Tle he buss

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
Home Economics – Home Management Business II
TEACHING GUIDE
Home Economics - Home Management Business II
General Standard: The learner demonstrates understanding of Personal
Entrepreneurial Competencies (PECs), the environment and
market, as well as the process/production and delivery in
providing quality house repair, maintenance of furniture, fixtures,
and appliances, home budgeting and record keeping, and food
preparation services.

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Quarter 1: Simple House Repairs and
Maintenance
Topic: Personal Entrepreneurial
Competencies (PECs)
Time Frame: 2 days
Stage 1
Content Standard:
The learner demonstrates understanding of Personal
Entrepreneurial Competencies (PECs) such as characteristics,
attributes, lifestyles, skills, traits, etc. in simple house repairs
and maintenance.
Analysis and interpretation of PECs by achievement, planning
and power clusters.
Performance Standard:
The learner prepares an activity plan that aligns his/her PECs of
successful practitioner/entrepreneur as carpenter in simple house
repairs.
Essential Understanding(s):
Aligning one’s PECs of successful practitioner/entrepreneur
helps ensure success in a chosen career.
Essential Question(s):
How does one ensure success in a chosen career?
Learners will know:
• Personal competencies
- CharacteristicsAttributes/Traits
- Lifestyles
- Skills
• Cluster of PECs
- Achievement
- Planning
- Power
Learners will be able to:
• Analyze the competencies of PECs
• Interpret the clusters of PECs such as achievement,
planning and power
• Prepare a plan of action
• Improve areas of strength

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Stage 2
Product or Performance Task:
Plan of action, based on PECs,
addressing one’s areas of development
and areas of strength.
Evidence at the level of understanding
Learners should be able to demonstrate
understanding by covering the six (6)
facets of understanding:
Explanation: Describe their PECs
focusing on strengths and developmental
areas.
Criteria:
a. Clear
b. Comprehensive
c. Concise
Interpretation: Compare their PECs with
those of a successful practitioner.
Criteria:
a. Objective
b. Focused
c. Conclusive
Application: Apply their PECs in
pursuing a chosen entrepreneurial
activity.
Criteria:
a. Appropriate
b. Effective
c. Practical
Perspective: Express their thoughts on
the importance of PECs from the
viewpoint of a seasoned entrepreneur.
Criteria:
a. Valid
b. Relevant
Evidence at the level of performance
Assessment of the plan of action based
on the following criteria:
1. Comprehensiveness
2. Appropriateness of strategies in terms
of addressing personal areas of
development and improving one’s
areas of strength
3. Doability

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c. Plausible
d. Sensitive
Empathy: Express the feelings of an
entrepreneur who finds difficulty in coping
with the PECs of a chosen career.
Criteria:
a. Open-minded
b. Objective
c. Sensitive
Self-knowledge: Assess, based on the
results of PECs, their level of confidence
as a prospective entrepreneur in simple
house repair and maintenance.
Criteria:
a. Reflective
b. Insightful
c. Objective

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Stage 3
Teaching - Learning Sequence:
Individuals possess different Personal Entrepreneurial Competencies (PECs). These PECs include characteristics,
attributes, lifestyles, skills or traits that make a person different from others. When one possesses these competencies, he/she
may become ready to face the challenges of starting a business. Hence, the learners shall:
1. EXPLORE
• Ask learners to name people in the municipality/city who are successful in masonry, plumbing and electrical services
Why are they successful?
Do you wish to be like them?
• Explain to learners the importance of assessing their PECs
• Guide learners in assessing their PECs on the following:
Character
Attribute
Lifestyle
Skills
Traits
(Note: Refer to Appendix A for a copy of the PECs. This could be reproduced according to the number of learners in class)
• Assist learners in analyzing and interpreting the results of the assessment of their PECs. Refer to Appendix B on how to
interpret the results of PECs.
• Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed in their chosen career. Teacher
may distribute meta cards for students to write their answers. These may be posted on the wall and revisited during the
FIRMING UP.
2. FIRM UP
• In order to firm up their understanding, learners may be asked to work individually or in groups in collecting information about
how entrepreneurs engaged in masonry, plumbing and electrical jobs succeed. Some suggested activities: interview with
successful entrepreneurs in simple house repair, inviting successful entrepreneurs as resource persons in class, video
documentaries of successful entrepreneurs, web searching, etc.
• Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and differences
among successful entrepreneurs engaged in simple house repair using the following aspects: characteristics, traits,
attributes, lifestyles, skills
• Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in simple house repair and
maintenance succeed in their chosen field. Refer students to their answers posted on the wall.

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• Process learners’ learning and check it against EU.
• Check learners’ understanding against the content standard.
3. DEEPEN
• Have learners align their PECs with those of a successful entrepreneur of their choice.
• Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with them.
• Ask learners to express the EU.
• Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 FUs)
4. TRANSFER
• Have learners prepare a plan of action that addresses their areas of development and strength based on their PECs.
• Assess learners’ plan of action based on the criteria provided in Stage 2 (Assessment at the Level of Performance).
Resources/Materials/Equipment Needed
• Textbooks/KAB Modules
• Scripts
• Graphic organizers
• Charts/Pictures/Video/Multimedia
• Questionnaires/Checklists/Handouts/Survey Forms, etc.
• Profile of entrepreneurs

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Maintenance
Topic: Environment and Market Time Frame: 4 days
Stage 1
Content Standard:
The learner demonstrates understanding of the environment
and market for simple house repairs and maintenance as an
entrepreneurial career.
• Key Ideas
- Consumer needs and wants
- Existing industry related to simple house repair
and maintenance
- Products/services that satisfy the needs and
wants of target consumers
• Key Processes
- SWOT analysis
- Formulation of business ideas
- Opportunity seeking and seizing
The learner formulates a business idea based on the analysis of
the immediate environment and market or simple house repair
and maintenance.
The needs and wants of the target market and industry help
determine the product to be produced and/or service to be
offered.
One’s choice of entrepreneurial activity is influenced by the
needs and wants of the consumers.
Seeking and responding effectively to a business opportunity
are the bases for starting and maintaining a successful
business venture.
How does one determine the needs and wants of the target
market and industry in an immediate municipality/city?
How does one select an entrepreneurial activity to be pursued?
How can one respond effectively to a business opportunity?
Learners will know:
• Consumer needs and wants
• Existing industry related to masonry, plumbing and
electrical services
• Products/services that satisfy the needs and wants of
target consumers
• SWOT analysis
• Prepare SWOT analysis
• Formulate an action plan on business opportunity
• Formulate a business idea from data analysis

