GRADE 6 School: ANTIBALAS ELEMENTARY SCHOOL Grade level: VI

DAILY LESSON LOG Teacher: JODILMARY C. MONTEMAYOR Learning area: TLE - AGRICULTURE
Teaching dates and time: DECEMBER 10-14, 2018 (WEEK 7) Quarter: 3RD QUARTER

WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Perform propagation of Trees and Fruit trees following agricultural standards set in the industry.
I. OBJECTIVES

A. Content Standards Demonstrates an understanding of scientific practices in planting trees and fruit trees

B. Performance Standards Applies knowledge and skills in planting trees and fruit trees Markets Fruits
and Seedlings
C. Learning Competencies/ TLE6AG0f-7
Objectives 7 Market fruits and seedlings 7.1 Applies scientific knowledge 7.2.Keep updated 7.3 marketing 7.4 Uses of on line
Write the LC code for each and skills in identifying fruits records of strategy to be used marketing of
and trees/seedlings for in selling orchard trees and
seedlings ready for sale sale seedlings
7.5 Prepares flyers and
Brochures
• How to sell your crop 7.2.1Proper record 7.3.1Marketing 7.1.4 Benefits of on
II. CONTENT Wholesale and retail keeping of events, strategy line
Marketing of fruits and seedlings expenses, sales Transactio marketing
• The Farmers Market and improvement of nal Advantages and
orchards • Word of dis advantages
Mouth of on line marketing
7.2.2 Maintaining • Personalized 7.1.5 Design and lay
records • Free sample out of flyers and
• Tree map marketing brochures for
• Tree growth • Telemarketin marketing fruits and
• Seedlings g seedlings
growth • Community
marketing
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
Curriculum Guide for
Grade VI-Agriculture p.32
Agricultural Crops
Production, Teachers
Guide
Curriculum Guide for Grade
VIAgriculture p.32
Agricultural Crops Production,
Teachers Guide
Curriculum Guide for Curriculum Guide for Curriculum Guide for
Grade VI-Agriculture Grade VI-Agriculture Grade VI-Agriculture
p.32 p.32 p.32
Agricultural Crops Wastong Pagtatanim Wastong Pagtatanim
Production, Teachers
Guide

B. Other Learning Resources Charts, Pictures, Video, Actual Charts, Pictures, Video, Actual Charts, Pictures, Video, Charts, Pictures, Charts, Pictures, Video,
object, Guidebook, internet object, Guidebook, internet Actual object, Video, Actual object,
Guidebook, internet Actual object, Guidebook, internet
Guidebook, internet

IV. PROCEDURES

A. Reviewing previous lesson or Assign groups to report on the Perform systematic and .Perform proper Demonstrate the Observe healthy
presenting the new lesson systematic and scientific way of scientific ways of caring procedures in proper ways of and safety
caring for seedlings, trees and seedlings, propagated trees preparing organic applying organic measures in
fruit trees and fruit trees fertilizer and fertilizer and formulating
• Cultivating organic organic organic fertilizer
• Transplanting pest/insect pest/insect and pest
• Watering control control to /insect control
• Applying organic seedlings and
fertilizer propagated plants

B. Establishing a purpose for the Apply entrepreneurial skills in Scientific knowledge Skills Maintaining record Choosing the best Practice
lesson marketing and selling fruits, and in identifying fruits and and keeping all data marketing marketing
seedlings seedlings for sale in tact strategy in selling strategy through
and cuttings fruits and advertising and
seedlings on line
techniques
C. Presenting examples/instances
of the new lesson
Proper selection and harvesting Proper maintenance Presentation of Practice advertising
of fruits, and proper selection of of records and Books, different Marketing techniques in
seedlings for sale ledger for marketing strategies in marketing fruits and
fruits and seedlings marketing fruits and seedlings
seedlings

D. Discussing new concepts and Environmental and community Analyzing your orchard s and Bookkeeping Proper wearing of Analyzing failed or un-
practicing new skills #1 scanning in marketing fruits and plantation status techniques Personal protective successful formulation
seedling equipment of organic fertilizer and
organic pest/insect
control
E. Discussing new concepts and Safety practices in Introduction to Organic Ideal marketing Advertise your product
practicing new skills #2 transplanting seedlings and concoctions strategy applied for
propagated plants fruits and seedlings
F. Developing mastery (leads to Discussed Applies scientific knowledge Proper record Discuss the Lay out and design
Formative Assessment 3) entrepreneurial skills and skills in identifying keeping of events, different advertisement for
in marketing and selling fruits, fruits and seedlings ready expenses, sales marketing fruits and seedlings
seedlings and cuttings for sale and improvement strategies in for sale
of orchards selling fruit and
seedlings

G. Finding practical applications of Knowing your market and Proper analysis of fruits Develop proper Selection and best Practice on-line
concepts and skills in daily customer and seedlings ready for records and books marketing marketing strategy
living market intended for strategy for
marketing fruits and seedlings

H. Making generalizations and Entrepreneurial skills in Marketing Scientific way and skills in Record keeping and Scope and Present different way
abstractions about the lesson fruits and seedlings identifying fruit and seedlings maintenance of data characteristics of of advertising your
for sale for marketing different marketing product
techniques
I. Evaluating learning Written examination Oral recitation Reporting and Group presentation Written
Demonstrations Demonstrations presentation skills Role Play examination Word
Role Play Demonstration Direct Observation Puzzle
Ocular Inspection
J. Additional activities for
application or remediation
Video presentation of some best
practices in marketing fruits and
seedlings
Video presentation of scientific
skills in identifying fruits and
seedlings for sale
Present ideal existing Invite speaker who is Video presentation in
actual records of an authority in developing
books and ledger marketing fruits and advertisement like
intended for fruits and seedling and who brochure, leaflets and
seedling sale sand will talked on posters for marketing
market marketing strategies

V. REMARKS

VI. REFLECTION

A. No. of learners who earned

80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
 GRADE 6 School: ANTIBALAS ELEMENTARY SCHOOL Grade Level: VI
Teacher: JODILMARY C. MONTEMAYOR Learning Area: TLE-I.A.
DAILY LESSON LOG
Teaching dates and time: DECEMBER 10-14, 2018 (WEEK 7) Quarter: 3RD QUARTER

WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Demonstrates an understanding of and skills in making simple electrical gadgets.
B. Performance Standards Constructs simple electrical gadgets with ease and dexterity
C. Learning Competencies / Objectives Explains the protocols (processes) in making electrical gadgets (TLE6IA-0g-9)
Write the LC code for each

II. CONTENT
Production/ repair of simple electrical gadgets.
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
Give me an example of Rearrange the following The teacher will show the work of
different simple steps to each group done yesterday about
A. Reviewing previous lesson or electrical gadgets: make it correct the
presenting the new lesson Extensions cord, Refer to activity 2 protocol or a process in making a
Door bell Continue the group electrical gadgets.
Plugs, presentation from
lampshades yesterday activities
Group activity: Why is it necessary to Why is it dangerous to The will show a diagram of the
The teacher will ask the strictly make an correct process of making a
B. Establishing a purpose for the pupils to list down follow the steps/ electrical gadget dorrbell. The teacher will ask: will
lesson the steps in constructing direction in without the doorbell function? Why?
an extension msking simple elecrical following the concise
cord in a manila paper and gadgets? direction?
post it on the Sample anwers:
 board. The first group to To avoid accidents,
complete the task To produce an output
will be declared as a with good
winner. quality

Classify the things is it a The teacher will prepare

Group activities:
furniture or a strips of Divide the class into 4
gadget? flashcards with different
groups
Television steps in Each group will be
Cellphone making an extension given an
Laptop cord. envelope with strips of
C. Presenting examples/ instances of Sofa Ask the pupils to post it
cartolina
the new lesson Cabinet on the with different correct
Table board accordingly. processes of
Doorbell making an specific
electrical
gadget. The pupils will
rearrange
it and post it on the
board.
Teacher will present at Group work: Each group will present The teacher and the Ask the pupls to give some reactions
least 3 different Based on the information their class will give on the diagram presented.
videos showing the they output to the class for comments and
protocols in making watched yesterday, the confirmation or suggestions regarding
electrical gadgets. group will suggestions by their group
D. Discussing new concepts and
The teacher will instruct assess the their classmates. presentation and the
practicing new skills #1
the group to protocol/process in teacher
observe and take note of making an electrical will give additional
the processes in gadgets. List information about the
making the electrical the step by step protocol protocol in making an
gadgets. in electrical
making electrical gadgets. gadgets.
The group will list down Group reporting. Pupils What is the importance
and summarize will give of
E. Discussing new concepts and
what they have observed their reactions and the following the correct
practicing new skills#2
while watching teacher will protocol/
the video. (panel be the facilitator process in making
discussion of a group) electrical
 gadgets?

F. Developing mastery Refer to Activity 1 What is the importance What is the importance of following
(Leads to Formative Assessment 3) “Completing the Process What is the importance of following the the correct protocol/ process in
Ladder” of following correct protocol/ making electrical gadgets?
the correct protocol/ process in making
process in electrical gadgets?
making electrical
gadgets?

G. Finding practical applications of Why is it important to Why is constructing When does short
concepts and skills in daily living know how to make At home, you noticed octopus circuit happen?
an electrical gadgets? that your electrical extension
How will it be usefulat brother is having a hard dangerous?
home and in your time fixing
daily life? an extension cord. What
will you
do?
H. Making generalizations and What is the importance of What is the importance What is the importance What is the importance
abstractions about the lesson remembering of of of
the different protocol/ remembering the remembering the remembering the
processes/ steps in different different different protocol/
making electrical gadgets? protocol/ processes/ protocol/ processes/ processes/ steps in
steps in steps in making electrical
making electrical making electrical gadgets?
gadgets? gadgets?
I. Evaluating learning True Or false
Give the different What will you do if your Why is constructing 1. Do not check the wirings in
protocol/ processes/ steps extension cord is not octopus making
in working, Considering the electrical extension an extension cord.
making electrical gadgets. safetyness in fixing? dangerous? 2. Operate any electrical appliances
1. with wet hands.
2. 3. Never use temporary jumpers.
3. 4. Never construct octopus
4. extension
5. cord.
5. Don’t attempt to check or repair
some electrical gadgets if you do not
have the right knowledge to do it.
J. Additional activities for application or
remediation

V. REMARKS
VI. REFLECTION
A. No.oflearnerswho
earned80%onthe formative assessment
B.No.oflearnerswho
requireadditionalactivities
forremediation.
C. Didtheremediallessons work?
No.oflearnerswho
havecaughtupwiththe lesson.
D. No.oflearnerswho
continuetorequire remediation
E. Whichofmyteaching
strategiesworkedwell?Why
didthesework?
F. WhatdifficultiesdidI
encounterwhichmy
principalorsupervisorcan helpmesolve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
 School ANTIBALAS ELEMENTARY SCHOOL Grade Level VI
GRADE 6 Teacher JODILMARY C. MONTEMAYOR Learning Area TLE – ENTREPRENEURSHIP & ICT
DAILY LESSON LOG
Teaching dates and time: DECEMBER 10-14, 2018 (WEEK 7) Quarter: 3RD QUARTER

WEEK 7 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
I. OBJECTIVES
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard demonstrates knowledge and skills in using audio, video conferencing tools, and e-group
B. Performance Standard communicates and collaborates online through audio, video conferencing, and e-group
C.Learning  Give steps in signing  Give steps in  Sign up for a skype  Make a group video  Use
Competency/Objectives up for a skype importing facebook account. call or video skype/google
Write the LC code for each. account. contacts to skype  Follow steps in signing conferencing. hangouts in
 Enumerate steps in  Call someone using up, adding and  Make a group call or video call.
adding a skype skype. importing contacts. audio conferencing.  Conduct a
contact. TLEIE6-0g-13  Make a call using TLEIE6-0g-13 skype/google
TLEIE6-0g-13 skype. hangouts in
TLEIE6-0g-13 video or audio
conference.
TLEIE6-0g-13
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or
two.
II. CONTENT
COMMUNICATING AND
COLLABORATING USING ICT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages ICT and Entrepreneurship ICT and Entrepreneurship ICT and Entrepreneurship ICT and Entrepreneurship ICT and
pp. 90-96 pp. 97-99 pp. 90-99 pp. 99-100 Entrepreneurship
pp. 101
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
E. Discussing new concepts and
practicing new skills # 2
Developing mastery
(leads to Formative Assessment
3)
F. Finding practical application
of concepts and skills in daily
living
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.
Present “Let’s Study” on Review on steps in signing up Review on steps in importing Review on Review on how to make
page 90. for a skype account and steps facebook contacts to skype and  Steps in signing up an audio and video
in adding skype contacts. Call someone using skype. for a skype account conference using skype.
 Steps in aading skype
contacts
 How to import
facebook contacts to
skype
 Call someone using
skype
Introduce skype to the
learners and give some
background about the
application.
Discuss the steps in signing Group Activity:
up for a skype account and  Create a skype account
steps in adding skype following the steps in
contacts on pp. 90-96 of TX making a skype
Discuss Importing Facebook account. Discuss the steps on how to Group Activity:
Contacts to skype and calling  Add contact list in their start a Group video call Let each group do
someone in contact list on skype account. (Video Conferencing using “Acvtivity 5.1: Catching
pp. 97-99 of TX  Import contacts skype and Making a Group Up!” on page 101 of TX.
 Make a video call. Call (Audio Conferencing)
using skype on pp. 99-100 of
TX
Let each group
collaborate with each
other using skype or
google hangouts.
G. Making generalizations and Group Activity:
abstractions about the lesson Let each Group discuss the
following in the class
Group 1 - Creating a skype
account following the
steps in making a skype
account.
Group 2 - Adding contact
list in their skype
account.
Group 3 - Importing
contacts
Group 4 - Making a video
call.
Group 5 - Making a group
call.
H. Evaluating learning 20 item quiz
I. Additional activities for
application or remediation

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
VI. REFLECTION help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
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?
 GRADE 6 School: ANTIBALAS ELEMENTARY SCHOOL Grade Level: VI
Teacher: JODILMARY C. MONTEMAYOR Learning Area: TLE-H.E.
DAILY LESSON LOG
Teaching dates and time: DECEMBER 10-14, 2018 (WEEK 7) Quarter: 3RD QUARTER

