School Grade Level VI

GRADE 6 Teacher Learning Area TLE – ENTREPRENEURSHIP & ICT

DAILY LESSON LOG
Teaching Dates and Time MARCH 11-15, 2019 (WEEK 9) Quarter 4TH QUARTER

WEEK 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed,
additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard Demonstrates knowledge and skills to create knowledge products
B. Performance Standard Create a multimedia knowledge product
C.Learning  Give steps in  Give the steps on  Insert action buttons in  Make a storyboard  Create a
Competency/Objectives creating a how to add sound a presentation that about their powerpoint
Write the LC code for each. Multimedia effects to an  Edit and Remove powerpoint presentation
presentation. animation. action buttons in a presentation. about their
 Identify the  Define what presentation.  Draft their simple product.
advanced features embedding is.  Record slideshow. powerpoint  Apply the
of Microsoft  Give steps on how to  Set up a slideshow. presentation. advanced
powerpoint. embed audio and TLEIE6-0i-15 TLEIE6-0i-15 features of
 Follow steps in video into a powerpoint
adding slide presentation. presentation to
transition.  Use hyperlink in a their slides.
 Define what presentation.  Follow steps in
animation in  Edit and Remove creating
Microsoft hyperlink in a Multimedia
Powerpoint is. presentation. presentation.
 Identify the steps in TLEIE6-0i-15 TLEIE6-0i-15
adding animations
in Microsoft
Powerpoint.
TLEIE6-0i-15
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or
II. CONTENT two.
CREATING KNOWLEDGE PRODUCTS
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
 2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts
and practicing new skills # 1
ICT and Entrepreneurship ICT and Entrepreneurship ICT and Entrepreneurship ICT and Entrepreneurship ICT and
pp. 112-116 pp. 116-121 pp. 121-128 pp. 112-128 Entrepreneurship
pp. 129
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
Review of previous lesson Review previous lesson about Review previous lesson about
about google groups. “Creating Multimedia steps on how to add sound
Presentations”, “Adding slide effects to an animation, how to
transitions” and Applying embed audio and video, Use,
animation. edit and remove hyperlink.
Present “Let’s Study” on
page 112.
Discuss “Creating Discuss GROUP ACTIVITY:
Multimedia Presentations”,  The steps on how to  Make a storyboard
 Adding slide add sound effects to about their simple
transitions. an animation. product
 Applying Animations  steps on how to  Draft powerpoint
on pp. 112-116 of TX. embed audio and presentation about
video into a their simple product.
presentation.
 Use hyperlink in a
presentation.
 Edit and Remove
hyperlink in a
presentation.
on pp. 116-121 of TX.
E. Discussing new concepts Discuss GROUP ACTIVITY:
and practicing new skills # 2  Steps on how to  Let the pupils
embed audio and finalize their
video into a powerpoint
presentation. presentation and
 Use hyperlink in a present in in the
presentation. class
 Edit and Remove
hyperlink in a
presentation.
F. Developing mastery GROUP ACTIVITY:
(leads to Formative Assessment Let the pupils do Activity
3) 6.1 on page 129 of TX.
G. Finding practical application
of concepts and skills in
daily living
H. Making generalizations and  What is
abstractions about the powerpoint
lesson presentation?
 What are its
advanced
features?
I. Evaluating learning 20 item quiz on
Microsoft powerpoint
J. Additional activities for Let each Group finish/finalize
application or remediation their powepoint presentation
at home if unfinished.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
VI. REFLECTION
the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
 f

School Grade Level VI

GRADE 6 Teacher Learning Area TLE – IA
DAILY LESSON LOG
Teaching Dates and Time MARCH 11-15, 2019 (WEEK 9) Quarter 4TH QUARTER

WEEK 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Demonstrates an understanding of and skills in recycling waste materials
B. Performance Standards Recycles waste materials following the principles of “five S”
C. Learning Competencies Discusses the principles of “five S”
/ Objectives (TLE6IA‐0i‐11)
Write the LC code for
each

Sorting (Seiri), Straightening (Seiton), Systematic Cleaning (Shine) (Seiso)

