DLP in MATHEMATICS 6

Teacher: Noeson B. Tecson

School: Carogcog Elementary School

June 13, 2019 (Thursday)

Content Standard: The learner demonstrates understanding of the four fundamental operations involving
fractions.
Performance Standard: The learner is able to apply the 4-fundamental operations involving fractions
Learning Competencies: The learner adds and subtract simple fractions and mixed numbers with and
without regrouping solves routine and non-routine problems involving addition and/or subtraction of fractions
using appropriate problem solving strategies and tools, and creates problems (with reasonable answers) involving
addition/or subtraction of fractions.

Lesson Objectives: Add dissimilar fractions in simple or mixed forms without regrouping.
Subject Matter: Adding Dissimilar Fractions in Simple or Mixed Forms without Regrouping
Learning Resources: K12 CG in Math.6, PP 175-177,Lesson Guide in Elementary , Mathematics 6, pp.212-215
M6NS-Ia-86, Strips of paper, scissors,, Flash cards/Sheets, Activity Sheets
Learning Experiences ( Mga Gawaing Pampagkatuto )
A. Preparatory Activities:
Mental Computation

Strategy – Game: Pass It On

Mechanics
1. Form 6 groups with equal number of members.
2. Write on the flash cards/sheets the fractions.
Direction: Give the LCD of each pair of fractions.
½ and ¼ 2/3 and ½
2/3 and 1/6 4/5 and ¾
3/5 and 9/10 ¼ and 1/6
¼ and 9/16 2/5 and 5/6

3. The teacher flashes the cards or sheets. First pupil writes his answer on the board, then goes back. The next
pupil waits for the teacher to flash the card before he write his answer on the board. this continues until everyone
in the group has answered the question. The highest scorer group wins.
2. Review: A. Find the difference.
1) 1 6/8 – 7/8 =
2) 12 ¼ - 4 ¾ =
3) 4 1/6 – 3 5/6 =
4) 1 3/10 decreased by 7/10 =
5) Take away 12/13 from 4 3/13=
B. Subtract 7/9 from the following:
15 2/9 3 4/9 20 6/9 30 3/9

3. Motivation:
Josie is good at cooking. Every Saturday, she sees to it that she bakes some cake.
Josie would like to bake some plain cake and pineapple sponge cake. She uses only small amount of oil. For the
plain cake, she needs ¼ cup and 3/8 cup for the sponge cake. How many cups of oil does she need in all?
B. Developmental Activities
Activities
a. Activity 1 – Whole Class Activity
Materials: Strips of papers, tapes
Mechanics:
1) The teacher poses: “ Josie needs ¼ cup oil for a plain cake, and 3/8 cup for pineapple cake. How many cups of
oil are needed?”
2) Discussions about the problem.
3) Ask pupils to get 2 strips of paper to represent the given data.
4) Let pupils compare ¼ and 3/8 sa to the number of divisions. Make some observations.
5) Tape the strips end to end without overlapping.
6) Guide the pupils to discover that: ¼ is equal to 2/8
3/8 is equal to 3/8
hence, ¼ = 2/8, Thus, 3+2=5 and the denominator 8., therefore the answer is 5/8
7. Discuss the steps in finding the sum.

b. Activity 2 – Problem Opener

Materials: Fraction kit,
strip of paper
Mechanics:
1) Present a problem
Josie needs 3 ¼ cups of flour for the plain cake and 2 1/3 cups for the pineapple sponge cake. How
many cups of flour does she need in all?

2) Discussions
3) Use strips of paper to present the data. For 3 ¼ strips with all the strips folded in fourths. Then cut ¼
from the 4th strip. For 2 1/3 strips, with all the strips folded into 3rds. From the third strip, cut 1/3.
4) Ask pupils to fold the fourths and the thirds so that they will have equal size of sections.
Guide the pupils to discover that:

1/3 and ¼ can be folded

into 12ths.
1/3 = 4/12 and ¼ = 3/12
6) Guide them that they can add the fractions by changing them to similar fractions.
7) discuss the steps in finding equivalent fractions.

c. Activity 3 – Cooperative work

Material: Worksheet
Mechanics:
1) Group the class by 4s.
2) Give worksheet to each group. (For time management, the teacher may distribute the items
among the groups, e.g. Group I = Items a & b only, for Group II, items c & d only, etc.)

Find the sum:

a) 1/3 + 1/5 = b) ¾ + 1/8 + 1/5 = c) 3 1/3 + ½ = d) 5 1/12 + 3 ½ = e) 1 1/8 + 2 1/3 + 6 1/6 =

f) 2 1/5 + 2 1/15 + 3 2/6 = g) 2 ½ + 2 1/3 + 6/1/6 = h) 1 1/9 + 2 1/5 + 3 1/15 =

i) 5 2/3 + 6 1/6 + 2 ¾ = j) 6 1/5 + 1 ½ + 2 1/10 =

Fixing Skills
Add:
1) 2/4 + 3/10 =
2) 7/12 + ¼ =
3) 1/5 + 3/10 + 1/15 =
4) 4 1/5 + 5 1/8 =
5) 4 ¼ + 1/3 + 1/6 =
3. Generalization:
How do you add dissimilar fractions without regrouping?
C. Application:
Direction: Solve for the answer
to the problem:
Mother went to market to buy 3 1/6 kilos of ground beef and 12 1/5 kilos of ground pork. How many kilos of
ground meat did mother buy in all?
D. Formative Test:
Find the sum.