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• Formulation of business idea
• Opportunity seeking and seizing
Stage 2
Formulation of a business idea based on
the analysis of the immediate environment
and market.
Explanation: Explain the importance of
the immediate environment and market in
identifying business opportunities in
simple house repairs and maintenance.
Criteria:
a. Clear
b. Comprehensive
c. Concise
d. Coherent
Interpretation: Interpret the data
gathered from the immediate environment
and market in identifying business
opportunities in simple house repairs and
maintenance.
Criteria:
a. Reliable
b. Accurate
c. Objective
d. Relevance
e. Valid
Application: Generate business ideas
from data analysis of simple house repairs
and maintenance.
Assessment of formulated business idea
based on the following criteria:
1. Profitable
2. Feasible
3. Practical
4. Responsive to consumer needs and
wants
5. Innovative

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Criteria:
a. Appropriate
b. Innovative
c. Practical
Perspective: Express from the point of
view of a business owner the importance
of scanning the environment and market
in generating business ideas for simple
house repair and maintenance.
Criteria:
a. Valid
b. Relevant
c. Insightful
Empathy: Express their feelings when
entrepreneurs offer the same type of
business in a municipality/city.
Criteria:
a. Objective
b. Persuasive
c. Sensitive
d. Open-minded
Self-knowledge: Self-assess their level
of confidence in formulating business
ideas related to simple house repair and
maintenance.
Criteria:
a. Reflective
b. Insightful
c. Objective

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Stage 3
Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social
conditions prevailing in the municipality/city. Needs and wants of people in a certain municipality/city that are not met may be
considered as business opportunities. Identifying the needs of the municipality/city, its resources, available local specialized skills,
and appropriate technology can help a new entrepreneur in seizing a business opportunity. Hence, the learners shall:
1. EXPLORE
• Guide the learners in assessing their prior knowledge on environment and market for simple house repairs and maintenance
as an entrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching
and learning tools.
• Have the learners assess his/her immediate environment and market for simple house repairs and maintenance to
determine the existing industries, needs and wants of target market with the use of the following:
Survey questionnaire;
Interview guide;
Checklist, etc.
SWOT analysis
• Ask EQs to draw out learners understanding of environment and market in generating business ideas related to simple
house repairs and maintenance.
2. FIRM UP
• Lead learners in analyzing the assessment conducted on the environment and market for simple house repairs and
maintenance in the immediate municipality/city.
• Assist learners in conducting a town/city mapping to identify business establishments or industries related to simple house
repairs and maintenance in the immediate municipality/city.
• Guide learners in making a graphical presentation of the information on simple house repairs and maintenance as a result of
the data-gathering activity such as: interview, survey, town/city mapping, etc.,
• Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market for
simple house repair and maintenance.
• Ask the learners to do supplementary reading and other compensatory activity to support the information presented.

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3. DEEPEN
• Assist learners in conducting an interview with a seasoned entrepreneur to gather salient information as regards the manner
he/she was able to seize a business opportunity relative to simple house repair and maintenance.
• Compare whether the information derived from the interview will complement/harmonize with their skills in formulating
business ideas.
• Assess the learner’s level of understanding. (Refer to the Assessment in Stage 2).
4. TRANSFER
• Ask the learner to formulate a business idea as a result of the SWOT analysis of the environment and market for simple
house repair.
• Assess learners’ business idea based on the criteria provided in Stage 2 (Assessment at the Level of Performance).
Resources/Materials/Equipment Needed:
• Textbooks
• KAB Modules
• Video clips
• Checklists/Rating scales
• Questionnaires
• Magazines/Journals/Articles on supply and demand and existing industry

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Maintenance
Topic: Simple Masonry,
Plumbing and Electrical
Jobs
Time Frame: 35 days
Stage 1
Content Standard:
The learner demonstrates understanding of the basic concepts
and principles underlying the process and delivery in house
repairs and maintenance
The learner produces marketable original/new products/ services
in house repair and maintenance following the basic concepts
and principles underlying the process and delivery in masonry,
plumbing and electrical services.
Applying the basic concepts and principles underlying the process
and delivery in masonry, plumbing and electrical jobs is essential
in producing marketable services.
Why do we need to understand the basic concepts and principles
underlying the process and delivery in house repair and
maintenance?
Learners will know:
Basic concepts and principles in simple home repair
Work simplification techniques
Types of simple house repair and maintenance
• Masonry
• Plumbing
• Electrical jobs
Materials and tools
Safety precautions
Quality standard – industry based
Project planning
Execution
Tile replacement
• Types of tiles, adhesives
• Removal of old tile and vinyl, adhesive,
lacquer thinner
• Cleaning of surface
Apply the principles in simple house repair
Practice work simplification technique
Differentiate the types of house repair
Use correctly the tools and materials in masonry,
plumbing and electrical services
Observe safety precautions
Apply quality standard
Prepare project plan including the 4 Ms of production
Demonstrate proper tile replacement

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• Sanding of surface to roughen both vinyl and
floor
• Application of adhesive
• Drying (if finger does not stick to surface, it is
not dry)
• Fitting the vinyl tile to floor surface
• Applying pressure to ensure binding
Cementing an area
• Cleaning of surface
• Mixing cement and screened sand (1:2 ratio)
• Applying the mixture
• Flatten the surface
• Cleaning excess mixture
• Drying
Repair leaking faucet
• Closing pipe line
• Removal of faucet
• Fitting of rubber gasket
• Installing a faucet with teflon tape
Clogged sink
• Remove stagnant water
• Insertion of clogging device
• Pour liquid declogging solution
• Pour hot water
Bulb replacement
• Turn off lights
• Remove busted bulb
• Fit in new bulb
• Check if functioning
Outlet repair
• Check for loose wire/screw
• Replace electrical tape
• Tighten screw in place
Evaluation of services rendered
Cost of service
Show how to cement an area
Follow correctly the procedure in repairing leaking faucet
Demonstrate how to unclog sink
Show how to replace busted bulb
Follow correctly the procedure in repairing electrical outlet
Evaluate the repair done
Compute for the cost of service
Adopt appropriate marketing strategies

