ang mga flashcard na may
impormasyon. Kuhanin ang sagot
ng mag-aaral sa pamamagitan ng
pagtataas ng flashcard na
umaayon sa kanilang tugon.
1. Pinanggalingan ng kanilang
apelyido
2. Sinaunang kuwento ng kanilang
pamilya
3. Kuwento ng pagiibigan ng
kanilang mga magulang
4. Alamat ng kanilang lugar/
baryo/ lungsod
Balikan ang alamat ng lansones.
Isa-isahin ang mga pangyayaring
naganap sa alamat.
Ano ang dapat gawin kung
may hindi maunnawaan sa
isang tekstong binabasa?
Ano-ano ang natatandaan
tungkol sa:
 Alamat
ng lansones
 Walong Taong
Gulang
 Mga Uri
ng Panghalip
Maghanda ng isang
kahon na naglalaman
ng mga piling salita na
ginamit noong
nakaraang aralin.
Pabunutin ang mag-
aaral ng isang kard na
may nakasulat na
salita.
Ipatukoy ang
kahulugan nito.
5. Mga sinaunang kuwento
ng mga nakatatandang
tao sa kanilang lugar

B. Paghahabi sa
Layunin ng Aralin
Gawin at ipagawa ang
Tuklasin Mo sa pahina 1
Magpakita ng larawan ng
ilang mga prutas. Itanong sa
mag-aaral kung may alam ba
silang kuwento tungkol dito.
Ipatukoy ang kahulugan ng
mga salitang may guhit sa
pahina 1
Basahin ang isang uri ng
alamat na
pinamagatang “Noon…
Lason pa ang Lansones”.
Pagkatapos nito, magkaroon
ng maikling talakayan sa
pamamagitan ng tanong at
sagot.
Ipagawa ang Tuklasin Mo sa pahina 5 Ipagawa ang Tuklasin Mo
sa pahina 6
Ipagawa ang
Tuklasin Mo sa
pahina 8
Ipagawa ang
Tuklasin Mo sa
pahina 8
C. Pag-uugnay ng mga
Halimbawa sa Bagong Aralin
D. Pagtalakay sa
Bagong Konsepto
at Paglalahad ng
Bagong Kasanayan
#1
Ipagawa ang Gawin Mo sa
pahina 3
Gawin ito nang isahan. Muling
pag-isipan ang huling
tanong sa
Ipagawa ang Gawin mo sa
pahina 7
Ipagawa ang Gawin Mo sa
pahina 10
Ipagawa ang Gawin mo sa
pahina 14
Ipagawa ang Gawin Mo
sa
pahina 17-18
E. Pagtalakay sa
Bagong Konsepto
at Paglalahad ng
Bagong Kasanayan
#2
Ipasagot ang Gawin
Ninyo sa pahina 3
Ipasagot ang Gawin Ninyo sa pahina
6-7
Ipasagot ang Gawin Ninyo sa pahina
10
Ipagawa ang Gawin Ninyo
sa pahina 13
Ipasagot ang
Gawin Ninyo sa pahina
17

F. Paglinang sa
Kabihasaan
(tungo sa
Pormatibong
Pagtataya)
Isulat Mo p. 4 Isulat Mo, p. 7 Isulat Mo, p. 11 Isulat Mo, p. 14 Isulat Mo, p. 18
G. Paglalapat ng
Aralin sa Pang-araw-araw na
Buhay
Isapuso Mo, p. 4 Isapuso Mo, p. 7 Isapuso Mo, p. 11 Isapuso Mo, p. 14 Isapuso Mo, p. 18
H. Paglalahat ng Aralin Isaisip Mo, p. 4 Isaisip Mo, p.7 Isaisip Mo, p. 11 Isaisip Mo, p.1 4 Isaisip Mo, p. 18
I. Pagtataya ng Aralin
J. Karagdagang Gawain para sa
takdang-aralin at
remediation
V. MGA TALÂ
VI. PAGNINILAY
A.Bilang ng mag-aaral na nakakuha
ng 80% sa pagtataya
B. Blgng mag-aaral na
nangangailangan ng iba pang gawain
para sa remediation
C. Nakatulong ba ang remedial?
Bilang ng mag-aaral na nakaunawa
sa aralin?
magpatuloy sa remediation?
E. Alin sa mga istrateheya ng
Patuturo nakatulong ng lubos?
Paano ito nakatulong?
naranasan na solusyonan sa tulong
ng aking punongguro at superbisor?
G.Anong kagamitang panturo ang
aking na dibuho na naiskong ibahagi
sa mga kapwa ko guro?

naranasan na solusyonan sa tulong ng
aking punongguro at superbisor?
G.Anong kagamitang panturo ang
aking na dibuho na naiskong ibahagi
sa mga kapwa ko guro?

GRADES 1 to 12
DAILY LESSON LOG
Teacher: EVELYN M. CABAHUG, MT-I Learning Area: MAPEH
QUARTER
I. OBJECTIVE/S
A. Content Standard Demonstrates understanding
of the concept of rhythm by
applying notes and rests,
rhythmic patterns, and time
signatures
Demonstrates
understanding of the
use of lines, shapes,
colors, texture, and the
principles of emphasis
and contrast in drawing
a logo and own cartoon
character using new
Technologies in drawing.
demonstrates understanding of
participation and assessment of
physical activity and physical
fitness
Demonstrates
understanding of personal
health issues and concerns and
the importance of health
appraisal procedures and
community resources in
preventing or managing them
B. Performance Standard Responds to beats in
music heard with
appropriate
conducting patterns of
2 3 4 and 6
4 4 4 8
Creates concepts through art
processes, elements, and
principles using new
technologies (hardware and
software) to create personal
or class logo.
designs cartoon character
onthe spot using new
technologies
participates and assesses
performance in physical activities
assesses physical
fitness
practices selfmanagement
skills to prevent and control
personal health issues and
concerns
C. Learning Competencies
(write the LC Code) Differentiates among 2 3 4
4 4 4
And 6 time signatures
8
•Describes the 6
8 time
signature
MU6RH-Id-e-2
explains ideas about the
logo
A6PR-Id
LOGO DESIGN
Software: Inkscape (Open
Source) for Laptop/Desktop
PC
1`explains the
nature/background of the games
PE6GS-Ib-1
2.describes the skills involved in
the games
PE6GS-Ib-2
3.observes safety precautions
PE6GS-Ib-h-
4.recognizes the value of
participation in physical
activities
PE6PF-Ib-h-19
assesses regularly
participation in physical activities
based on the
Philippines physical activity
pyramid
PE6PF-Ib-h-18