II. CONTENT
Standardizing (Seiketsu), Service (Sustaining) (Shitsuke)
Recycling of waste materials
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning
Resources
IV. PROCEDURES
Have the pupils report to the What is sorting? How do we straighten recycled
A. Reviewing How is sorting being
class some simple repair done at waste materials?
previous lesson or done?
home. Why do we straighten recycled
presenting the new lesson
waste materials?
What are the waste When you are looking for Describe a place/workplace you like
B. Establishing a materials do we have at home? something inside your house best.
purpose for the lesson What do we usually do with can you find it easily? Show pictures of a place and let the
those waste materials? Why? pupils describe them.
Show pictures of shelves with
things properly arranged.
 Show pictures of waste materials. Let the pupils group each
Identify each (residual, reusable, waste material according to its
recyclable ) classifications and label or
straighten them as reusable,
recyclable and residuals.
C. Presenting
examples/ instances
of the new lesson
What is sorting? Proper ways of straightening
How do we sort waste waste materials
materials? If necessary, reassign spaces,
racks, cabinets etc.
Decide the right places for
everything.
Put all materials at a place
allocated to them with proper
D. Discussing new
label or signalization.
concepts and practicing
Use alerts or indicators for out
new skills #1
of stocks situation.
Use floor paint marking to
define work area, path,
entrance/exit, cart
Trolley, equipment etc.
6. Use display cautious,
messages, instructions at
proper place.
Present the process on systematic
cleaning
- eliminate obstacles in the
workplace.
- remove all things that are not in
use.
- segregate unwanted materials.
- place components according to
their uses.
- use cleaning as an inspection.
- prevent machinery and
equipment. From deterioration.
- keep workplace clean and safe to
work.
- set cleaning frequency
- waste removal by cleaning.
The teacher explains each process of
systematic cleaning.
What should we do to our
workplace at home/school.
Why should we practice the
systematic cleaning?
Why is systematic cleaning
important to us?

What are the proper ways of
sorting waste materials?
Proper Ways of Sorting Waste
E. Discussing new Materials
concepts and practicing 1.Decide what is necessary and
new skills#2 what is unnecessary.
2.Put a red tag on unnecessary
items and keep them in a
separate area.
1.Why straightening and
labelling important?
What are the benefits /
importance of systematic cleaning in
the school, at home and work place?
Benefits and importance of
systematic cleaning.
1. The work place becomes
free of dirt and stain which is the
important point of quality.
 3.Throw those items which have
not been used in the past one
year.
4.Things used 6-12 months may
be stored at a distance from
work station.
5.Things used more than once a
month should be available at a
central point in the work place.
6.Things used hourly/
everyday/once a week should be
near the work station.
Why do we have to sort waste
materials?
F. Developing mastery Group Activity
(Leads to Formative
Group 1- Identify the waste
Assessment 3)
materials shown in the picture.
Group 2- Classify waste
materials. ( reusable, recyclable,
residuals )
Group 3- Give the proper ways of
sorting waste materials. Group 4-
Give the importance of sorting
waste materials.
Group 5- Give other examples of
waste materials according to its
classification.
G. Finding practical What should you do about
applications of waste materials at home/ in
concepts and skills in school /
daily living Is sorting important? Why?
H.Making generalizations Why do we practice sorting
and abstractions about waste materials?
the lesson
The teacher will give the name
of waste material, let the pupils
guess the
Classification of waste
materials as reusable,
recyclable or residual.
Examples of waste materials
Paper, tin cans, canister,
iron bars, tires, bottles etc.
What are the things you see
inside the classroom?
Enumerate them.
How will you arrange them
following the proper way of
straightening things?
What is straightening?
What is labeling
2. Equipment lifespan will be
prolonged and breakdowns will be
less.
3. Creates a pleasant
environment.
4. Prevents accidents.
Use semantic web
Give the importance of systematic
cleaning.
In your kitchen, how will you apply
the processes of systematic
cleaning?
What are things that you should
remove?
How will you arrange the
utensils, kitchen wares and others?
Why?
What is systematic cleaning?
Why is systematic cleaning
important?
I. Evaluating learning Direction: Write T if the Group the following waste Direction: Put a check ( / ) IF
statement is true and F if false. materials according to its process of systematic cleaning and (
1.All waste materials are classification through X ) if not .
recyclable. straightening. ____1. Segregate unwanted
2.Residuals are waste materials Use the box provided. materials from the workplace.
that can be recycled. ____2. It makes the workplace
3.Waste materials should bo unsafe.
RECYCL REUSA RESIDU
____3. Waste removal
sorted through their uses. ABLE BLE AL
____4. Check and inspect
4.Sorting is removing unwanted
tools/machinery.
materials. ____5. Waste of time.
5.Sorting leads to cleaning. paper tin cans
syringe pet bottles
plastic bottle of
chemicals
batteries scrap metals
Styrofoam
J. Additional activities for Apply the proper ways of sorting Visit your science laboratory, Put into practice the systematic
application or waste materials at home / observe the chemicals and cleaning in the work place at
remediation school. glasswares and see how your home/school
science teacher has kept
different chemicals and glass
apparatus
V. REMARKS
VI. REFLECTION
A. No.oflearnerswho
earned80%onthe
formative assessment
B. No.oflearnerswho
requireadditionalactiviti
es forremediation.
C. Didtheremediallessons
work?
No.oflearnerswho
havecaughtupwiththe
lesson.
D. No.oflearnerswho
continuetorequire
remediation
E. Whichofmyteaching
strategiesworkedwell?
Why didthesework?
F. WhatdifficultiesdidI
encounterwhichmy
principalorsupervisorca
n helpmesolve?
G.What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?
 School Grade Level VI
GRADE 6 Teacher Learning Area TLE – H.E.
DAILY LESSON LOG
Teaching Dates and Time MARCH 11-15, 2019 (WEEK 9) Quarter 4TH QUARTER