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Marketing strategies
Stage 2
Marketable original/new product/services
following the basic concepts and principles
underlying the process and delivery in house
repairs and maintenance
Demonstration of the process in masonry,
plumbing and electrical jobs
Explanation: Explain the basic concepts
and principles underlying the process and
delivery in house repairs and
maintenance.
Criteria:
a. clear
b. comprehensive
c. concise
Interpretation: Show the significance of
the process and delivery in house repairs
and maintenance.
.
Criteria:
a. meaningful
b. iIllustrative
c. significant
Application: Demonstrate the procedure
in masonry, plumbing and electrical jobs.
Criteria:
a. appropriate
b. practical
c. effective
Assessment of masonry, plumbing and
electrical jobs based on the following:
• marketability (quality, appearance,
price)
• originality (value-added
uniqueness)
• Compliance to standards (tools,
equipment, materials)
• Application of procedure
• Observance of work habits
• Speed and Time

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Perspective: Compare and contrast the
pros and cons of various methods and
techniques in masonry, plumbing and
electrical jobs.
Criteria:
a. clear
b. concise
c. appropriate
Empathy: Consider the customer’s
feeling of having rendered poor services
by a handy man
Criteria:
a. sensitive
b. responsive
c. tactful
Self-Knowledge: Self-assess their
knowledge in doing masonry, plumbing
and electrical services.
a. level of confidence
b. insightful
c. reflective

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Stage 3
Teaching/Learning Sequence:
Simple house repairs involve resolution of problems related maintenance. A replacement of worn out components like floor
tiles, hole in the wall, electric bulbs and outlets, leaking faucet and clogged sink are some jobs needed to restore its working condition.
Maintenance includes inspection, adjustment, cleaning and replacement of some systems at home that should be done regularly to
avoid higher cost of repair. Assuring proper functioning of all systems at home contribute to comfortable living.
1. EXPLORE
• Guide learners in assessing prior knowledge in simple house repair and maintenance using paper and pencil test,
performance test, or other diagnostic assessment test.
• Orient learners on the following: CP-TLE Curriculum Framework – Home Management Business II, assessment tools and
criteria, 6 Facets of Understanding/Performance, Scoring rubrics.
• Guide learners in understanding the concepts and underlying principles of process and delivery in simple house repair and
maintenance through power point presentation
• Have learners identify the tools, materials, procedure and expected services to be accomplished through content mapping /
graphic organizer/ diagram and other appropriate strategies, visit hardware in your vicinity
• Let learners check initial understanding on masonry, plumbing and electrical jobs using the following resources-Speculative
journals, Tech-Voc materials, K-W-L.
2. FIRM UP:
• Determine the 4 Ms of production needed in producing quality services in house repair using chart, checklist.
• Play games like puzzles and word hunt on tools, equipment, procedure in performing masonry, plumbing and electrical jobs.
• Have learners view video clips on masonry, plumbing and electrical jobs.
• Have learners perform the step-by-step procedure in cementing holes and laying tiles, replacing electrical bulbs and outlet
and repairing leaking faucet and clogged sink.
• Have learners apply work simplification to a given job order using flow chart.
• Have learners apply safety precaution for masonry, plumbing, electrical jobs.
• Let learners take formative test in masonry, plumbing and electrical job.
• Assist learners in preparing criteria for evaluation.
• Have learners interview a successful mason, plumber and electrician.
• Let learners prepare project plan for individual use.
• Let learners self assess their performance using the accurate tools and criteria in stage 2.

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3. DEEPEN
• Invite successful mason, plumber and electrician to talk about their best practices.
• Have learners ask questions about developing one’s skills.
• Let learners create simple repair packages such as cementing holes and tiles, replacing electrical bulbs and outlets and
repairing leaking faucets and clogged sink.
• Motivate learner to take charge in cementing holes and laying tiles in the school, check electrical bulb in the shop and
clogged sink in laboratory rooms.
• Have learners track their progress using accomplishment record.
• Encourage learners perform assigned tasks based on industry/business standard.
• Have learners compute for the cost of services and the benefits derived from it.
4. TRANSFER
• Have learners produce quality marketable simple house repair and maintenance.
• Have learners put up display/exhibition of masonry, plumbing and electrical jobs.
• Have learner produce a project like continuity tester
• Have learners market their services in the community through flyers, leaflets/mini tarpaulin advertisement.
• Have learners take post test on knowledge, skills and attitudes learned.
• Textbooks/ KAB Modules, Tesda leaflets, Handy man and Ace Hardware magazine
• Magazines and journals
• Video clips
• Graphic organizer
• TV/ DVD/ LCD/ OHP

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Quarter 2: Simple Furniture and Appliance
Repairs and Maintenance
Topic: Personal Entrepreneurial
Competencies (PECs)
Time Frame: 2 days
Stage 1
Content Standard:
attributes, lifestyles, skills, traits, etc. in simple furniture and
appliance repairs and maintenance.
and power clusters.
successful practitioner/entrepreneur as upholsterer and
electrician in simple furniture and appliance repairs.
Learners will know:
- Characteristics/Attributes/Traits
- Lifestyles
- Skills
• Cluster of PECs
- Achievement
- Planning
- Power
planning and power

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Stage 2
areas.
Criteria:
a. Clear
b. Comprehensive
c. Concise
Criteria:
a. Objective
b. Focused
c. Conclusive
activity.
Criteria:
a. Appropriate
b. Effective
c. Practical
Criteria:
a. Valid
b. Relevant
areas of strength
3. Doability

