Download to read offline
Q1-WEEK-2-DLL(2).docxxxxxxxxxxxxxxxxxxxxx
- 1. Republic of thePhilippines Department of Education Region 1 SCHOOLS DIVISION OF LA UNION SAN GABRIEL DISTRICT School LACONG INTEGRATED SCHOOL Grade Level 6 Teacher MARITES L. OLANIO Learning Area ARALING PANLIPUNAN Teaching Date AUGUST 5-9 , 2024 Quarter / Week No, FIRST QUARTER , Week 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY I. LEARNING COMPETENCIES Naipapaliwanag ang layunin at resulta ng pagkakatatag ng Kilusang Propaganda at Katipunan sa paglinang ng nasyonalismong Pilipino -Natatalakay kung ano ang Kilusang Propaganda at La Liga Filipina Naipapaliwanag ang layunin at resulta ng pagkakatatag ng Kilusang Propaganda at Katipunan sa paglinang ng nasyonalismong Pilipino -Naiisa-isa ang layunin ng pagkakatatag ng Kilusang Propaganda at La Liga Filipina Naipapaliwanag ang layunin at resulta ng pagkakatatag ng Kilusang Propaganda at Katipunan sa paglinang ng nasyonalismong Pilipino -Natatalakay kung ano ang katipunan Naipapaliwanag ang layunin at resulta ng pagkakatatag ng Kilusang Propaganda at Katipunan sa paglinang ng nasyonalismong Pilipino -Naiisa-isa ng layunin ng Katipunan Naipapaliwanag ang layunin at resulta ng pagkakatatag ng Kilusang Propaganda at Katipunan sa paglinang ng nasyonalismong Pilipino -Nasusuri ang mga epekto ng dalawang kilusan sa paglinang ng nasyonalismong Pilipino II.A.CONTENT/SUBJECT MATTER TOPIKO Ang Kilusang Propaganda at Katipunan -Pagtalakay Kung Ano ang Kilusang Propaganda at La Liga Filipina Ang Kilusang Propaganda at Katipunan -Pag-iisa-isa sa Layunin ng Pagkakatatag ng Kilusang Propagnad at La Liga Filipina Ang Kilusang Propaganda at Katipunan -Pagtalakay kung ano ang Katipunan Ang Kilusang Propaganda at Katipunan -Pag-iisa-isa sa Layunin ng Katipunan Ang Kilusang Propaganda at Katipunan -Pagsusuri sa mga Epekto ng Dalawang Kilusan sa Paglinang ng Nasyonalismong Piipino B. LEARNING RESOURCES 1. Teacher’s Guide Pages/ Learner’s Material Pages SLMs, slide deck presentation, REAS WEEK 2 SLMs, slide deck presentation, REAS WEEK 2 SLMs, slide deck Reas Week 2 SLMs, slide deck Reas Week 2 SLMs, slide deck Reas Week 2 2. Other Learning Resources III. MGA GAWAIN SA GRADE 6 DAILY LESSON LOG
- 2. PAGKATUTO Panimulang Gawain 5-Minute ReadingActivity 5-Minute Reading Activity 5-Minute Reading Activity 5-Minute Reading Activity 5-Minute Reading Activity 1. Balik-aral Ano-ano ang mga salik na nagpa-usbong ng damdaming nasyonalismo ng mga Pilipino? Ibigay ang lima. Ano ang Kilusang Propaganda? La Liga Filipina? Sino-sino ang kabilang dito? Ano-ano ang layunin ng Kilusang Propaganda? La Liga Filipina? Ano ang Katipunan? Sino ang lider nito? Sino-sino ang kabilang ditto? Ano ang ibg sabihin ng KKK? Ano-ano ang layunin ng Katipunan? B. Developmental Activities 1.Pagganyak Magpakita ng mga larawan: Jose Rizal Juan Luna Marcelo H. Del Pilar Juan Luna Magtanong tungkol dito. Ano kaya ang layunin ng Kilusang Propaganda? Ano naman ang layuni ng La Liga Filipina? Isulat ang mga sagot sa harapan. Ipakita ang larawan. Magtanong tungkol dito. Ano kaya ang layunin ng Katipunan? Isulat sa pisara ang sagot ng mga bata. Ano kaya ag naging epekto ng dalawang samahan na ito sa paglinang ng nasyonalismong Pilipino? Isulat ang sagot ng mga bata sa pisara. 2. Presentasyon/Paglalahad Pag-aaralan ang tungkol sa Pag-aaralan ang tungkol sa Pag-aralan ang tungkol sa Pag-aaralan ang layunin ng Pag-aralan ang tungkol sa
- 3. Kilusang Propaganda mgalayunin ng Kilusang Propaganda at La Liga Filipina Katipunan Katipunan epekto ng Kilusang Propaganda at Katipunan sa paglinang ng nasyonalismong Pilipino? 3.Talakayan Talakayin ang Kilusang Propaganda at La Liga Filipina -Sino- sino ang kabilang dito - Ano ang kilusang Propaganda - Ano ang La Liga Filipina Layunin ng Kilusang Propaganda: Layunin ng La Liga Filipina: Talakayin ang Katipunan SLM Suriin pahina 12-13 Isa-isahin ang layunin ng Katipunan Talakayin ang naging epekto ng Kilusang Propagnda at Katipunan sa paglinang ng nasyonalismong Pilipino 4. Paglalahat Ano ang Kliusang Propaganda? Ano ang La Liga Filipina? Ano-ano ang layunin ng Kilusang Propaganda? Ano-ano ang layunin ng La Liga Filipina? Isa-isahin. Ano ang Katipunan? Sino ang lider nito? Sino-sino ang kabilang ditto? Ano ang ibg sabihin ng KKK? Ano ang layunin ng Katipunan? 5. Paglalapat Hatiin ang grupo sa dalawang pangkat. Isa ang magtatalakay sa tatlo hanggang limang pangungusap ang tungkol sa Kilusang Propaganda at isa naman ang magtatalakay ng La Liga Filipina. Hatiin ang grupo sa dalawang pangkat. Ang unang pangkat ang magsusulat ng layunin ng Kilusang Propaganda. Ang Ikalawang pangkat naman ang magsusulat ng layunin ng La Liga Filipina. Hatiin ang klase sa dalawang grupo. Isulat nang tama ang layunin ng katipunan Suriin kung ang sumusunod na pahayag ay naging epekto ng Kilsuang Propaganda at Katipuna
- 4. IV.EBALWASYON Talakayin angKilusang Propagnda at La Liga Filipina base sa mga sumusunod na katanungan: 1. Ano ang Kilusang Propaganda? La Liga Filipina? 2. Sino-sino ang bumubuo dito? . Isa-isahin ang layunin ng Katipunan. 1. 2. 3. 4. 5. Suriin ang mga pahayag. Isulat ang tama kung ito ba ay epekto ng Kilusang Propaganda at Katipunan at mali kung hindi. V. TAKDA/KASUNDUAN Hanapin sa internet ang mga larawan ng mga sumusunod na repormista: 1. Juan Luna 2. Jose Rizal 3. Graciano Lopez Jaena 4. Marcelo H. Del Pilar 5. Antonio Luna Sa isang bond paper? Iguhit ang KKK Magsaliksik tungkol sa mga bandila ng Katipunan Basahin ang mga kinopya sa kwaderno. VI.MUNGKAHI N= ______ X= ______ % of Mastery= ________ N= ______ X= ______ % of Mastery= ________ N= ______ X= ______ % of Mastery= ________ N= ______ X= ______ % of Mastery= ________ N= ______ X= ______ % of Mastery= ________ Number of learners within mastery level Number of learners needing remediation/reinforcement Other Activities Remedial Instruction/ Reading Intervention Remedial Instruction/ Reading Intervention Remedial Instruction/ Reading Intervention Remedial Instruction/ Reading Intervention Remedial Instruction/ Reading Intervention