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards Demonstrates an understanding of and skills in the basics of food preservation
B. Performance Preserve food/s using appropriate tools and materials and applying the basics of food
Standards
C. Learning 3.3 preserves food 3.3 preserves food 3.3 preserves food applying 3.3.1. selects food to be
Competencies / applying principles and applying principles principles and skills in food preserved/processed based on
Objectives skills in food and skills in food preservation/processing availability of raw materials, market WEEKLY TEST
preservation/processin preservation/processi TLE6HE-Oh-12 demands, and trends in the
g ng community
TLE6HE-Oh-12 TLE6HE-Oh-12 TLE6HE-Oh-12

II. CONTENT Food Preservation: Uses of Kitchen Tools and Equipment

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages The Basics of Better Family Living
Gloria A. Peralta, Ed. D.
Rosella N. Golloso
Leonora D. Basbas, Ph. D.
4. Additional Materials
from Learning
Resources (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Recap of previous Recap of previous Recap of previous lesson. Recap of what happened the
lesson or presenting lesson. lesson. Last week, the class prepared for the previous day.
the new lesson. Mention the names of the group
Last week, the class Last week, the class presentation of
prepared for the prepared for the processed/preserved products. who completed their presentation.
presentation of presentation of Today, the class will present by The presentation of the rest of the
processed/preserved processed/preserved group. groups willl continue (Groups 5-8).
products. Today, the products. Today, the As mentioned, the presentation will
class will present by class will present by contain the following:
group. group.  Recipe of the
As mentioned, the As mentioned, the preserved/processed food
presentation will contain presentation will  Tools / instruments used in the
the following: contain the following: activity.
 Recipe of the  Recipe of the  Equipment used in the activity
preserved/processed preserved/processe  Steps in preserving/processing of
food d food food
 Tools / instruments  Tools / instruments  Name and role of each member
used in the activity. used in the activity. of the group
 Equipment used in  Equipment used in
the activity the activity
 Steps in  Steps in
preserving/processin preserving/processi
g of food ng of food
 Name and role of  Name and role of
each member of the each member of
group the group

B. Establishing a Tell the class that on
purpose for the lesson one hand through the
activity, each learner
will gain insights from
each group. On the
other hand, the
members of the group
continue to learn from
each other through
collaborating and
Tell the class that on Tell the class that on one hand Tell the class that on one hand
one hand through the through the activity, each learner through the activity, each learner will
activity, each learner will gain insights from each group. gain insights from each group. On
will gain insights from On the other hand, the members of the other hand, the members of the
each group. On the the group continue to learn from group continue to learn from each
other hand, the each other through collaborating other through collaborating and
members of the group and working with one another. working with one another.
continue to learn
from each other
through collaborating
 working with one and working with one
another. another.

C. Presenting The teacher requests The teacher requests The teacher requests the class to The teacher requests the class to
examples/ instances the class to give each of the class to give each give each of their group a name. give each of their group a name.
of new lesson their group a name. of their group a The 6 groups will present thier
name. The 6 groups will present thier performance in preparing atsara as
The 6 groups will performance in preparing atsara as one of the preserve food.
present thier The 6 groups will one of the preserve food.
performance in present thier
preparing atsara as one
performance in Order of presentation will be agreed
of the preserve food. preparing atsara as by the class.
one of the preserve
Order of presentation food.
will be agreed by the
class. Order of presentation
will be agreed by the
class.