WEEK 7 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 Assessment strategies. Valuing
VII. OBJECTIVES
objectives support the learning of content and competencies and enable children to find significance an d jo y in learning the lessons. Weekly objectives shall be derived from
the curriculum guides.
D. Content Standards Demonstrates an understanding of and skills into the basics of food preservation
E. Performance Standards Preserves food/s using appropriate tools and materials and applying the basics of food
TLE6HE-Og-11 3.2.1 Identifies the tools/utensils and equipment
3.2 Uses the 3.2.1 Prepares plan on preserving/processing food
F. Learning Competencies / tools/utensils and
Objectives equipment and their
Write the LC code for each substitutes in food
preservation /
processing.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
VIII. CONTENT
Food Preservation
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.Ensure that there is a mix of concrete and
IX. LEARNING RESOURCES
manipulative materials as well as paper-based materials. Hands-onl earning promotes concept development.
K. References
5. Teacher’s Guide pages
6. Learner’s Materials
pages
7. Textbook pages
8. Additional Materials
from Learning Resource
(LR)portal
Bantigue, R.M. and https://food-hacks.wonderhowto.com/how-to/10-
Pangilinan, J.P. (2014) brilliant-substitutions-for-specialized-kitchen-tools-
Growing up with Home 0150526/
Economics and Livelihood
Education. FNB https://www.youtube.com/watch?v=N0Y2QlMO4Uw
L. Other Learning Resources Educational, Inc. QC.
https://www.youtube.com/watch?v=KjG28t1iGQI
 X. PROCEDURES
Recap of previous lesson
Last week, the discussion
was on food preservation,
the benefits derived from
it as well as its different
types. We also conducted
an inventory of food that
can be preserved and
A. Reviewing previous processed.
lesson or presenting the new
This week’s lesson is on
lesson
the
tools/instruments/utensils
and equipment that we
use for food preservation.
Ask the learners on the
importance of
familiarizing the learners
with the tools/utensils
B. Establishing a and equipment in food
purpose for the lesson preservation.
Ask the difference
between
tools/instruments and
M. Presenting examples/ equipment.
instances of the new
lesson
Before the difference is
determined, ask the
learners to give examples
Recap of previous Recap of previous lesson. Recap of previous lesson. Mention that yesterday, the
lesson There were exercises or activities on the use of the There were presentation class started with the planning
Yesterday, the class was different tools/instruments and equipment in food of possible substitutes for for the presentation of
able to identify preservation / food processing,. kitchen preserved/processed food.
different tools/instruments. There Today, they will continue to
tools/instruments and The class was asked if they could think of possible was a video presentation prepare for the assignment next
equipment used in food substitute/s for tools//instruments. of these substitutes and week.
preservation. how they can be used.
The class was able to The class was also
distinguish the informed that they willl
difference between present by group
tool/instruments and processed/preserved
equipment. food next week.
The class started with
their planning for the
project and the first step
was to identify a food
item.
Our lesson for today is a Ask the learners why there is a need to think of The eight (8) groups will Continue with group discussion
continuation of the substitutes for instruments/tools in the kitchen. present their plans. on project.
discussion yesterday
because the class will be Emphasize the need to be resourceful for the There is emphasis on The class discussed with their
asked to present the learners non-duplication of food individuall group their chosen
recipes of preserved items with the same recipe, tools and equipment,
foods/processed foods mode of food tasks for each member of the
and identify the preservation. group, workplan, and the budget
tools/instruments and for the project.
equipment used to
complete the process.
Individual class With reference to the assigned task to the learners, After presentation, the The group representative will
presentation. the teacher will call on learners to provide examples teacher will ask the class check with the HE room if the
of substitutes. to group themselves tools and equipment needed are
again then discuss the available.
The other members of
following:
the class will provide Show photos to the class.
feedback on the  Choosing a recipe. If the tools are not available, the
presentation. Knife sharpener - sharpen your knife with a ceramic  Identifying tools and learners will bring them to class.
bowl or mug equipment that will
Egg separator – water bottle
 of tools / instruments and
equipment.
Ask the learners examples
of these
tools/instruments:
Response may include
knives, fork, spoon, whisk,
spatulas, graters, wooden
mallets, containers, plastic
bins with airtight lids,
ceramic dishes with plastic
lids and foil containers,
jars, bag, food brushes,
measuring cups, colander,
N. Discussing new
strainer, timer, weighing
concepts and practicing new
scale, measuring spoons,
skills #1
handheld can opener,
cooking thermometer, etc.
Ask the learners examples
of equipment used in food
preservation: juicer,
mixer, electric can opener,
blender, refrigerator,
stove, oven.
What then is the
difference between tools
and equipment?
be used in completing Bring the needed ingredients for
Jar opener – duct tape the process the project..
 Listing the steps in
preserving/processing
Burger press – measuring cup, jar lids
of food
 Assigning tasks for
Double boiler – two saucepans or one pan and a each group member
mixing bowl
 Designing a work plan
 Preparing a budget
 Documenting photos
Play a video clip on food The teacher will explain The eight (8) groups will provide
preservation / food Show a video on substitute for kitchen each of the items that will updates on the status of
processing. The video tools/instruments. be included in the preparation for their assignment.
contains the specific presentation:
steps undertaken for https://www.youtube.com/watch?v=N0Y2QlMO4Uw
the completion of the  Recipe of the
process. The use of the preserved/processed
https://www.youtube.com/watch?v=KjG28t1iGQI
tools / utensils/ food
instruments and
equipment are very Think of other substitute for tools/iinstrument.
 Tools / instruments
evident in the video.
used in the activity
 Equipment used in the
activity
 Steps in
preserving/processing
of food
 Role of each member
of the group
 One major difference is
the use of electricity.

The teacher will show The contents of the The teacher will inform the class that by next week, Tell the class that it might
photos or drawings of video will be processed they will be bringing preserved/processed foods be the first time that they
examples of by the class. which they themselves will prepare. have heard of the
tools/instruments and following:
equipment.  Work plan
The class will be divided into eight (8). With reference  Budget
The teacher will ask the to the lessons last week on the methods of food  Photo Documentation
learners the use of each preservation, assign two groups per method.
O. Discussing new tool/instrument and (not included in the CG)
concepts and practicing new equipment. Group 1 - Drying
skills#2 Group 2 - Salting
Group 3 - Freezing
The teacher will then
Group 4 –Processing
present a photo where
Group 5 – Drying
the specific tool or
Group 6 – Salting
equipment is used or
Group 7 - Freezing
being used.
Group 8 - Processing

P. Developing mastery The class will prepare Presentation of another Each group will identify what food item they will work Define, explain and
(Leads to Formative Pickled Papaya. What video clip on on. There should be no duplication of food items for provide examples.
Assessment 3) tools/utensils/instruments processing/preservation groups who will be working on the same method.
will be used? of food. Workplan – is the list of
 Grater tasks that need to be
 Bowl Midway in the The individual group will plan on the done for a specific activity.
 Jar presentation, the preserved/processed food which they will prepare. It indicates the day and
time and the task that will
 Teaspoon teacher will pause the
be done.
 Cup video then ask the class
 Muslin bag what the next steps will
Budget – is the list of the
 Squeezer be.
expenses or costs of items
 Collander
used in the activity.
 Tray or bilao

Q. Finding practical
applications of concepts
and skills in daily living
R. Making generalizations and
abstractions about the
lesson
S. Evaluating learning
 Sauce pan The video presentation Photo Documentation –
 Knife will be played again. are pictures taken before,
 Slicer during and after the
activity. These are action
shots e.g. discussing,
marketing, food
preparation, of cooking
until the final product is
ready for presentation.
Describe how the above The teacher will ask the
tools//instruments will be learners what process in
used? the video is very
important in food
Ask the class what preservation / food
equipment will be used in processing. Ask them
the preparation of Pickled why.
Papaya?
Answer: Gas stove or gas
range
Ask the class when it will
be used.
Remember the difference The class continue with
between their planning for next
tools/instruments and week’s presentation
equipment.
Familiarize yourselves
with the
tools/instruments used in
the preservation of food.
Present a situation The teacher will go around the eight (8) groups to The teacher will go The teacher will advise the
wherein the ensure that they are on the right track. around the eight (8) group on how to better prepare
tools/instruments groups to ensure that for their presentation next week.
needed for a specific Clarifications by the learners will be addressed by the they are on the right
recipe are not available. teacher. track. Clarifications by the learners will
be addressed by the teacher.
Ask the learners to Clarifications by the
think of a substitute. learners will be
 addressed by the
teacher.
T. Additional activities for Bring recipes on preserved Submit photos of
application or remediation foods. Identify the possible substitutes for .
equipment and kitchen
tools/instruments that will tools/instruments.
be used to complete the
process.
XI. 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 the students learn?
XII. REFLECTION
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
H.No.oflearnerswho
earned80%onthe formative
assessment
I. No.oflearnerswho
requireadditionalactivities
forremediation.
J. Didtheremediallessons
work? No.oflearnerswho
havecaughtupwiththe
lesson.
K. No.oflearnerswho
continuetorequire
remediation
L. Whichofmyteaching
strategiesworkedwell?Why
didthesework?
M. WhatdifficultiesdidI
encounterwhichmy
principalorsupervisorcan
helpmesolve?
N.What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
 GRADE 6 School: ANTIBALAS ELEMENTARY SCHOOL Grade Level: VI
Teacher: JODILMARY C. MONTEMAYOR Learning Area: ARALING PANLIPUNAN
DAILY LESSON LOG
Teaching Dates and Time: DECEMBER 10-14, 2018 (WEEK 7) Quarter: 3RD QUARTER

WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Pamantayang Pangnilalaman Naipamamalas ang mas malalim na pag-unawa at pagpapahalaga sa pagpupunyagi ng mga Pilipino tungo sa pagtugon sa mga suliranin , isyu at hamon ng kasarinlan

Pamantayan sa Nakakapagpakita ng pagmamalaki sa kontribusyon ng mga nagpunyaging mga Pilipino sa pagkamit ng ganap na kalayaan at hamon ng kasarinlan
Pagaganap
Naiuugnay ang mga suliranin, isyu at hamon ng kasarinlan noong panahon ng Ikatlong Republika sa kasalukuyan na nakakahadlang ng pag-unlad ng bansa
Mga Kasanayan sa (AP6SHK-IIIg-6)
Pagkatuto (Isulat ang Nakapagbibigay ng sariling pananaw tungkol sa mga pagtugon ng mga Pilipino sa patuloy na mga suliranin, isyu at hamon ng kasarinlan sa kasalukuyan
(AP6SHK-IIIh-7)
code ng bawat
kasanayan)

I. Layunin

Nakakatalakay ng may katalinuhan
sa mga suliranin, isyu at hamon
Cognitive noong Ikatlong republika
Napapahalagahan ang mga
suliranin, isyu at hamon noong
panahon ng ikatlong republika
Affective
Napag-uusapan ang mga suliranin,
isyu at hamon sa panahon sa
kasalukuyan
Nakapakikinig ng masuri sa mga
suliranin, isyu at hamon sa
panahon sa kasalukuyan
Nakapagbibigay ng mga suliranin,
syu at hamon sa ikatlong
Republika ng kasalukuyan
Nasisiyasat kung ano ang mga
suliranin, isyu at hamon sa
panahong ito
Nakapagbubigay ng kahulugan
ng mga sumusunod na salita:
-suliranin
-isyu
-hamon
-kasarinlan
Nakapagsaliksik tungkol sa
mga kahulugan ng mga
sumusunod na salita
Nakapagbigay ng sariling
pananaw tungkol sa mga
pagtugon ng mga Pilipino sa
patuloy ng mga suliranin sa
kasalukuyan
Nakapagbibigay ng datos

Nahuhulaan ang mga suliranin, isyu Nakagagawa ng slogan tungkol sa Nakagagawa ng Venn Diagram Brainstorming tungkol sa Nakagawa ng repleksyon
at hamon ng ikatlong republika mga suliranin, isyu at hamon sa tungkol sa kaugnayan ng mga kahulugan na suliranin, isyu tungkol sa mga isyu ng
Psychomotor kasalukuyang panahon ng bawat suliranin, isyu at hamon sa hamon at kasarinlan kasarinlan sa kasalukuyan
pangkat ikatlong Republika
II. NILALAMAN

KAGAMITANG PANTURO
A. Paksa Mga Suliranin, Isyu at Hamon noong Mga Suliranin, Isyu at Hamon sa Kaugnayan ng mga Suliranin, Isyu Kahulugan ng mga Mga Isyu ng Kasarinlan sa
Panahon ng Ikatlong Republika Panahon sa Kasalukuyan at Hamon sa Ikatlong Republika sumusunod na salita: Kasalukuyan
sa Panahon sa Kasalukuyan -suliranin
 -isyu
-hamon
-kasarinlan
B. Sanggunian Aklat sa AP6, TG, CG Aklat sa AP6, TG, CG Aklat sa AP6, TG, CG, Pilipinas Aklat sa AP6, TG, CG Aklat sa AP6, TG, CG
Bansang Pag-unlad p. 173
III.
PAMAMARAAN

A. Balik-aral sa nakaraang Idikit ang mga larawang nagawa Idikit ang mga larawang nagawa Pag-usapan ang napanood sa Balik-aralan ang mga suliranin Buuin ang ppuzzle tungkol sa
aralin at/o pagsisimula kahapon sa tsart kahapon sa tsart television at narinig sa mga radio na napag-usapan mga suliranin, isyu, hamon at
ng bagong aralin kasarinlan

B. Paghahabi sa layunin ng Tanungin ang tungkol sa binasa sa Tanungin ang mga mag-aaral Tanungin kug anu-ano ang mga Magbigay ng kahulugan sa Ipakita ang mga isyu ng
aralin libro tungkol sa suliranin ng tungkol sa binasa sa libro tungkol suliranin sa ating pamayanan suliranin, isyu, hamon at kasarinlan sa kasalukuyan
Ikatlong republika sa suliranin ng Kasalukuyan kasarinlan

C. Pag-uugnay ng mga Pagpapakita ng mga suliranin at Pagpapakita ng mga suliranin at Pagpapakita ng larawan tungkol Magbigay ng mga kahulugan Pagbasa ng batayang aklat p.
halimbawa sa bagong hamon sa ikatlong republika hamon sa kasalukuyan sa mga suliranin, isyu at hamon ng mga suliranin, isyu, hamon 176-177
aralin sa Ikatlong Republika sa Panahon at kasarinlan
sa Kasalukuyan
D. Pagtatalakay ng bagong Pagsunod-sunurin ang mga Pagsunod-sunurin ang mga Anu-ano ang mga problema na Ilahad ang mga kahulugan Ilahad ang mga isyu sa
konsepto at paglalahad suliranin at hamon sa ikatlong suliranin at hamon sa kasalukuyan makikita sa larawan tungkol sa mga suliranin sa kasalukuyan
ng bagong kasanayan #1 republika Ikatlong Republika

E. Pagtatalakay ng bagong Pangkatang Talakayan: Pangkatang Talakayan: Sisiyasatin kung ano ang mga Talakayin at iulat ng bawat Pangkatang Gawain:
konsepto at paglalahad PAngkat 1: Suliranin PAngkat 1: Suliranin suliranin at isyu o hamon sa pangkat ang mga suliranin. Talakayin at iulat ang mga
ng bagong kasanayan #2 Pangkat 2: Hamon Pangkat 2: Hamon panahong ito suliranin ng kasalukuyang
panahon
F. Paglinang sa Kabihasan Sagutin ang tanong sa tsart
(Tungo sa Formative
Assessment)

G. Paglalapat ng aralin sa
pang-araw-araw na
buhay
H. Paglalahat ng Aralin
Pag-uulat at talakayan tungkol sa
suliranin at isyu
Paano malulunasan ang isyu at
hamon sa ikatlong Republika?
Pag-uulat at talakayan tungkol sa
suliranin at isyu
Paano malulunasan ang isyu at
hamon sa kasalukuyan?
Gumawa ng Venn Diagram
tungkol sa kaugnayan ng mga
suliranin, isyu at hamon sa
Ikatlong Republika nsa Panahon
ng Kasalukuyan
Pagbubuod ng napag-aralan sa
pamamagitan ng pagbibigay ng
mga suliranin at hamon
Brainstorming tungkol sa
kahulugan ng isyu, suliranin,
hamon at kasarinlan
Ano ang
suliranin?isyu?hamon?
kasarinlan?
Pagpapakita ng iba’t ibang isyu
sa kasalukuyan
Basahin at bigyang-pansin at
suriin sa batayang aklat pp.177
I. Pagtataya ng Aralin Piliin sa dalawa ang isyu o suliranin Ano ang pinakamabigat na isyu Makapagtala ng kontrobersyal na Ipaliwanag ang kahalagahan Sagutin ang mga tanong:
at ipaliwanag. ang ipinupukol ngayon sa isyung naganap sa Ikatlong ng mga isyu, suliranin, hamon Ano ang inyong sariling
Hal. kasalukuyang administrasyon? Republika. at kasarinlan? pananaw tungkol sa mga
1.Walang kalayaan sa pagtugon ng mga Pilipino sa
pagpapahayag. pagpatuloy ng mga isyu ng
kasarinlan sa kasalukuyan
J. Karagdagang gawain para Ang hamon noong Ikatlong Sang ayon ka ba sa “war against Anong hamon ang nahaharap Ano ang pagkakaiba ng Gumawa ng paghahalaw
sa takdang-aralin at Republika ng Pilipinas may drug” sa suliranin ngayong nating mga Pilipino ngayong salitang suliranin sa salitang tungkol sa mga isyu ng
remediation naidudulot bang kabutihan sa ating pangkasalukuyan? kasalukuyang administrasyon. isyu. kasalukuyan
kasalukuyan? Bakit?
IV. Mga Tala
V. Pagninilay

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?
 GRADE 6 School: ANTIBALAS ELEMENTARY SCHOOL Grade Level: VI
Teacher: JODILMARY C. MONTEMAYOR Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and Time: DECEMBER 10-14, 2018 (WEEK 7) Quarter: 3RD QUARTER

WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
 Demonstrate understanding of various verbal elements in orally communicating information.
 Demonstrate understanding that printed words are made up of interconnected letters with separate sounds that are blended together to form coherent pattern of
sounds.
 Demonstrate understanding that printed words are made up of interconnected letters with separate sounds that are blended together to form coherent pattern of
sounds.
 Demonstrate understanding of the research process to write a variety of texts.
 Demonstrate understanding that English language is stress timed to support comprehension.
 Communicates orally information, opinions and ideas effectively to different audiences using a variety of literary activities.
 Uses strategies to decode correctly the meaning of words in isolation and in context.
 Uses strategies to decode correctly the meaning of words in isolation and in context
 Organizes information from secondary sources in preparation for writing.
 Uses knowledge of stress and intonation of speech to appropriately evaluate the speaker’s intention, purpose and meaning
Present a coherent, Infer meaning of content specific Infer meaning of content Organize information from secondary Observe accuracy,
comprehensive report on differing terms using context clues. specific terms using prefixes sources in preparation for writing, appropriate rate and proper
viewpoints on an issue. reporting and similar academic tasks expressions in dialogs.
in collaboration with others.