- 5. Prepared by: Checkedby: MARITES L. OLANIO BRENDA A. BACASEN T-III HEADTEACHER III Republic of the Philippines Department of Education Region 1 SCHOOLS DIVISION OF LA UNION SAN GABRIEL DISTRICT School LACONG INTEGRATED SCHOOL Grade Level 6 Teacher MARITES L. OLANIO Learning Area MAPEH (ARTS) Teaching Date AUGUST 5-9, 2024 Quarter / Week No, FIRST QUARTER , Week 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Learning Objective Discusses the concept that art processes, elements and principles still apply even with the use of new technologies Explain the elements and principles applied in commercial art. Applies concepts on the use of software (commands, menu, etc.) Utilize art skills in using new technologies (hardware and software). Create personal or class logo as visual representation that can be used as a product, brand, or trademark Explain ideas about the logo SUMMATIVE TEST Topic/ Subject Matter Discussing the concept that art processes, elements and principles still apply even with the use of new technologies Explaining the elements and principles applied in commercial art. Applying concepts on the use of the software Utilizing art skills in using new technologies (hardware and software). Creating personal or class logo as visual representation that can be used as a product, brand, or trademark Explaining ideas about the logo 75% of the pupils should be able to get 75% proficiency of mastery Learning Resources: MAPEH in Action 6 MAPEH in Action 6 MAPEH in Action 6 MAPEH in Action 6 Paper, ballpen/pencil Test papers Strategies/Procedures 5- Minute Reading Program Line Shape Form Value Space Color 5- Minute Reading Program Software Hardware Microsoft word Microsoft publisher Microsoft powerpoint Adobe photoshop Corel draw 5- Minute Reading Program Monogram logos Wordmarks Pictorial Marks Abstract Logo Marks Mascot Logos Combination Mark 5- Minute Reading Program Relevant/Appropriate Describable/Legible Memorable/Timeless Effective Without Color Scalable/Versatile 5- Minute Reading Program Word of the day GRADE 6 DAILY LESSON LOG
- 6. texture Microsoft paint Microsoftpaint 3D Emblem Logo A.Introduction of the Lesson Today our lesson about the new technologies for creating commercial arts B.Teaching/Modelling The teacher discusses the lesson C.Guided Practice Cut 5 examples of commercial arts found in magazines, newspapers brochures and other printed sources. Paste them in a short bond paper. D.Independent Practice Take 5 pictures of 5 commercial arts used by commercial establishments around your area. Print them in a short bond paper. A.Introduction of the Lesson Today our lesson using user friendly computer software to create your own commercial arts B.Teaching/Modelling 1. Show the different software to be tackled. 2. Discuss the properties and how to use the software. C.Guided Practice Group activity Using MS PowerPoint, create your commercial art of your future food stall business establishment. Print your created digital art and in a short bond paper D.Independent Practice Using MS PowerPoint, create your commercial art of your future computer shop business establishment. Print your created digital art and in a short bond paper. A.Introduction of the Lesson Today our lesson is Creating personal or class logo as visual representation that can be used as a product, brand, or trademark B.Teaching/Modelling T Ask the different technologies that they know especially in utilizing art skills 2. Present the different technologies that they may use in their art activity. C.Guided Practice Hands-on activity by the learners Art activity for the learners utilizing the different technologies. D.Independent Practice Read the statement carefully. Select the letter of the correct answer. Write it in your paper. 1. What are the classic variation to make the logo more fit and balanced? A. shapes B. sizes C. numbers 2. Iconic logos can be very different. A. True B. False C. None of the above A.Introduction of the Lesson Today our lesson is creating personal or class logo as visual representation that can be used as product, brand or trademark. B.Teaching/Modelling Present different logos to represent a product or a company. Ask the learners what product or company the logos representing. (It maybe in a form of a game.) C.Guided Practice Draw a ♡ if the description matches to the type of logo it refers to and if it is not. Write your answer in a separate sheet of paper. 1. Mascots involve an illustrated character. 2. Monogram logos are icon-or graphic-based logo. D.Independent Practice rite if the statement is true and X if it is not. Write your chosen letter on a separate sheet of paper. 1. Logos should be simple. 2. Colorful and lot of designs are the most effective logo. A. Review B. Giving of instructions C. Test Proper Answering the test D. Checking of answers E. Recording of score F. Review of difficult items Evaluation Write True if the sentence is true and False if it is not. Write your answer on a separate sheet of paper. __________1. A person who creates commercial art is considered an artist. __________2. Pictures posted on Facebook is all commercial arts. Write True if the sentence is true and False if it is not. Write the answer on the answer line. _____1. Microsoft PowerPoint is an example of a user-friendly software _____2. Publisher, Word, PowerPoint and Paint are products of Adobe. Create your own logo. Read the statements carefully. Write True if the statement is true and False if it is not. Write your answer on a separate sheet of paper. 1. Logo is the product of designer’s creative mind. 2. In drawing a logo sketching is the first thing to do. Review of difficult items Remarks N=____X= ___% of M =____ N=____X= ___% of M =____ N=____X= ___% of M =____ N=___X= ___% of M =____ N=___X= ___% of M =____ No. of learners within mastery level No. of learners needing
- 7. remediation/reinforcement Other Activities (RRE) Conducts parallelactivities based from the learning competency learned Conducts parallel activities based from the learning competency learned Conducts parallel activities based from the learning competency learned Conducts parallel activities based from the learning competency learned Conducts parallel activities based from the learning competency learned Prepared by: Checked by: MARITES L. OLANIIO BRENDA A. BACASEN T-III HEADTEACHER III Republic of the Philippines Department of Education Region 1 SCHOOLS DIVISION OF LA UNION SAN GABRIEL DISTRICT School LACONG INTEGRATED SCHOOL Grade Level 6 Teacher MARITES L. OLANIO Learning Area FILIPINO Teaching Date AUGUST 5-9, 2024 Quarter / Week No, FIRST QUARTER , Week 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY I. LEARNING COMPETENCIES Nagagamit nang wasto ang mga pangngalan at panghalip sa pakikipag-usap sa iba’t ibang sitwasyon(F6WG-Ia-d-2) Natutukoy ang mga pangngalang pantangi at pangngalang pambalanang ginamit sa mga pangungusap Nagagamit nang wasto ang mga pangngalan at panghalip sa pakikipag-usap sa iba’t ibang sitwasyon(F6WG-Ia-d-2) Nakagagawa ng wastong pangungusap gamit ang mga pangngalan pakikipag-usap sa iba’t ibang sitwasyon Nakakasulat ng isang dyalogo na ginagamitan ng mga pangngalan batay sa naibigay na sitwasyon Nagagamit nang wasto ang mga pangngalan at panghalip sa pakikipag-usap sa iba’t ibang sitwasyon(F6WG-Ia-d-2) Nagagamit ng wasto ang mga panghalip panao,paari,pananong, pamatlig at panaklaw sa pakikipag-usap sa iba’t ibang sitwasyon Nakagagawa ng wastong pangungusap gamit ang mga panghalip panao, paari, pananong, pamatlig at panaklaw Nagagamit nang wasto ang mga pangngalan at panghalip sa pakikipag-usap sa iba’t ibang sitwasyon(F6WG-Ia-d-2) Natutukoy ang mga wastong gamit ng mga panghalip panao, paari, pananong, pamatlig at panaklaw sa pangungusap Nagagamit nang wasto ang mga pangngalan at panghalip sa pakikipag-usap sa iba’t ibang sitwasyon(F6WG-Ia-d-2) Nakakasulat ng talata gamit ang mga panghalip panao, paari, pananong, pamatlig at panaklaw II.A.CONTENT/SUBJECT MATTER Paggamit nang wasto ang mga Pangngalan at pPnghalip sa Paggamit nang wasto ang mga Pangngalan at pPnghalip sa Paggamit nang wasto ang mga Pangngalan at pPnghalip sa Paggamit nang wasto ang mga Pangngalan at pPnghalip sa Paggamit nang wasto ang mga Pangngalan at pPnghalip sa GRADE 6 DAILY LESSON LOG