5.displays joy of effort, respect
for others and fair play during
activities
PE6PF-Ib-h-20
6.identifies areas for
improvement
PE6PF-Ib-h-22
II. CONTENT
RHYTHM
Musical Symbols and
Concepts:
1. Notes and Rests
2. Meters
3. Rhythmic Patterns
Process:
8. DRAWING – NEW
TECHNOLOGIES
8.1 logo
8.2 cartoon character
Assessment of
physical
activities and
physical fitness
Target games
(Striking/ fielding game )
A. References
1. TG/CG pages
3. Textbook pages MISOSA5-module6 Musika at
Sining 6. Sunico, Raul
M. et al, 2000. Projector,
laptop, musical scale of the
songs HaranasaBukid, or any
folk songs in three-four time
signature
pp.8-10
*Umawit at Gumuhit
6.Valdecantos,
Emelita C. 1999. pp.5-20
ASE P.E Module 2 pp.6-7,12-13
21st Century MAPEH in Action
Gerardo C. Lacia pp.
Copyright 2016,pp126
4. Materials downloaded from
LRMDS
B. Other Learning Materials Projector,laptop,musical scores
or the song HimigPasko
Laptop, computer,
cellphone, tablet
IV. PROCEDURES
A. Reviewing previous lesson
and presenting new lesson Have a game: Peel the cabbage
game.
Mechanics:
While singing / listening to the
song “Do re mi, ask the pupils
Review the previous lesson
Review the previous lesson

to pass the cabbage. If the
music stops the pupil who will
be holding the cabbage will
peel it,reveal the kind of note
/rest written in it and tell the
name of the note/rest and the
value of it.
B. Establishing a purpose for the
lesson Establish the purpose of the
lesson
Differentiated activities
Group the class into:
1. Visual artist
2. Museum officer or
curator
3. Local arts director
4. Participants in an
art exhibit
We are going to assess our
activities based on the
Philippines physical
activity pyramid through a game
Striking/ fielding game
C. Presenting
lesson
Present the song “HimigPasko“
or any folk song in 6/8 time
signature.
Ask the pupils to sing the song
with the music
1. Create a logo
2. Put up a mini art
exhibit using the
artworks of your
classmates
3. Give talk to a group
participating in a
seminar on culture.
Talk about your
community and its
uniqueness as
shown in its art
forms
4. Each of you will
exhibit your artwork
in class. A place in
your classroom will
be designated as an
art gallery.
Partcipate willingly
in this activity. Use
this activity as a way
to make your
classmates know
you better.
Likewise, be
observant. Learn
from the works of
.Do you know this game? Do you
play it ? Who can tell about the
mechanics of the game ? Call one
pupil to teach the mechanic of
the game

your classmates.
Observing and
appreciating your
classmates’ work
will help you
understand them
better
practicing new skills #1 Help the pupils analyze the
song
What is the time signature of
the song ?WHAT is meant by
the upper 6 ?, the lower
8?What are the notes and rests
used in the song? What is the
value of the quarter note/rest,
eight note/rest , half note/rest
? How many beats are there in
each measure of the song ?
“ Feel the pride of being a Filipino
with striking/fielding game . This
game promote healthful lifestyle.
Furthermore,they promote:
patriotism( to feel the pride of
being Filipino) Bonding( to build
bridge of fun and closeness
among neighborhood to develop
camaraderie with peers) and
sportsmanship ( to build a
positive outlook on acceptance of
winning and being defeated
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Using the rhythmic syllables,
help the pupils clap/tap the
rhythmic pattern of the song
What should we remember
before we play ?
F. Developing mastery (lead to
formative assessment 3)
PLAY THE GAME
G. Finding practical application
of concepts and skills in daily
living
Present another song in 6/8
time signature
Ask the following questions:
1. What is the time signature of
the song ?
2. What are the notes and rests
in a song ?
3. What is the value of eight
note/rest? Sixteenth note
/rest? Half note/rest
4. How many beats are there in
each measure ?
Tap the rhythm of the song
H. Making generalization and
abstractions about the lesson
How would you describe 6
8
Time signature
What are the skills develop in
the game ?
Can you assess your physical
fitness through this game ?

I. Evaluating learning 1. What is meant by 6 in
6
8 time signature ?
2. 8?
3. What note receives
one beat?
4. What is the value of
sixteenth note in 5/8
time signature ?
5. How would you
describe the six-eight
time signature ?
Use Rubrics in assessing
students’ participation to the
activity
1. Did you enjoy the game ?
2. Describe the skills involved in
the game ?
3.Did you observe safety
precautions ?
4. Did you display joy of effort,
respect for others and
fair play during your
participation to the game ?
5.Do you feel proud being Filipino
while playing the game?
V. REMARKS
VI. REFLECTION Assessing yourself as a teacher and analyzing the students’ progress this week.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who acquired
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
encountered which my
principal can help me solve?
materials did I used/discover
which I wish to share with
other teachers?

GRADES 1 to 12
DAILY LESSON LOG
Teacher: BELLA D. SULTAN Learning Area: MATHEMATICS
QUARTER
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the four fundamental operations involving fractions and decimals.
The learner is able to apply the four fundamental operations involving fractions and decimals in mathematical problems and real – life
situations.
C. Learning Competencies/
Objectives
M6NS-Ie-111.3
The learner multiplies decimals
and mixed decimals with factors
up to 2 decimal places
M6NS-Ie-111.3
The learner multiplies decimals
and mixed decimals
with factors up to 2 decimal
places
M6NS-Ie-111.4
The learner multiplies mentally
decimals up to 2 decimal places
by 0.1, 0.01,10, and 100.
M6NS-Ie-113.2
The learner solves routine
problems involving
multiplication of decimals and
mixed decimals including money
using appropriate problem
solving strategies.
M6NS-Ie-113.2
The learner solves non
routine problems involving
multiplication of decimals and
mixed decimals including
money using appropriate
problem solving strategies
II. CONTENT
Multiplying Decimals and Mixed
Decimals with Factors Up to 2
Decimal Places
Multiplying Decimals and Mixed
Decimals with Factors Up to 2
Decimal Places
Multiplying Decimals Up to 2
Decimal Places by 0.1, 0.01, 10
and 100 Mentally
Solving Routine Problems
Involving Multiplication of
Decimals and Mixed Decimals
Including Money Using
Appropriate Problem
Solving Non-Routine
Problems Involving
Multiplication of Decimals
and Mixed Decimals Including
Money Using Appropriate
Problem Solving Strategies
A. References
1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from
Learning Resources (LR)
Portal
MISOSA Module Gr. 5 –
Multiplication of Mixed Decimals;
Proded Math 36-C: Multiplying
Mixed Decimals
MISOSA Module Gr. 5 -
Multiplication of Mixed
Decimals; Proded Math 36-C:
Multiplying Mixed Decimals
NFE A&E Learning Material:
Multiplication and Division of
Decimals (2001), pp. 17-21
IV. PROCEDURE