D. Discussing new The teacher presents The teacher presents The teacher presents the The teacher presents the mechanics
concepts and the mechanics of the the mechanics of the mechanics of the presentation: of the presentation:
practicing new skills presentation: presentation: Each group will present for a Each group will present for a
#1
Each group will present Each group will maximum of 8 minutes. maximum of 8 minutes.
for a maximum of 8 present for a After every presentation, After every presentation,
minutes. maximum of 8 clarifications may be raised by the clarifications may be raised by the
After every minutes. rest of the group (3 minutes) rest of the group (3 minutes)
presentation, After every
clarifications may be presentation,
raised by the rest of the clarifications may be
group (3 minutes) raised by the rest of
the group (3 minutes)

E. Discussing new Each group will be given Each group will be Each group will be given the time to Each group will be given the time to
concepts and the time to present given the time to present their work to the class. present their work to the class.
practicing new skills their work to the class. present their work to
#2
the class.
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of
concepts and skills in
daily living

H. Making The teacher thanks The teacher thanks the The teacher thanks the members of Completion of presentation.
generalization and the members of the members of the class for the class for the effort they have The teacher thanks the members of
abstractions about class for the effort the effort they have exerted. the class for the effort they have
lesson
they have exerted. exerted. The teacher mentions that he/she exerted.
The teacher The teacher mentions was impressed with all of the The teacher mentions that he/she
mentions that he/she that he/she was presentation. (if applicable) was impressed with all of the
was impressed with impressed with all of the presentation. (if applicable)
all of the presentation. (if Remember that if a group was not Remember that if a group was not
presentation. (if applicable) able to deliver well, it may reflect able to deliver well, it may reflect on
applicable) on the guidance provided by the the guidance provided by the teacher
Remember that if a teacher during the preparation. during the preparation.
Remember that if a group was not able to
group was not able to deliver well, it may
deliver well, it may reflect on the guidance
reflect on the provided by the teacher
guidance provided by during the preparation
the teacher during
the preparation
I. Evaluating Learning Actual group Actual group Actual group presentation. Actual group presentation.
presentation. presentation.

J. Additional activities Search for principles Search for principles in Search for principles in food Search for principles in food
for application or in food preservation. food preservation. preservation. preservation.
remediation

V. REMARKS
VI. REFLECTION
A. No. Of learners who
earned 80% in the
evaluation
B. No. Of learners who
require additional
activities for
remediation who scored
below 80%
C. Did remedial lesson
work? No. Of learners
who have caught up
with the lesson
D. No. Of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which to
share with other
teachers?
 School Grade Level VI
GRADE 6 Teacher Learning Area TLE – AGRICULTURE
DAILY LESSON LOG
Teaching Dates and Time MARCH 11-15, 2019 (WEEK 9) Quarter 4TH QUARTER

WEEK 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OBJECTIVES
A. Content Standards demonstrates an understanding of scientific processes in animal/ fish raising

B. Performance Applies knowledge and skills and develops one’s interest in animal/fish raising
Standards Plans for family’s animal and fish raining project
C. Learning Competencies / TLE6AG0i-10
Objectives 10. Identifies animals/fish to 10.1 Prepare list of needed 10.2 Prepares schedule of works 10.3 Record potential income, 10.4 Maintain bookkeeping of
Write the LC code for each be raised as an alternative materials to start the project for the following: expenses and gains out of farm transactions made in marketing
source of income for the family Raising animals and fish products animal and fish pro
Caring
Processing
Marketing of farm/fish
product

III. CONTENT 10.2.Prepares Plan/Design of 10.2.1 Preparation of Gantt 10.3.1 Maintain Ledger of the 10.4.1 Maintain inventories of
 Development of Feasibility an ideal animal farm and fish Chart for : following transaction consumables, supplies and
study for the prospective farm intended for livelihood Raising Capital materials, tools and equipment
project (Animals/Fish 10.2.2. 1List down inventory of Caring Debit
Raising) supplies ,materials and Processing Credit
consumables needed for the Marketing of farm/fish
project product