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c. Plausible
d. Sensitive
Criteria:
a. Open-minded
b. Objective
c. Sensitive
as a prospective entrepreneur in simple
furniture and appliance repairs and
maintenance.
Criteria:
a. Reflective
b. Insightful
c. Objective

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Stage 3
1. EXPLORE
• Ask learners to name people in the municipality/city who are successful in simple furniture and appliance repair business
Character
Attribute
Lifestyle
Skills
Traits
FIRMING UP.
2. FIRM UP
how entrepreneurs engaged in simple furniture and appliance repairs and maintenance succeed. Some suggested
activities: interview with successful entrepreneurs in simple furniture and appliance repairs and maintenance, inviting
successful entrepreneurs as resource persons in class, video documentaries of successful entrepreneurs, web searching,
etc.
among successful entrepreneurs engaged in simple furniture and appliance repair using the following aspects:
characteristics, traits, attributes, lifestyles, skills
• Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in simple furniture and

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appliance repair succeed in their chosen field. Refer students to their answers posted on the wall.
3. DEEPEN
4. TRANSFER
• Scripts

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Topic: Environment and Market Time Frame: 4 days
Stage 1
Content Standard:
and market for simple furniture and appliance repairs and
maintenance as an entrepreneurial career.
• Key Ideas
- Existing industry related to simple furniture and
appliance repairs and maintenance
• Key Processes
- SWOT analysis
the immediate environment and market or simple furniture and
offered.
business venture.
Learners will know:
• Existing industry related to simple furniture and
target consumers
• SWOT analysis

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Stage 2
and market.
identifying business opportunities in
simple furniture and appliance repairs and
maintenance.
Criteria:
a. Clear
b. Comprehensive
c. Concise
d. Coherent
opportunities simple furniture and
Criteria:
a. Reliable
b. Accurate
c. Objective
d. Relevance
e. Valid
1. Profitable
2. Feasible
3. Practical
wants
5. Innovative

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from data analysis of simple furniture and
Criteria:
a. Appropriate
b. Innovative
c. Practical
in generating business ideas for simple
furniture and appliance repairs and
maintenance.
Criteria:
a. Valid
b. Relevant
c. Insightful
Criteria:
a. Objective
b. Persuasive
c. Sensitive
d. Open-minded
ideas related to simple furniture and
appliance repairs and maintenance.
Criteria:
a. Reflective
b. Insightful
c. Objective

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Stage 3
1. EXPLORE
• Guide the learners in assessing their prior knowledge on environment and market for simple furniture and appliance repairs
and maintenance as an entrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other
appropriate teaching and learning tools.
• Have the learner assess his/her immediate environment and market for simple furniture and appliance repairs and
maintenance to determine the existing industries, needs and wants of target market with the use of the following:
Interview guide;
Checklist, etc.
SWOT analysis
• Ask EQs to draw out learners understanding of environment and market in generating business ideas related to simple
furniture and appliance repairs and maintenance.
2. FIRM UP
• Lead learners in analyzing the assessment conducted on the environment and market for simple furniture and appliance
repairs and maintenance in the immediate municipality/city.
• Assist learners in conducting a town/city mapping to identify business establishments or industries related to simple furniture
and appliance repairs and maintenance in the immediate municipality/city.
• Guide learners in making a graphical presentation of the information on simple furniture and appliance repair and
maintenance as a result of the data-gathering activity such as: interview, survey, town/city mapping, etc.,
simple furniture and appliance repairs and maintenance.
• Ask the learner to do supplementary reading and other compensatory activity to support the information presented.

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3. DEEPEN
he/she was able to seize a business opportunity relative to simple furniture and appliance repairs and maintenance.
business ideas.
4. TRANSFER
• Ask the learner to formulate a business idea as a result of the SWOT analysis of the environment and market for simple
• Textbooks
• KAB Modules
• Video clips
• Questionnaires

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Topic: Carpentry, Upholstery,
Electrical Repair
Time Frame: 35 days
Stage 1
Content Standard:
and principles underlying the process and delivery in simple
The learner produces marketable original/new products/ services
following the basic concepts and principles underlying the
process and delivery in repairing and maintaining simple furniture
and appliances.
Applying the basic concepts and principles underlying the
process and delivery in simple furniture and appliance repair
and maintenance is essential in producing marketable
products/ services.
Why do we need to understand the basic concepts and principles
underlying the process and delivery in repairing and maintaining
simple furniture and appliances?
Learners will know:
Basic concepts and principles in simple furniture and
Nature and scope
Program development and resource allocation
Process flow and related activities in simple furniture
and appliance repairs and maintenance
work simplification
safety precautions
FURNITURE
o Carpentry (Simple repair of chairs, tables
wooden floorings and
replacing door locks and hinges
Basic concepts and principles
Materials and tools
Procedure
- Apply concepts and principles in simple furniture and
- Discuss the nature and scope of work/services
- Relate the program development and source allocation in
repairing
- Perform the process flow and related activities in simple
furniture and appliance repairs and maintenance
- Apply work simplification techniques
- Practice safety precautions
- Differentiate the repairs to be done on different furniture
- Apply concepts and principles in simple furniture repair
- Use materials and tools properly
- Follow the correct procedure in furniture repair

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Safety precautions
Quality standard
Project plan
4 M’s of production
Execution
Evaluation
Quality maintenance plan
Cost of service
Marketing strategies for service
o Upholstery (Simple upholstery work on stool,
chair, bench)
Materials and tools
Procedure
Safety precautions
Quality standard
Project plan
Execution
Evaluation
Cost of services
Pricing of services
o Varnishing (Simple varnish work on picture
frames, cabinet shelves, and other wooden
surfaces)
Materials and tools
Procedure
Safety precautions
Quality standard
Project plan
- Observe safety precautions
- Apply quality standard in furniture repair
- Prepare project plan in furniture repair
- Follow 4Ms of production
- Demonstrate correct procedure in furniture repair
- Evaluate the repair done using rubric
- Make maintenance plan to ensure durability and
functionality of furniture
- Compute for the cost of service
- Adopt marketing strategies
- Apply concepts and principles in simple upholstery
- Follow the correct procedure in upholstery
- Apply quality standard in upholstery
- Prepare project plan in upholstery
- Demonstrate correct procedure in upholstery
- Evaluate upholstered stool, bench, chair using rubric
functionality of furniture
- Compute for the cost of services
- Compute for the upholstery services
- Apply concepts and principles in varnishing
- Follow the correct procedure in varnishing
- Apply quality standard in varnishing
- Prepare project plan in varnishing