Write for the LC code for
each
II. CONTENT
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
EN60L-IIIj-1.19
Describe key information of a text
from a prescribed viewpoint.
Lesson Guide –English 6 pp 134-
Charts, cassette recorder
EN6V-IIIj-12.3.3 EN6V-IIIj-12.3.3 EN6SS-IIIj-4 EN6F-IIIj-3.5
EN6V-IIIj-12.4.1.3 EN6V-IIIj-12.4.1.3 EN6F-IIIj-3.2
EN6V-IIIj-12.4.2.3 EN6V-IIIj-12.4.2.3 EN6F-IIIj-3.6
Inferring meaning of content Inferring meaning of content Organize information from secondary Observe accuracy,
-context clues specific terms using prefixes sources. appropriate rate and proper
expression in dialogs.
Lesson Guide-English 6 pp 261-264
137
Charts, flashcards Picture, charts Charts of news story, parts of Charts
newspaper, cassette recorder
A. Review previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
What are the elements of the
story?
What are the current issues of
news that you have heard on TV
or have read in the newspaper
today?
If you belong to a family that
plays favoritism, what would you
feel? Why would you feel that
way?
Say: Today we are going to read
a short story:
“The Parable of Division”
LG pp 134-137
Identify the meaning of each How do you keep yourself abreast What one should be
underlined words. with fresh news everyday? Where can remembered in organizing
1.Evolved means you find fresh news or current events information from data
a. runaway from or unusual situations that are given?
b. go around meaningful and relevant to set of
c. produced by natural means readers?
2.To guarantee means the same
as
a. to answer for something as in
loan or pledge
b. answer joyfully question
c. announce something
3. Equitable would mean
a. a bank
b. fair and equal
c. unfair
4. An appellation is
a. a court appeal
b. a title
c. a friendly greeting
5. To be disappointed is to
a. unhappy
b. fatigued
c. fail in expectation
How do you celebrate your Have the pupils listen to the tape The teacher shows a picture
birthday? recorded announcements. of two pupils talking to each
(SAMPLE ANNOUNCEMENT) other.
Hey everyone, you heard the
challenge. We’re celebrating National
Mix It Up Day tomorrow. We’re going
to mix up things up around here.
Wear a mixed up outfit during the
day. At lunch we’re going to mix it up
by sitting at a different table than
where we usually sit. But the key is,
you have to talk to someone new!
Tuesday Hey, hope you all mixed up
your outfits for National Mix it Up
Day. I saw some great stuff
Instruct them to jot down the
What do you think they are
important information.
talking about?

C. Presenting examples/
instances of the new lesson
The teacher presents a particular
issue or news item of the day.
-Comprehension check-up
1. What good value have the
parents of the two boys taught
them?
2. To make sure that equitable
division is guaranteed, what
practice was observed by them?
3. Why did the younger brother
drink all the contents of the
whole bottle?
3. Would you agree with what
the younger brother/older
brother did? Why?
-Locate the underlined words in
the story
Presenting a selection
Pupils read it.
At first I thought one of my
fuzzy, orange socks disappeared
in the dryer, but I could not find
it in there. Because it was my
favorite pair, nothing was going
to prevent me from finding that
sock. I looked all around my
bedroom, under the bed, on
top of the bed, and in my
closet, but still could not find it.
I did not know that I would
discover the answer just I gave
up my search. As I sat down on
the couch in the family room,
my Dad was reclining on his
chair. I laugh when I saw that
one of his feet was orange and
the other blue! I forgot that he
was color blind. Next time he
does laundry I will have to
supervise him while he folds
the sock so that he does not
accidentally take one of mine!
What information have you jotted
down from the announcements?
What should be observed
when reading a dialogue?
Presenting a selection
Pupils read it.
At first I thought one of my
fuzzy, orange socks
disappeared in the dryer,
but I could not find it in
there. Because it was my
favorite pair, nothing was
going to prevent me from
finding that sock. I looked
all around my bedroom,
under the bed, on top of the
bed, and in my closet, but
still could not find it. I did
not know that I would
discover the answer just I
gave up my search. As I sat
down on the couch in the
family room, my Dad was
reclining on his chair. I laugh
when I saw that one of his
feet was orange and the
other blue! I forgot that he
was color blind. Next time
he does laundry I will have
to supervise him while he
folds the sock so that he
does not accidentally take
one of mine!
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
What is the issue all about?
What can you say about the
issue?
The teacher discusses how to
make a coherent, comprehensive
report on differing viewpoints on
an issue.
The teacher gives another issue.
The pupils give their opinions
orally.
.After locating the underlined
words in the story, tell them to
read as they are used in
sentences
Identify the meaning of the
underlined words by encircling
the appropriate meaning from
the given choices.
1.His father’s voice startled him
and made him look back to the
direction toward the town.
a. surprised
b. frightened
c. anxious
2. Then they hailed a cab to take
them to Manong Kadyo’s house
near the butcher’s place.
a. to produce a sound
b. to greet with shout
c. to stop
3.m The other members of the
household spilled into the cool,
clean veranda.
The teacher discusses the
factors to be considered when
reading a dialogue such as
intonation, stress, expression
(voice and facial)
.Read the following lines with
correct intonation, stress and
expression.
1. She wanted to face the
problems on Tuesday.
2. He felt uneasy but the others
were enjoying themselves.
3.I didn't want to come but
here I am.
4.No way!
5. At five o'clock.
6. No, only at the meeting.
Why are announcements important?
What details do they usually contain?
Sequence the statements by their
order of importance.
Number the blanks 1-9
__1.Police identified the suspect as
Emelito M. Maano, who was arrested
by barangay police.
__2.He allegedly set his house and
the house of his cousin Cecila M.
Atienza on fire at about 12 noon.
__3.The fire was controlled at around
1:25 p.m. by various fire brigades.
__4.Police added that the suspect
was seen by his nephew Mateo
holding a candle before he burned his
house.
Comprehension check up
1. What is the selection tells
us about?
2. How did the first
character solve the
problem?
3. What did you think is the
cause of the problem?
Read the italicized words
taken from the paragraph.
What are placed before
each word?
What does each syllable
mean?
What do you call these
syllables?
The teacher discusses what
a prefix is and give other
examples of prefixes and
their meanings.
Encircle the word with
prefix in each sentence.
1. She hopes to regain the
friendship she lost for
being proud and
arrogant.
2. My grandfather was
often misunderstood by
others because he
seldom smiles at them.
3. Mrs. Castro and her
new born baby received
a post-natal care at
home.
4. The applicants were
pre-warned on the
hardship of working
abroad.

G. Finding practical
applications of concepts and
skills in daily living
Group activity
Each group will present a news
broadcast about the issue given
by the teacher.
a. furniture 5. Carlos misinterpreted
b. couch __5. The compound was owned by what Tony suggested
c. an open porch the Maamo family and shared by during the meeting.
4. I appreciate that you chose to twelve families. 6. Her long absence from
come here. her country caused her
a. to recognize gratefully __6.Incidentally, the LCDRRMC that to be so disoriented in
b. to apprehend time was conducting a fire drill so many ways.
c. to understand nearby, and the fire drill turned into a 7. I am looking for
5. Mang Pidong patted all the reality, said former PIA director Joe inexpensive, yet
other children on their heads. Asensi Jr., also a member of meaningful gifts to give
a. to recognize LCDRRMC. this Christmas.
b. to strike 8. Mrs. Reyes disapproved
c. to look the students’ plan of
__7.Members of the LCDRMMC
holding an overnight
expedited their workshop and turned
camping in the forest.
a real practice in managing a fire
9. The children ride on a
situation, Asensi said.
tricycle in going to
school.
__8.Arson investigators of the Bureau
10. Robert miscalculated
of Fire and Protection are conducting the expenses incurred
an investigation. during the Science Fair
activity.
__9. Lucena city, Rizal – A forty-nine-
year-old man allegedly suffering from
mental illness burned his own house
and a house of his relative in a
compound on Gomez St., Barangay 2,
here friday.
If you were the younger brother Group Activity Guided Group Activities What do the underlined
in the selection, Would you do Each group will be given a Write your own news story word in each sentence
the same? Why? dialogue to deliver in the class. demonstrating your knowledge and mean? Write your answer
skills in the use of presentation of on the blank.
Example 1 (Adding a facts. 1. A group of pupils
Medication) - 14 were killed were misguided by
Parent: So, but with the - 70 wounded their team leaders.
antibiotic one question was, - Davao City bombing They did the wrong
was it that he was gagging from way.
- September 2, 2016
the cough that he was throwing _____________
it up? It could have just been it - Roxas Night Market 2. The house was
was upsetting his stomach or repainted with
both? Just so I don’t go home green.
and he’s throwing it up again. ______________
And so we’ll find that out. We’ll 3. Aling Maria bought
make sure before we go home. a package of

H. Making generalizations How do you show your viewpoints
and abstractions about the or opinions about a certain issue?
lesson
I. Evaluating learning The teacher presents another set
of issues then tells the pupils to
write their own opinion about the
issues given.
To form the meaning of a word
through context clues, it means
we have to get the meaning of
the word as it is used with other
words. Therefore the meaning of
the word can often be found in
other parts of the sentence.
Read the selection “Don’t Dump
That Garbage” LG pp 134-137.
Give the meaning of each
underlined word by the clues
given within the sentences.
1. Mrs. Guinto’s house is always
spic and span because her maid
has tirelessly cleaned it.
2. Don’t dump your garbage in
our room or else you’ll mess it.
3. The changeable decision over
the passing of the test result
puzzled the examinees.
Senior Resident: He should
have one dose before he goes
to make sure he can tolerate it.
Example 2 (Scheduling change)
Parent: Well, she (child) has a
question, too.
Intern: Oh, good.
Attending: Yeah. Yes.
Intern: I think that’s a
fantastic idea.
Parent: Thirty minutes in a
tunnel when you gotta go!
Attending: That’s really a
good point.
What should be considered
when reading a dialogue?
The teacher evaluates the
performance of each group
using rubrics.
Present their work to the class. Have
them do the critiquing.
Write a news story based from the
following data dictated. The
details/facts are not arranged in their
order of importance.
- 2016 Division Elementary
Schools Press Conference
- September 21-23
- Alaminos Central School,
Alaminos, Laguna
- 500 plus
participants/campus
journalists
precooked
noodles.
_______________
4. The patient was
uneasy with the
tube connected to
his mouth.
______________
5. The store had a
post-Valentine sale
with discounted
price for selected
items.
________________
A prefix is a syllable or
syllables placed at the
beginning of a base word.
A base word is a word that
can stand on its own. It
cannot be divided into
smaller parts and still retain
its meaning.
The meaning of a word can
be figured out by putting
together the meaning of its
prefix and the base word
Supply the missing prefix to
the base word to complete
the sentences.
1.The enemies did not spot
the ___marine.
2. Carlos ___pronounce
some words while reciting a
poem before the class.
3. The boys were scolded by
their teacher for being
___responsible in doing
their project.
4. It is disappointing to
know that there are many

J. Additional activities for
application or remediation
Cut news article from newspaper,
paste it in a coupon bond then
write at least 3-5 paragraphs
reactions about it.
4. She was born to a poor family
so her lifestyle is also modest
and simple.
5. Don’t just throw your garbage
indiscriminately, or else you’ll
make your surrounding aimlessly
another Smokey Mountain.
Copy a 2-3 paragraphs article
then underline three words from
it. Give the meaning of the words
base from its function in the
paragraph.
Find famous lines of popular
personality. Be ready to deliver
them in the class.
Make a compilation of news stories
from recent newspapers. Look for
two stories on the following topics:
-accident story
-current events story
-interview story
college graduates who are
still __employed.
5. I left my bag in the
__cycle.
List down 10 words with
prefixes then use it in a
sentence.

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 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?
 GRADE 6 School: ANTIBALAS ELEMENTARY SCHOOL Grade Level: VI
Teacher: JODILMARY C. MONTEMAYOR Learning Area: ESP
DAILY LESSON LOG
Teaching Dates and Time: DECEMBER 10 – 14, 2018 (WEEK 7) Quarter: 3RD QUARTER

WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standards
Performance Objective
Learning Competencies/
Objectives
(Write the LC code for each)
Naipamamalas ang pagkaunawa sa kahalagahan ng pagmamahal sa bansa at pandaigdigang pagkakaisa tungo sa isang maunlad, mapayapa, at mapagkalingang pamayanan
Naipakikita ang wastong pangangalaga sakapaligiran para sakasalukuyan at susunodnahenerasyon
Naipakikita ang pagiging malikhain na paggawa ng anumang proyektona makatutulong at magsisilbing inspirasyon tungo sa pagsulong at pag-unlad ng bansa
Code: EsP6PPP-IIIh-39

II. CONTENT
( Subject Matter)
III. LEARNINGRESOURCES
A. References
1. Teachers Guide pages
2. Learners Material Pages
3. Textbook pages
4. Additional Materials from
LRDMS
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing past lesson
or Presenting the new
lesson
B. Establishing a purpose
of the new lesson
- Pagbati ng guro ng magandang
buhay sa mag-aaral.
- Pagtitsek kung sinong liban sa
klase
Pagpapakita ng guro ng tunay na
bagay mula sa mga patapong
bagay.
a. Ano-ano ang mga bagay na nasa
inyong harapan?
Malikhaing Paggawa ng Proyekto mula sa Patapong Bagay
powerpointpresention, videoclips (kapaligiran at pagrerecycle) https://www.youtube/watch?v=tNfz0vSHjEU;
https://www.youtube.com/watch?v=gRb0z)HGEIQ
metacards, manila paper, permanent marker at masking
Tungkol saan ang ating Muling itanong ang nasa
talakayan kahapon? Isabuhay at tumawag ng ilang
Ano ang pagpagpapahalaga ang mag-aaral upang magbahagi.
iyong natutuhan tungkol sa Ipabuo ang mga pahayag
aralin? batay sa napag-aralan.
Paano ito nakaimpluwensiya sa
iyong sarili bilang miyembro ng
lipunang iyong ginagalawan?
- Ipanood sa mga mag-aaral ang
videoclip tungkol sa
pagrerecycle
- Magbigay ng mga katanungan
tungkol sa videoclip.
(Para saguro)
 b. Ano-ano ang mga kagamitan ang
ginamit upang mabuo ang mga
bagay na ito?
c. Ano ang mga bagay sa inyong
bahay ang patapon na maaring
gamiting muli? Magbigay ng
halimbawa.
d. Bakit kailangang gawin ang
gawaing ito?
e. Ipabasa ang panimula ng aralin.
C. Presenting Examples/ Iparinig sa klase ang awit ni Asin,
instances of the new “Kapaligiran” Magkaroon ng
lesson talakayan pagkatapos mapakinggan
ito.
D. Discussing new Itanong:
concepts and practicing a. Ano ang pamagat ng awit? Sino
new skills no. 1. ang umawit?
b. Ayon sa awit, ano-ano ang
napapansin sa ating kapaligiran?
c. Bakit nangyari ito sa ating
kapaligiran?
d. Ano ang maari nating gawin
upang maiwasan mamangyari sa
atin ito?
e. Bilang isang mag-aaral, ano ang
maaari mong gawin upang
masolusyunan ang problem ang
Gabayan ang mga mag-aaral sa
panunuod ng videoclip. Maging
sensitibo sa pangyayari sa videoclip.
Iproseso itong mabuti sa mga bata.
Mga tanong.
1. Tungkol saan ang video clip na
iyong napanood?
2. Ano ang masamang dulot ng
water lily sa karagatan at mga
isda na naririhan dito?
3. Mula naman sa mga water lily
na ito, ano-ano ang
mabubuting makukuha o
magagawa natin dito?
4. Bakit mahalagang umisip tayo
ng mga magagawa natin sa
mga patapong bagay tulad ng
water lily?
5. Ano ang kahalagahan ng
pagrerecycle?
6. Bilang mag-aaral, paano ka
makatutulong sa pagpapa –
unlad ng sarili, pamayanan at
bansa?
Ipakita ang mga larawan ng
sitwasyon sa mga mag-aaral.
Sasagutin ng mga bata kung ito
ay tama sa pamamagitan ng
happy face at sad face kung
mali.
1. Pagtatapon ng basura
sa dagat
2. Paghihiwa-hiwalay ng
basura
3. Larawan ng recycled
products
4. Pagsusunog ng basura
 ito? Ano ang tawag natin sa 5. Paggamit ng eco bag
gawaing ito? sa pamimili
f. Anong pag-uugali ang iyong
maipapakita kung ating gagawin
ang pagrerecycle?
g. Magkaroon ng talakayan sa mga
sagot ng mga mag-aaral
E. Discussing new - Talakayin ang sagot ng Itanong.
concepts and mga mag-aaral Bilang isang mag-aaral, paano
practicing new skills no. - Ibigay ang rubrics para mo ipapakita ang
2 sagawain. pagmamahal sa iyong
(Para sa guro) pamayanan sa pamamagitan
Tandaan na ang rubrics ay ng pagkamalikhain sa
magmumula sa pagsang-ayon paggawa?
ng mga mag-aaral at guro sa
paggagrado ng gawain.
Maaari rin naming ito ay galing
sa guro ngunit dapat ay may
konsultasyon sa mag-aaral
upang lalong mapaganda ang
rubrics.