10.2.2 Discuss every works

scheduled
IV. LEARNING RESOURCES
1. References Curriculum Guide for Grade VI- Curriculum Guide for Grade VI- Curriculum Guide for Grade VI- Curriculum Guide for Grade VI- Curriculum Guide for Grade VI-
Agriculture Agriculture Agriculture Agriculture Agriculture
2. Teacher’s Guide
Pages
3. Learner’s Materials
Pages
4. Textbook Pages
5. Additional Materials Agri-fishery, Classifying the Agri-fishery, Classifying the Agri-fishery, Classifying the Agri-fishery, Classifying the Habitat Agri-fishery, Classifying the
from Learning Habitat of Animals, Habitat of Animals, Habitat of Animals, Aquaculture of Animals, Aquaculture Habitat of Animals, Aquaculture
Resource (LR) Portal Aquaculture Aquaculture
6. Other Learning Resources Charts, Pictures, Video, Charts, Pictures, Video, Charts, Pictures, Video, Charts, Pictures, Video, Guidebook, Charts, Pictures, Video,
Guidebook, internet, CBC Guidebook, internet, CBC Guidebook, internet, CBC internet, CBC Guidebook, internet, CBC
7. PROCEDURES
 A. Reviewing previous lesson
Review about Livestock and Identify the types and kinds Enumerate the hazards in the Enumerate ways of preventing Identify farm and fish product
Habitat of Animals and fishes of ruminants, Cattle and swine animal farm and fish farm hazards in the animal/fish farm and the marketing strategy
applied to

B. Establishing a purpose
for the lesson Development of project
plans and feasibility study of
the proposed animal farm and
fish farm
Prepare the inventories of Prepare schedule of work Maintain records/ledger of Prepare or inventories of
tools, equipment, supplies and involved in putting up the transactions involved in the project supplies, tools and materials
materials needed in putting up project and consumables needed in the
the project animal farm and fish project

C. Presenting examples / Development of site Workplace Lay out of the Work scheduling and graphical Bookkeeping Record Management
instances of the new development plans for the project presentation
lesson animal and fish raising project
Design of the animal farm and
fish farm
D. Discussing new Site Planning and Farm Design Identifying manpower Work loads and schedule of Book and ledger maintenance Maintaining Marketing strategy
concepts and practicing requirement for the animal and constructions for animals and fish products
new skills #1 fish raising project
E. Discussing new concepts
and practicing new skills
#2
F. Developing Mastery animals/fish to be raised as an Prepare list of needed Prepares schedule of works for Record potential income, expenses Maintain bookkeeping of
(Leads to Formative alternative source of income materials to start the project the following: and gains out of farm animals and transactions made in marketing
Assessment 3) for the family Raising fish products animal and fish product
Caring
Processing
Marketing of farm/fish
product
animals and fish products
A. Finding Practical Environmental Scanning for Preparation of canvass for the Document schedule of work, Keep track Accounting and records Maintain Marketing and
applications of concepts the animal and fish raining needed materials to start the time requirement and days to of the project Financial Status of the project
and skills project project be undertaken for the following:
Raising
Caring
Processing
Marketing of farm/fish
product

B. Making Site development Plans Design and materials Work scheduling involved in the Record and transaction keeping and Marketing Strategy
generalizations and requirement of the project project management
abstractions about
the lesson
 C. Evaluating Learning Oral interview Oral recitation Reporting and presentation Group presentation Written examination
Demonstrations Demonstrations skills Ocular Inspection Product Analysis
Drafting of Plans
D. Additional activities Take photos of an ideal Canvass for the tools, supplies Invite at least one practitioner Develop ledger, book for accounts Prepare marketing strategy of
for application or animals and fish farm project ,materials and consumables of who can share his/her of the project the products and by product of
remediation the project experienced in maintaining animals and fishes
animal farm or fish farm/pond
G. REMARKS
H. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovative or
localized materials did I
use/discover which I wish
to share with other
teachers?
 School Grade Level VI
GRADE 6 Teacher Learning Area ARALING PANLIPUNAN
DAILY LESSON LOG
Teaching Dates and Time MARCH 11-15, 2019 (WEEK 9) Quarter 4TH QUARTER

WEEK 9 LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. LAYUNIN
Pamantayang Pangnilalaman
Pamantayan sa Pagaganap
Mga Kasanayan sa Pagkatuto
(Isulat ang code ng bawat
kasanayan)
Naipamamalas ang mas malalim na pag-unawa at pagpapahalaga sa patuloy na pagpupunyagi ng mga Pilipino tungo sa pagtugon ng mga hamon na nagsasarili at
umuunlad na bansa
Nakapagpapakita ng aktibong pakikilahok sa gawaing makatutulong sa pag-unlad ng bansa bilang pagtupad ng sariling tungkulin na siyang kaakibat na pananagutan sa
pagtamasa ng mga karapatan bilang isang Malaya at maunlad na Pilipino
AP6TDK-IVi-8