- 8. TOPIKO Pakikipag-usap saIba’t ibang Sitwasyon Pagtukoy sa Pangngalang Pantangi at Pangngalang Pambalanang Ginamit sa mga Pangungusap Pakikipag-usap sa Iba’t ibang Sitwasyon Paggawa ng Wastong Pangungusap Gamit ang mga Pangngalan sa Pakikipag-usap sa iIa’t ibang Sitwasyon Pakikipag-usap sa Iba’t ibang Sitwasyon Paggamit ng Wasto ang mga Panghalip Panao,Paari,Pananong, Pamatlig at panaklaw sa Pakikipag-usap sa iba’t ibang Sitwasyon Pakikipag-usap sa Iba’t ibang Sitwasyon Pagtukoy ng Wastong Gamit Ng Mga Panghalip Panao, Paari, Pananong, Pamatlig At Panaklaw Sa Pangungusap Pakikipag-usap sa Iba’t ibang Sitwasyon Pagsulat Ng Talata Gamit Ang Mga Panghalip Panao, Paari, Pananong, Pamatlig At Panaklaw B. LEARNING RESOURCES 1. Teacher’s Guide Pages/ Learner’s Material Pages SLMs, slide deck presentation SLMs, slide deck presentation SLMs, slide deck SLMs, powerpoint presentaion SLMs, powerpoint presentaion 2. Other Learning Resources F6WG-Ia-d-2) F6WG-Ia-d-2) F6WG-Ia-d-2) F6WG-Ia-d-2) F6WG-Ia-d-2) III. MGA GAWAIN SA PAGKATUTO Panimulang Gawain 5-Minute Reading Activity Ang Aso at ang Uwak-SLM1 5-Minute Reading Activity Ang Leon at ang Lamok-SLM 1 5-Minute Reading Activity Ang Tigre at ang Alamid-SLM1 5-Minute Reading Activity Sina Dado at Sito-REAS 5-Minute Reading Activity Ang Malaking Pulang Kahon- REAS 1. Balik-aral Ano-anong mga salita ang naghuhudyat na ang isang pahayag ay nangangailangan ng sagot? Ano ang pangngalang pantangi at pambalana? Pangngalang pantangi at pambalana Ano ang panghalip? Ano ano ang uri ng panghalip? B. Developmental Activities 1.Pagganyak Kahalagahan ng Pangalan para sa isang tao. Paglalahad ng mga ginawa noong bakasyon. Naranasan nyo na bang naging panghalili sa isang Gawain? Ano ang naging karanasan? Sino ang matalik nyong kaibigan? Bakit mo siya kaibigan? Mga sustansyang nakukuha sa mga prutas at isdang kinakain. 2. Presentasyon/Paglalahad Pagbasa sa mga pangunusap 1.Ang mga mag-aaral ay nagbabasa. 2.Kumain ng prutas si Bb. Roxas. 3. Gumamit ng Nike na sapatos ang dalaga. Mula sa kwento ng mga bata itala ang mga pangngalang nabanggit at basahin sa klase Ilahad ang aralin Ang panghalip at ang mga uri nito Ilahad ang aralin. Mga panuntunan sa pagsulat ng talata 3.Talakayan Ano ang tawag sa mga salitang nasalungguhitan? Pag-usapa ang Pangngalang Pantangi at Pambalana. Ano ang pagkakaiba ng mga nabanggit na salita? Pangngalang pantangi at pangngalang pambalana Talakayin ang aralin-panghalip at ang mga uri nito Panao Paari Pagbasa sa mga pangungusap na ginagamitan ng panghalip. 1.Ako ay aalis bukas ng umaga. 2.Sino ang pangulo ng Pilipinas? 3. Lahat ng kasalanan ay Magpakita ng isang talata na ginagamitan ng panghalip. Ano ang mga panghalip na ginamit
- 9. Talakayin at magbigayng mga halimbawa Magbigay ng mga halimbawa Pananong Panaklaw pamatlig haharapin ko. 4. Iiwan niya ang gamit doon sa bahay. 5. Ano ang laman ng bag mo? -Ano ano ang mga panghalip na nasalungguhitan? -Ano ang gamit ng mga ito? sa talata? Pagsasanay sa pagsulat ng talata na ginagamitan ng panghalip. 4. Paglalahat Ano ang pangngalang pantangi at pambalana? Ano ang pangngalang pantangi at pambalana? Ano ang panghalip? Ano ano ang uri ng mga panghalip? Ano ang panghalip? Ano ano ang uri ng mga panghalip? Ano ang dapat tandan sa pagsulat ng talata? 5. Paglalapat Tukuyin ang pangngalang ginamit sa pangungusap. 1.Nagtitinda sa Robinson ang kanyang kapatid na babae. 2.Nakapasa sa pagsusulit ang mga mag-aaral. 3.Ang mga sapatos ni Ana ay matitibay. 4. Malalim ang tubig sa Ilog ng Cagayan. 5. Malapit na ang halalan para sa pagiging puno ng barangay. Tukuyin ang mga sumusunod na pangngalan kung pantangi o pambalana. Gamitin ang mga ito sa pangungusap. 1.G. Ancheta 2.paaralan 3. barangay 4. bansa 5. Coke Lagyan ng tamang panghalip ang pangungusap. 1._________ ay naghahanda para sa pagsusulit. 2. _________ang gusting magsuot ng mamahaling sapatos? 3. ________ang nagbigay ng sapatos na iyan saiyo? 4. ______ang panganay sa aming pamilya. 5. _____ang mga bisita naming sa aming bahay. Tukuyin ang panghalip na ginamit sa pangungusap at ang uri o gamit nito. 1.Ang iba ay hindi na nakapaghintay sa paliwanag ng dalaga. 2.Ang madla ay lubos na humahanga sa ganda ng kanyang tinig. 3.Darating pala sa Lunes ang iyong anak. 4. May padalang pera ang nanay mo. 5.Iyon ang kaibigan ni Ana. Sumulat ng isang talata tungkol sa “Ang Aking Paaralan”na ginagamitan ng panghalip. IV.EBALWASYON Tukuyin ang ginamit na pangngalan sa pangungusap. 1.Si Atty. Roxas ang abogado ng mga magsasaka. 2.Ang lamesa ay nasira. 3. Inayos ng karpentero ang bahay naming. 4.Umuwing umiiyak ang bata dahil Nawala ang kanyang lapis. 5.Magagaling magbasa ang mga mag-aaral sa bayan. Tukuyin ang mga sumusunod na pangngalan kung pantangi o pambalana. Gamitin ang mga ito sa pangungusap. 1. Gatas 2. Mitshubishi 3. Pilipinas 4. Pres. Marcos 5. Rosas Punan ng tamang panghalip ang mga pangungusap. 1.Si Marco ang nag-ayos ng mga lamesa at upuan. 2. Ako at ang aking kapatid ang naglinis sa bakuran. 3. Ikaw at ang mga kabigan mo ang magtatanim sa hardin. 4. Si Carie ang nagdilig sa mga halaman sa paaralan. 5. Sa bayan ko dinala ang mga gamit na sira upang maayos. Tukuyin ang panghalip na ginamit at ang gamit nito. 1.Sila ang nagdala ng mga rosas. 2.Alinman sa mga prutas na ito ay masarap? 3.Iyon ang kaibigan ni Ben. 4.Ang madla ay lubos na humahanga sa ganda ng kanyang tinig. 5. Ang malinis na damit ay akin. Sumulat ng isang talata na ginagamitan ng panghalip. Ang aking Paboritong Pook- Pasyalan” V. TAKDA/KASUNDUAN Magtala ng mga pangngalang pantangi at pambalana. Gamitin sa pangungusap ang mga pangngalang naitala. Gamitin sa pangungusap ang Ako, sila, kami, dito Gamitin sa pangungusap ang doon, kami, kanino, ako Ipagpatuloy ang pagbasa sa tahanan.