F. Developing Mastery Pangkatin ang mag-aaral sa Gamitang Graphic Organizer

(Leads to Formative lima at ipakita ang kanilang
Assessment 3.) gagawin.
Bigyan sila ng limang minuto
para sa preparasyon at
karagdagang dalawang minute
sa presentasyon.
Tema: “Patapong bagay
Pahalagahan, Upang
makatulong sa ating Bayan”
sa ibaba, isulat ang
nagpapakita ng tamang
pangangalaga at pagkilos
upang mapangalagaan ang
kalikasan at maipakita ang
pagkamalikhain sa paggawa
ng mgabagay mula sa
patapong gamit.
 Pangkat Gawain

Unang Akrostik ng
pangkat salitang
RECYCLE
Ikalawang Rap
pangkat
Ikatlong Paggawa ng
pangkat Slogan
Ikaapat na Paggawa ng
pangkat tula
Ikalimang Paggawa ng
pangkat Dula-dulaan

G. Finding practical
application of concepts
and skills in daily living
H. Making Generalization Ang pagrerecycle ng mga patapong
and abstraction about bagay ay nakakatulong sa pag-
the lesson unlad ng sarili, ng pamayanan at ng
bansa kung gagamitin natin ang
pagiging malikhain
I. Evaluating learning Panuto: Basahin ang mga
sitawasyon. Piliin ang titik ng
wastong sagot at isulat sa
sagutang papel.

1. Produktibo ang isang tao

kung marunong siyang mag-
isip ng paraan kung
papaanonmagiging
kapakipakinabang ang bawat
makita sa kanyang kapaligiran.
Alin sa mga sumusunod ang
kanyang katangiang
tinataglay?
a. galante c. mabait
b. maaasahan d. malikhain
2. Alin sa mga sumusunod na
sitwasyon ang nagpapakita ng
gawaing makatutulong sa pag-
unlad ng bansa?
a. Si Cardo na ginagamit ang
mga patapong bagay tulad ng
bote ng mineral water bilang
taniman ng halaman.
b. Si Onyok nanililinis ang
harap ng bahay at sinusunog
ang mgabasura.
c. Si Awra na gumagamit ng
net na may maliliit na butas d.
a panghuhuli ng isda.
dSi Ryza na gumagamit ng
chemical fertilizer sa mga
pananim upang dumami ang
kita.
3. Si Angela ay dumalo sa
kaarawan ng kanyang kaklase.
Nakita niya na maraming
balat ng Zest-O mula sa
idinaos na okasyon. Ano ang
maaari niyang gawin sa balat
ng Zest-O upang maging
kapaki-pakinabang ito?
a. Gagawin niyang bag
b. Hahayaan niya lamang na
nakakalat.
c. Itatapon niya sa basurahan.
d. Ibibigay niya sa basurero.
4. Si Nena ay nagbebenta ng
isda. Sa pagbabalot,
ginagamit niya ang plastic.
Alin sa mga sumusunod ang
dapat sabihin sa kanya?
a. Huwag kang gagamit ng
plastic Nena.
b. Nena mas mainam na supot
na lang ang gamitin sapagkat
ang plastic ay hindi madaling
matunaw.
c. Wala kang pagmamahal sa
kapaligiran Nena.
d. Isusumbong kita kay
Kapitan Nena.
 5. Ang paglilikha ng
panibagong kagamitan mula
sa patapong bagay ay
nagpapakita ng pagiging
__________.
a. malikhain c. masipag
b. masunurin d. maagap
J. Additional activities for
application and
remediation
V. REMARKS
VI. REFLECTION
A. No. of learner who earned
80%
B. No. of learner who scored
below 80%
( needs remediation)
C. No. of learners who have
caught up with the lesson
D. No of learner who continue to
require remediation

Which of my teaching strategies

work well? Why?
What difficulties did I encounter
which my principal /supervisor
can help me solve?
What innovation or localized
materials did I use/discover
which I wish to share w/other
teacher?
 GRADE 6 School: ANTIBALAS ELEMENTARY SCHOOL Grade Level: VI
Teacher: JODILMARY C. MONTEMAYOR Learning Area: FILIPINO
DAILY LESSON LOG
Teaching Dates and Time: DECEMBER 10-14, 2018 (WEEK 7) Quarter: 3RD QUARTER

WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. I. LAYUNIN
B. A. Pamantayang Naipamamalas ang kakayahan sa mapanuring pakikinig at pag-unawa sa napakinggan
Pangnilalaman Naipamamalas ang kakayahan at tatas sa pagsasalita at pagpapahayag ng sariling ideya, kaisipan, karanasan at damdamin
Naisasagawa ang mapanuring pagbasa sa iba’t ibang uri ng teksto at napalalawak ang talasalitaan
Naipamamalas ang iba’t ibang kasanayan upang maunawaan ang iba’t ibang teksto
Napauunlad ang kasanayan sa pagsulat ng iba’t ibang uri ng sulatin
Naipamamalas ang kakayahan sa mapanuring panood ng iba’t ibang uri ng media
Naipamamalas ang pagpapahalaga at kasanayan sa paggamit ng wika sa komunikasyon at pagbasa ng iba’t ibang uri ng panitikan
C. B. Pamantayan sa Pagganap Naisasagawa ang mga hakbang o panutong napakinggan.
Nakapagbibigay ng isang panuto.
Nakabubuo ng isang nakalarawang balangkas.
Nakagagawa ng nakalarawang balangkas upang maipakita ang nakalap na datos o impormasyon.
Nakasusulat ng isang talambuhay at orihinal na tula.
Nakagagawa ng isang suringpapel tungkol sa pinanood.
Napapahalagan ang wika at panitikan sa pamamagitan ng pagsali sa usapan at talakayan, paghiram sa aklatan, pagkukuwento , pagsulat ng tula at kuwento.
D. C. Mga Kasanayan sa Nabibigyang kahulugan ang kilos ng Nagagamit ang magagalang na Nagagamit ang iba’t ibang salita bilang Naibibigay ang kahulugan ng pamilyar Nakapagbibigay ng sariling
Pagkatuto. Isulat and code mga tauhan sa napakinggang pananalita sa iba’t ibang pang-uri at at dipamilyar hinuha bago, habang at
ng bawat kasanayan kuwento. sitwayson. pang-abay sa pagpapahayag ng sariling na salita sa pamamagitan ng matapos ang pagbasa.
F6PN-IIIf-19 -pagpapahayag ng ideya ideya. paglalarawan. F6PB-IIIf-24
F6PS-IIIf-12.19 F6WG-IIId-f-9 F6PT-IIIf-1.13
E. II. NILALAMAN Pagbibigay kahulugan sa kilos ng tauhan Paggamit ng Magagalang na Paggamit ang pang-abay at pang-uri sa Pagbibigay ng Kahulugan sa Salitang Pagbigay Hinuha
sa napakinggang kuwento Pananalita sa Pagsasabi ng Ideya sa paglalarawan Pamilyar at Di- Pamilyar sa
Isang Isyu Pamamagitan ng Paglalarawan.
“Ang Batang Magalang”
“Katangi-tanging Ugali”
F. III. KAGAMITANG PANTURO
A. A. Sanggunian
1. Mga pahina ng Gabay ng
Guro
2. Mga pahina ng
Kagamitang Pang-Mag-
aaral
3. Mga Pahina sa teksbuk
4. Karagdagang Kagamitan Filipino 6-DLP 42-Pagbibigay ng Filipino 6 – DLP 57-
mula sa portal ng Kahulugan sa Kilos, Gawi at Pananalita Pagbibigay Hinuha
Learning Resources (LR) ng Tauhan
B. B. Iba pang kagamitang
panturo
IV. PAMAMARAAN
A. Balik-Aral sa nakaraang Subukin Natin
aralin at/o pagsisimula ng Basahin at unawain ang
bagong aralin bawat pananalita ng mga
sumusunod na tauhan at
sabihin kung ano ang
kahulugan nito:
Jochebed: Lumalaki na si Moises at
hindi na natin siya
maitatago sa mga kawal ng hari,
kailangang
gagawa tayo ng paraan.
Meriam: Naku! Inay, baka malunod ang
sasakyang basket
ni Moises sa tubig at malunod siya.
Prinsesa: Napakagandang sanggol!
Aampunin ko siya.
Kopyahin sa kuwaderno at isulat sa
patlang ang sagot.
Jochebed - ____________________
Meriam - ____________________
Prinsesa - ____________________
B. Paghahabi sa layunin ng Pag-aralan Natin
aralin Maaari ba nating maging kaibigan ang
isang mabangis na
hayop? Alamin sa kuwento kung paano
naging magkaibigan si
Androcles at ang Leon at kung ano ang
naging bunga ng kanilang
pagkakaibigan.
1. Anu-ano ang mga pangkalahatang
sanggunian?
2. Ano ang kahalagahan na
malaman mo ang pagkakaiba-iba ng
mga ito?
Ipabasa sa mga mag-aaral ang mga
pangungusap.
Opo. Natapos ko na po ang aking
gawain.
Salamat po sa pagtulong ninyo sa akin.
Mga tanong:
1. Anong mabuting ugali ang
ipinapakita sa mga pangungusap na
ito?
Kumuha ng kapareha. Ang bawat
magkapareha ay bubunot ng isang
salita at gamitin sa pangungusap ang
mga sumusunod na salita ?
1. matiyaga
2. mataimtim
3. maliksi
4. malakas
5. magaling
Anong tawag sa salitang naglalarawan?
Ano ang pagkakaiba nang pang-abay sa
pang-uri?
Original File Submitted and
Formatted by DepEd Club Member
- visit depedclub.com for more
(Passing the Ball)
Panuto: Ibigay ang kasalungat na
kahulugan ng mga salitang may
salungguhit sa bawat pangungusap.
1. Mga unang tao ang mga Negrito.
(Huling)
2. Watak – watak ang katutubong
tribo.(Sama – sama)
3. Pandak ang mga ito.
(Maliit)
4. Malapit sa dagat at ilog ang
tirahan. (Malayo)
5. Nagpauli – uli sa paligid ang
mga kawal.(Nagpipirmi)
Kailan ipinagdiriwang ang kapistahan
sa inyong bayan? Paano ninyo ito
ipinagdiriwang?
Pagbasa sa kwentong, “Ang
Kapistahan ng Hulong Dagat”
(Nasa aklat na Filipino, Yaman ng
Lahing Kayumanggi 5 ph. 14 – 15.)
Subukin Natin
Basahin ang kwento.
Magbigay ng hinuha sa
mga pangyayari
sa kwento. Sagutin lamang
ang mga tanong
pagkatapos basahin
ang kwento.
Ang Kwento ni Lolo
Kung ang bawat isang may
kakayahan ay gagawa ng
kanyang takdang gawain,
ano sa palagay ninyo ang
magiging
daigdig natin?
1. Ano sa palagay mo ang
gagawin ng mga apo ni
Lolo Juan sa
poultry farm kinabukasan?
Ipaliwanag.
2. Nag-usap nga kaya ang
araro at asarol sa kwento
ni Lolo Juan?
Ano sa palagay mo?
3. Mahal ba ni Lolo ang
mga apo niya? Bakit mo
nasabi ito?
4. Mahal ba ng mga bata si
Lolo Juan? Patunayan ang
iyong sagot.
5. Bakit kailangang lumikha
si Lolo Juan ng kwento
para sa mga
apo?
Pag-aralan Natin
Nakarinig ka na ba ng mga
kwento tungkol sa mga
engkantada? Narito ang
isang kwento tungkol sa
mga
engkantada. Basahin mo.
Ngunit bago mo basahin
alamin mo
 2. Paano maipakikita ang muna ang kahulugan ng
pagiging magalang? ilang mahihirap na salitang
mababasa
mo sa kwento.
1. bahay-kalakal - tindahan
o gusaling pangnegosyo
2. laman-lupa -
mahiwagang nuno na
nakatira sa ilalim ng
lupa
3. dapit-hapon - bago
maghapon o oras na
palubog na ang
araw
4. kapit-bisig - tulung-
tulong
5. takip-silim - dakong
ikaanim ng gabi
C. Pag-uugnay ng mga Si Androcles at ang Leon Pangkating ang klase sa limang grupo. Pansinin ang mga salitang may 1. Tungkol saan ang kwentong inyong MGA ENGKANTADA NGA
halimbawa sa bagong aralin Pinaikling Kwento Ipakita nila kung paano ang pagiging salungguhit . binasa? Saan matatagpuan ang Hulong KAYA?
Mga Tauhan: magalang sa pakikipagusap sa mga 1. Mabait siyang bata.Ang salitang Dagat? Sagutin:
nakatatanda. mabait ay pang-uri .Ang bata ay (Sundan sa pahina 16 sa bahaging 1. Anu-anong
Androcles
pangalan. Isipin Mo.) magagandang katangian
Emperador Pangkat 1 : Dula-dulaan 2. Tunay na mabait si Jesriel.Ang tunay 2. Balikan ang kwenting iyong mayroon ang tatlong
Tatlong Sundalo Pangkat 2 : Kanta ay pang-abay. Ang mabait ay pang-uri. binasa. Alin sa mga mahahalagang magkakapatid?
Tagapagsalaysay Pangkat 3 : Tula 3. Lubhang mabagal kumilos salita doon ang pamilyar at di – 2. Nakatulong ba sa
Pangkat 4 : Sabayang Bigkas yung isa,si Ann.Ang mga salitang pamilyar sa inyo? pagkaligtas sa
Pangkat 5 : Mime (Pag-arte ng walang lubhang at mabagal ay kapwa pang- kapahamakan ang pagiging
anumang tunog) abay at ang kumilos ay pandiwa. masunurin nila?
Maraming paraan ng pagpapakita ng 3. Paano ipinakikilala ng
paggalang. Ito ay ginagamit sa iba’t mag-anak ang pananalig at
ibang pagkakataon tulad ng pagbati, pagtitiwala
pagtatanong, paghingi ng pahintulot, sa Panginoong Diyos?
at iba pa. 4. Kung tinanggap kaya ng
mga bata ang regalo ng
babae, ano
ang maaaring nangyari sa
Tagapagsalaysay: Si Androcles ay isang kanila?
aliping tumakas mula sa piitan niya sa 5. Paano hinarap ng mag-
Roma. Nagtatago siya sa kagubatan. anak ang kanilang
Isang Araw habang siya ay naglalakad, problema?
may nakita siyang isang leong 6. Kung ikaw ay isa sa mga
anak ni Mang Ramon,
umaatungal sa sakit. Hindi na inisip ni
papayag ka
Androcles ang bangis ng leon. Agad niya
bang doon pa rin tumira sa
itong nilapitan. nayon matapos mong
Androcles: Kawawa ka naman. May tinik makita ang
palang nakabaon sa paa mo. Huwag kang mga engkantada?
gagalaw at bubunutin ko ang tinik. 7. Ano ang ibig sabihin ng
(Binunot nga ni Androcles ang tinik.) “Buhay na isang kahig,
Kailangan na lang nating bendahan ang isang tuka”?
Ipaliwanag.
sugat mo. (Pinunit niya ang kanyang
kamisadentro at ginawang bendahe.) O
sige, umalis ka na. (Tumalikod si
Androcles subalit sumunod ang leon.)
Bakit ka sumunod sa akin? (Nakatingin
lamang ang leon na parang
nagmamakaawa.)
Tagasalaysay: Matagal na nagsama si
Androcles at ang leon. Tumulong pa nga
ang leon sa paghahanap ng pagkain.
Ngunit isang araw may dumating na mga
sundalo sa gubat upang hanapin ang
nawawalang alipin.
Unang Sundalo: Mabuti pa kaya ihinto na
natin ang paghahanap. Wala siguro dito
ang aliping iyon.
Pangalawang Sundalo: Hindi! Kabilin-
bilinan ng Emperador na hulihin ang
alipin. Hanggang hindi natin siya
makikita, hindi tayo
hihinto.
Tagapagsalaysay: Dahan-dahan
pumasok ang mga sundalo sa kweba
kung saan natutulog si Androcles kaya
madali itong nahuli. Iginapos na si
Androcles nang biglang dumating ang
leon. Sasakmalin na sana
ito ng sundalo nang biglang sumigaw si
Androcles.
Androcles: Huwag po! Maawa kayo sa
kanya hulihin n’yo na lang po siya ng
lambat.
Unang Sundalo: Kung hinayaan mo
sanang ipagtanggol ka ng iyong alaga, di
sana ay nakatakas ka.
Androcles: Ayaw kong mapahamak ang
leon dahil sa akin.
Mga Tanong:
1. Sinu-sino ang mga tauhan sa kwento?
 2. Saan naganap ang kwento?
3. Bakit nagtatago si Androcles sa gubat?
4. Sa palagay mo mabuting tao ba si
Androcles? Bakit?
5. Mabangis nga ba ang leon sa kwento?
Bakit?
6. Sabihin ang katangian ng bawat
tauhan:
a. Androcles
b. Unang Sundalo
c. Pangalawang Sundalo
D. Pagtalakay ng bagong Sa unang tagpo, ano ang masasabi mo
konsepto at paglalahad ng sa kilos at gawi ni
bagong kasanayan #1 Androcles nang binunot niya ang tinik
sa paa ng leon? Hindi ba’t
masasabi mong siya ay taong may
mabuting kalooban at maawain
sa hayop. Ano ang pruweba mo bakit
mo ito nasabi? Oo, dahil sa
pananalita niya nang sabihin niya sa
leon na ito ay kaawaawa.
Sa ikinilos ng leon habang ito ay
iiwanan na sana ni Androcles,
ano naman ang masasabi mo? Hindi
ba’t masasabi mong ito ay
maamo at kaawaawa. Bakit naman?
Dahil nakatingin lamang ito kay
Androcles na parang nagmamakaawa.
Ano naman ang kaibahan ng gawi ng
una at pangalawang
sundalo? Sino sa palagay mo ang
determnado at ang sumusuko
kaagad? Oo, iyong unang sundalo ay
sumusuko kaagad habang ang
pangalawang sundalo naman ay
determinado at pursigidong tuparin
ang utos ng Emperador.
Hindi ba’t madali mong mabigyang
kahulugan ang kilos, gawi
at pananalita ng isang tauhan kung
maiintindihan mo lamang ang
iyong binasang kwento. Kaya
nararapat na magkakaroon ka ng
kakayahang umintindi sa binasa mo.
Iyan ay mahalaga.
Ang Mga Magagalang na Salita
Ang pagpapakilala ay isang paraan ng
pagkakaroon ng maraming kakilala at
kaibigan. Isa pa rito, ito ay isa sa mga
paraan kung saan maipakita mo ang
wastong paggamit ng magagalang na
pananalita sa pagpapakilala ng iyong
sarili sa ibang tao.
Pag-usapan sa klase ang mga
naunawaan nila sa narinig o binasa.a.
Ipasagot ang mga tanong.
• Anong magandang ugali ang ating
minana sa ating mga ninuno?
• Ano ang itinuturo ng mga magulang
sa anak?
• Sino-sino ang ating dapat igalang?
• Ano-ano ang bagay na dapat
igalang?
• Bakit dapat tayong maging
magalang?
b. Ano kaya ang maaaring mangyari
kung:
• Hindi tayo gagamit ng po at opo sa
pakikipag-usap sa mga nakatatanda o
awtoridad?
• Hindi natin igagalang ang kaugalian,
tradisyon at gawain ng mga Pilipino?
• Patuloy nating igagalang ang ala-ala
ng ating mga bayani?
• Irerespesto natin ang bawat isa.
Ano ang pang –uri?
Ano nilalarawan ng pang –abay?
Ang pang-uri ay salitang naglalarawan
sa pangalan at panghalip.
Ang pang-abay ay naglalarawan sa
pandiwa,pang-uri at kapwa pang-abay
Gawin ninyo
Pangkatin ang klase at suriin ng bawat
pangkat ang bawat pangungusap.
Bilugan ang pang-abay na gingamit sa
mga pangungusap.
1. Madalas siyang magkasakit.
2. Tunay na Masaya si Ana.
3. Patakbong sinalo niya ang bola.
4. Palihim na tumakas ang yaya.
5. Ubod ng bilis lumakad ang babae.
6. Mabagal kumilos ang bata
7. Saksakan ng tamad si Juan.
8. Pasuray-suray tumakbo ang mama.
9. Mabilis na umakyat sa puno ang
mga pusa.
10. Humihingal na nagsasalita ang
guro.
(Pangkatang - gawain gamit ang Narito ang pangyayari
activity cards) batay sa kwento. Subukan
A. Panuto: Piliiin sa loob ng mong
panaklong ang kahulugan ng mga bigyan ng hinuha ang mga
salitang pamilyar o di – pamilyar. ito.
1. Inalok niyang bilhin ang sangang 1. Tinanggap ng mga bata
hugis puso. ang regalo ng babae.
(inangkin, isinama, ipinakiusap, inalis) 2. Hindi sumunod ang mga
2. Parang paglapastangan iyon sa bata sa bilin ng mga
Poon. magulang.
(pagmamahal, paglabag, paggalang,
pag – alipusta)
3. Nais ng lalaki na maangkin ang
hugis krus na sanga ng punungkahoy.
(makuha, mawala, malipol,
maipagmalaki)
4. Napagkaisahan ng mga
mamamayan na putulin ang sangang
hugis krus.
(nagsitutol, nag – away – away,
napagkasunduan)
5. Benindisyunan ng pari ang
punungkahoy.
(binasbasan, pinahintulutan,
bininyagan, biniyayaan)
E. Pagtalakay ng bagong Gawin Natin Pagpangkat-pangkatin ang klase sa Gawin mo Ano ang ibig sabihin ng
konsepto at paglalahad ng Hanapin sa kahon ang maaaring apat na grupo. Magsasadula sila ng Basahin at tukuyin kung anong uri ng hinuha?
bagong kasanayan #2 kahulugan ng sumusunod na mga sitwasyon na nagpapakita ng pang-abay ang may salungguhit sa Ang hinuha ay haka,
kilos o gawi ng tauhan: wastong paggamit ng magagalang na suspetsa o hula.
pangungusap sa ibaba.
salita sa mga tao base sa isang isyu. Pagbibigay – hinuha sa
1.Mainit ang ulo ng hepe kahit na mga pangyayari
maligaya mainit na tinanggap ang kaniyang Gamitin ang dating
patas talumpati. kaalaman o mga pahayag
mapagmahal 2.Nang dumating ang mga Malayo,binili sa pagbibigayhinuha
nangangamba ba nila ang baybay-dagat? sa nga pangyayari sa
malupit 3. Maingat na sumulat sa notebook si binasa. Magagawa mo ito
________ 1. Idiniin ng madla si Kulas na kung
Cedrhix.
siyang salarin kahit walang ebidensiya. magiging mapanuri ka sa
________ 2. Nag-aalangan ang hari na 4. Naliligo ang bata araw-araw. pagbabasa. Itanong sa
parusahan si Kulas. sarili kung bakit
________ 3. Umiyak ang ina at nakiusap 5.Mahusay magtalumpati si G. Cruz. ganoon ang pahayag o
sa hari na iligtas si Kulas. pangyayari at kung ano
________ 4. Hinanap ng Reyna ang ang inaakalang
makakapagsabi ng katotohanan. dahilan.
________ 5. Nagpasalamat si Kulas sa Gawin Natin
hari sa pagwalangsala sa Ibigay ang iyong hinuha sa
kanya. mga sumusunod na
pangyayari:
1. Nanatili sa Maynila sina
Mang Ramon. Pinipilit
nilang
pagkasyahin ang kaunting
kinikita ni Mang Ramon.
Ayaw
kasi ng mga anak n’ya na
mamuhay sa bukid.
2. Natakot ang mag-anak
ni Mang Ramon sa
maaaring gawin
ng mga engkantada.
Inilipat ang bahay nila sa
malayu-layo
sa gulod. Ang nalimutan
nila ay ang pagdarasal at
pagtawag
sa Panginoong Diyos.
3. Kinaumagahan, lingid
sa kaalaman ng ama’t ina
ay
pinuntahan nina Nestor at
Eric ang mahiwagang
gulod.
 4. Nabalitaan ni Mang
Ramon na kapag
kaiibiganin niya ang
mga duwende, maaari
siyang bigyan ng mga
ginto at
kayamanan. Kaya tuwing
dapit-hapon ay
pumupunta siya sa
gulod at lagi siyang
nagdadala roon ng
pagkain.
5. May nakitang umbok
ng lupa sa malapit na
pitak palayan
ang mga tao. Hindi nila
tinitibag ang lupa kasi
bahay daw
iyon ng nuno ng punso.
Ngunit ang sabi ng isang
batang
nag-aaral sa hayskul,
”Bahay po ng anay iyan.”
Pagkatapos
tinibag ng mag-aaral ang
umbok ng lupa.
F. Paglinang ng Kabihasaan Isulat sa patlang kung pang-uri o pang-
( tungo sa Formative abay ang salitang may salungguhit.
Assessment ) ________1.Maganda si Bb. Flores.
________2. Tunay na masaya ako.
________3. Mabagal magbasa ang
bata.
________4. Manonood nang mag-isa
ang bata ng telebisyon.
________5. Sadyang komikero si Raul.
G. Paglalapat ng aralin sa Pagyamanin Natin
pang-araw-araw na buhay Ang sumusunod ay mga kahulugan ng
kilos, gawi at
pananalita. Bigyan ang mga ito ng mga
halimbawa.
1. Masayahin
2. Mapagmahal
3. Masunurin
4. Marahas
5. Malumanay
H. Paglalahat ng Aralin Tandaan Natin
Tandaan mo na ang kilos, gawi at
pananalita ng isang
tauhan sa kwento ay maaaring masabi
mong masayahin,
malungkutin, maayos, magulo, mabuti,
masama, malumanay,
marahas, at ba pa ayon sa
ipinahihiwatig nito sa kwento.
Upang mabigyang kahulugan ang kilos,
gawi at pananalita
ng tauhan sa kwento, kailangan mo ang
masusing pag-uunawa
sa iyong binasa.
I. Pagtataya ng Aralin Basahin at unawain ang bawat kilos,
gawi at pananalita ng mga
sumusunod na tauhan at piliin ang
maaaring kahulugan nito.
1. Kawawa ka naman. May tinik palang
nakabaon sa paa mo.
Sa anong paraan maipapakita ang
pagiging magalang?
Matapos nating mapagaralan ang mga
magagalang na pananalita. Paano mo
maipapakita ang magalang na
pananalita sa pagsasabi ng ideya sa
isang isyu.
Gumuhit ng mga larawan ng bagay,
hayop, tanawin na gusto mong iguhit.
Isulat ang pang-uri o pang-abay na
panlarawan na maiuugnay sa mga
ginuhit.
Ano ang pagkakaiba nag pang-abay at
pang-uri?
Bilugan ang salitang panlarawan at
tukuyin sa kahon kung pang-uri o pang-
abay.
1. Sariwa ang mga gulay at
bungangkahoy na tinda ninyo.
Panuto: Dugtungan ang sumusunod na Ibigay ang iyong hinuha sa
mga pangungusap upang mabuo ang mga sumusunod na
pangyayari. Piliin ang wastong sagot sa pangyayari:
talaan sa ibaba. 1. Kaarawan ni Lola Sion.
Nagsimba siya nang maaga
Malapit na naman ang at
________________. Iba’t- ibang naghanda ng kaunti.
______________ ng __________ ang Ngunit tanghali na wala pa
makikita sa paligid. Tatanggap ng ring
______ ang halos lahat ng mga nagsisidating sa kanyang
manggagawa. Bakas sa mukha ng mga apo. Nagpasya na
bawat isa ang ______________ sa lamang
muli nilang ___________. Masayang- siyang magpahinga. Tulog
masaya ang mga bata sa natanggap na na siya nang dumating ang
___________. mga
apo at inihanda ang
Kapaskuhan sagisag pagsasaluhang pagkain at
Pasko mga regalo
2. Katatanggap lang ng
pagtitipun-tipon sahod ni Roy kaya masaya
siyang
kasiyahan bonus umuwi nang gabing iyon.
aginaldo Habang naglalakad siya
patungo
sa himpilan ng mga
sasakyan may lalaking
bumangga sa
kanya.
Sa pagbasa ng kwento kinakailangang ® Ang hinuha ay haka,
bigyan ng kahulugan ang mga salitang suspetsa o hula.
pamilyar at di- pamilyar. ® Gamitin ang dating
kaalaman sa pagbibigay-
hinuha sa mga
pangyayari sa binasa.
Magagawa mo ito kung
magiging
mapanuri ka sa pagbabasa
.Itanong sa sarili kung bakit
ganoon ang pahayag o
pangyayari at kung ano ang
inaakalang dahilan.
30,000 TEXTILE WORKERS
MAWAWALAN NG
TRABAHO
Ibinunyag kahapon ng
dating Kalihim ng Paggawa
at Pageempleyo Leonardo
a. mapagmalaki b. mayabang c.
maawain
2. Pinunit niya ang kanyang
kamisadentro at ginawang bendahe.
a. walang mudo b. maparaan c.
bulagsak
3. Nakatingin lamang ang leon na
parang nagmamakaawa.
a. maamo b. mabangis c. gutom
4. Mabuti pa kaya ihinto na natin ang
paghahanap. Wala siguro
dito ang aliping iyon.
a. sumusuko kaagad b. tamad c.
matalino
5. Hindi! Kabilin-bilinan ng Emperador
na hulihin ang alipin.
Hanggang hindi natin siya makikita,
hindi tayo hihinto.
a. determinado b. mayabang c.
mahusay
2. Ang nayon ay matiwasay noon pa
man.
3. Bihasang magtrabaho ang mga
manggagawa.
4. Si Lloyd ay maagang kumikilos
tuwing umaga.
5. Tuwid ang buhok ni Rhein.
Quisumbing na aabot sa
30,000
manggagawa sa mga
pabrika ng tela ang
namimingit mawalan na
trabaho dahil sa pagbaba
ng produksyon at
pagsasara ng ilang textile
mills.
Dahil dito, sinabi ng dating
Kalihim sa isang
pulongbalitaan
sa Malacañang na
maglulunsad ng training
program
ang Kagawaran ng
Paggawa at
Paghahanapbuhay upang
ihanda sa iba’t ibang uri ng
trabaho ang matatangggal
na mga manggagawa.
Ipinaliwanag ng dating
Kalihim na ang mga
pabrika ng tela sa bansa ay
hindi na makakahabol sa
mga katunggali nila sa
ibang bansa tulad ng
Malaysia na gumagamit ng
mga modernong
kagamitan (AFTA) at dito
kasali ang Pilipinas.
Nagbabala pa ang dating
Kalihim na posibleng
maapektuhan ang ibang
industriya sa bansa dahil sa
pagpapatupad ng AFTA.
Ayon sa kanya, isa sa mga
pabrika ng tela na
nagsimula nang magbawas
ng produksyon ay ang
U/tex na nagpaabot na ng
abiso sa kagawaran na
magsasara na ang pabrika.
Sinabi ng dating Kalihim na
ang Pilipinas ay
napagiwanan na ng
Malaysia at Timog Korea
gayong ilang taon lamang
ang nakalilipas ay
 pumapanghuli sa Pilipinas.
Ibinunyag din ng dating
Kalihim na gagawa ng
pagsisiyasat ang
Kagawaran ng Paggawa at
Pag-eempleyo sa
pagawaan sa bansa upang
alamin kung alin-alin ang
hindi
sumusunod sa itinakda
nitong patakaran.
1. Nanganganib ang mga
trabaho ng mga
manggagawang
Pilipino.
2. Kung mawawalan ng
trabaho ang mga
manggagawa
3. Kung hindi makakahabol
sa galing ng paggawa ang
Pilipinas
sa Malaysia.
4. Kung magkakaroon ng
malayang
pakikipagkalakalan sa
Southeast Asia.
5. Patuloy na magpapahuli
ang Pilipinas sa mga
karatig-bansa sa
ekonomiya.
J. Karagdagang Gawain para
sa takdang aralin at
remediation