Naiisa-isa ang mga katangian ng Nakapaglalahad sa mga tungkulin Nakapagsasabi sa mga gawaing Nakabibigay-ideya sa Natatalakay ng buong
isang bansang maunlad at Malaya ng bawat mamamayang Pilipino pangpamayanan tungo sa pag- isyung territorial dispute talino ang mga isyung
Cognitive unlad ng bansa kapaligiran

Nakapagpapahayag ng ideya sa mga Nakapagpapahalaga sa mga Nakapagbabahagi ng sariling Naisasaalang-alang ang Nakapaghihinuha buhat sa
katangian ng bansang maunlad at tungkulin ng bawat mamamayang karanasan na nakakatulong sa bawat saloobin sa isyung mga nakuhang
Malaya Pilipino pag-unlad ng bansa territorial dispute impormasyon mula sa
Affective pagtatalakay tungkol sa
mga isyung kapaligiran
Nakagagawa ng isang output na Nakagagawa ng isang graphic Nakasasadula ng mga gawaing Nakagagawa ng isang jingle Nakabubuo ng isang
nagpapakita ng isang bansang organizer na nagpapakita ng mga nagpapakita ng gawaing tungkol sa territorial maikling tula tungkolsa
Psychomotor maunlad at malaya tungkulin ng bawat Pilipino pampamayanan tungo sa pag- dispute climate change,
unlad ng bansa paghahanda sa sakuna at
kalamidad, etc
II. NILALAMAN
KAGAMITANG PANTURO
A. Paksa
B. Sanggunian AP6 Batayang Aklat sa AP 6 AP6 CG, mga larawan, tsart, TM, AP6 CG, mga larawan, AP6 CG, mga larawan,
TG 6, LM 6 LM, TG, CG, BOW TG tsart, TM, TG tsart, TM, TG
III. PAMAMARAAN
A. Balik-aral sa nakaraang aralin Ipaawit ang “Ang Bayan KO” Anu-ano ang iyong tungkulin bilang Pagpapakita ng isang video clip. Pag-aawit ng isang Patriotic Ilahad ang isang video
at/o pagsisimula ng bagong isang anak?Bakit mahalaga ang Song tungkol sa climate change
aralin pagganap sa tungkoling ito?
B. Paghahabi sa layunin ng aralin
C. Pag-uugnay ng mga halimbawa
sa bagong aralin
D. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #1
E. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2
F. Paglinang sa Kabihasan
(Tungo sa Formative
Assessment)
G. Paglalapat ng aralin sa pang-
araw-araw na buhay
H. Paglalahat ng Aralin
I. Pagtataya ng Aralin
J. Karagdagang gawain para sa
takdang-aralin at remediation
IV. Mga Tala
V. Pagninilay
Ano ang nilalaman sa awitin?
Pagpapakita ng video clip tungkol sa
maunlad at Malaya.
Pagbibigay ng opinion tungkol sa
video clip.
Pangkatang Gawain:
Ilista ang mga katangian ng isang
bansang maunlad at Malaya
Pagsasagot sa tanong:
Paano mo masasabi na ang isang
bansang ay maunlad at Malaya?
Ipaliwanag
Pagbabahagian ng opinion tungkol
sa halaga ng pananatili sa kaunlaran
at kalayaan ng bansa.
Ipaisa-isa ang mga palatandaan ng
isang bansang Malaya at maunlad.
Gumawa ng isang semantic web na
nagpapakita sa mga katangian ng
isang bansang maunlad at Malaya.
Ilista ang iyong tungkolin bilang
isang anak.
Pagkakaroon ng isang laro
4pics 1word
Ano ang ipinakitang kilos ng mga
larawan na nakita natin sa laro?isa-
isahin ang larawan
Gamit ang GO:
Anu-ano ang mga tungkulin ng
isang mamamayang Pilipino?
Pangkatang Gawain:Gumawa ng
isang slogan o hashtag tungkol sa
tungkulin ng isang mamamayang
Pilipino.
Bawat pangkat ay may meta cards
magpalitan ng opinion kung ang
nakasaad ay tungkulin ng isang
mamamayan Pilipino
Pag-uulat sa klase sa nabuong
kaisipan tungkol sa nabunot na
meta card
Bakit mahalaga na magampanan ng
maayos ang tungkulin bilang isang
mamamayan?
Base sa pag-uulat, gumawa ng isang
GO na nagpapakita ng mga
tungkulin ng isang mamamayang
Pilipino.
Gumupit ng larawan na
nagpapakita ng kaunlaran sa bansa.
Ano ang mensahe sa video?
Ibahagi sa klase ang naidalang
larawan na nagpapakita ng
gawaing pampamayanan.
Sa mga larawang nakapaskil alin
dito ang mga gawaing
naglalarawan ng gawaing
pampamayanan uoang maging
maunlad an gating bansa.
Sagut-tanunga
Pagpapalitan ng opinyon
Maikling laro: Tumayo kung angt
pahayag ay gawaing
pampamayanan na
makakatulong sa pag-unlad ng
bansa at uupo kung hindi.
Ibahagi ang sariling karanasan o
gawain na maaaring
makakatulong sa pag-unlad ng
bansa
Anu-ano ang mga gawaing
pampamayanan na makkatulong
sa pag-unlad na bansa?
Padsasadula tungkol sa gawaing
pampamayanan tungo sa pag-
unlad ng bansa.
Magdala ng isang news clip
tungkol sa agawan ng Spratly’s
Island
Pagbabahagi sa klase sa
mga news clip na nakuha
Anu-anong bansa ang
nag-aagawan sa teritoryo
ng Spratly’s Island?
Bakit nag-aagwan ang mga
bansang ito sa Spartly’s?
Makatarungna ba na
agawin ng ibang bansa ang
ating teritoryo?
Pagpapalitan ng opinion sa
klase.
Sagot-tanongan
Gumawa ng isang talata
tungkol sa iyong opinion sa
pag-aagawan ng teritoryo.
Gumawa ng isang jingle o
kahit anong malikhain
pagpapahayag tungkol sa
pag-aagawan ng teritoryo.
Pagbabahagian ng mga
malikhaing pagpapahayag
sa klase.
Bakit mahalaga na
maipagtangol ng ating
pamahalaan at kilalanin
ang ating teritoryo
Magdala ng isang news
article tungkol sa climate
change o mga isyong
pangkapaligiran.
Base sa videong nakita,
Ano ang iyong
nararamdaman?
Pagbabahagi ng news
clippings
Pagbabahagi ng opinion
tungkol sa isyong
pangkapaligiran
Sagot-tanongan
Bumuo ng isang tula o
slogan tungkol sa climate
change
Ibahagi sa klase ang
nagawang slogan o tula
Ano ang dapat nating
gawin upang hindi lumala
ang epekto ng climate
change?
Ilista ang mga paraan kung
paano tayo makakatulong
sa paglaganap ng
kamalayan tungkol sa
climate change
Ihanda ang sarili para sa
pagsusulit.
A. No. of learners who earned
80% on this formative
assessment
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work?
No. of learners who have
caught up the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor help me solve?