- 10. VI.MUNGKAHI N= ______ X=______ % of Mastery= ________ N= ______ X= ______ % of Mastery= ________ N= ______ X= ______ % of Mastery= ________ N= ______ X= ______ % of Mastery= ________ N= ______ X= ______ % of Mastery= ________ Number of learners within mastery level Number of learners needing remediation/reinforcement Other Activities Remedial Instruction/ Reading Intervention Remedial Instruction/ Reading Intervention Remedial Instruction/ Reading Intervention Remedial Instruction/ Reading Intervention Remedial Instruction/ Reading Intervention Prepared by: Checked by: MARITES L. OLANIO BRENDA A. BACASEN T-III HEADTEACHER III Republic of the Philippines Department of Education Region 1 SCHOOLS DIVISION OF LA UNION SAN GABRIEL DISTRICT School LACONG INTEGRATED SCHOOL Grade Level 6 Teacher MARITES L. OLANIO Learning Area EDUKASYON SA PAGPAPAKATAO (ESP) Teaching Date AUGUST 5-9, 2024 Quarter / Week No, FIRST QUARTER , Week 2 LUNES MARTES MIYERKULES HUWEBES BIYERNES I. LEARNING COMPETENCIES 1. Naisasagawa ang mga tamang hakbang na makatutulong sa pagbuo ng isang desisyon na makabubuti sa pamilya 1.1. pagsusuri nang mabuti sa mga 1. Naisasagawa ang mga tamang hakbang na makatutulong sa pagbuo ng isang desisyon na makabubuti sa pamilya 1.1. pagsusuri nang mabuti sa mga 1. Naisasagawa ang mga tamang hakbang na makatutulong sa pagbuo ng isang desisyon na makabubuti sa pamilya 1.1. pagsusuri nang mabuti sa mga bagay 1. Naisasagawa ang mga tamang hakbang na makatutulong sa pagbuo ng isang desisyon na makabubuti sa pamilya 1.1. pagsusuri nang mabuti sa mga 1. Naisasagawa ang mga tamang hakbang na makatutulong sa pagbuo ng isang desisyon na makabubuti sa pamilya 1.1. pagsusuri nang mabuti sa mga GRADE 6 DAILY LESSON LOG
- 11. bagay na maykinalaman sa pangyayari 1.2. pagsang-ayon sa pasya ng nakararami kung nakabubuti ito 1.3. paggamit ng impormasyon EsP6PKP-Ia-i-37 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 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 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 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. A.CONTENT/SUBJECT MATTER /TOPIKO Mapanuring Pag-iisip (Critical Thinking) Mapanuring Pag-iisip (Critical Thinking) Mapanuring Pag-iisip (Critical Thinking) Mapanuring Pag-iisip (Critical Thinking) Mapanuring Pag-iisip (Critical Thinking) B. LEARNING RESOURCES 1. Teacher’s Guide Pages/ Learner’s Material Pages SLMs, Powerpoint Presentation, REAS SLMs, Powerpoint Presentation, REAS SLMs, Powerpoint Presentation, REAS SLMs, Powerpoint Presentation, REAS SLMs, Powerpoint Presentation, REAS 2. Other Learning Resources III. MGA GAWAIN SA PAGKATUTO 1. Panimulang Gawain 5-Minute Reading Activity Mapanuring Pag-iisip ni Norma A. Montepalco – REAS ESP 6 5-Minute Reading Activity Mapanuring Pag-iisip ni Norma A. Montepalco – REAS ESP 6 5-Minute Reading Activity Mapanuri si Marie ni Marilou D. Morta – REAS ESP 6 5-Minute Reading Activity Mapanuri si Marie ni Marilou D. Morta – REAS ESP 6 5-Minute Reading Activity Mapanuri si Marie ni Marilou D. Morta – REAS ESP 6 2. Balik-aral Magkaroon ng pagbabalikaral sa natutunan ng mga mag-aaral sa nakaraang aralin (Aralin 1). Sumangguni sa EsP DLP, Unang Markahan, Magkaroon nang maikling balik-aral sa ginawa ng nakaraang araw. Magkaroon nang maikling balik-aral sa ginawa ng nakaraang araw. Magkaroon nang maikling balik-aral sa ginawa ng nakaraang araw. Magkaroon nang maikling balik-aral sa ginawa ng nakaraang araw. B. Developmental Activities 1.Pagganyak Basahin ang maikling kwento sa pahina 47-48 ng Batayang Aklat Kailan pumayag ang mga tao na mabakuran ang ilog? Magpakita ng isang video clips na may kaugnayan sa pagsusuri ng pangyayari bago gumawa ng desisyon. Magpakita ng mga larawan at sabihin kung nagpapakita ng tamang pagsusuri o hindi Basahin ang maikling kwento sa pahina 47-48 ng Batayang Aklat 2. Presentasyon/Paglalahad Ano ang ibinalita ng alkalde na kanyang gagawin para sa kanyang mga nasasakupan? Bakit ayaw ng mamamayan ang pagbabakod sa ilog noong una? Magpakita ng larawan kung nagpapakita ng tamang desisyon. Ano ang napanood ninyo sa video clips? Ano ang pagsusuring ginawa ng mga tauhan sa video clips? Sang-ayon ka ba sa kanilang ginawa? Aling mga larawan ang nagpapakita ng pagsusuri at alin naman ang hindi? Ano ang ibinalita ng alkalde na kanyang gagawin para sa kanyang mga nasasakupan? 3.Talakayan Ipapanood ang mungkahing video clip/s na nakasaad sa pahina 4 ng Bakit kailangan niyang pabakuran Pumalakpak ng tatlo kung tama ang isinasaad ng pangungusap at dalawang Pangkatang Gawain: Sabihin Ang HOORAY!kungmay tamang pagsusuri at HEP HEP! Kung
- 12. EsP DLP, Unang Markahan,Ikalawang Linggo - Aralin 2. ang ilog? padyak kung mali 1. Pinilit dumaan ni Richard sa bawal na tawiran sapagkat siya ay nagmamadali. 2. Ayaw lumagda ni Grace sa isang petisyon sapagkat hindi pa niya napag- aralan kung ano ang magiging epekto nito sa nakararami. 3. Ipauubaya nalang ninyo sa inyong pangulo ang pagpapasya. 4. Magaling ang inyong lider sa klase kaya ipinauubaya na ninyo sa kanya ang lahat ng desisyon. G1-Gumawa ng isang slogan na nagpapahayag ng pagsusuri sa isang sitwasyon G2- Gumuhit ng isang matalinong pagpapasya G3- Bumuo ng isang awit ng tamang pagpapasya G4- Sumulat ng dalawang pangyayari ng nangangailangan ng matalinong pagpapasya mali. 1. Lumahok sa paligsahan sa pagsasayaw at umuwi agad 2. Bumili ng pagkain ngunit kulang ang pera 3. Nagpatala sa painting contest at nanalo 4. Pumasok sa paaralan ngunit nakalimutang sagutin ang takdang aralin 5. Nag-aral ng mabuti kaya tumaas ang mga marka 4. Paglalahat Tandaan: Suriin nang mabuti ang sarili bago magbigay ng desisyon. Tandaan: Suriin nang mabuti ang sarili bago magbigay ng desisyon. Sumuri munang mabuti mabuti bago magbigay ng desisyon upang makagawa ng mabuting pagpapasya. Maging matalino sa pagsusuri ng sitwasyon bago magbigay ng tamang pagpapasya. Mahalagang suriin muna ang sarili at pangyayari bago magbigay ng desisyon. 5. Paglalapat Ano ang iyong nararamdaman kapag gumawa ka ng isang bagay at di mo nasuri bago magdesisyon? Kung isa kayo sa mga naninirahan doon, tututol din ba kayo o papaya kaagad? Bakit opo? Bakit Hindi po Inatasan ka ng iyong guro na lumahok sa isang singing contest at kailangan mong mag-ensayo tuwing hapon bago ang uwian,ano ang magiging pasya mo? Bakit? Nais mong manood ng palabas sa plasa ng inyong barangay ngunit kailangan mong mag-aral ng iyong aralin para sa pagsusulit bukas. Ano ang iyong magiging pagpapasya? Ano ang iyong nararamdaman kapag gumawa ka ng isang bagay at di mo nasuri bago magdesisyon? IV.EBALWASYON Ipakita sa gawa ang yong desisyon sa sitwasyong ito. Inutusan ka ng iyong guro na magdilig ng halaman ngunit may takdang gawain ka pang dapat sundin sa kantina. Ano ang iyong desisyon? Ibigay ang iyong pagpapasya sa pangyayaring ito: Aayusin ang isang bahagi ng inyong silid-aralan, pansamantalang lilipat kayo sa isang masikip na lugar, sasang-ayon ka bang lumipat? Bakit? Thumbs up/Thums down 1. Agarang magbigay ng desisyon para malunasan ang suliranin. 2. Isipin nang tama ang lahat ng sasabihin para mabigyan ng tamang desisyon ang anumang problema. 3. Iasa sa lider ang desisyon palagi kapag may pangkatang gawain. Ipakita sa gawa ang iyong desisyon sa sitwasyong ito (gumamit ng rubrics) Hiniling ng iyong ina na lumiban ka muna sa klase dahil magbabantay ka ng iyong kapatid sapagkat may mahalagang bagay siyang aasikasuhin. Ano ang iyong magiging pasya? Ipakita sa gawa ang yong desisyon sa sitwasyong ito. Inutusan ka ng iyong guro na magdilig ng halaman ngunit may takdang gawain ka pang dapat sundin sa kantina. Ano ang iyong desisyon?