V. MGA TALA
VI. PAGNINILAY
A. Bilang ng nakakuha ng
80% sa pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba
pang Gawain para sa
remediation
C. Nakatulong ba ang
remedial? Bilang ng mag-
aaral na nakaunawa sa
aralin
D. Bilang ng mag-aaral na
magpapatuloy sa
remediation
E. Alin sa mga istratehiyang
pagtuturo ang nakatulong
ng lubos? Paano ito
nakatulong?
F. Anong suliranin ang aking
naranasan na solusyonan sa
tulong ng aking punongguro
at superbisor?
G. Anong kagamitang
panturo ang aking nadibuho
na nais kong ibahagi sa mga
kapwa ko guro?
 GRADE 6 School: ANTIBALAS ELEMENTARY SCHOOL Grade Level: VI
Teacher: JODILMARY C. MONTEMAYOR Learning Area: MAPEH
DAILY LESSON LOG
Teaching Dates and Time: DECEMBER 10-14, 2018 (WEEK 7) Quarter: 3RD QUARTER

WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVE/S MUSIC ARTS HEALTH PE P.E.
A. Content Standard Demonstrates understanding Demonstrates Demonstrates Demonstrates understanding of Demonstrates understanding
of the concept of timbre understanding of understanding participation and assessment of of participation and
through recognizing musical shapes, colors, values, of the health physical activity and physical fitness assessment of physical activity
instruments aurally and and physical fitness
and the principles of implications of
visually
emphasis, contrast, poor
and harmony in environmental
printmaking and sanitation
photography using
new technologies.
B. Performance Aurally determines thesound Describes the basic Consistently Demonstrates understanding of Demonstrates understanding
Standard of a single instrument in any concepts and principles of practices participation and assessment of of participation and
section of the orchestra basic photography ways to physical activity and physical fitness assessment of physical
activity and physical fitness
maintain a
healthy
environment
C. Learning Identifies the parts and Practices ways Explains the Explains the fundamental
Competencies Distinguishes varied dynamic functions of the camera to nature/steps of the dance positions
(write the LC Code) levels in a music heard control/manag indigenous dances -Describes the skills
e noise “Maglalatik “ at Itik- involved in the basic
8.1 piano (p) A6PR-III-g pollution itik dance steps
8.2 mezzo piano (mp) -Observes
8.3 pianissimo (pp) -Describes the skills safety
8.4 forte (f) involved in the basic precautions
8.5 mezzo forte (mf) H6EH dance steps
8.6 fortissimo -Observes PE6RD-IIIb-h-3
-IIIfg-
(ff) 6 safety
8.7 crescendo precautions
8.8 decrescendo
PE6RD-IIIb-h-3
MU6TB-IIIf-g-1
 PARTS OF THE CAMERA Practice Ways to “Maglalatik” for Boys at Itik-Itik for “Maglalatik” for Boys at Itik-
DYNAMICS A. Phone Camera Control of Noise Girls folk dances Itik for Girls folk dances
II. CONTENT B. Point and Shoot Digital Pollution
Camera

III. LEARNING RESOURCES

A. References
1. TG/CG pages CG p.57 CG p.51 CG p.56 CG p. 36 Cg p.36

2. Learner’s Materials pages

3. Textbook pages The 21st Century MAPEH in The 21st Century MAPEH in 21st century Mapeh in Action 6 21st century Mapeh in Action 6 21st century Mapeh in Action
Action p.53-59 Action p.155-160 pages 150-152 pages 226-230 6 pages 226-230
4. Materials downloaded
from LRMDS
A. Reviewing previous Let the pupils show and play What are the principles applied in What are the effects of a noisy `What are the fundamental dance `What are the fundamental
lesson and presenting their brought instruments. photography?( environment? positions? dance positions?
new lesson Let them identify the sound of contrast5,emphasis,harmony,unit
each. y,balance,pattern)

B. Establishing a purpose for Have you experienced In photography what is themost Do you want to have a peaceful Warm-up exercises: Warm-up exercises:
the lesson listening to a loud important tool?camera) environment? How? 1.head bending 1.head bending
music/sound? Do you know the parts and 2.neck twisting 2.neck twisting
What can you say to the function of it? 3.arm stretching 3.arm stretching
sound when you are in the 4.arm circling 4.arm circling
public market? 5.trunk bending 5.trunk bending
How about the sound inside 6.hip rotating 6.hip rotating
the church? 7.half-knee bending 7.half-knee bending
8.jumping 8.jumping
9.jogging in place 9.jogging in place
10.inhaling-exhaling 10.inhaling-exhaling

C. Presenting Presenting the table of “ Showing pictures / video of Show pictures of practicing Present the video dance of Present the video dance of
examples/instances of Dynamic Signs with their different parts of a camera ways to control/manage noise Maglalatik for Boys /Itik- Itik for Maglalatik for Boys / Itik-Itik
the lesson Meanings” (p.53) pollution Girls for Girls
D. Discussing new concepts Giving activity sheets to be Discuss different parts and Discuss the pictures by group. I DO I DO
and practicing new skills reported to the class by each function of a camera Demonstration of each dance steps Demonstration of dance steps
#1 group after discussion of the teacher of the teacher

E. Discussing new concepts Group reporting showing Group reporting Suggest other ways on how to YOU DO YOU DO
and practicing new skills how to apply the dynamics in practice ways to control noise Demonstration of the pupils Demonstration of the pupils
#2 using instruments pollution

F. Developing mastery (lead Group practice on how to
to formative assessment show the dynamic signs better
3) using musical instruments
G. Finding practical Choose any Christmas song
application of concepts applying the dynamics using
and skills in daily living musical instruments
H. Making generalization What is dynamics?
and abstractions about How do you distinguishes
the lesson varied dynamic levels in a
music ?
I. Evaluating learning Match the descriptions in
column A with the terms in
column B.Write the letter only
on the blank.
Column A
Draw the parts of a camera by
group and label it.
What are the parts of a camera?
Match the description in column
A with the part of a camera in
column B.Write the letter only on
the blank provided.
A
Group working on making
activity on practicing ways on
how to control noise pollution(
role playing,making
steamers,placards,a short
debate,etc.)
Performing the activity made
How do you practice ways on
how to control noise pollution?
Make a survey to
neighborhood on how
they practice ways on
THEY DO
Demonstration by group
Group presentation
1.What are the dance steps in
Maglalatik/Itik-itik?
2.Describes the skills involved in the
basic dance steps(
coordination,flexibility,bvalance,en
durance,muscular strength)
3..What could be the safety
precautions in dancing?(do not
have medical problem,wearing t5he
proper dance attire,in a spacious
area without barriers,not carrying
sharp objects,must warm-up before
the session)
Check your understanding in
Fitness Enhancement through Basic
Dance Steps
TOPICS
THEY DO
Demonstration by group
Group presentation
1.What are the dance steps in
Maglalatik/Itik-Itik?
2.Describes the skills involved
in the fundamental dance
positions?(
coordination,flexibility,bvalan
ce,endurance,muscular
strength)
3..What could be the safety
precautions in dancing?(do
not have medical
problem,wearing t5he proper
dance attire,in a spacious
area without barriers,not
carrying sharp objects,must
warm-up before the session)
Check your understanding in
Fitness Enhancement through
Basic Dance Steps
TOPICS
 _1.It is the loud sound __1.This button is pressed to take Topic Ihave I still I Topic Ihave I still I
how to control noise
_2.A very loud sound picture s a have don’t s a have don’t
_3.A very very loud sound __2.This is where you frame the pollution. good some get it good some get it
_4.It is moderately loud image you want to capture under questi under questi
_5.A moderately soft __3.This focuses the image seen Suggests the right way standi ons standi ons
_6.A soft sound at close or far ranges on how they are going ng ng
_7.A very soft sound __4.This allows photography in Dance Dance
_8.A very very soft soft sound low light condition to practice ways to steps Steps
_9.Decreasing in loudness __5.This slot houses the control noise Skills Skills
_10.Increasing in loudness removable storage card. invov invov
Column B B pollution. ed ed
a.crescendo A.battery chamber Safety Safety
b.decrescendo B.flash preca preca
c.pianisssissimo C.lens utions utions
d.pianissimo D.memory card slot in in
e.piano E.monitor screen danci danci
f.mezzo piano F.shutter button ng ng
g.mezzo forte
h.fortississimo
i.forte
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
 GRADE 6 School: ANTIBALAS ELEMENTARY SCHOOL Grade Level: VI
Teacher: JODILMARY C. MONTEMAYOR Learning Area: MATHEMATICS
DAILY LESSON LOG
Teaching Dates and Time: DECEMBER 10-14, 2018 (WEEK 7) Quarter: 3RD QUARTER

WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies /
Objectives
Measurement
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
The learner…..
demonstrates understanding of rate and speed, and of area and surface area of plane and solid/space figures.
is able to apply knowledge of speed, area, and surface area of plane and solid/space figures in mathematical problems and real-life situations
calculates speed. calculates distance. calculates time. . solves problems involving average rate and speed.
M6ME-IIIg-17 M6ME-IIIg-17 M6ME-IIIg-17 M6ME-IIIg-18
2 DAYS
Measurement Measurement Measurement
21ST Century Mathletes, p.100-102 21ST Century Mathletes, p.100-102 21ST Century Mathletes, p.100-102 21ST Century Mathletes, p.100- 21ST Century Mathletes,
102 p.100-102
21st Century Mathletes 6, 21st Century Mathletes 6, 21st Century Mathletes 6 21st Century Mathletes 6, 21st Century Mathletes 6,

3. Textbook pages 21st Century Mathletes 6 21st Century Mathletes 6 21st Century Mathletes 6 21st Century Mathletes 6, 21st Century Mathletes 6,

4. Additional Materials from

Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, power Mathletes 6 textbook, video clip, power Mathletes 6 textbook, video clip, Mathletes 6 textbook,
power point presentation point presentation, drawings of patterns, point presentation power point presentation video clip, power point
picture cards presentation
Drill: Find the value of x in the ff. Drill: Group Activity: Distribute this activity Drill:Group Activity: Distribute this Drill:Group Activity: Distribute this activity sheet to each group:
equations. sheet to each group: activity sheet to each group:
1. x-10 = 7
2. 5x – 2 = 10
3. 3x + 8 = 20
4. 5x = 35
5. x/4 = 2x – 1
Review: Find the value of a in the ff.
equation given that, b=10, c=12.
1. a = bc
2. a = b/c
3. a = c/b
4. 2a = bc/2
5. a/2 = b/c

Review: Group Activity


B. Establishing a purpose for
the lesson
Filipinos are fond of traveling out of
town and out of the country. It is
really exciting to go out of the
country. Because of technology, we
can avail of different promos for
cheap airfare as well as
accommodation. Have you tried to
do so?
Distance Speed Time Formula Questions:
1) A dog runs from one side of a park to the
other. The park is 80.0 meters across. The
dog takes 16.0 seconds to cross the park.
What is the speed of the dog?
Answer: The distance the dog travels and
the time it takes are given. The dog’s speed
can be found with the formula:
s = 5.0 m/s
The speed of the dog is 5.0 meters per
second.
2) A golf cart is driven at its top speed of
27.0 km/h for 10.0 minutes. In meters, how
far did the golf cart travel?
Answer: The first step to solve this problem
is to change the units of the speed and
time so that the answer found will be in
meters, since this is what the question asks
for. The speed is:
s = 27.0 km/h
s = 7.50 m/s
Converting the units, the speed is 7.50 m/s.
The time the cart traveled for was:
t = 10.0 min
t = 600s
The speed of the cart and the time of travel
are given, so the distance traveled can be
found using the formula:
d = st
d = (7.50 m/s)(600 s)
d = 4500 m
The golf cart traveled 4500 m, which is
equal to 4.50 km.
Let them watch the video of “Finding
Distance (Know speed, time)
Review: Group Activity
1.Moving at 50 kmph, a person reaches
his office 10 min late. Next day, he
increases his speed and moves at 60 kmph
and reaches his office 5 min early. What is
the distance from his home to his office?
Solution: We can observe that difference
in timings on both days is 15 min (and not
5 min, as one day he is late and on the
other day he is early)
Let the required distance = D km. As time
taken at the speed of 50 kmph is more
than time taken at 60 kmph, so equation
can be formed as D/50-D/60=15/60 .
Solving this equation, we get the answer
as 75 km.
2. Two trains NaMo Express and RaGa
Express start towards each other from
two cities,1800 m apart @50kmph and
58 Kmph respectively. As they start, a
bird, named Democracy sitting at the
front end of RaGa start flying towards
NaMo, touches NaMo and then returns
to RaGa and so on, until the trains meet.
What distance did the bird travel in total
if it was flying at the speed of 324 kmph ?
Answer: 5400 m
Let them watch the video of “Speed,
Distance and Time”
Review: Group Activity
Speed, Distance, Time Worksheet.
1. A train travels at a speed of 30mph and travel a distance of
240 miles. How long did it take the train to complete it’s
journey? Ans: 8 hours
2. Susie estimated that she can run for hours at a steady rate of
8mph. She enters a marathon, a distance of 26miles. How long
should it take her to complete the race? Give answer in
hours/minutes. Ans: 3 hours 15 minutes
3. A car travels a distance of 540km in 6 hours. What speed did
it travel at? Ans: 90km/h
4. A cyclist travels 20km in 4hrs. What speed did the cyclist
cycle at? Ans: 5km/h
5. The distance between two cities is 144km, it takes me 3hours
to travel between these cities. What speed did I travel at? Ans:
48km/h
6. A coach travels from the station to the beach, a distance of
576km away in 6hrs. The coach is only allowed to travel at a
maximum speed of 90km/h. Did the coach break the speed
limit? Ans: Yes, it travelled at 96km/h
7. Carlisle is a distance of 135miles away from Airdrie. If I
travelled at a constant speed of 45mph. How long would it take
me to get there? Ans: 3 hours
8.. A mouse runs a distance of 2metres in 15 seconds. What is
it’s speed? Ans: 0.13m/s
9. Marc was told his dinner would be ready at 18:00. He left his
house at 12:00 and travelled in his car at an average speed of
45mph to his mum’s house 300 miles away. Did Marc make it
home in time for dinner? Ans: No, he arrived at 18:40
10. How long does it take to drive a distance of 260 miles at a
speed of 65mph? Ans: 4 hours
Let them watch the video of “Speed, Distance and Time”