A. Reviewing previous lessons or
The school hosted a singing
contest. The scores of two
contestants in the Finals are
shown in the table below:
Answer the following
Questions.
1) What is Jo's total score? What
is Jen's total score?
2) Who won between Jo and
Jen?
3) Flow many more points
should the non-winner have
scored to tie with the winner?
Flash the following and let each
pair show their answers using
their drill boards.
Ask:
Howdowemultiplydecimalsand
mixeddecimals?
Howdoyouknowwheretoplace
thedecimalpointintheproduct?
Revisit the previous lesson by
giving some examples for the
learners to work on. Then ask
them to explain how to multiply
decimals and mixed decimals.
Then, flash the following and let
them show their answers using
their drill
23 x 1 23 x 10
23 x 100 23 x 1000
23 x 10 000
Ask: Whatisaquickwaytogetthe
answerwhenawholenumberis
multipliedby10,100,or1000(or
even10000)?
Flash the following and let them
show their answers using their
drill boards.
10 x 0.56= 4.63 x 0.1
2.36 x 0 .01 0.36 x 0.001
Ask:
Howdowemultiplydecimalsand
mixeddecimalsby10and100?How
dowemultiplydecimalsandmixed
decimalsby0.1and0.01?
Let the learners revisit their
experiences in the previous
lesson.
Ask:
Howdoyouknowifagivenword
probleminvolvesmultiplying
decimalsandmixeddecimals?
Howdowesolvesuchword
problems?
lesson
Ask:
Doyouknowhowmuchweweigh
ontheMoon?Tofindout,weneedto
multiplyourweightonEarthby
approximately0.17sowewould
knowourweightontheMoon
Inform the learners that today
they will be learning how to
multiply decimals and mixed
decimals by whole numbers.
Ask:
Whoamongyoudoalotofexercise?
Whatactivitiesdoyouengagein
tomakeyourselfphysicallyfit?
Whyisitimportantforusto
exercise?Whatbenefitsdoweget
fromit?
Inform the learners that today's
lesson will help them improve
their skills further in
multiplying decimals and
mixed decimals
Ask: Haveyoutriedsellingitemstoa
junkshopbefore?Whatitemshave
yousold?Isitgoodthatwesellitems
tojunkshops?Why?
Informthelearnersthatthetarget
forthislessonisforthemtomultiply
decimalsmentallynotonlyby10and
100,butalsoby0.1and0.01.
Ask: Do your parents sometimes
ask you to buy goods in a
market? What items do you
usually buy? How do you feel
when your parents ask you to
buy something in market? Why is
it important to help your
parents?
Ask:
Doyoufindtheproblem,inthe
previouslessoninterestingand
challenging?Haveyou
experiencedsimilarsituationsin
reallife?
Informtheclassthatthetargetin
thislessonisfothemtodevelop
theirskillsfurtherinsolvingword
problemsinvolvingmultiplication
ofdecimal;andmixeddecimals
C. Presenting
new lesson
Present this problem. "Louis, an
astronaut,willtraveltothemoontodo
some explorations on its surface. He
weighs 63 kg here on Earth. What
would behis weightwhen he lands on
themoon?"
Check if they understand the
problem (e.g., Whatishisweight
hereonEarth?Whatistheproblem
askingustodo?).
Present this problem.
"LolaPatringkeepsherbodyhealthy
bywalkingeveryday.Shewalksata
rateof25.4metersperminute.How
farcanshewalkin4.75minutes?"
problem.
(WhatdoesLolaPatringdotomake
herbodyhealthy?Howfarcanshe
Present this situation. Mang
Ambosoldcopperwiretothenearest
junkshop.Thetablebelowshowsthe
packsofcopperwireshesold.
Present the following problem
to the class:
"Joanwenttothemarkettobuyfish
tobecookedbyhermotherfor
lunch.Shebought2.5kilosoftilapia
atP110perkilo.Howmuchdidshe
payforit?"
Present the following
problem to the class:
Theareaofarectangularroomis
24squaremetres.Whatcouldbe
thepossibledimensionsofthe
room?
Length Width Area
Contestant
Voice
Quality
(40)
Stage
Presence
(20)
Technique
(25)
Impact
(15)
Jo 35.7 17.6 20.8 14
J
e
n
36.3 15.9 21 13.2
2.4 x 6 23.9 x 1.1
8.25 x 0.43 73 x 14.2
23.4 x 1.25
Pac
k
Amount
per kg
Weight
in kg
A P45.75 0.01
B P45.75 0.1
C P45.75 10
D P45.75 100

Ask for an estimate of the
answer.
Doyouthinkhisweightonthemoon
ismorethan10kg?Whatisthemost
itcouldbe?Coulditbe12kg?
walkinaminute?Whatisthe
problemaskingustodo?)
Ask for an estimate of the
answer. Then, let them think
about how they can arrive at
the exact answer.
situation.
(Howmuchis1kgofcopperwire?
HowwillMangAmbofindthe
amounthewillbepaidforeach
pack?)
problem. Ask for clarifications
about it.
Let them think about how they
can arrive at the exact answer.
Then, ask for an estimate of the
answer
problem. Ask for clarifications
about it
Think-Pair-Share Once an
estimate is decided on, give each
pair time to think about and solve
the problem. Then, let them
share their solutions with
another pair.
63x0.17=10.71kg
Using only the result of this
computation and estimation, let
them give the exact answer to
each of the following:
6.3 x 0.17 63 x 1.7
0.63 x 0.17 6.3 x 1.7
Ask: How did you know where to
place the decimal point in each
product?
Think-Pair-Share Once an
estimate is decided on, let them
solve the problem with a
partner. Then, let them share
their solutions with the class.
25.4x4.75=120.65mAsk:
Whatdoyounoticebetweenthe
numberofdecimalplacesinthe
factorsandthenumberofdecimal
placesintheproduct?
Whendoyoudropzerosinadecimal
product?
Let them find how much Mang
Ambo will be paid for each pack.
Focus on Packs C and D. Ask if
they see any pattern.
45.75 x10 =457.5
45.75 x100=4575
Ask: Whenyoumultiplyadecimal
by10or100,whatdoyounotice
aboutthemultiplicandandthe
product?Whatdoyouobserve
abouttheirdigits?
Provide more examples of
multiplying decimals by 10 and
100.
Ask: When you multiply a
decimal by 10 or 100, what is a
quick way to get the answer?
Let them work on this problem in
pairs. Emphasize the use of
Polya's 4 steps: Understand Plan,
Solve, and Check. Encourage
them to use any appropriate
strategy that will help them solve
the problem. Afterwards, let
them display and explain their
solutions to the class
Let them work on this
problem in small groups.
Emphasize the use of Polya's
4 steps: Understand, Plan,
Solve, and Check. Encourage
them to use any appropriate
strategy that will help them
solve the problem.
Afterwards, let them display
and explain their solutions to
the class.
Somepossibleanswers:
Length Width Area
3 m 8 m 24 m
2.4 m 10 m 24 m
7.5 m 3.2 m 24 m
Find each product. Example: 3.04
x 0.6 (see also Proded Math 36-
C, pp. 5-7)
Ask: Howdoesmultiplyingdecimals
comparewithmultiplyingwhole
numbers?
Post the following
situation.
FredandPerryareshownthe
followingstatement:308x10.25=
____________________
Fredthinksthattheexactanswercan
be read up to the ten thousandths
place. But, Perry thinks it would be
easier to read it untilthehundredths
placeonly.Whichofthemiscorrect?
Why?
Focus on Packs A and B. Ask if
they see any pattern.
45.75x01 =4.575
45.75x001=0.4575
Ask: Whenyoumultiplyadecimalby
0.1or0.01,whatdoyounoticeabout
themultiplicandandtheproduct?
Whatdoyouobserveabouttheir
digits?
Provide more examples of
multiplying decimals by 0.1 and
0.01.
Read, analyze and solve. Mother
bought15.75kilosofflourfor
makingtraysofpolvoron.Ifeachkilo
offlourcostsP45.50,howmuchdid
shepayforit?
Let them present their solutions
and explain why they think their
answer is accurate.
Point out the importance of
following the four steps when
solving word problems.
. Ask:
Howisthisproblemsimilar
to/differentfromtheproblemswe
solvedyesterday?
Whatmakesthisproblem
challenging?
F. Developing Mastery
Encircle the statement that
gives the greater product.
Examples:
1) 0.29 x 0.8 0.92 x 0.08
In this number puzzle, the
number in each square is the
product of the numbers in the
Complete the following puzzle. Read, analyze, and solve this
problem.
Theclassroomis12.5meterslong
and7.25meterswide.Whatisits
Replace each letter with a
numeral that will make the
following computation true.