- 13. 4. Timbangin angbawat detalye sa solusyon ng bawat problema bago magpasya. 5. Sumang-ayon nalang kag inihain na ang desisyon sa isang tao. Paano mo ito susuriin? V. TAKDA/KASUNDUAN Isulat nang patalata ang iyong sariling desisyon: Magaling magsalita ng Ingles ang inyong lider kaya sumasang-ayon kayo sa lahat ng naisin nya. Isulat nang patalata ang iyong sariling desisyon: Magaling magsalita ng Ingles ang inyong lider kaya sumasang-ayon kayo sa lahat ng naisin nya. Sabihin ang iyong pagsusuri sa sitwasyong ito: Niyaya ka ng iyong kaklase na magcutting class dahil maglalaro kayo ng basketbol. Ano ang iyong magiging pasya? Sumulat ng isang karanasan na nagpapakita ng pagsusuri bago magbigay ng desisyon. Itala ang iyong karanasan noong ikaw ay nasa ikalimang baitang na nagpapakita ng tamang pagsusuri bago gumawa ng isang desisyon. VI.MUNGKAHI N= ______ X= ______ % of Mastery= ________ N= ______ X= ______ % of Mastery= ________ N= ______ X= ______ % of Mastery= ________ N= ______ X= ______ % of Mastery= ________ N= ______ X= ______ % of Mastery= ________ Number of learners within mastery level Number of learners needing remediation/reinforcement Other Activities Remedial Instruction/Reading Intervention Remedial Instruction/Reading Intervention Remedial Instruction/Reading Intervention Remedial/Instruction/Reading Intervention Prepared by: Checked by: MARITES L. OLANIO BRENDA A. BACASEN T-III HEADTEACHER III
- 14. Republic of thePhilippines Department of Education Region 1 SCHOOLS DIVISION OF LA UNION SAN GABRIEL DISTRICT School PITPITAC ELEMENTARY SCHOOL Grade Level 6 Teacher MARIE GRACE C. ALMIROL Learning Area SCIENCE Teaching Date AUGUST 5-9, 2024 Quarter / Week No, FIRST QUARTER , Week 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY TOPIC Differentiate each type of mixture from the other -heterogeneous and homogeneous mixture Differentiate each type of mixture from the other -heterogeneous and homogeneous mixture Differentiate each type of mixture from the other -heterogeneous and homogeneous mixture Differentiate each type of mixture from the other -heterogeneous and homogeneous mixture WEEKLY TEST GRADE 6 DAILY LESSON LOG
- 15. LEARNING COMPETENCY -Describe the appearanceand uses of homogeneous and heterogeneous mixture (S6MT-Ia-c-1) -Describe the appearance and uses of homogeneous and heterogeneous mixture (S6MT-Ia-c-1) -Describe the appearance and uses of homogeneous and heterogeneous mixture (S6MT-Ia-c-1) -Describe the appearance and uses of homogeneous and heterogeneous mixture (S6MT-Ia-c-1) LEARNING RESOURCES (Printed, Nonprinted, and online sources and from LRMDS PowerPoint Slides Science Textbook PowerPoint Slides Science Textbook PowerPoint Slides Science Textbook PowerPoint Slides Science Textbook Science Module 1-Lesson 3 Test Questions READING RECOVERY PROGRAM 5 Minutes Reading Time/Session 5 Minutes Reading Time/Session 5 Minutes Reading Time/Session 5 Minutes Reading Time/Session 5 Minutes Reading Time/Session STRATEGIES A.Review about past lesson B.Do you know how to prepare Lemonade?What are the substances used?Is it a nutritious drink?Why? C. Discussion/Analysis -Lemonade is a mixture. What substance is visible after mixing substance? -Do you know that there are kinds of mixtures? -Discuss about heterogeneous and homogeneous mixture (PPT day 1) D.Give other Example and tell the use of its mixture E. What are the kinds of mixture? F.Application A. . Review about past lesson B. Do you know how to prepare vegetable salad? What are the substances used? (lettuce, carrots,cucumber).Is it a nutritious food?Why? C. Discussion/Analysis - Vegetable salad is a mixture. What substance is visible after mixing substance? -Do you know that there are kinds of mixtures? -Discuss about heterogeneous and homogeneous mixture (PPT day 2) D.Give other Example and tell the use of its mixture E. What are the kinds of mixture? F.Application A. . Review about past lesson B. Do you know how to prepare macaroni soup? What are the substances used? (macaroni pasta,chicken, carrots,water,seasoning). Is it a nutritious food?Why? C. Discussion/Analysis -Macaroni soup is a mixture. What substance is visible after mixing substance? -Do you know that there are kinds of mixtures? -Discuss about heterogeneous and homogeneous mixture (PPT day 3) D.Give other Example and tell the use of its mixture E. What are the kinds of mixture? F.Application A.. Review about past lesson B. Do you like monggo and malunggay for lunch? What are the substances used? Is it a nutritious food?Why? C. Discussion/Analysis -Monggo and malunggay is a mixture. What substance is visible after mixing substance? --Do you know that there are kinds of mixtures? -Discuss about heterogeneous and homogeneous mixture -Present mixtures (jumpstart p.9) -Discussion(Discover p.10) D.Give other Example and tell the use of its mixture E. What are the kinds of mixture? F.Application Explore p.11 A.Review on past lessons B.Answer the Weekly Test C.Checking of papers D. Recording of Scores E. Item analysis
- 16. ASSESSMENT . Identifythe kind of mixtures as to homogeneous or heterogeneous mixture: 1. Milk 2. Buko juice 3. Halo-halo 4. Lemonade 5. Fruit salad . Identify the kind of mixtures as to homogeneous or heterogeneous mixture: 1. Orange Juice 2. Macaroni salad 3. Sand and pebbles 4. Mixed Nuts 5. Vegetable salad . Identify the kind of mixtures as to homogeneous or heterogeneous mixture: 1. Pinakbet 2. Macaroni soup 3. Pancit 4. Paint 5. rice and stone List down two or more substances to form a mixture (Deepen p.12) Give other activity on difficult items Remarks N= X= % of Mastery= N= X= % of Mastery= N= X= % of Mastery= N= X= % of Mastery= N= X= % of Mastery= No. of learners within mastery level No. of learners needing remediation/reinforcement Other Activities (RRE) Conducts parallel activities based from the learning competency learned. Conducts parallel activities based from the learning competency learned. Conducts parallel activities based from the learning competency learned. Conducts parallel activities based from the learning competency learned. Conducts parallel activities based from the learning competency learned. Prepared by: Checked by: MARITES L. OLANIO BRENDA A. BACASEN T-III HEAD TEACHER III