C. Presenting
Examples/Instances of new
lesson
D. Discussing new concepts
and practicing new skills #1
2. the pupils will talk about the
places they have been to. They will
estimate the distance and time they
traveled.
Present the problem below:
John drove for 3 hours at a rate of
50 miles per hour and for 2 hours at
60 miles per hour. What was his
average speed for the whole
journey?
Let the pupils analyze the problem.
Then find the answer.
Solution:
Step 1: The formula for distance is
Distance = Rate × Time
Total distance = 50 × 3 + 60 × 2 =
270
Step 2: Total time = 3 + 2 = 5
Step 3: Using the formula
Answer: The average speed is 54
miles per hour.
Be careful! You will get the wrong
answer if you add the two speeds
and divide the answer by two
The relationship between speed, distance and time can be expressed in the ff. equations:
We will discuss here how to find the
distance when speed and time are given.
When speed and time are given, the
distance travelled is calculated by using the
formula:
Distance = Speed × Time
The unit of time in speed should be the
same as that of the given time.
Present the roblem below:
A heavy loaded truck travels at the rate of
60 miles per hour. How long it will take for
it to travel 200 miles?
Solution:
Given: Rate of travel r = 60 miles per hour,
Displacement d = 200 miles
we know displacement d = rt
The time taken is given by
t = d/r
= 200 miles60 miles
= 3.33 hours
it will take 3.33 hours to complete the
distance.
We will discuss here how to find the time
when speed and distance are given.
When distance and speed are given the
time taken is calculated by using the
formula:
Time = Distance/Speed
Present the roblem below:
A train travelled 555 miles at an average
speed of 60 mph. How long did the
journey take?
Time = Distance/speed
=555/60
= 9•25 hours
= 9 hours 15 mins
Answer: It took 9 hours 15 minutes
Present the problem posted in Engaged part. Textbook page
253.
Jonathan bought a new car. He drove his car from Manila to
Baguio City at an average speed of 65kilometers per hour, for a
total of 4.5 hours. How far did he travel?
Give enough time for the pupils to analyze the problem. Then
ask the ff.
a. What is asked?
b. What are the given in the problem?
c. What equation will be formed
How do we find distance given the speed and time?
Discuss thoroughly the solution in Explore part (Txbk p.253-254)
Explain the relationship between speed, distance and time.
Present the formula posted in explain part.
In this problem, we were given a speed of 65kms per hour,
and time of 4.5 hours. To find the total distance traveled, we
can simply multiply the given speed and time.
Distance = 65x 4.5 = 292.5
Answer: He traveled 292.5 kilometers

An easy way to remember the distance, speed andtime equations is to put the letters into a triangle. The triangles will help
Discuss the speed, distance and time concept. Then the
you remember these 3 rules:
conversion of units (See power point presentation)
Distance = Speed x Time
Another example:
 Time = Distance/Speed
 Speed= Distance/Time
 When we say a track event at the Palarong Pambansa is 500 meters long, we are defining its distance. Yet most people are
interested in the time taken to run it.
 Equally, however, we could consider them to run a longer distance in the same time. Both points of view are exactly the same.
All that we are talking about is their average speed, which is defined by:

Average speed – is a measure of the distance traveled in a given period of time; it is sometimes referred to as the ratio of
distance and time.
Average speed = distance / time
Why is the term average speed used? Think about how the race happens- they start from being rest, speed up and run at Present the ff. problems:
almost the same speed throughout. 1.A train travels 120 miles in 2 hours
In everyday life, we use speeds like kilometers per hour (km/hr), whwreas in this race we use meter per second (m/s) What is its average speed?
Speed – is a scalar quantity that refers to “how fast an object is moving”. Speed can be thought of as the rate by which an
object covers distance.

A fast moving object has a high speed and covers a relatively long distance in a short amount of time. Contrast this to a slow-
moving object that has a low speed and covers a relatively small amount of distance in the same amount of time. An object
with no movement at all has a zero speed.
Distance- is the total length between two positions. 2.A runner’s average speed is 8m/s, how far does he run in 25
Time- is the quantity measured or measurable period during which an action, process or condition exists or continues. seconds ?
The equation for speed can be remembered from the unit itself: m/s – m is meters (distance), s is seconds (time). It can, of
course, be arranged to give:
Time = distance/speed and distance = speed x time
Discuss also the table lists units in common use for speed and their abbreviations. (Discuss also the concept of speed, time
and distance. Then the conversion of units (See power point presentation) 3.A lorry leaves Stoke, travels 150km to Leeds at an average
Distance Time Speed Abbreviation speed of 60km/h. How long did the journey take?
miles hour miles per hour Mph
kilometers hours kilometers per hour Km/h or kph
Solve:
meters seconds meters per second m/s 1. How long does it take to travel a distance of 672km at a
feet seconds feet per second f.p.s or ft. per sec speed of 96km/h? Ans: 7 hours
centimeters seconds centimeters per second Cm/sec or cm/s 2. A beetle travels at a speed of 9cm/s., it travels a distance of
Solved examples to calculate distance Solved examples to calculate time when 108cm before it is caught in a jar. How long did the beetle run
Example 1: If a car travels when speed and time are given: speed and distance are given: for? Ans: 12s
100kilometers in 2 hours, find the How much distance will be covered in 5 hrs 1. How much time will be taken to cover 3. Neil travelled 36km at a speed of 8km/h. Grant travelled
average speed. at a speed of 55 km per hour? a distance of 300 km at a speed of 60 km 48km at a speed of 10km/h a) Whose journey was quickest? b)
Solution: Solution: per hour? By how many mins? Ans: a) Neil was quickest at 4.5 hours.
Using the average speed formula: Distance covered in 1 hour = 55 km. Solution: Grant was 4.8 hours. b) 18 mins
Average speed = distance/time We know, Distance = Speed × Time Time taken to cover 60 km = 1 hour. 4. John is a runner. He runs the 100m sprint in 10x6s. What
=100/2 = 50 kph Distance covered in 5 hrs = 55 × 5 Time taken to cover 1 km = 1/60 hour. speed did he travel at? (in m/s) Ans: 9.4m/s
Example 2: a world-record holder = 275 km. Time taken to cover 300 km = 1/60 × 300 5. Jim travelled at a speed of 18km/h for 2 hours. What was the
ran 800 meters in 86 seconds. What Therefore, distance covered in 5 hrs = 275 hour = 5 hours. distance covered? Ans: 36km
was his average speed rounded to km Therefore, time taken to cover 300 km is 6. A girl cycles for 3hrs at a speed of 40 km/h. What distance did
the nearest tenths? 2. A bus travels at a speed of 45 km/hour. 5 hours. she travel? Ans: 120km
Solution: How far will it travel in 36 minutes? 2. A man runs at the speed of 15 km per 7. A whale swims at a constant speed of 8m/s for 17s. What
Average speed formula: Solution: hour. How much time will he take to distance did it travel? Ans: 136m
Ave. speed = distance / time = Speed = 45 km/hour cover 750 metres? 8. At the equator, the earth spins a distance of 25,992miles
800m/86 s =9.3m/s Time = 36 minutes Speed = 15 km per hour every day. What speed does the Earth spin at in mph? Ans:
= 36/60 Hour (Since we know, 1 hour = Distance = 750 metres = 750/1000 km = 1083mph
60 minutes) ¾ km 9. Callum writes down his jog times for each day. Mon – 15min
= 3/5 hour Time = distance/speed = (3/4 ÷ 15) km Tue – 10min Wed – 12min Thu - 5min Fri – No jog. He jogs at a
Distance = speed × time = (3/4 × 1/15) hr constant speed of 9km/h. Work out the distance he jogs each
= 45 × (3/5) km = 1/20 hr day. On which day did he jog the furthest? Ans: Mon – 2.25km
= (45 × 3)/5 km = 1/20 × 60 min = 3 minutes. Tue – 1.5km Wed – 1.8km Thu – 0.75km. He travelled furthest
= 27 km. on Monday
10. Lauren walks 100m in half a minute. What must her speed
have been to travel this distance? Ans: 3.33m/s
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
Show video of average speed word
problems.
Note: Pause the video for problem
no. 2 and let the pupils answer the
problem by group.
To know the answer to the problem
play the video again, then click
pause again for the problem no. 3,
play again the video if they are
already done answering the
problem to know if their answer is
correct.
Group Activity:
Group Activity: Answer the ff.
1.Caleb roller skates with a constant speed
of 10 km/h. How far can he travel in
1/2 hour?
2.An airplane flies with a constant speed of
600 km/h. How far can it travel in 1 hour?
3.A van moves with a constant speed of 52
km/h. How far can it travel in 1 1/2 hours?
4. A car drives with a constant speed of 62
miles per hour. How far can it travel in
1 hour?
5. Nancy rides her horse with a constant
speed of 10 miles per hour. How far can
she travel in 1/2 hour?
6. A police car drives with a constant speed
of 56 miles per hour. How far can it travel
in 3 hours?
Answer:
1.He can travel 5 kilometers in 1/2 hour.
2. It can travel 600 kilometers in 1 hour.
3. It can travel 78 kilometers in 1 1/2 hours.
4. It can travel 62 miles in 1 hour.
5. She can travel 5 miles in 1/2 hour.
6. It can travel 168 miles in 3 hours.
Group Activity:
Group Activity: Answer the ff.
1. How much time will it take for a bug to
travel 5 meters across the floor if it is
traveling at 1 m/s?
2. You need to get to class, 200 meters
away, and you can only walk in the
hallways at about 1.5 m/s. (if you run any
faster, you’ll be caught for running). How
much time will it take to get to your
class?
3. In a competition, an athlete threw a
flying disk 139 meters through the air.
While in flight, the disk traveled at an
average speed of 13.0 m/s. How long did
the disk remain in the air?
Discuss the example problems on pages 256-257
1. Roy drives at an average of 45 mph on a journey of
135 miles. How long does the journey take?
2. Vncent’s motorcycle’s average speed on a motorcycle
is 50km/h. if he drives it for 4 ½ hours, how far does
he travel?
3. Daniel can type 840 words in 20 minutes. Calculate his
typing speed in:
a. Words per minute
b. Words per hour
c. Nandy has to travel a total of 476 km. he travels
the first 224km in 4 hrs.
a. Calculate his average speed for the first part
of the journey.
b. If his average speed remains the same,
calculate the total time for him to complete
the journey.
Group Activity: Group Activity:
(Leads to Formative 1. Grace rides her horse 36 miles in
Assessment) 2 hours 15 minutes. What is the
average speed in miles per hour?
2. Pete rides his motorcycle 75
miles in 3 ¾ hours. What is his
average speed in miles per hour?
3. An airplane flies 360 km in
1/2 hour. What is its average speed
in kilometers per hour?
4.An airplane flies 1680 km in
1 hour 45 minutes. What is its
average speed in kilometers per
hour?
5.An airplane flies 1305 miles in 2
1/4 hours. What is its average speed
in miles per hour?
6.David rides his motorcycle
105 miles in 1 hour 45 minutes.
What is his average speed in miles
per hour?
Answer:
1.Her average speed is 16 miles per
hour.
2. His average speed is 20 miles per
hour.
3. Its average speed is 720
kilometers per hour.
4. Its average speed is 960
kilometers per hour.
5.Its average speed is 580 miles per
hour.
6. His average speed is 60 miles per
hour.
1. How much distance will be covered in 7
hrs at a speed of 62 km per hour?
Solution:
Distance covered in 1 hour = 62 km.
We know, Distance = Speed × Time
Distance covered in 7 hrs = 62 × 7
= 434 km.
Therefore, distance covered in 7 hrs = 434
km.
2. Mike drives his car at a speed of 70 km
per hour. How much distance will he cover
in 3 hours 30 minutes?
Solution:
Speed of the car = 70 km/hr
Time taken = 3 hours 30 minutes
= 3 ½ hours.
Distance covered in 1 hour = 70 km
Distance covered in 3 ½ hr =70 × 3 ½ km
= 70 × 7/2 km
= 245 km.
3. How much distance will be covered in 1
½ hour at a speed of 32 m per minute?
Solution:
[1 ½ hr = (60 + 30) minutes = 90 minutes].
Distance covered in 1 minute = 32metres.
Distance covered in 90 minutes = 32 × 90 =
2880 m.
We know, 1 m = 1/1000 km.
= 2880/1000 km.
= 2.88 km.
4. How far can you get away from your
little brother with the squirt gun filled with
paint if you can travel at 3 m/s and you
have 15s before he sees you?
5. How far can your little brother get if he
can travel at 2.5 m/s and in 5 seconds you
will discover that his squirt gun has run out
of paint?
1. How much time will be taken to cover 1. A person crosses a 600 m long street in 5 minutes. What is
a distance of 450 km at a speed of 50 km his speed in km per hour?
per hour?
Solution: a.3.7 b. 7.2 c. 8.4 d. 10
Time taken to cover 50 km = 1 hour.
Time taken to cover 1 km = 1/50 hour.
Time taken to cover 450 km = 1/50 × 450
hour = 5 hours.
Therefore, time taken to cover 450 km is 2. .An aeroplane covers a certain distance at a speed of 240 kmph
9 hours.
2. A motorist rickshaw covers a distance
in 5 hours. To cover the same distance in 1 hours, it must
of 150 km at a speed of 30 km/hour. Find
travel at a speed of:
the time taken to cover this distance.
a.300 kmph b.360kmph
Time = distance/speed
c.600kmph d.720kmph
Time = 150 km/(30 km/hour)
= (150 km/30 km) × hour
= 5 hours.
3. A cyclist covers a distance of 12 km at
a speed of 8 km per hour. Calculate the
time taken to cover this distance.
Speed = 8 km/hour
Distance covered = 12 km
Time taken = total distance 4A train can travel 50% faster than a car. Both start from
covered/speed . point A at the same time and reach point B 75 kms away
= 15/8 hour
from A at the same time. On the way, however, the train
= 3/2 hours
= 1 ½ hours.
4. How much time will be taken to cover
20 m at a speed of 20 cm per second?
Solution:
Time taken to cover 20 cm = 1 sec.
Time taken to cover 1 cm = 1/20 sec. 3
1 metre = 100 cm,
.
20 metre = 20 × 100 cm.= 2000 cm.
Time taken to cover 20 m = 1/20 × 2000
= 200 sec.
Therefore, time taken to cover 20 m is 3.If a person walks at 14 km/hr instead of 10 km/hr, he would have
200 sec. walked 20 km more. The actual distance travelled by him is:
a.50km b.56km c.70km d.80km
.

G. Finding practical Group Activity: Distribute an
applications of concepts activity sheet to each group.
and skills in daily living 1.A small robot can travel a distance
of 32.5 meters in 13 seconds. What
is the average speed of the small
robot?
2.5 mph
2.5 mps
0.4 mph
0.4 m/s
2.A truck travels between two cities
according to the distance-time
graph shown below. What is the
Pair-share:
1. A farmer travelled a distance of 61 km
in 9 hours. He travelled partly on foot
@ 4 km/hr and partly on bicycle @ 9
km/hr. The distance travelled on foot
is:
a.14km b.15km c.16km d.17km
Pair-share:
1.A cycle race is going on, a cyclist is
moving with the speed of 2 km/hr. He
has to cover a distance of 5 km. How
much time will he need to reach his
destiny?
Solution:
Given: Speed x = 2 km/hr,
Distance Covered d = 5 km,
time taken t = ?
Speed is given by formula: x = d/t
Time taken t = d/x
= 5km2km/hr
lost about 12.5 minutes while stopping at the stations.
The speed of the car is:
a. 100 kmph
b. c. 120kmph
c. 110kmph
d. d. 130kmph
5.Excluding stoppages, the speed of a bus is 54 kmph and
including stoppages, it is 45 kmph. For how many minutes does
the bus stop per hour?
a.9 b. 10 c. 12 d. 20
Day 2:
To deepen pupils’ understanding of the concept, let them
answer the problems on Deepening, page 101, 21st Century
Mathletes TG
Group Activity: Solve the ff. problems
1.The speed of the train is 72 km per hour. Find its speed in
metre per second.
2. Express the speed of 60 m per minute in km per hour.
3. A man runs at the speed of 10 km/hr. How much time will he
take to cover 750 metres?
4. Aaron ran 500 metre in 100 Seconds. Find the speed in km
per hour.
5. Find out the distance covered when, speed is 960 km/hour
and time is 1 hour 50 minutes.
6. Determine the time taken when, distance is 7150 km and
speed is 780 km/hr
truck's average speed for the first
hour? What is the truck's average
speed for the entire trip?
a.50mph, 5 mph
b.40mph, 55 mph
c.46.7 mph, 55mph
d.55mph, 55 mph
3. A car travels in segments that are
described in the table below. What
is the average speed of the car?
a.63.67kph
b.67 kph
c.64 kph
d. 63 kph
4.Find speed when, distance is 142
km and time is 2 hours
5. A cyclist covers 950 m in 5
minutes. Find his speed in km/ hour.
2. A man covered a certain distance at
some speed. Had he moved 3 kmph
faster, he would have taken 40
minutes less. If he had moved 2 kmph
slower, he would have taken 40
minutes more. The distance (in km) is:
a.35 b.36 2/3 c. 37 ½ d.40
4. If you shout into the Grand Canyon, your
voice travels at the speed of sound (340
m/s) to the bottom of the canyon and
back, and you hear an echo. How deep is
the Grand Canyon at a spot where you can
hear your echo 5.2 seconds after you
shout?
5. Find out the distance covered when,
speed is 960 km/hour and time is 1 hour 50
minutes.
= 2.5 hr
= 9000 s.
Time taken by the Cyclist is 2.5 hr
2. In a flight of 600 km, an aircraft was
slowed down due to bad weather. Its
average speed for the trip was reduced
by 200 km/hr and the time of flight
increased by 30 minutes. The duration of
the flight is:
a.1hr b.2hrs c.3hrs d.4hrs
7. If distance travelled by a train is 495 km in 4 hours 30
minutes, what is its speed?
8. 6.A cyclist travels at a speed of 20 km/hour. How far will he
travels in 50 minutes?
9.A man complete a journey in 10 hours. He travels first half of
the journey at the rate of 21 km/hr and second half at the rate
of 24 km/hr. Find the total journey in km.
a.220km b. 224km c.230km d.234km
10.The ratio between the speeds of two trains is 7 : 8. If the
second train runs 400 km in 4 hours, then the speed of the first
train is:
a.70km/hr b. 75km/hr c. 84km/hr
d. 87.5 km/ hr
Day 2:
A. Answer the ff. problems:
1. A boy walks at a speed of 4 kmph. How much time does he
take to walk a distance of 20 km?
Solution
Time = Distance / speed = 20/4 = 5 hours.
2. A cyclist covers a distance of 15 miles in 2 hours. Calculate his
speed.
Solution
Speed = Distance/time = 15/2 = 7.5 miles per hour.
3. A car takes 4 hours to cover a distance, if it travels at a speed
of 40 mph. What should be its speed to cover the same distance
in 1.5 hours?
Solution
Distance covered = 4*40 = 160 miles
Speed required to cover the same distance in 1.5 hours =
160/1.5 = 106.66 mph
4.A man on tour travels first 160 km at 64 km/hr and the next
160 km at 80 km/hr. The average speed for the first 320 km of
the tour is:
a.35.55km/hr b. 36 km/hr
c. 71.11 km/hr d. 71 km/hr
 5.A car travelling with of its actual speed covers
42 km in 1 hr 40 min 48 sec. Find the actual speed of
the car.
a. 17 6/7 km/hr b.25 km/hr
c.30km/hr d.5km/hr