2) 5.4 x 0.17 0.45 x 7.1 circles on either side of the
square. Complete the puzzle
.
ACROSS
1) 1.436 x 100
2) 45.38 x 10
DOWN 1) 164 x 0.1
3) 10 x 3.83
4) 62.8 x 0.1
area?
[Youmayaddmorewordproblems.
SeeNFEA&ELearningMaterial:
MultiplicationandDivisionof
Decimals(2001),pp.17-18]
3 . A 4
x B . C
C . A B
living
Astudentassistantinauniversity
earnsP35perhour.Thetablebelow
showsthenumberofhoursshe
workedeachdayduringacertain
week.
Motherbought10.5kilosofsugarat
P52.95akilo.Howmuchdidshepay
forit?
Ask the learners to think of
other situations wherein
multiplying decimals would be
useful to them.
MangAmbofoundoutthatanother
junkshopbuyscopperwireatP48.5
perkg.Howmuchmorecouldhe
haveearnedifhesoldhis4packsof
copperwiretothisjunkshopthan
theotherone?
Ask: Whenisitusefultocompute
productsmentally?
Ask the learners to think of
situations outside the school
wherein multiplying decimals
would be useful to them
Point out that there are
problem situations in the real
world that they will find to
have no clear pat to an
answer. Ask them why it is
important for them to be
capable of solving different
types of problems.
How do we multiply decimals and
mixeddecimals?
Howdoyouknowwheretoplacethe
decimalpointintheproduct?
How do we multiply decimals and
mixeddecimals?
Howdoyouknowwhentoannexor
dropzerosinthedecimalproduct?
Howdowemultiplyadecimalby
10or100?Whatisaquickwayto
gettheanswermentally?
Howdowemultiplyadecimalby0.1
or0.01?Whatisaquickwaytoget
theanswermentally?
Howdowesolvewordproblems
involvingmultiplicationofdecimals
andmixeddecimals?
(ReferringtoPolya's4steps)Whyis
eachstepimportantinproblem
solving?
Howdowesolvewordproblems
involvingmultiplicationof
decimalsandmixeddecimals?
(ReferringtoPolya's4steps)Why
iseachstepimportantinproblem
solving?
I. Evaluating learning
Complete each statement.
1)______________ The
product of 2.5 and 3.45 is
_______________ .
2) 18.72 times 2.9 is____.
3) 2.35 x 1.6 =_______ .
4) 24.56 multiplied by 3.5 is
equal to .
5) When 3.57 is multiplied by
A swimmer can swim 50.2
meters in 1 minute. How far can
he swim in:
1) 0.5 minute?
2) 1.25 minutes?
3) 3.75 minutes?
4) 10.25 minutes?
1) half an hour
Find the product mentally.
1) 8.4 x 10
2) 4.35 x 0.1
3) 134.23 x 0.01
4) 0.24 x 100
5) 1.23 x 0.1
Read, analyze and solve. Show
your complete and neat solution.
JasonearnsP380.65daily.Hissister
earns1.5timeswhatheearnsdaily.
Howmuchdoeshissisterearnina
day?
(Youmayaddmore.)
Read, analyze and solve. Show
your complete and neat
solution.
Emily plans to make a 4.5m-
by-4.5m square garden in her
backyard. But due to lack of
space, she decides to make it
rectangular instead, whil
Day Hours
Monday 3.5
Tuesday 2.25
Wednesday 275
Thursday 22
Friday 4.10
How much did she earn
each day?
How much did each earn in
that week?

14.2, the number of decimal
places in the product is
because
covering the same area. What
could be the possible
dimensions of hergarden?
(Assignment)
Put the decimal point in the
correct place in the product.
1) 1.2 x 6 = 7 2
2) 12.4 x 0.78 = 9 6 7 2
3) 3.34 x 1.4 = 4 6 7 6
4) 2.3 x 12.3 = 2 8 2 9
5) 2.34 x 1.23 = 2 8 7 8 2
Use the table below to find the
amount to be paid for the given
number of each item.
Read, analyze, and solve each
problem. Show your complete
and neat solution.
1) In April, a small business
establishment spent an average
of P175.25 daily on electricity.
How much did it pay for
electricity during that month?
2) A carpenter is computing for
the area of each room in the
house that they are
constructing. Help him
complete the table below.
length width Area
5.45 m 3.2 m
10.2 m 4.1 m
6.75 m 5.61 m
10.75 m 6.32 m
4.32 m 3.12 m
Complete each table by following
the rule.
Rule: Multiply by 0.1
Input Output
0.5
7.12
6.3
48.9
19.07
(Dothisalsoformultiplyingby0.01,
10and100.)
[See NFE A&E Learning Material:
Multiplication and Division of
Decimals (2001), pp. 19-21]
Luis has P25, made up o' 10-
centavo and 25- centavo
coins. How man' of each kind
could he possibly have?
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% of the
formative assessment
B. No. of learners who
require additional
activities for remediation
lesson.
D. No. of learners who
continue to require
remediation.

strategies worked well?
Why did these work?
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?

GRADES 1 to 12
DAILY LESSON LOG
Teacher: Learning Area: SCIENCE
QUARTER
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of different techniques to separate mixtures.
The learners should be able to separate desired materials from common and local products.
C. Learning Competencies/ Objectives
Write the LC code for each
Enumerate techniques in separating mixtures such as picking, winnowing, decantation, use of magnet, sieving, filtering, and evaporation.
(S6MT-Id-f-2)
Separate the components of common solid mixtures containing magnetic and non-magnetic
materials.
Separate insoluble solid from a liquid using filtration.
II. CONTENT
Separating Mixtures: Magnetic materials Separating Mixtures: Filtration
A. References
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
1. BEAM 4. 5 Explain what happens after Mixing Materials. Learning Guides. Mix it Up. July 2009. pp. 5-7.
2. EASE Science II. Chemistry Module 4. Lesson 2.
3. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 42-45.
4. Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 57-58.
B. Other Learning Resources TeacherEngineering.n.d.https://www.teachengineering.org/activities/view/van_cleanupmess_act1 (accessed May52007)
IV. PROCEDURES

Quick Draw.
The teacher asks the
students to draw any of the
previous methods of
separating mixtures
discussed in the last week.
Thumbs up or down.
The teacher shows pictures
of various objects then
students will show thumbs
up if magnetic and thumbs
down if non-magnetic.
The teacher asks about the
part of the activity the
students performed the other
day.
Jigsaw Puzzle
The teacher will give cut-out
pictures of methods of
separating mixtures which
the students will put
together and explain after.
The teacher asks about the part
of the activity the students
performed the other day.
B. Establishing a purpose for the lesson The teacher asks about
students’ prior idea about
magnetic object.
The teacher asks students
how they can separate
magnetic materials from
non-magnetic materials in a
junk yard.
The teacher show picture of
filtration device for water in
the faucet and ask how it
works.
C. Presenting examples/instances of the
new lesson
Do Activity 5.1 Magnetic or
Not?
Teacher gives initial
instructions about the
activity.
Do Activity 5.2 Clean this
Mess!
activity.
Do Activity 5.3 Filtration
Challenge.
activity.
Students present their
output on the activity. The
teacher will give feedback
about the result.
Note that not all metals are
attracted to magnet, only
iron and steel.
Students present their output
on the activity. The teacher
will give feedback about the
result.
Note: Water standards "A,"
"B" and "C" (C is filtered
through some grass, B is
filtered through a coffee
filter, and A is filtered
through 2 coffee filters with
a paper towel in the
middle).
Students present their output
on the activity. The teacher will
give feedback about the result.
Answer the Guide
Questions.
Discuss the difference
between magnetic and non-
magnetic materials.
Answer the Guide Questions.
Discuss Magnetic Separation
as a method of separating
mixtures.
Answer the Guide Questions.
Discuss Filtration as a method of
separating mixtures.
F. Developing mastery (leads to
Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
The teacher asks the
importance of magnetic and
non-magnetic objects used
in home, schools and
industries.
Show video on Magnetic
Separation used in industries.
https://www.youtube.com
/watch?v=2jfAnGA40NE
Show video on water filtration
technology.
https://www.youtube.com/
watch?v=31ZUXx6NXDA

I. Evaluating learning Answer the Evaluation in
the Activity.
The teacher will ensure that
the students were able to
come up with their output.
The students will peer-
evaluate their presentation
based on criteria.
The teacher will ensure that
the students were able to
come up with their
output/worksheet.
The teacher gives five-question
quiz about filtration.
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
require remediation
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?