G. What innovation or
localized materials did I
used/discover which I wish to
share with other teacher?
 School Grade Level VI
GRADE 6 Teacher Learning Area MATHEMATICS
DAILY LESSON LOG
Teaching Dates and Time MARCH 11-15, 2019 (WEEK 9) Quarter 4TH QUARTER

WEEK 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of pie graphs and experimental probability.
B. Performance The learner is able to create and interpret representations of data (tables and pie graphs) and apply experimental probability in mathematical problems and
Standards real-life situations
C. Learning Makes listings and diagrams of outcomes and tells the Makes simple predictions of events based on the results of
Competencies/ number of favorable outcomes and chances using these experiments. Weekly Test
Objectives listings and diagrams. M6SP-IVi-23
M6SP-IVi-22

II. CONTENT Making listings and diagrams of outcomes and tells the Making simple predictions of events based on the results of experiments.
number of favorable outcomes and chances using these
Listings and diagrams.
LEARNING RESOURCES
A. References
1. Teacher’s Guides
2. Learner’s Material
pages
3. Textbook Pages 21st Century Mathletes pp 342-355

4. Additional
Reference from
Learning Resource
B. Other Learning Math Links pp164-167
Resources

III. PROCEDURES
A. Reviewing previous Rolling a die, what is the Rolling a die, what is the What is the probability that the Show a picture of plant under the
lesson or presenting probability that 8 will come probability that 7 will come father of the son of your father is shade.
the new lesson out? out? your father?
B. Establishing a purpose A fair coin is tossed. A fair coin is tossed. Study the Model: What do you think will happen to the
for the lesson a) What are the possible a) What are the possible plant?
outcomes? outcomes?
b) What is the chance of b) What is the chance of
showing head ? showing head ?
c) What is the chance of c) What is the chance of
showing tail? showing tail?