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Execution
Evaluation
Cost of services
Pricing of services
Painting
Materials and tools
Procedure
Safety precautions
Quality standard
Project plan – Cabinet, shelves, walls
Execution
Evaluation
Cost of service
Pricing of service
APPLIANCES
o Electrical (Electrical work on electric fan and flat
iron)
Materials and tools
Procedure
Safety precautions
- Demonstrate correct procedure in varnishing
- Evaluate varnished picture frames, cabinet, shelves and
other wooden surface using rubric
functionality of varnished picture frames, cabinet, shelves
and other wooden surface
- Compute for the varnishing services
- Apply concepts and principles in painting
- Follow the correct procedure in painting
- Apply quality standard in painting
- Prepare project plan in painting
- Demonstrate correct procedure in painting
- Evaluate painted cabinet, shelves, walls using rubric
functionality of painted cabinet, shelves, walls
- Compute for the painting services
- Enumerate the electrical repair on appliances
- Apply concepts and principles in electrical repairs
- Identify the materials, tools, equipment
- Follow the correct procedure in electrical repairs

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Quality standard
Project plan
Execution
Evaluation
Cost of services
Pricing of services
- Apply quality standard in electrical repairs
- Prepare a project plan for electrical repairs for flat iron and
electric fan
- Demonstrate correct procedure in electrical repairs
- Evaluate electrical repairs for flat iron and electric fan
functionality of flat iron and electric fan
- Compute for the electrical services
Stage 2
following the basic concepts and
principles underlying the process and
delivery in repairing and maintaining
simple furniture and appliances
delivery in repairing and maintaining
simple furniture and appliances.
Criteria:
a. clear
b. comprehensive
c. concise
Interpretation: Interpret the schematic
diagram of certain appliance/circuit.
Criteria:
a. meaningful
b. iIllustrative
c. significant
Assessment of carpentry, upholstery,
electrical repairs based on the following:
price)
uniqueness)
• Speed and Time

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Application: Demonstrate the procedure
in carpentry, upholstery and electrical
repairs.
Criteria:
a. appropriate
b. practical
c. effective
Perspective: Compare and contrast the
advantages and disadvantages of various
methods and techniques in repairing
simple furniture and appliances
Criteria:
a. clear
b. concise
c. appropriate
Empathy: Recognize the feeling of not
having met the customer’s expectation
Criteria:
a. sensitive
b. responsive
c. tactful
Self-Knowledge: Self-assess their
knowledge in providing efficient and
effective services.
b. insightful
c. reflective

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Stage 3
Furniture, fixtures and appliances make our lives easy and comfortable. Keeping its performance at par and ensuring its
efficient use repair and maintenance must be provided. Proper care given to furniture and appliances will contribute to safe,
healthy, happy and contented family life.
1. EXPLORE
• Guide learners in assessing prior knowledge in simple furniture and appliance repair and maintenance through
diagnostic test, checklist, rubric and rating scale.
• Orient learners or basic concepts and principles of process delivery in repairing simple furniture and appliances by
video clips
• Assist learner is identifying the tools, materials, procedure and expected services to be accomplished through
diagram and flowchart , gallery walk, brochures scanning, etc.
• Draw from learner initial understanding on furniture services and electrical repairs.
• Help learners in preparing, administering, treating and interpreting survey in the municipality/city who rendered
services like electric fan and flat iron repair.
2. FIRM-UP
• Let learner determine the 4 M’s of production in producing quality service in furniture and appliance repair using
checklist
• Motivate learner to interview a successful upholstery makes and technician for electric and flat iron.(teach the
guidelines for conducting interviews) e.g. questions, manner
• Guide learner to play games like identification of tools, materials and procedure in performing furniture
appliances repair
• Encourage learner to reflect, revise and re think their understanding in consideration of the processes
information / learning in repairing furniture and appliances through data gathered from the survey
• Guide learner in preparing a project plan in repairing simple furniture, fixtures and appliances.
• Assist learning in performing the step by step procedure i.n repairing through simulation, demonstration, video clips
• Have learners self-assess their performance using accurate jobs and criteria in Stage 2.
• Prepare simple contract or agreement.
3. DEEPEN
• Let learners actualize the project plan into quality repair services based on given standard procedure.
• Have learners in do carpentry, upholstery, varnishing of furniture and electrical repairs like flat iron and electric fan.

34
• Let learners compute for the cost of services and selling price of repaired furniture and appliances.
• Encourage learners to reflect on and revise their project plan.
• Have learner express their understanding and check against the Essential Understanding (EU) and content
standard in repairing simple furniture such as tables, chairs, wooden floorings, replacing door locks and hinges and
appliances such as flat iron and electric fan
• Have learners assess their understanding (Refer to Stage 2) Assessment at the Level of Understanding.
4. TRANSFER
• Have learners produce innovative and marketable simple furniture and appliance repair.
• Motivate learners put up exhibit/display on furniture and appliances repair and evaluate activities undertaken.
• Encourage learners advertise their service in the community by giving flyers.
• Have learners take post-test on knowledge, skills and attitudes learned.
• Have learners assess their level of performance using criteria (Refer to Stage 2, Assessment at the level of
Performance)
• Textbooks/ KAB Modules, Tesda leaflets, Handy man and Ace Hardware magazine
• Magazines and journals
• Video clips
• Graphic organizer
• TV/ DVD/ LCD/ OHP

35
Quarter 3: Family Resources Management Topic: Personal Entrepreneurial
Competencies (PECs)
Time Frame: 2 days
Stage 1
Content Standard:
attributes, lifestyles, skills, traits, etc. in family resources
management
and power clusters.
successful practitioner/entrepreneur as budget maker of family
resources.
Learners will know:
- Lifestyles
- Skills
• Cluster of PECs
- Achievement
- Planning
- Power
planning and power