GRADES 1 to 12
DAILY LESSON LOG
Teacher: JESSA MAE B. TABAMO Learning Area: TLE-IA
Teaching Dates and Time: JULY 2-6 (WEEK 5) Quarter:
I. OBJECTIVES
A. Content Standards
Demonstrates an understanding of knowledge and skills in
enhancing/decorating products as an alternative source of income
Demonstrate an understanding of and skills in making electrical gadgets.
Performs necessary skill in enhancing/ decorating finished products Constructs simple electrical gadgets with ease and dexterity.
C. Learning Competencies
TLE6IA 1.7.3 -0e-7
Discuss the proper procedure in
computing the selling price.
Compute income from sales.
Appreciate the importance of
proper computing of income from
sales.
TLE6IA 1.7.4 -0e-7
Prepare plans for mass production or
creating new product.
Identify the key factors and key
elements in making plan for mass
production or creating new products.
Recognize the importance of planning
in mass production or creating new
products.
TLE 6 IA 2.6.1 OF-8
Identify materials and tools needed in
making simple electrical gadgets.
Demonstrate the proper use of tools and
electrical materials.
Show proper care of tools and materials
use in electrical activities.
Discuss the importance of using materials
and tools in making simple electrical
gadgets.
TLE 6 IA 2.6.2 OF-8
Identify the different electrical gadgets
and their uses.
Demonstrate the uses of the different
electrical gadgets. (Extension cord,
door bell, bulb tester, lampshade, etc.)
Appreciate the uses of different
electrical gadget.
HOLIDAY
II. Content Production/Repair of Simple Electrical
Gadgets
Materials and Tools in making Electrical
Gadgets
Production/Repair of Simple Electrical Gadgets
Materials and Tools in making Electrical Gadgets
III. Learning Resources
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
Learning Resources (LR)
Portal)
https://www.bdc.ca/en/articles-
tools/operations/operational-

efficiency/pages/production-plan-top-
tips-improving-operations.aspx
IV. Procedures
A. Review Previous Lessons
Have pupils recall the meaning of:
Capital
Expenses
Gain
How do we compute the selling price
for a certain project or product?
Give the steps in computing the
income?
How do we compute our business income?
Show sample of computation of income
from sales.
What are the different tools and
materials needed in making electrical
gadgets?
What are their uses?
B. Establishing purpose for
the Lesson
Have you tried to earn money by
selling a product?
What is that product?
Vocabulary
Selling price - The actual final price
of a product or service that
company charges a purchaser to
buy the item.
Ask the pupils to give
examples of project that they can make
or had made.
Write them down on blackboard.
Do you have appliances at home?
How does it function?
Where is it connected?
What electrical materials were used?
What kind of tools do we used in fixing
those electrical materials?
What electrical gadgets are we going to
use when we want to get electricity in a
distance?
C. Presenting examples
/instances of the new
lessons
Pr
oj
ec
t
Pi
e
c
e
s
Co
st
of
M
at
eri
als
l
a
b
o
r
S
el
li
n
g
P
ri
c
e
Po
ssi
bl
e
In
co
m
e
Br
ac
el
et
1
0
Ph
p
60.
00
P
h
p
3
0
.
0
0
Show picture about mass production
http://www.moolf.com/interesting/ph
oto-series-of-chinese-toy-factory-
workers.html
What can you say about the picture?
Did they proceed right away in mass
production? What did they do first
Prepare videos and picture from the
different tools and materials.
Real objects found in the industrial arts
room.
Show picture or chart of the different
electrical gadgets. (Extension cord,
lamp shades, door bell, bulb tester).
S I O N N E T X E D
O R C

What is the item/listed in the
chart?
If you were to sell the item, what
will be the price per piece?
D. Discussing new concepts
and practicing new skills #1.
What are the steps in computing
the selling price?
Discuss the proper procedure in
computing the selling price.
Steps on how to get the selling
price and the possible income.
Project: Beaded bracelet
Add all the cost of materials plus
cost labor to get the unit cost for
each bracelet.
Materials --------------------
Php 60.00
Labor (Php 30.00/bracelet)----
Php 30.00
Php 90.00
Count how many beaded bracelets
were made. Multiply this with total
cost of materials plus labor to get
your capital.
Php 90.00 x 10 bracelets = Php
900.00 (capital)
Multiply Php 90.00 x 20% for mark-
up purposes.
Php 90.00
X 20% (.20)
How important is planning specially in
mass production?
Here are some advantages of an
effective production plan and
scheduling.
Reduced labour costs by eliminating
wasted time and improving process
flow.
Reduced inventory costs by decreasing
the need for safety stocks and
excessive work-in-process inventories.
Optimized equipment usage and
increased capacity.
Improved on-time deliveries of
products and services.
What are the key elements to address
in production plan?
The production plan initially needs to
address specific key elements well in
advance of production in order to
ensure an uninterrupted flow of work
as it unfolds.
Material ordering—Materials and
services that require a long lead time or
are at an extended shipping distance,
also known as blanket orders, should
be ordered in advance of production
requirements. Suppliers should send
Activity 1:
Discuss the importance of using tools and
materials in making simple electrical
gadget.
Activity 2:
Identifying tools and materials needed in
making simple electrical gadget.
Tools: Materials:
Combi
nation
pliers
Side
cutter
pliers
Long-
nose
pliers
Tester
Screw
driver
s
Ham
mer
Electri
cal
knife
Lam
p
rece
ptac
le
Con
veni
enc
e
outl
et
Mal
e
plug
Fem
ale
plug
Flexi
ble
pipe
Starter
Ballast
Batter
y (Dry
cell,
wet
cell)
Lamp
holder
Electri
cal
wires
Junctio
n box
Utility
box
Switch
Push
Button
Nails
Screws
What electrical gadgets have you seen
in the picture?
What are the uses of these electrical
gadgets?
Activity 1: Group Activity
Group 1 – Give an electrical gadget and
their uses at home.
Group 2 – Give an electrical gadgets
and their uses in school.
Group 3 – Give an electrical gadget and
their uses inside the room.

Php 18.00 mark-up price
Add the mark-up to your capital.
The sum will be the selling price.
Php 90.00
+ 18.00
Php 108.00 selling price
Define Business income, Revenue &
Expense
Business Income is the
amount of gain earned from a sale
of a service and/ or product after
deducting all incidental expenses
incurred by the business.
Revenue is the amount of
money received (or to be received)
in exchange for product and/or
services provided and sold.
Revenue includes gross receipts on
the sale of service – or gross sale of
product.
Expense is the amount of
money paid (or to be paid) in
exchange for product and/ or
service received and purchased.
Sample expenses include inventory
purchases, salary and wages,
transportation, advertising, electric
and water bills, communication,
professional fees, etc.
Steps in Computing Business
Income
Identify all the products and/or
services sold in a given period and
then total the amount. The total
represents the revenue.
you materials periodically to ensure an
uninterrupted pipeline.
Equipment procurement—Procuring
specialized tools and equipment to
initiate the production process may
require a longer lead time. Keep in
mind that the equipment may have to
be custom made or simply difficult to
set up. This type of equipment may
also require special training.
Bottlenecks (delays)—These are
constraints or restrictions in the
process flow and should be assessed in
advance so you can plan around them
or eliminate them before you begin
production. When you assess possible
bottlenecks, be aware that they may
shift to another area of the process.
Dealing with bottlenecks is a continual
challenge for any business.
Human resources acquisitions and
training—Key or specialized positions
may demand extensive training on
specialized equipment, technical
processes or regulatory requirements.
These employees should be
interviewed thoroughly about their
skills. When hiring them, allow
sufficient time for training and be sure
that they are competent in their work
before the job begins. This will ensure
that your process or service flows
smoothly.
Wire
stripp
er
Solder
ing
gun
Plas
tic
con
duct
pipe
G.I.
con
duct
pipe
PVC
con
nect
ors
C
cla
mp
Plas
tic
mol
ding
Fluo
resc
ent
lam
p
Inca
nde
scen
t
bulb