- 17. Republic of thePhilippines Department of Education Region 1 SCHOOLS DIVISION OF LA UNION SAN GABRIEL DISTRICT School LACONG INTEGRATED SCHOOL Grade Level 6 Teacher MARITES L. OLANIO Learning Area ENGLISH Teaching Date AUGUST 5-9, 2024 Quarter / Week No, FIRST QUARTER , Week 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY TOPIC Identifying real or make believe fact or non-fact images Identifying real or make believe fact or non-fact images Identifying real or make believe fact or non-fact images Identifying real or make believe fact or non-fact images SUMMATIVE TEST LEARNING COMPETENCY Identifies real or make-believe, fact or non-fact images Identifies real or make-believe, fact or non-fact images Identifies real or make-believe, fact or non-fact images Identifies real or make-believe, fact or non-fact images 75% of the pupils should be able to get 75% proficiency of mastery OBJECTIVE Identifies real or fact images Identifies real or fact images Identifies make-believe or non-fact images Identifies make-believe or non- fact images Paper, Ballpen, Testpaper LEARNING RESOURCES (Printed, Non-printed, and online sources and from LRMDS) Grade 6 Curriculum guide, Laptop and TV, Module1 of Grade 6 Curriculum guide, Laptop and TV, Module1 of Grade 6 Curriculum guide, Laptop and TV, Module1 of Quarter Grade 6 Curriculum guide, Laptop and TV, Module1 of SUMMATIVE TEST GRADE 6 DAILY LESSON LOG
- 18. Quarter 1, slidedeck Quarter 1, slide deck 1, slide deck Quarter 1, slide deck Reading Recovery Program Conduct 5 minute reading Conduct 5 minute reading Conduct 5 minute reading Conduct 5 minute reading Reading of directions STRATEGIES/ ISTRATEHIYA (Explicit Instruction) A. Present the poem entitled “Be Real” by Angelica H. Taruballes. 1. Ask questions about the poem. 2. Discuss what are real or factual statements. B. Let the learners select real or fact statements and ask why they are such. C. Group Activity: Each group will present 5 samples of real statements. D. Which of the following are real statements? 1. Babies cry when they are hungry. 2. There is a flying magic carpet in the sky. 3. Santa Claus is riding on his sleigh with his reindeers. 4. There are seven days in a week. 5. A mother kissing her newborn baby. A. . Present images and discuss which of them are real and not. B. Present more images and let the learners identify real objects or images and ask why they consider them as real ones. C. Group Activity: Each group will present 3 samples of real images D. Which of the following images are real ones? 1. 2. 3. 4. 5. A. From the poem entitled “Be Real” by Angelica H. Taruballes, identify and discuss the meaning of make believe or non-factual statements. B. Let the learners select make believe or non-fact statements and ask why they are such. C. Group Activity: Each group will present 5 samples of make believe or non- factual statements. D. Which of the following are make believe statements? 1. Mother bought vegetables in the market. 2. The children are reading books in the library. 3. The rabbit is talking on the phone. 4. My friends and I are doing our assignments at home. 5. Tony the mouse travels around the world in a hot air balloon. A. Present images and discuss which of them are make believe and real. B. Present more images and let the learners identify make believe objects or images and ask why they consider them as such. C. Group Activity: Each group will present 3 samples of make believe images D. Which of the following images are make believe? 1. 2. 3. 4. 5. A. Review on past lessons B. Answer the Weekly Test C. Checking of papers D. Recording of Scores E. Item analysis
- 19. ASSESSMENT Write YESif the statement is real and No if it is not. 1. A beanstalk grows from a black bean. 2. Dave put the bean plants by the window to grow. 3. Dave climbed the beanstalk and found a giant. 4. Dave’s mom made bean soup. 5. In two days, Dave saw tiny white shoots. Draw a if the image is real and if it is not. 1. 2. 3. 4. 5. Write R if the statement is real and Q if it is not. 1. Wendy helps her mother in the household chores during the community quarantine. 2. We pray fervently to end up this COVID-19 pandemic. 3. The cats baked cookies for his friends. 4. The fish drove the car to the store. 5. If you blow out all the candies on your birthday cake, your wish will come true. Write R if the image is real and M if it is a make believe. 1. 2. 3. 4. 5. The learners are happy studying their lessons. Give other activity on difficult items Remarks N Mean % of Mastery N Mean % of Mastery N Mean % of Mastery N Mean % of Mastery No. of learners within mastery level No. of learners needing RRE
- 20. Other Activities (RRE)(Proposed Activity) Conducts parallel activities based from the learning competency learned. (Proposed Activity) Conducts parallel activities based from the learning competency learned. (Proposed Activity) Conducts parallel activities based from the learning competency learned. (Proposed Activity) Conducts parallel activities based from the learning competency learned. Prepared by: Checked by: MARITES L. OLANIO BRENDA A. BACASEN T-III HEAD TEACHER III Republic of the Philippines Department of Education Region 1 SCHOOLS DIVISION OF LA UNION SAN GABRIEL DISTRICT School LACONG INTEGRATED SCHOOL Grade Level 6 Teacher MARITES L. OLANIO Learning Area TLE Teaching Date AUGUST 5-9, 2024 Quarter / Week No, FIRST QUARTER , Week 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY TOPIC/PAKSA Producing Simple Products Producing Simple Products Producing Simple Products Producing Simple Products SUMMATIVE TEST LEARNING COMPETENCY/ KASANAYANG PAMPAGKATUTO Produces simple products TLEIE6-0a-2 Produces simple products TLEIE6-0a-2 Produces simple products TLEIE6-0a-2 Produces simple products TLEIE6-0a-2 75% of the pupils should be able to get 75% proficiency of mastery GRADE 6 DAILY LESSON LOG
- 21. LEARNING OBJECTIVE/ LAYUNIN Defines needsand wants Identifies needs and wants Recommends a simple product to produce Produces simple product by group Paper, Ballpen, Testpaper LEARNING RESOURCES PowerPoint/Slide Decks PowerPoint/Slide Decks PowerPoint/Slide Decks PowerPoint/Slide Decks SUMMATIVE TEST READING RECOVERY PROGRAM 5 Minute Reading Time/Session LET’S BE INFORMED: An entrepreneur is someone who is willing to put up the capital needed to set up a business fully aware of the risks involved. It is he or she who plans, organizes, and manages the business, hires the people to help run it, and ensures that the product or service being offered is sold at a reasonable profit in order to earn. 5 Minute Reading Time/Session LET’S BE INFORMED: An entrepreneur is someone who is willing to put up the capital needed to set up a business fully aware of the risks involved. It is he or she who plans, organizes, and manages the business, hires the people to help run it, and ensures that the product or service being offered is sold at a reasonable profit in order to earn. 5 Minute Reading Time/Session LET’S BE INFORMED: An entrepreneur is someone who is willing to put up the capital needed to set up