36
Stage 2
areas.
Criteria:
a. Clear
b. Comprehensive
c. Concise
Criteria:
a. Objective
b. Focused
c. Conclusive
activity.
Criteria:
a. Appropriate
b. Effective
c. Practical
Criteria:
a. Valid
b. Relevant
areas of strength
3. Doability

37
c. Plausible
d. Sensitive
Criteria:
a. Open-minded
b. Objective
c. Sensitive
as a prospective entrepreneur in
budgeting family resources.
Criteria:
a. Reflective
b. Insightful
c. Objective

38
Stage 3
1. EXPLORE
• Ask learners to name people in the municipality/city who are successful in family resources management business
Character
Attribute
Lifestyle
Skills
Traits
FIRMING UP.
3. FIRM UP
how entrepreneurs engaged in family resources management succeed. Some suggested activities: interview with
successful entrepreneurs in budgeting family resources, inviting successful entrepreneurs as resource persons in class,
video documentaries of successful entrepreneurs, web searching, etc.
among successful entrepreneurs engaged in family resources management using the following aspects: characteristics,
traits, attributes, lifestyles, skills
• Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in family resources
management succeed in their chosen field. Refer students to their answers posted on the wall.

39
3. DEEPEN
4. TRANSFER
• Scripts

40
Quarter 3: Family Resources Management Topic: Environment and Market Time Frame: 4 days
Stage 1
Content Standard:
and market for family resources management as an
entrepreneurial career.
• Key Ideas
- Existing industry related to family resources
management
• Key Processes
- SWOT analysis
the immediate environment and market for family resources
management
offered.
business venture.
Learners will know:
• Existing industry related to family resources
management
target consumers
• SWOT analysis

41
Stage 2
and market.
identifying business opportunities in family
resources management.
Criteria:
a. Clear
b. Comprehensive
c. Concise
d. Coherent
opportunities for budgeting family
resources
Criteria:
a. Reliable
b. Accurate
c. Objective
d. Relevance
e. Valid
1. Profitable
2. Feasible
3. Practical
wants
5. Innovative

42
from data analysis of family resources
management
Criteria:
a. Appropriate
b. Innovative
c. Practical
in generating business ideas for
budgeting family resources
Criteria:
a. Valid
b. Relevant
c. Insightful
Criteria:
a. Objective
b. Persuasive
c. Sensitive
d. Open-minded
ideas related to budgeting family
resources.
Criteria:
a. Reflective
b. Insightful
c. Objective

43
Stage 3
1. EXPLORE
• Guide the learners in assessing their prior knowledge on environment and market for family resources management as an
entrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and
learning tools.
• Have the learners assess his/her immediate environment and market for family resources management to determine the
existing industries, needs and wants of target market with the use of the following:
Interview guide;
Checklist, etc.
SWOT analysis
• Ask EQs to draw out learners understanding of environment and market in generating business ideas related to family
resources management
2. FIRM UP
• Lead learners in analyzing the assessment conducted on the environment and market for family resources management in
the immediate municipality/city.
• Assist learners in conducting a town/city mapping to identify business establishments or industries related to budgeting
family resources in the immediate municipality/city.
• Guide learners in making a graphical presentation of the information on budgeting family resources as a result of the data-
gathering activity such as: interview, survey, town/city mapping, etc.,
family resources management.

44
3. DEEPEN
he/she was able to seize a business opportunity relative to family resources management.
business ideas.
4. TRANSFER
• Ask the learner to formulate a business idea as a result of the SWOT analysis of the environment and market for family
resources management.
• Textbooks
• KAB Modules
• Video clips
• Questionnaires

45
Quarter 3: Family Resources Management Topic: Budgeting Family
Resources
Time Frame: 35 days
Stage 1
Content Standard:
and principles underlying the process and delivery in
management of family resources.
The learner prepares a plan of action that addresses his/her
areas of development based on his/ her PECs and improves
further his/her areas of strength.
process and delivery in budgeting family resources is essential
in providing efficient and effective budgeting of family
resources.
Why does one need to ensure efficiency and effectiveness in
budgeting family resources?
Learners will know:
Nature of cope of needs and wants
Categorization of individual and family
expenditures
Kinds of available family resources
o Income/money
Sources
Utilization
Budget preparation
Record keeping
Project Plan
Evaluation
Cost of service
Pricing of service
o Time
Availability and utilization
Budget preparation
- Recognize the nature and scope of needs and wants
- Categorize the individual and family expenditures
- Differentiate family resources
- Identify income or money of the family
- Explain how to use income/money of the family
- Prepare a budget (personal, family for weekly, monthly)
- Make a record keeping of families income and expenditure
- Prepare project plan using 4Ms of production
- Evaluate according to criteria
- Compute for the pricing of services
- Explain availability and utilization of time
- Prepare time and activity plan or time budget

46
Record keeping
Project plan (individual/family)
Evaluation
Cost of service
Pricing of service
Marketing of service
- Make record keeping of time
- Prepare project plan using 4Ms of production
- Evaluate according to criteria
- Compute for the pricing of services
Stage 2
delivery in budgeting.
delivery in budgeting.
Criteria:
a. clear
b. comprehensive
c. concise
Interpretation: Interpret the steps in
preparing the budget through pie chart.
Criteria:
a. meaningful
b. iIllustrative
c. significant
Application: Prepare family /home
budget for low, average and high income
family.
price)
uniqueness)
• Speed and Time

47
Criteria:
a. appropriate
b. practical
c. effective
Perspective: Imagine you are the
treasurer in your group, suggest ways in
budgeting the class fund.
Criteria:
a. clear
b. concise
c. appropriate
Empathy: Share ideas and thoughts on
how it feels to have a budget for all
spending needs of the family.
Criteria:
a. sensitive
b. responsive
c. tactful
Self-Knowledge: Recognize the
importance of budget and record keeping
for financial stability of the
family/individual.
b. insightful
c. reflective