Identify all the cost you pay in
order to operate your business in
the same given period. The total
represents your total expenses.
To compute your business income,
subtract your total expenses
against your total revenue.
E. Discussing new concepts
& practicing new skills #2
Group Activity: Compute the
selling price & possible income
**use 20% as mark-up price
Group Activity: Making a plan
Group I: Pen holder
Group II: Dust pan
Group III: Flower Vase
Group IV: Tool Box
Group V: Basket
Input the following questions in making
your plan.
How are you going to produce the
items?
How can you ensure that their products
are all high quality?
Where can you get the materials
needed?
What are the equipment/s needed?
How are these materials and tools used?
Uses of tools:
Combination Pliers –these are use to twist,
cut, hold and pick electrical wire or tie
wires.
Side cutter Pliers –use to cut electrical
wires or tie wires, also use in skinning
small wires.
Long Nose Pliers – use to hold, cut, twist or
pick up small objects in a limited space.
Tester – an instrument used to test if there
is a flow of electricity in the connection
a made.
Screw Drivers – tools used in tightening
and loosening screws. It has 2 kinds: flat
and Philips.
Wire strippers/splicer – use to take off a
portion at the end of the wire before it is
connected to terminals of other electrical
materials.
Soldering gun/iron - this is used to join two
tiny metallic parts such as television and
radio spare parts.
Hammer – used to fasten nail through the
wood, bam
Activity 2: Group Reporting
Group 1 – electrical gadget and their
uses at home.
Group 2 – an electrical gadget and their
uses in school.
Group 3 – an electrical gadget and their
uses inside the room.

F. Developing Mastery
(Leads to Formative
Assessment 3)
Seat work: Compute the selling
price & possible income
**use 20% as mark-up price
Project: Shoe
Rack
Pieces: 4
Cost of
Materials: Php 2000
Labor: Php 180
What is the
selling price?
What is the
possible income?
Individual Seat work:
What are the importance in making a
plan
in mass production or creating a new
product?
What electrical tools I am
What electrical tools I am going to use
when I want to remove the plate of the
convenience outlet or switch?
I want to make an extension cord, what
electrical materials I am going to buy?
Matching type. Match column A with
column B.
A B
_____ 1.
Extension
cord
_____ 2.
Lamp
shade
_____ 3.
Bulb
tester
_____ 4.
Door bell
Gadget use
to call the
attention of
the owner of
the house.
Use in
testing an
incandescent
bulb, starter,
ballast.
Use as
decoration
lamp inside
the room.
A gadget use
to access
electricity in
our
appliances
are far from
the
convenient
outlet.
G. Finding Practical
Applications of concepts and
skills in daily living
Your uncle put up a
bracelet business, he’s just
guessing the price for each item.
What will be the consequence of
his action? What will you do?
Your barangay is going to decorate the
streets with Christmas lantern using
recyclable materials. For sure they will
produce large number of street
lantern, how can you apply your
knowledge in making a plan for
producing massive amount of
products?
Demonstrate the uses of the different
tolls and materials.
How do we take good care of them?
We have school program outside, but
there is no available convenience outlet.
What electrical gadget are we going to
use?

H. Making Generalizations &
Abstractions about
the lessons
In order to get the selling price of
your selected project, what are
you going to do?
What are the steps in getting the
selling price and income?
Enumerate the factors and elements to
consider in planning a mass production
of new products.
Do you think making a plan is
important why?
What are the tools and materials
needed in making simple electrical
gadgets?
What are the importance in using tools
and materials in making electrical
gadgets?
What are the benefits of using different
electrical gadgets?
I. Evaluating Learning
Multiple Choices. Write the letter
of the correct answer.
To compute the unit ______ of
each finished article, add the cost
of materials and cost of labor.
Cost b. Earned
c. Gain d.
Revenue
The sum of mark-up price and
capital is the _____________.
Revenueb. Selling price c.
Expenses d. Inventory
This refers to the amount of gain
earned from a sale or
servcice/product sold.
Expenses d. Income
Refers to the amount of money
received in exchanged for the
product sold.
Expenses d. Income
Refers to the amount of money
paid in exchanged for product
received and purchased.
Expenses d. Income
Multiple Choices.
To maximize productivity, every
company needs to have a sound
production _________.
Cost b. Earned
c. Plan d. Revenue
Here are some importance of
production plan, except one.
a. Reduced labour costs by eliminating
wasted time and improving process
flow.
b. Reduced inventory costs by
decreasing the need for safety stocks
and excessive work-in-process
inventories.
c. Optimized equipment usage and
increased capacity.
d.Improved the air quality index
Effective planning is a complex process
that covers a wide variety of activities
to ensure that materials, equipment
and human resources are available
when and where they are needed. The
statement is _______
a. True b. False c. Bias d.
Extreme
To evaluate whether or not you are
ready for production or to offer the
service. You will need to determine the
following, except one.
Resources b. Staff c.
measurement d. machine
Choose the correct answer inside the
box.
Tester
male plug
Combination
pliers screw
driver
Electrical
wires
holder
An electrical
tool which is
used to twist
or splice an
electrical
wire.
_____2. An instrument used to test if
the gadget is functioning or there is a
flow of electricity in the connection
made?
_____3. A part of a lamp that holds the
fluorescent tube.
_____4. Tools used in tightening and
loosening screws.
_____5. An electrical material which is
used as a connector or path where
electricity flows. It can be duplex, solid
or stranded.
_____6 . It is used to connect to wire
into the convenience outlet
Identify the electrical gadgets that are
commonly used at home and school.
_____1. This is used to get electricity in a
distance.
_____2. It has two kinds, the male and
female plug with two terminals
_____3. Gadget used to give light or
decoration in a room.
_____4. It is used to call attention of an
individual inside the house.
_____5. It is used to test any of the
electrical gadgets if it is functioning or
not.