C. Presenting A day is chosen from a A day is chosen from a Make a prediction regarding the Make a prediction regarding the
examples/instances of week. week. model shown. picture shown.
the new lesson a) What are the possible a) What are the possible
outcomes? outcomes?
b) What is the chance of b) What is the chance of
choosing Wednesday? choosing Wednesday?
c) Find the probability of c) Find the probability of
selecting weekends. selecting weekends.

D. Discussing new This is a menu posted on This is a menu posted on Reach each situation and write Roll a number cube once, what is the
concepts and the wall of a restaurant. the wall of a snack bar. your prediction. probability outcome of each situation?
practicing new skill #1 1. Leah studies her lesson Example:
Burgers Beverages Burgers Beverages everyday. She is very attentive in a An even number = 3 out of 6
class. One the teacher gave a test. =½
Hamburgers Coca cola Hamburgers Coca cola 1. the number 6 ________
Cheeseburger Iced Tea Cheeseburger Iced Tea 2. It was raining very hard. Ricky 2. the number 3 or 4 _____
Pizza burger Orange juice Pizza burger Orange juice had no umbrella. He had no 3. the number 1 _________
Chickenburger Chickenburger raincoat. He walked in the rain all 4. a number less than 4 ___
Hot chocolate Hot chocolate
the way home. 5. an odd number _______

1. How many different ways 1. How many different ways

can you order for a snack? can you order for a
complete menu.?
Solve through the listing
method. Solve through the listing
method.
E. Discussing new Use the menu above. Use the menu above. If you flip two coins 12 times, what If you flip two coins 12 times, what is
concepts and This time, solve through a This time, solve through a is the best prediction possible for the best prediction possible for the
practicing new skill #2 tree diagram. tree diagram. the number of times both coins number of times both coins will land on
will land on tails? tails?

Solve by using a formula. Solve by using a formula.

(See page 343 of Mathletes (See page 343 of Mathletes

Textbook) Textbook)

F. Developing mastery Refer to no. 6 on page 352 Jimmy is going to buy a new Find the probability of each event. If you spin the spinner 12 times, what
(Leads to Formative of 21st Century Mathletes, bike. He can choose from a is the best prediction possible for the
Assessment) speed bike, a motor bike, or 7 5 2 number of times it will not land on
a tandem bike. His color yellow?
choices are black, purple,
blue and silver. How many 4 8 (Teacher : Draw a spinner in 12 sectors
different combinations then label )
does Jimmy have to choose Pick a card at random:
from? The probability of picking:
1. an odd number
2. a shaded number
3. an even number
4. a shaded even number
5. number less than 9
6. an unshaded number
7. number > 9
G. Finding practical Daniel is ordering breakfast Kate has 6 blouses and 7 If you flip a coin 10 times, what is If you flip two coins 12 times, what is
applications of in a restaurant. He can have skirts. How many different the best prediction possible for the best prediction possible for the
concepts and skills in scrambled or hard boiled outfits can she make? the number of times it will land on number of times both coins will land on
daily living eggs. On the side, he can heads? tails?
choose to have hash
browns, a muffins, toast or
fruit. How many different
combinations can Daniel
order for breakfast?
H. Making What are the ways to tell What are the ways to tell
generalizations and the favorable chance or the favorable chance or
abstractions about the outcomes? outcomes?
lesson
 I. Evaluating learning Refer to page 351 of 21st How many numbers can be Make simple predictions out of Make simple predictions out of the
Century Mathletes made from the digits 3, 5, 9, the following situations. following situations.
and 6 if each digit is used 1. A flashlight fails to light. 1. A flashlight fails to light.
one time? Prediction/s:__________ Prediction/s:__________
2. There are many people in 2. There are many people in
the house. the house.
Prediction/s:__________ Prediction/s:__________
3. A boy is crying because he 3. A boy is crying because he
cannot copy what is cannot copy what is
written on the board. written on the board.
Prediction/s:__________ Prediction/s:__________
4. The food remains 4. The food remains
uncooked. uncooked.
Prediction/s:__________ Prediction/s:__________
5. The door is locked. 5. The door is locked.
Prediction/s:__________ Prediction/s:__________

J. Additional activities
for application or
remediation

IV. REMARKS
V. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?