48
Stage 3
Management is done in all aspects of life. To have a satisfying home life management of family resources may be
considered. Family resources can be classified into human and non-human. Human resources are the manpower
knowledge and skills, talents, capabilities of an individual while non-human resources include energy and time. These
resources should be managed carefully through budgeting. Efficient and effective utilization of family resources will produce
financial stability.
1. EXPLORE
• Let learners take a pre-test to determine one’s knowledge, skills and attitude in management of family resources.
• Orient learners on basic concepts and principles of process and delivery on management of family resources.
• Have learners classify the human and non-human resources
• Have learners identify the expenditures of the family through word hunt
• Have learners check their initial understanding on budgeting through puzzle, pie chart, personal spending and savings
plan.
• Have learners scan the environment on who work as purchaser, bookkeeper, financial counselor. Discuss also the
benefits of environmental scanning.
2. FIRM UP
• Have learners determine the 4Ms production need in producing quality service as purchaser, bookkeeper/financial
counselor.
• Encourage learners interview a successful bookkeeper/purchaser/financial counselor
• Have learners invite resource speaker in bookkeeping and budgeting.
• Assist learners in review, revise and rethink project plan.
• Have learners prepare and evaluate a budget in managing income, time and manpower
• Guide learners in debating on record keeping of family resources.
• Have learners assess their performance as bookkeeper/purchaser/financial counselor through checklists.
• Have learners recommend and plan for course of action, feedback or rubrics.
3. DEEPEN
• Have learners invite successful bookkeeper, purchaser, financial counselor.
• Have learners create budgeting package for the family.
• Let learners render services as financial counselor in preparing family budget.
• Have learners prepare accomplishment report and their feedback on services rendered.
• Have learners compute the cost of and benefits derived from it.

49
4. TRANSFER
• Have learners produce innovative and marketable service as family resource manager
• Have learners display/exhibit on budget preparation
• Have learners advertise their services through flyers, text messaging, etc.
• Have learners take posttest on knowledge, skills, attitude learned.
• Textbooks
• KAB Modules,
• Magazines and Journals

50
Quarter 4: Meal Preparation Topic: Personal Entrepreneurial
Competencies (PECs)
Time Frame: 2 days
Stage 1
Content Standard:
attributes, lifestyles, skills, traits, etc. in meal preparation
and power clusters.
successful practitioner/entrepreneur as meal planner.
Learners will know:
- Lifestyles
- Skills
• Cluster of PECs
- Achievement
- Planning
- Power
planning and power

51
Stage 2
areas.
Criteria:
a. Clear
b. Comprehensive
c. Concise
Criteria:
a. Objective
b. Focused
c. Conclusive
activity.
Criteria:
a. Appropriate
b. Effective
c. Practical
Criteria:
a. Valid
b. Relevant
areas of strength
3. Doability

52
c. Plausible
d. Sensitive
Criteria:
a. Open-minded
b. Objective
c. Sensitive
as a prospective entrepreneur as meal
planner.
Criteria:
a. Reflective
b. Insightful
c. Objective

53
Stage 3
1. EXPLORE
• Ask learners to name people in the municipality/city who are successful in meal preparation business
Character
Attribute
Lifestyle
Skills
Traits
FIRMING UP.
2. FIRM UP
how entrepreneurs engaged as meal planner succeed. Some suggested activities: interview with successful entrepreneurs
in meal preparation, inviting successful entrepreneurs as resource persons in class, video documentaries of successful
entrepreneurs, web searching, etc.
among successful entrepreneurs engaged as meal planner using the following aspects: characteristics, traits, attributes,
lifestyles, skills
• Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged as meal planner succeed in
their chosen field. Refer students to their answers posted on the wall.

54
3. DEEPEN
4. TRANSFER
• Scripts

55
Quarter 4: Meal Preparation Topic: Environment and Market Time Frame: 4 days
Stage 1
Content Standard:
and market for meal planning as an entrepreneurial career.
• Key Ideas
- Existing industry related to family resources
management
• Key Processes
- SWOT analysis
the immediate environment and market for meal planning.
offered.
business venture.
Learners will know:
• Existing industry related to meal preparation
target consumers
• SWOT analysis

56
Stage 2
and market.
identifying business opportunities in meal
planning
Criteria:
a. Clear
b. Comprehensive
c. Concise
d. Coherent
opportunities in meal planning
Criteria:
a. Reliable
b. Accurate
c. Objective
d. Relevance
e. Valid
from data analysis in meal planning
Criteria:
a. Appropriate
b. Innovative
c. Practical
1. Profitable
2. Feasible
3. Practical
wants
5. Innovative

57
in generating business ideas in meal
planning
Criteria:
a. Valid
b. Relevant
c. Insightful
Criteria:
a. Objective
b. Persuasive
c. Sensitive
d. Open-minded
ideas related to meal planning
Criteria:
a. Reflective
b. Insightful
c. Objective

58
Stage 3
1. EXPLORE
• Guide the learners in assessing their prior knowledge on environment and market in meal preparation as an entrepreneurial
lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools.
• Have the learner assess his/her immediate environment and market in meal preparation to determine the existing industries,
needs and wants of target market with the use of the following:
Interview guide;
Checklist, etc.
SWOT analysis
• Ask EQs to draw out learners understanding of environment and market in generating business ideas related to meal
planning
2. FIRM UP
• Lead learners in analyzing the assessment conducted on the environment and market for meal preparation in the immediate
municipality/city.
• Assist learners in conducting a town/city mapping to identify business establishments or industries related to meal
preparation in the immediate municipality/city.
• Guide learners in making a graphical presentation of the information on meal preparation as a result of the data-gathering
activity such as: interview, survey, town/city mapping, etc.,
meal preparation.