Think of a project. List down your
capital, labor needed and possible
expenses. Compute your profit
and report to the class.
Enumerate the importance of making a
production plan before mass
production.
List down the tools and materials used in
making bulb tester.
List down some electrical gadgets and
their uses.
V. Remarks
VI. Reflection
A. No.of learners who earned 80%
in the evaluation
B. No.of learners who requires
additional acts.for remediation
who scored below 80%
No.of learners who caught up
with the lessons
D. No.of learners who continue to
require remediation
strategies worked well? Why did
this work?
encounter which my
principal/supervisor can help me
solve?
G. What innovations or
localized materials did I
used/discover which I wish to
share with other teachers?
Forecast market expectations,
inventory control, availability of
equipment and human resources are
the ______________________.
Revenue matters c.
Dynamic producer
Key factors in production plan d.
Expandable expanding

I. OBJECTIVES
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 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.
A. Content Standard Demonstrates knowledge and skills in using online survey tools.
B. Performance Standard conducts a survey using online tools.
C.Learning
Competency/Objectives
Write the LC code for each.
 Create an Online Survey Form.
TLEIE6-0e-9
 Disseminate an Online Survey Form.
TLEIE6-0e-10
 Send an Online
Survey Form
TLEIE6-0e-10
II. CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or
two.
CREATING AN ONLINE SURVEY FORM DISSEMINATING AN ONLINE SURVEY FORM
SENDING AN ONLINE
SURVEY FORM
A. References
3. Textbook pages ICT and Entrepreneurship
pp. 50-54
ICT and Entrepreneurship
pp. 55
pp. 56-57
pp. 56-57
ICT and
Entrepreneurship
pp. 59
Learning Resource
(LR)portal
B. Other Learning Resource
IV. PROCEDURES
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 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.
Review previous lesson
about the online survey
tool.
Review the Steps in making
Online Survey Form.
Review on How they Create
their Online Survey Tool.
Review on Disseminating an
Online Survey Form
GRADE 1 to 12
DAILY LESSON LOG
School DON PEDRO ELEMENTARY SCHOOL Grade Level VI
Teacher JAIFE E. MACARAEG Learning Area EPP 6 – ENTREPRENEURSHIP & ICT
Teaching Dates and Time JULY 2-6, 2018 Quarter

lesson
Introduce “Let’s Study” on
page 50.
C. Presenting
examples/Instances of the
new lesson
Give examples of Google
Forms from the internet.
Introduce “Let’s Study” on
page 56.
practicing new skills # 1
Discuss Creating an Online
Survey Form on pages 50-
54.
Let the pupils do “Activity
3.2” on page 55.
practicing new skills # 2
Discuss Disseminating an
Online Survey Form on pages
56-58.
Let the pupils Disseminate
their online Form on the
Facebook Page of their
Classmates/Groupmates.
Send their online
survey form using their
Gmail.
F. Developing mastery
(leads to Formative Assessment
3)
G. Finding practical application
living
How can you create an
Online Survey Form?
How can you Disseminate an
Online Survey Form
How do you send an
Online Survey Form?
I. Evaluating learning 20 item quiz
Finish your online survey
form at home.
V. REMARKS
VI. REFLECTION
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 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
remediation who scored
below 80%
lesson

D. No. of learners who continue
to require remediation
strategies worked well? Why
did these work?
encounter which my principal
or supervisor can help me
solve?
materials did I use/discover
which I wish to share with
other teachers?

GRADES 1 to 12
DAILY LESSON LOG
School: VILLA VENTURA ELEMENTARY SCHOOL Grade Level: VI
Teacher: LEONARDO D. CAUINIAN Learning Area: TLE-HE
Teaching Dates and Time: JULY 2-6, 2018 (WEEK 5) Quarter:
I. OBJECTIVES
A. Content standards Demonstrates an understanding of skills in sewing household linens
B. Performance
Standards Sews household linens using appropriate tools and materials in applying basic principles in sewing
C. Learning
Competencies
2.4 drafts pattern for household linens
2.4.1 steps in drafting pattern
2.4.2 safety precautions
2.5 sews creative and marketable household linens as means to augment family income
2.5.1 assesses the finished products as to the quality (using rubrics)
2.6 markets finished household linens in varied/creative ways
2.6.1 packages product for sale creativity/artistically: prepares creative package and uses materials using local resources, packages products artistically, and labels
packaged product
2.6.2 computes costs, sales and gains with pride
2.6.3 uses technology in advertising products
2.6.4 monitors and keeps record of production and sales
Write the LC Code for each TLE6HE-0d-8, TLE6HE-0d-9
II. CONTENT Sewing of household linens
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook
4. Additional Materials
From LR
B. Other Learning
Resources
IV. PROCEDURES
A. Review/Presenting New
Lesson
Review: Identifying
supplies/materials and tools
needed for the project
Review: How to sew and sell
pillowcases
Review: How to make and sell
table runners
Review: Labeling and designing
of a product
Review: Making an
advertisement for a certain
product
B. Establishing a purpose
of the lesson
Using a power point
presentation, show the
learners the different shapes,
colors and designs of
pillowcases.
Ask the learners what kind of
pillowcases they have at home.
Play a video presentation of
different household linens
such as:
1. Table Napkin
2. Table Cloth
3. Table Runner
4. Bed Sheet
Show a video of different
packaging and designs of
household linens.
Ask the learners what makes
each attractive?
Play a video of different TV
commercials.
Present a business financial
record and income.
Explain to the learners that
engaging in a business armed
with a financial plan is
needed/essential/ necessary. To
monitor the status of your
market gain.

5. Towel
Let the learners negotiate
what particular household
linen from the list they want
to sew.
Guide and encourage the
negotiations to a Table
Runner.
C. Presenting of the new
lesson
Today, we will learn on how to
make pillowcases.
Present a video that shows
how to make pillowcases.
Show the class the pattern on
how to make pillowcases.
Show a video that shows how
to sew a table runner.
You can also provide pictures
or slide show of different
creative designs of table
runners.
Present the pattern in sewing
table runners.
Present a sample picture of
Table Runner label design and
packaging through pictures or
slide show presentation.
Let each group present the
product label formulated
yesterday.
Present a table with this
content.
PRODUCT CURTAINS
CAPITAL 1,100.00
NO OF
ITEM
8 pairs
PRICE/
ITEM
250/pair
SALES 2,000.00
PROFIT 900
D. Discussing new concept
and practicing new skills #1
Ask the pupils if they know
someone or have seen
somebody who is selling
pillowcases.
Make the learners realize that
making pillowcases can be a
source of income.
Let the learners apply or make
the pattern of a table runner.
Guide the learners to a
realization that creativeness in
designing and packaging takes a
vital role in promoting the
product.
Explain to the learners that to
maximize marketing,
advertisement is needed.
Inform the learners about the
parts and contents of the chart.
Capital- is the total value of
expenses in making your
product
Sales- is the total value of the
items sold.
Profit- is the value of money
after deducting the capital from
the total sales.
E. Discussing new concepts
and practicing #2
Enumerate the different
concerns in making pillowcases
and in selling them such as:
1. Materials needed
2. Cost of Capital
3. Designs
4. Marketing Strategy
5. Target Consumer
Inform the learners that in
making and selling table
runners there are things to be
considered such as:
1. Materials
needed
2. Cost of Capital
3. Designs
4. Marketing
Strategy
Group the learners.
Instruct the learners to make a
draft on their design for table
runner packaging and label.
Remind them that creativeness
catches buyers’ attention.
Discuss the different forms of
advertisement and the medium
to advertise their products.
1. Magazine
2. Newspaper
3. TV Commercial
4. Facebook
Instruct learners to group
themselves and make a financial
report of their product
yesterday.
Give each group enough time to
work with each other in making
their financial report.