a business fully aware of the risks involved. It is he or she who plans, organizes, and manages the business, hires the people to help run it, and ensures that the product or service being offered is sold at a reasonable profit in order to earn. 5 Minute Reading Time/Session LET’S BE INFORMED: An entrepreneur is someone who is willing to put up the capital needed to set up a business fully aware of the risks involved. It is he or she who plans, organizes, and manages the business, hires the people to help run it, and ensures that the product or service being offered is sold at a reasonable profit in order to earn. Reading of directions STRATEGIES/ MGA ISTRATEHIYA A. Review -which of the following person is considered as a seller? As a buyer? Why? B. Presentation of the lesson -Needs vs Wants C. Discussion -what are the basic needs of a human being in order to survive? -what are the basic needs of human according to Maslow? -what are the duties of a seller? A. Review of the previous lesson -what are the basic needs of human according to Maslow? B. Presentation of the lesson -Can you identify the needs and wants? Identifying Needs and Wants C. Discussion -what is the meaning of needs? Of wants? -can you identify the differences? A. Review of the previous lesson B. Presentation of the lesson -today we are going to choose a simple product that we can do as a grade 6 pupil C. Discussion (Recipes and picture in a slide deck presentation) -presentation of procedure of the simple product to be sold and the rubrics to be followed A. Presentation of the Simple Products to be Sold B. Discussion of the procedure of the simple product to be sold and the rubrics to be followed A. Review on past lessons B. Answer the Weekly Test C. Checking of papers D. Recording of Scores E. Item analysis ASSESSMENT/ PAGTATAYA List down 5 Needs and 5 Wants Needs 1. 2. 3. Identify the following pictures if it is need or it is a want. (Pictures in slide decks) Prepare for a performance-based task tomorrow 1. Grouping 2. Drawlots of simple products to be Performance-Based Task on producing simple products Give other activity on difficult items
- 22. 4. 5. Wants 1. 2. 3. 4. 5. made 3. Planning thematerials to be brought to school Remarks/ Mga Puna N=_____________ X= _____________ % of Mastery = ____________ N=_____________ X= _____________ % of Mastery = ____________ N=_____________ X= _____________ % of Mastery = ____________ N=_____________ X= _____________ % of Mastery = ____________ N=_____________ X= _____________ % of Mastery = ____________ No. of learners within mastery level No. of learners needing remediation/ reinforcement Other Activities (RRE) Conducts parallel activities based from the learning competency learned. Conducts parallel activities based from the learning competency learned. Conducts parallel activities based from the learning competency learned. Conducts parallel activities based from the learning competency learned. Have other or difficult examples to develop mastery. Prepared by: Checked by: MARITES L. OLANIO BRENDA A. BACASEN T-III HEAD TEACHER III Republic of the Philippines Department of Education Region 1 SCHOOLS DIVISION OF LA UNION SAN GABRIEL DISTRICT School PITPITAC ELEMENTARY SCHOOL Grade Level 6 Teacher MARIE GRACE C. ALMIROL Learning Area MATHEMATICS Teaching Date September 4-8, 2023 Quarter / Week No, FIRST QUARTER , Week 2 MONDAY September 4, 2023 TUESDAY September 5, 2023 WEDNESDAY September 6, 2023 THURSDAY September 7, 2023 FRIDAY September 8, 2023 Topic/ Subject Matter Multiplying Simple Fractions and Mixed Fractions Multiplying Simple Fractions and Mixed Fractions Solving Routine Problems Involving Multiplication with or without Addition or Subtraction of Fractions and Mixed Fractions Using Appropriate Problem Solving Strategies and Tools Solves Non-Routine Problems Involving Multiplication with or without Addition or Subtraction of Fractions and Mixed Fractions Using Appropriate Problem Solving Strategies and Tools SUMMATIVE TEST GRADE 6 DAILY LESSON LOG
- 23. Learning Competency: Multiplies simple fractionsand mixed fractions Multiplies simple fractions and mixed fractions M6NS-Ib-92.2 Solves routine problems involving multiplication with or without addition or subtraction of fractions and mixed fractions using appropriate problem solving strategies and tools correctly. M6NS-Ib-92.2 Solves non-routine problems involving multiplication with or without addition or subtraction of fractions and mixed fractions using appropriate problem solving strategies and tools correctly. 75% of the pupils should be able to get 75% proficiency of mastery Learning Resources: MISOSA Module Grade 5 and 6 - Multiplication of Mixed Numbers and Fractions MISOSA Module Grade 5 and 6 - Multiplication of Mixed Numbers and Fractions Activity Sheet MISOSA Module Grade 6 - Solving one-step word problems on multiplication of Fractions DLP Grade 5 Module 27 Lesson Guide in Elementary Mathematics 5 p.217 Flash Cards , Powerpoint Presentation MISOSA Module Grade 6 - Solving two-step word problems on multiplication of Fractions DLP Grade 5 Module 27 Lesson Guide in Elementary Mathematics 5 p.217 Flash Cards ,Powerpoint Presentation Paper, Ballpen, Testpaper Strategies/ Procedures Review game (using flash cards) 5 MINUTE READING Mang Emong harvests crates of mangoes each day. The table shows the record of his harvest. How many crates of mangoes can Mang Emong harvest in half an hour? In 4 hours? In 4 12 hours? What operation can we use in solving the problem? 1. Show students pictures of delicious food and ask them how they would divide the recipe if they wanted to make it for a larger group. 5 MINUTE READING Ask questions about the problem. 3. Play a game where students have to calculate the total cost of items on a shopping list using fractions and mixed numbers. Activity: Multiplying Simple Fractions Materials: Fraction cards, whiteboard, markers Instructions: 1. Divide the class into pairs small groups. Show a picture of kids jogging in a track oval Ask: What are the children doing? Why is it important for us to exercise? 5 MINUTE READING Carlo can jog 4 2/3 km in one hour. How far can he jog in 1/2 hours? Let the pupils discuss the steps in solving word problems. Understand What is the problem asking you to find? What are the given information that will help us solve the problem? Plan Can you visualize how to go through the problem? What strategies can you suggest to solve this problem? Solve Show the solution. Check Have you checked your calculations? Did you use correctly all important data provided? Does the answer make sense? Did you look for another way to solve the problem to find out if your answer is correct? Show a picture of a mother preparing a chicken dish for lunch. Ask: What is your favorite chicken dish? Why? What do you think mother will cook for lunch? 5 MINUTE READING Michael saved 200 pesos. He used 1/2 of it to buy a bag and 1/2 of his remaining money to buy a book. What fraction of his money was left? How much was left? Let the pupils discuss the steps in solving word problems. Understand What is asked in the problem? What are the given facts? Plan What are the operations to be used? What is the correct number sentence? Solve Show the solution. Check Have you checked your calculations? Did you use correctly all important data provided? Does the answer make sense? Did you look for another way to solve the problem to find out if your answer is correct? Group work A. Review on past lessons B. Answer the Weekly Test C. Checking of papers D. Recording of Scores E. Item analysis