B. Use 4-step plan to answer the ff. problems:

1. A taxi travels with a constant speed of 90 km per
hour. How far can it travel in 6 hours?
2. Leth drives her car and covered a distance of 385 kms.
In 3 ½ hours. What is her average speed in kms. per
hour?
3. A car travels 360 kms in 4 hours. What is the average
speed of the car in kms per hour?
4. A bus had an average speed of 65 kph for 3 hours in
the morning. The bus had an average speed of 70 kph
for 2.5 hours in the afternoon. What’s the total
distance covered by the bus?
5. A train leaves the first station at 6:00a.m. and arrives
at the last station at 6:30 a.m. f the distance between
the first and last station is 25kms, what is the average
speed of the train?
H. Making generalizations and How to Calculate Speed? How to calculate distance? How to calculate time? How do you solve problems involving average rate and speed.
abstractions about the To find distance, speed is beside time, To find time, use the formula:
lesson so distance is speed multiplied by time. Time = distance / speed
 The Speed can be calculated by Distance = speed/time
finding how much distance traveled
by the body and in how much time
with respect to the point of
observation. Once we find these
two things (distance traveled and
time taken to travel the distance),
we can divide the distance traveled
by the time taken to obtain the
speed of the object using formula,
Speed = distance/ time
Where
d = distance traveled
t = time taken.
I. Evaluating Learning Calculate the speed of the ff. Calculate the distance that you would How long does it take to travel: Solve each problem:
problems: travel if you drove for: 1. 100 km at 20km/h? Mathletes p. 257-258
1. If a car travels 400m in 20 1. 2 hours at 30 km/h 2. 180 km at 45 km/h?
seconds how fast is it going? 2. If 2. 7 hours at 65 km/h 3. 250 km at 75 km/h?
you move 50 meters in 10 seconds, 3. ½ hour at 46 km/h 4. 280 km at 60 km/h?
what is your speed? 4. 45 minutes at 80 km/h 5. 320 km at 85 km/h?
3. You arrive in my class 45 seconds 5. 1 ½ hours at 55 km/h
after leaving math which is 90
meters away. How fast did you
travel?
4. A plane travels 395,000 meters in
9000 seconds. What was its speed?
5. It takes Serina 0.25 hours to drive
to school. Her route is 16 km long.
What is Serina’s average speed on
her drive to school?
J. Additional activities for Question 2: A man rides the bike Question 1: Lilly is driving a scooty with the Answer Math Challenge 1-3 Answer Math Challenge 4-5
application and with the speed of 60 miles speed of 6 km/hr for 2hr. How much
remediation in 3/4 hours. Calculate the speed of distance will she travel?
the bike? Solution:
Solution: Given: Speed of the scooty
Given : Distance Covered d = 60 x = 6km/hr
miles, Time taken t = 2 hr
Time taken t = 3/4 hours. Distance traveled d = ?
Speed is calculated using the Speed distance time formula is given as: x
formula: x = d/t = dt
= 60miles x 3/4hrs Distance traveled d = x × t
= 60 miles × 4/3hr = 6 km/hr × 2 hr
= 80 miles/hr. = 12 km.

V. Remarks
VI. REFLECTIONS
A. No. of learners who earned
80% on the formative
assessment
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 this work?

F. What difficulties did I

encountered 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?
 GRADE 6
DAILY LESSON LOG
WEEK 7
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
II. CONTENT / TOPIC
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional materials from
LRMDS portal
B. Other Materials
School: ANTIBALAS ELEMENTARY SCHOOL Grade Level: VI
Teacher: JODILMARY C. MONTEMAYOR Learning Area: SCIENCE
Teaching Dates and Time: DECEMBER 10-14, 2018 (WEEK 7) Quarter: 3RD QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learners demonstrate understanding of how energy is transformed in simple machines
The learners should be able to create a marketing strategy for a new product on electrical or light efficiency
Manipulate simple machines to Manipulate simple machines to Manipulate simple machines to Give the characteristics of
describe their characteristics and describe their characteristics and Learning Objective: describe their characteristics pulley and screw
uses. S6FEIIIg-i-3 uses. S6FEIIIg-i-3 Manipulate simple machines to and uses.
describe their characteristics and S6FE-IIIg-i-3 Perform the given activity
uses S6FE- with the group members.
IIIg-i-3
Appreciate the lesson for the
day.
Simple Machines: Wedge and Simple Machines: Wedge and Simple Machines: Pulley
Types of simple machines Simple Machines: wheel and axle
Lever Lever and Screw
The New Science Links Worktext in The New Science Links Worktext in
Science and Technology pp.352-353 Science and Technology pp.352-
Science for Daily Use 5, Tan, 353
Conchita T. 2012 pp. 178-201
pp. 352-353 Science Links pages 352-359 The New Science Link pp.
Science Links pp. 359 - 375
359 - 360
1. MISOSA 5. Module 19
2. OHSP. Module 11. Lesson 3
K’nek Education: Simple Machines K’nek Education: Simple Machines bottle opener
Wheel and Axle Wheel and Axle broom spoon
tongs
scissors pliers
 clothespin
tweezers needle
with thread
pieces of cloth
pictures of knife, chisel, saw
and axe
manila paper and pentel pen
IV. PROCEDURES
Teacher’s Instruction ENGAGEMENT Arranged the jumbled letters
What are the different kinds of Teacher’s Instruction to form a new word.
simple machine? Picture Analysis. The teacher
will show pictures of different (pulley, screw)
examples of simple machines.
1.Review: Show a picture of an
Pictures may be:
inclined plane. Ask : How do
a. knife
A. Reviewing previous lesson or inclined plane works?
b. seesaw
presenting the new lesson Show a picture of wedge and a
c. needle
lever. Use K-W-L technique.

Question of the day:
What do you use when you want to
cut paper, open a bottle, or slice a
piece of fruit?
How do different materials you use
help you?
B. Establishing a purpose for
the
lesson
Question of the day:
What do bicycle, tricycle, cart,
wheelchair and stroller have in
common?
Guide Questions:
1. What can you observe/see in
the pictures given?
2. What kind of simple
machines are these?
Activity 1 : Let the pupils watch a Question of the day: What word have you come
video on how to demonstrate up with?
wedge as well as lever work. What are the characteristics of Present pictures of the
https://www.teachengineering.or wedge and lever? different pulley and screw
g/lessons/view/cub_simple_lesso
n01
https://www.youtube.com/watc
h?v=lueqE0lxLyc Lever
Activity 2: The teacher will
demonstrate how wedge as well
as lever work. (The teacher will
model how wedge as well as
lever work)
 Teacher’s Instruction
Solicit ideas of the learner’s
previous lesson by using the KWL
chart on the different types of
simple machines. Provide Answer
Sheets or let the students copy the
format in their notebooks. Let the
students answer the first two
columns: What you KNOW? What
you WANT to know more?
Student’s Answer Sheet
Topic: What are the different types
of simple machine?
C. Presenting examples/
What you What What You
instances of the new lesson
KNOW? you have
WANT LEARNED?
to
know
more?
Teacher’s Instruction
Activity 7.9 Investigating Wheel
and Axle.
The teacher may provide the
answer sheets or let them write in
their notebooks.
1.Discussion EXPLORATION
How do wedge as well as lever Teacher’s Instruction
work?
Solicit ideas of the student’s
previous lesson by using the
KWL chart on kinds of simple
machines. Provide Answer
Sheets or let the students copy
the format in their notebooks.
Let the students answer the
first two columns : What you
KNOW? and What you WANT to
know more?
Student’s Answer Sheet
What you KNOW?
What you WANT to
know more? What You
have LEARNED?
Give the meaning of pulley
and screw by arranging the
phrases in the given
envelopes.
(Screw)-is a form of of
inclined plane that is
wrapped around a central
shaft.
(pulley)- is a modified wheel
and axle.
(NOTE THEMEANING IS A
MUST TO BE GIVEN BECAUSE
IT NOT PREVIOUSLY GIVEN)

ACTIVITIES
NOTE: Group your pupils
according to their abilities.
Use activity 1 for
advanced learners.

Teacher’s Instruction
Direct Instruction:
Teacher will display and state the
D. Discussing new concepts and
different examples of simple
practicing new skills #1
machines.
Teacher’s Instruction
The teacher will give the set of
toys with wheels joined by an axle
5 groups of pupils.
How do these toy cars move?
How are the wheels on each side
of the car joined to each other?
Let the pupils demontrate how
wedge as well as lever work.
Please see :
https://www.youtube.com/watc
h?v=uZwu_KjmP5I
EXPLANATION Giving standards in doing
activity?
A wedge is a double inclined Group activity.
plane that is sharpened to an
end. It can be used to separate
two objects or portions of an
object, lift up an object, or hold

Pantomime Strips: Orient the pupils
about pantomime. Have each group
pick a strip from the box. While a
representative is pantomiming the
rest of the groups should guess the
kinds of simple machines and their
uses. Every correct answer of the
group will be given points
E. Discussing new concepts and
practicing new skills #2
Guided Instruction:
To consolidate student thinking,
set up activity stations with play
dough and a rolling pin.
Let students practice flattening
the dough with the pin.
Guide them to express these
understandings: The rolling pin is a
wheel and axle. When you push on
the handles (the axle) the wheel
turns and flattens out the dough.
Challenge students to think of
other common machines that
have one wheel like the rolling pin.
Great examples include a
Use rubrics :
4- Task completed above
expectations.
Successfully completed the task.
2 - Able to complete the task. 1-
Not able to complete the task.
an object in place. The thinner
the wedge is; the lesser effort is
needed to cut objects.
The wedge is a form of an
inclined plane with thick base
and a sharp edge. The wedge
with single slanting side is a
single wedge. The wedge with
two slanting wedge is double
wedge. Wedge is force into an
object to split or under an
object to lift.
A lever is composed of a
straight or bent rigid bar that is
free to turn on the fixed,
movable part known as
fulcrum.
Presentation of activity.
3- Directions: Identify the
characteristic of pulley and
screw.
by placing the given
characteristics if it falls
under pulley or screw.
The following are the
characteristics where the
pupils to pick on
It is a modified wheel and
axle(pulley)
It is another modified
inclined plane(screw)
It has a rope slipping on the
groove of the wheel. (pulley)

Plan It Out: “Damage house”
The pupils will identify all the
simple machines needed to repair
the house
F. Developing mastery
(leads to formative assessment
) school?
wheelbarrow, a top, and a
playground merry-go-round.
Pass out a copy of the Wheel and
Axle worksheet to each student to
complete independently.
Walk around the classroom to
offer support to students who get
stuck.
The groove prevents the
rope from slipping. (pulley)
It is used to lift loads, apply
forces and transmit
power(pulley)
It has threads and the
distance between each
thread is referred to as
thread pitch. (screw)
CHARACTERISTIC OF PULLEY
a. What kind are the • Based from the activity,
materials used in Activity what are the characteristics
1? of pulley and screw?
b. What kind of simple • How can this simple
machines are they? Why machine help our work
are they levers? easier in our daily work?
c. What are the parts of a • Why is it important to
lever? identify the characteristics of
d. What are the uses of these pulley and screw ?
levers? • What do you feel when
e. What are the different you perform the given
characteristics of levers? activity?
f. How does lever help us in
our work? At home? In
g. How does a needle look
like?
h. What kind of simple
machine is needle?
i. What are the
characteristics of a
needle?
j. What is a wedge?
k. What are their
characteristics?
l. How does the wedge help
us do the work?
 m. Why are wedges
important? Useful?
Your teacher asks the class to
work in the garden. You are Imagining if we do not have
going to make plots. You need a pulley in our flag pole.
to cut tall grasses, loosen the What do you think will
soil, etc. Which wedge should happen to us during the flag
you use to prepare the area? raising?
Why?

Suggest ways by which you can

G. Finding practical applications avoid accidents when using
of concepts and skills in daily sharp wedges.
living
Why are doorknobs usually
placed at the edge of the door
from the hinge?

When you are playing on a

Teacher’s Instruction
Concept mapping: What are the
different simple machines?
H. Making generalization and
abstraction about the lesson Simpl
e
Machi
nes
Teacher’s Instruction
What is wheel and axle?
What are its characteristics?
seesaw with a child smaller
than you, where should you sit
to make the board balance?
Why?
The teacher will ask what
students learn about the
activity.
Let the pupils write the
concepts on the board. Kindly
help and guide them.
Give the characteristics of
pulley and screw
CHARACTE
It is a modified wheel and axle
It has a rope slipping on the groove of
The groove prevents the rope from slip
It is used to lift loads, apply forces and
 Teacher’s Instruction Teacher’s Instruction A. Directions: Give
KWL chart. Let the students answer the
the last column of the chart What Collect the worksheets that the characteristics
of pulley and
you have learned? students have filled out, and
screw. Write
correct them using the Wheel and letter A if it is
Axle answer sheet. pulley and
write B if it is
screw.

QUIZ NO. 18 / SIMPLE
I. Evaluating learning
MACHINES
If it is movable it is attached
to the object and moves
with it.
It is used to lift loads, apply
forces and transmit power
If it is fixed it makes the
work easier by changing the
direction of the effort
It is another modified
inclined plane
It is a modified wheel and
axle.
B. Give 3
characteristic
of pulley and 2
for screw.

List down the simple machines Bring pictures of the pulley

that you will see at home. and screw
J. Additional activities for
Identify whether they are
application / remediation
wedge or lever. Give their
characteristics.
Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued :
Lesson done : Lesson done : Lesson done : Lesson done : Lesson done :
V. REMARKS
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sse ed sse ed sse ed sse ed sse ed
d d d d d
 M M M M M
MR MR MR MR MR
IAP IAP IAP IAP IAP
GC GC GC GC GC
S S S S S

VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work
? No. of learners who have
caught up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well ? Why
did this work ?
F. What difficulties did 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 ?

SUBMITTED BY: CHECKED BY:

JODILMARY C. MONTEMAYOR ANNABELLE Y. ZAFRA

GRADE 6-ADVISER TIC/TIII