5. Target Consumer
Elaborate each.
F. Developing mastery Let the learners make
pillowcases’ pattern.
Allow the learners to apply the
pattern of sewing table
runners by letting them do the
actual sewing.
Remind them of the safety
precautions in handling
materials and while sewing.
Give learners ample time to
apply their designs.
The learners will do the task by
group.
Let the learners plan on how to
promote their product through
social media/using the internet
Group Presentation
Assign one from each group to
present/report their output.
G. Finding practical
application of concepts
and skills in daily living
Remind the pupils of the safety
precautions in handling
materials and in sewing.
Actual sewing of pillow cases
Actual sewing activity with the
teacher’s supervision
Each group will present their
formulated design for a product
label.
Let each of the groups present
the advertisement.
Encourage each group to
advertise the products in social
sites.
After reporting, ask each group
the following questions.
1. How did you come up
with the amount, for
your capital?
2. Do you think the price
of your product is
reasonable?
3. What makes your
product saleable?
4. Have you gained profit?
H. Making generalizations What skills do you need in
making pillowcases and in
gaining extra income out of it?
What skills do you need in
making table runners and in
gaining extra income out of it?
How does the design of labels
help the product become
saleable?
How do advertisements help
reach the target consumer of
your product?
Let each group share the
experiences in the given activity.
I. Evaluation Rate pupils’ output using
rubrics.
Rate pupils’ output using
rubrics.
Rate their presentation using
rubrics.
Rate their presentation using
rubrics.
Direction: Put a check (/) if you
agree and X if you do not.
___1. Creativity in making a
label is important in promoting
a product.
___2. Quality is not important in
a product.
___3. The advertisement must
also be creative.
___4. Planning is important in a
business.
____5. In selling a product, it is
necessary to know the target
market.
V. REMARKS
VI. REFLECTION

A. No. of learners who earned 80%
of the formative assessment
B. No. of learners who required
additional activities to remediation
No. Of learners who have caught
up with the lesson
require remediation
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation of local and
material did use/discover which I
wish to share with other teachers

GRADES 1 to 12
DAILY LESSON LOG
Teacher: REDIE L. DIAGRO Learning Area: TLE - AGRICULTURE
Teaching Dates and Time: JULY 2-6, 2018 (WEEK 5) Quarter:
I. OBJECTIVES Perform propagation of Trees and Fruit trees following agricultural standards set in the industry.
A. Content Standard
Demonstrates an understanding of scientific practices in planting trees and fruit trees
B. Performance Standard Applies knowledge and skills in planting trees and fruit trees
C. Learning
Competencies/Objectives
Write the LC code for each.
TLE6AG0d-5
5 Propagates trees and fruit trees using
scientific processes
5.1 Identify the functions of
different tools and equipment
used in plant propagations
5.2.Demonstrate scientific ways
of propagating trees and fruit
trees
5.3 Observed health and safety
in propagating trees and fruit
trees
5.4 Clean and Healthy
Working Environment
5.5 Proper waste disposal
II. CONTENT
Needs/reasons why plants propagate.
Identification of the different
propagation techniques.
5.1.1. Different tools , supplies
and materials in performing
plant propagations and their
purpose.
5.2.1Plant Propagation
Strategies and Techniques
1. Wrapping and Waxing
2. Budding
3. Grafting
4. Marcotting
5. Pruning
5.2.2 Steps and procedures in
performing plant propagation.
5.2.3 Health and safety in
5.3.1 Different ways of caring
for and maintaining propagated
plant.
5.4.1 A visit to a nearby
orchard to analyze
propagated plants.
5.4.2 Analyzing propagated
plants.
A. References Curriculum Guide for Grade VI-
Agriculture p.32
Curriculum Guide for Grade VI-
Agriculture p.32
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from
Learning Resource (LR) Portal
Agricultural Crops Production,
Teachers Guide
Agricultural Crops Production,
Teachers Guide
Wastong Pagtatanim
B. Other Learning Resources Charts, Pictures, Video, Actual
object, Guidebook, Internet
Charts, Pictures, Video, Actual
object, Guidebook, Internet
Charts, Pictures, Video, Actual
object, Guidebook,

IV. PROCEDURES
presenting the new lesson. Assign groups to report on the
Importance of Orchards.
Identify different regions and
the trees and fruit trees that
grow in their orchard.
Students will report on the
different design and lay out of
an orchard.
Presentation sample of
different orchard lay out and
design.
Identification of the different
ways on how to care for and
maintain the orchard.
Processes involved in
orchard production
lesson Identify the different benefits derived
from plant propagation.
Prepare all the materials
needed in performing plant
propagation.
Identify the functions of the
different tools and materials
used in an orchard.
Demonstrate health and
safety in performing plant
propagation.
Provide documentation
to monitor the day-to-day
status of a propagated
plant.
C. Presenting Examples/
instances of the new lesson
Present actual sample of trees and fruit
trees propagated using different
techniques.
Video Presentation in
preparing for actual plant
propagation for trees and fruit
trees.
Video presentation of the step-
by-step procedures in
Using personal protective
equipment in performing plant
propagation.
Present charts/video
showing proper waste
disposal after plant
propagation
Storing and caring for propagated plant. Proper use of tools and
equipment in performing plant
propagation.
Document the steps and
procedures in performing plant
propagation.
Proper wearing of Personal
Protective Equipment.
Analyzing failed or un-
successful plant
propagation.
Safety practices in performing
plant propagation.
Proper procedures in preparing
the cuttings for plant
propagation.
F. Developing mastery
(Leads to Formative Assessment
What is the importance of plant
propagation?
Write down the proper steps
and procedures in performing
different plant propagation.
Identify the best plant
propagation techniques used.
Do’s and Don’t while
Proper labeling of
propagated plants
living
What benefits can we derived from
plant propagation?
Bring samples/cuttings of
trees and fruit trees that grow
in the orchard during both
rainy days and summer.
Present before the class
pictures of matured trees and
fruit trees from budding,
grafting marcotting and
pruning.
Present before the class the
scientific way of trans-planting
propagated plants.
Present before the class
the ways of supporting
damaged trees and fruit
trees.
Importance of plant propagation and
the benefit derived from it.
Functional tools used in
performing plant propagation
The different method of
Health and safety procedures in
Proper monitoring of
propagated plan
I. Evaluating learning Written examination
Demonstrations
Role Play
Oral recitation
Demonstrations
Reporting and presentation
skills
Demonstration
Ocular Inspection
Group presentation
Role Play
Direct Observation
Written examination
Word Puzzle

Video coverages of some resort with
orchard
Create a data base of Trees
and fruit trees and their
planting season
Invite at least on practitioner
who can share his/her
experienced in putting up an
orchard
Develop flip chart of different
systematic and scientific ways
of caring and maintaining an
orchard
Video shoot of different
ways of caring trees and
fruit trees
V.REMARKS
VI.REFLECTION
A. No. of learners
who earned
80% in the
evaluation
___ of Learners who earned 80% above
___ of Learners who earned
80% above
80% above
80% above
80% above
B. No. of learners
who require
additional
activities for
remediation
who scored
below 80%
___ of Learners who require additional
___ of Learners who require
remediation
remediation
remediation
remediation
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
___Yes ___No
____ of Learners who caught up the
lesson
___Yes ___No
____ of Learners who caught
up the lesson
___Yes ___No
up the lesson
___Yes ___No
up the lesson
___Yes ___No
up the lesson
D. No. of learners
who continue
to require
remediation
___ of Learners who continue to
require remediation
___ of Learners who continue
___ of Learners who
continue to require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Strategies used that work well:
___ Games
___ Discussion
___ Case Method
Strategies used that work
well:
___ Games
___ Discussion
___ Case Method
well:
___ Games
___ Discussion
___ Case Method
well:
___ Games
___ Discussion
___ Case Method

Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
___ Group member’s
Cooperation in doing their
tasks
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
tasks
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
tasks
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
tasks
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
__ Colorful IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__ Colorful IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__ Colorful IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__ Colorful IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other
teachers?
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
__ Localized Videos
__ Recycling of plastics to be
used as Instructional Materials
__Fashcards
__Pictures
__ Localized Videos
used as Instructional
Materials
__Fashcards
__Pictures
__ Localized Videos
Materials
__Fashcards
__Pictures
__ Localized Videos
Materials
__Fashcards
__Pictures

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