59
3. DEEPEN
he/she was able to seize a business opportunity relative to meal preparation.
business ideas.
4. TRANSFER
• Ask the learner to formulate a business idea as a result of the SWOT analysis of the environment and market for meal
planning
• Textbooks
• KAB Modules
• Video clips
• Questionnaires

60
Quarter 4: Meal Preparation Topic: Selection, Preparation and
Serving of Meals
Time Frame: 35 days
Stage 1
Content Standard:
and principles underlying the process and delivery in meal
management.
The learner produces marketable original/new products/
services, following the basic concepts and principles underlying
the process and delivery in meal management.
process and delivery in meal preparation such as selection,
preparation and services is essential in producing well
balanced meal
Why do we need to plan and serve nutritious, delicious and
affordable meals for the family/individual?
Learners will know:
Basic concepts principles in meal preparation
Factors to consider in meal planning
Food sources and nutrients
Recommended Dietary Allowance (RDA) /Regulated Energy
Nutrient Intake (RENI)
Food Pyramid for Filipinos
Meal planning patterns
• Breakfast
• Lunch
• Dinner
• Snacks
• Meals for special occasion
Project Plan
4 Ms of production
Food flow
• Purchase/selection of foods
• Preparation
• Storage
- Apply basic concepts and principles in meal preparation
- Enumerate the factors to be considered in meal planning
- Make a chart of different nutrients and source
- Recognize the importance of RDA/RENI in meal preparation
- List the dishes and locate it on food pyramid for Filipinos
- Follow the pattern in planning meals
- Plan meals for breakfast, lunch, dinner and snacks and
meals for special occasion
- Prepare a project plan for different meals
- Apply the 4Ms of production in planning meals
- Follow the procedure in meal preparation
- Make a market list according to menu to be prepared
- Cook food following the correct procedure
- Store food accordingly to types (dry, wet, perishable, left-

61
• Service of food (blue plate or tray, family service, buffet
service)
Food safety and sanitation
Evaluation of products/services
Cost of production/services
Pricing of products
Marketing of products/services
over)
- Serve food aesthetically according to meal service
- Observe sanitation and safety procedure in meal
preparation
- Evaluate the prepared meals
- Compute for the cost of services/products
Stage 2
delivery in meal preparation
and principles in meal preparation (food
nutrient, RDA and RENI).
Criteria:
a. clear
b. comprehensive
c. concise
Interpretation: Interpret the food pyramid
in terms of food need according to age
group.
Criteria:
a. meaningful
b. iIllustrative
c. significant
Application: Plan, prepare and serve
meals for breakfast, lunch, dinner, snacks
and special occasion.
price)
uniqueness)
• Speed and Time

62
Criteria:
a. appropriate
b. practical
c. effective
Perspective: Compare the advantages
and disadvantages of various methods
and techniques in preparing meals and
snacks.
Criteria:
a. clear
b. concise
c. appropriate
Empathy: Share their feeling on how it
feels to have prepared sumptuous meals
to your customers.
Criteria:
a. sensitive
b. responsive
c. tactful
Self-Knowledge: Based on RENI for
individual, assess their level of
confidence in planning, preparing and
serving balanced and healthy meals.
b. insightful
c. reflective

63
Stage 3
Planning meals is essential to the preparation of quality foods to be served. The considerations in planning varies
depending on the client, cost, nutritional requirements, skills, facilities, the type on style of service, climate and aesthetic quality. A
well planned menu is nutritious, delicious, acceptable and affordable. Generally, the type of meals determine customer or client
satisfaction and success of the business.
1. EXPLORE
• Guide learners in assessing prior knowledge in meal preparation using sample meal pattern, checklist, food pyramid
• Orient learners in understanding the curriculum framework CP – TLE Home Management Business II learning
standards (content and performance standard) assessment tools and criteria using power point presentation
• Guide learners survey a nearby eatery, food stalls and carinderia (guidelines in surveying/environmental scanning)
• Assist learn prepare checklist which will focus on:
- consideration in meal planning
- food nutrient and sources
- meal planning pattern for breakfast, lunch, dinner, snack and special occasion
- demands for particular dishes according to clients preference using sample menu list
• Provide learner pictures, menu cards on different food items prepared in school canteen, fastfood chains like Jollibee,
Mc Donalds, etc.
• Motivate learner to ask question about the picture on food items and the method of cooking and techniques in meal
service
• Draw from learners Essential Question 9EQ) from their initial understanding on the need to understand the basic
concepts and principles underlying the process and delivery in meal preparation through brainstorming, group
dynamics
2. FIRM – UP
• Guide learners research on the 4 M’s of production needed in meal preparation
• Motivate learners to gather information related to meal preparation. Learner can use any of the following
- interview with successful process
- web – based – resources
- reading materials (book, journals, magazines)
• Have learners present the data gathered through news casting of success stories
• Have learners analyze the data gathered to determine which dishes are most popular and nutritious
• Assist learner in preparing project plan on meal preparation
• Illustrate to the learners the process or food flow in meal preparation

64
• Guide learners in making a market list for particular menu for breakfast,lunch, snacks and for special occasions.
• Encourage learners to observe sanitation and safety practices in meal preparation
• Assist learners in measuring accurately the ingredients to be used and substitution of unavailable ingredients.
• Have learners familiarize themselves with different methods of cooking
• Encourage learners to reflect, reverse, re think their understanding in consideration of the process information /
learning in meal preparation
• Have learner assess themselves on their understanding on the concept of meal preparation. Check this against the
content standard through rating scale, checklist/rubrics
3. DEEPEN
• Have learners translate the project plan into quality meals prepared.
• Let learners compute for the cost of production and selling price of prepared meals.
• Encourage learners to reflect on and revise their project plan.
• Have learners express their understanding and check against the Essential Understanding (EU) and content standard
in meal preparation.
• Let learners prepare and serve different meals
• Have learners assess their understanding (Refer to Stage 2) Assessment at the level of Understanding .
• Encourage learners to plan, prepare and serve appropriate menu for different age group of customer
4. TRANSFER
• Have learners produce innovative / new marketable prepared meals.
• Motivate learners to put up an exhibit on meal’s prepared or conduct chefs on parade, food bazaar
• Have learners assess their level of performance using the criteria (Refer to Stage 2, Assessment at the level of
Performance
• Textbooks
• Magazines
• KAB Modules
• Cooking utensils, tools and equipment
• Ingredients
• Menu/Recipe books

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