- 24. Elicit from thelearners how to multiply mixed numbers and fractions. Let the pupils observe what happened in every step of the solution. Pair work Find the product of the following. Reduce the answer to simplest form, whenever possible. Discussing New Concept Solve the following. Write the answer in simplest form, whenever possible. 1) Multiply 2 1//3 by 3/5 . 2) What is 4/5 of 2 1/8 ? 3) Find the product of 1 1/3 x 2 1/2 x 3/5 Developing Mastery of the Lesson Assign a number to every student in the class. Randomly select a pupil or group of pupils to answer a question. Say: All even numbers please stand up Only pupils assigned to an even number will stand up and answer a question on their show-me-board. a) All even numbers b) All multiples of 3 c) Numbers divisible by 4 d) Numbers between 20 and 30 e) Numbers divisible by 5 *Make it sure that all pupils will be called. Answer the following. Reduce the answer in simplest form. 1) 5 14 x 27 2) 29 x 7 78 3) What is 12 of 9 13 ? 2. Distribute fraction cards to each group. 3. Instruct students to take turns drawing two fraction cards and multiplying them. 4. Students should show their work on the whiteboard and explain their thinking to their group members. 5. Use the rubric below for grading: Rubric: - Correct product: 2 points - Clear explanation: 2 points - Correct use of fraction representation: 1 point - Participation: 1 point Assessment Questions: 1. Multiply: 2/3 x 1/4 2. Multiply: 5/8 x 3/4 Analysis: Review the solutions and explanations provided by students in each activity. Discuss any common misconceptions and provide additional explanations if needed. Abstraction: Summarize the key concepts and strategies learned in multiplying simple fractions and mixed numbers without or with regrouping. Application: Group work Groups 1 and 2 (using any strategy): “A garden plot is 5 12 meters long and 23 meter wide. What is the area of the garden plot?” Groups 3 and 4 (using any strategy): “How many cubic meters of water can a tank 12 meter long, 13 meter wide, and 2 23 meters high hold?” Each group will present their output in class. Think-pair-share Answer the problem below. Use different strategies in solving. 1) A truck was 7/8 filled with grocery items for delivery. The driver delivered 2/3 of this to supermarket. What part of the truckload of grocery items was delivered? What part of the truck load was not delivered? Encourage the pupils to use different strategies in solving. Let the pupils share what strategy they used in solving. Solve: Mang Celso caught 40 1/2 kilograms of fish. He sold 3/4 of it. How many kilograms of fish did he sell all in all? Read, analyze and solve the following problems. Show your neat and complete solution. 1) Aling Maria has 6 2/3 kilograms of malagkit rice. She used 3/4 of it and made biko. How many kilograms of rice did she use in making biko? 2) Josephine’s house is 2 1/4 kilometers away from school. Carlo’s house is 2/3 as far as Josephine. How far is Carlo’s Answer the following problems. What comes next in the given set of number 1) ½ 5/18 , 45/32, 135/128 Let the pupils discuss what strategy they used in solving the problem Pair work Solve: Ken planted a mongo seed. He noticed that the seed grew 15 times larger than the previous week. This week, he measured the plant and found out that it is 10 cm tall. How tall will the plant be two weeks from now? The teacher will guide the pupils in answering the problem. Solve: 1) Mang Daniel had 4 3/4 hectares of land. He used 3/5 in planting mango trees, and 14 in planting santol trees. What fraction of Mang Daniel’s land is planted with trees? 1) Rowena has 1/2 meter of red ribbon, 1 2/3 meters of yellow ribbon. She used 2/5 of it for her project. How much ribbon did she use for her project? What are the steps in solving word problems? Why is it important to check your answer?
- 25. 4) What isthe product of 4 and 3 25? 5) What is 34 x 12? Add more if necessary. Generalization How do we multiply mixed numbers and fractions? Why is it important to change the mixed number to improper form before multiplying? In what real-life situations can we apply the concept of multiplying mixed numbers and fractions? house from the school? What are the steps in solving word problems? Why is each step important in problem solving? Evaluation Answer the questions below. Write the answer in simplest form, whenever possible. 1) If you multiply 5/6 and 3 4/5, what will you get? 2) Find the value of N in the statement: 4/7 x 6 3/5 = N 3) If 2/9 x 4 5/8 are multiplied, the product is _____. Multiply. Solve the following problems. 1) A street sweeper can clean 10 2/3 meters of street in half an hour. How many meters of street can he clean if he works for only 3/4 of an hour? 2) Jules can run 5 2/3 kilometers in one hour. How far can he go if he runs for only 3/8 of an hour? Solve the following problems. 1) Rica can drink 3 1/2 liters of water in a day. How many liters of water can she drink in 5 days if on the 5th day she drank 14 liters more? 2) The laborers can finish cementing 4/5 kilometer of road in a day. How many kilometers of road can they finish if they work Reading of directions Remarks N=_____ X=_____ %=_____ Number of learners within mastery level: ______ Number of learners needing remediation: ______ N=_____ X=_____ %=_____ Number of learners within mastery level: ______ Number of learners needing remediation: ______ N=_____ X=_____ %=_____ Number of learners within mastery level: ______ Number of learners needing remediation: ______ N=_____ X=_____ %=_____ Number of learners within mastery level: ______ Number of learners needing remediation: ______ Other Activities (RRE) Please refer to Lesson Guide in Elementary Mathematics 5, pp. 208- 209 See Activity Sheets for other activities Solve the following problems. Show your neat and complete solution. 1) A jug contains 4 1/2 liters of water. How many liters can it hold if it is 2/3 full? 2) Mang Mariano harvested 25 1/2 sacks of palay. He saved 2 1/7 of the sacks. How many sacks of palay did Mang Mariano save? Solve the following problems. Show your neat and complete solution. 1) A rectangular lot is 10 2/3 meters long and5 3/8 meters wide. If ½ meters wide pavement is place around the lot, what is the area of the lot not covered by the pavement? Prepared by: Checked by: MARITES L. OLANIO BRENDA A. BACASEN T-III HEAD TEACHER III