1) 1/5 + 1/9 + 1/6 =

2) ½ + 5/8 =
3) 3 3/8 + 2 ¼ =
4) 6 1/3 + 1 1/7 + 3 1/12 =
5) 1 1/6 + 2 ¼ + 1 1/7 =
E. Additional Activities for Enrichment or Remediation:
A. Find the total.
1) 1/5 + 2/5 =
2) 1 1/6 + 2 ¼ + 2 1/9 =
3 ¼ + 2 ¼ + 1 1/12 =
4) 1 1/10 + 2 1/5 + 3 ½ =
5) 6 1/5 + 1 ½ + 2 1/10 =

B. Do addition of fractions along the path according to the arrows until you get to the end. You should get to the
same final answer.

Reference:
Lesson 65, pp.65
Activity Book in Mathematics 6
by Amber De Jesus

Remarks: _____________________________________________________________________________
Reflections: ___________________________________________________________________________
A, No. of learners for application or remediation- _____________
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 the teaching strategies worked well? Why? _______________________
f. What difficulties did I encounter which my principal/supervisor can help me solve? _______________
g. What innovations/localized materials did I use/discover which I wish to share with other teachers?
_____________________________________________________________________________________
DLP in ENGLISH 6
Teacher: Noeson B. Tecson
School: Carogcog Elementary School

June 13, 2019 (Thursday)

I. Objectives:
Infer meaning of idiomatic expression using context clues. ENGV- Ia-12.3.1

II. Subject Matter:

A. Skill: Inferring meaning of idiomatic expression using context clues
B. References: English Basic and Beyond 6 Integrated Reading and Language by
Cynthia A Babas and Henry G. Gadiano , Ref. https://englishlive.ef.com/blog/15-
common- english-idioms-and-phrases
C. Materials: Chart, Worksheets, Flashcard

III. Instructional Procedure:

A. Preliminary Activities
1. Drill:
Rearrange the words to make complete sentences.
1. is / band / a / tonight / playing / there / jazz
Answer: There is a jazz band playing tonight.
2. channel / DNB / news / best / is / the
Answer: DNB is the best news channel.
3. album / their / new / you / have / heard / ?
Answer: Have you heard their new album?
4. favorite / of / lots / posters / have / I / singer / of / my
Answer: I have lots of posters of my favorite singer.
5. can / Ormoc City / in / culture / of / lots / you / living /
experience
Answer: You can experience lots of culture living in Ormoc City
2. Review:
Let the pupils match the following idioms with its figurative meanings.
Say:
Match the following idioms to the left with its figurative meanings to the
right.
Show tactfulness when communicating with others
Idioms Figurative Meanings
a. Give me a hand * Be quiet
‘ b. Zip your lip. * Don’t make a plan.
c. Keep an eye out. * Help me
d. Have egg on your face * Look and see
e. Play it by ear * Feel embarrassed or silly
3. Motivation:
Write the sentence inside the box on the chalkboard. Call a volunteer to read
the sentence aloud. Then ask them to focus on the highlighted phrase. Ask: “Were cats
and dogs really falling from the sky?
Say: In answering this question you found out that the expression used does not
mean what it says. In today’s lesson, we are going to learn how to infer meaning of
idiomatic expression using context clues.
B. Developmental Activities
1. Presentation:
Let the pupils guess the meaning of the idiomatic expression given. Say: In the
example given, what do you think raining cats and dogs mean? Allow time for the
pupils to tell what they know about the idiomatic expression. Ask the pupils to use the
context clue soaked all over as a hint. Say: Did the context clue in the sentence help
you understand the meaning of “Raining cats and dogs”?
Explain to the pupils that the phrase “raining cats and dogs” is an idiomatic
expression that means it was raining hard because Brad came in soaking wet.
2. Modelling/ Teaching
Teacher present a sentence. Say: I have here a sentence. I will identify the
meaning of the underlined idiomatic expression using context clues. But before that I
will identify first the context clue in the sentence and encircle it.
Example:
I’ve spent years writing this book, and now I’ve been told to write it over again,
so it’s back to square one.
Brad comes into the house soaked all over, because it was raining cats and dogs outside
Next choose from the choices which has a meaning close to the identified context
clue.
a. to end it b. to go back to beginning
From the choices, it is letter b. that has a meaning close to the context clue
therefore the idiomatic expression back to square one means to go back to beginning.
3. Guided Exercises:
Activity 1 (The will guide the pupils in answering the activity.)
Say: Before we begin to infer the meaning of various idiomatic expressions, we
need to practice analysing context clues. Read each statement carefully. Box the
context clues and find the meaning of the highlighted idiomatic phrase by encircling the
letter of the correct answer.
Read each statement carefully. Encircle the letter of the correct answer
1. Jen was planning a surprise party for Elena. Friends were told about the time and
place for the party. “don’t spill the beans to Elena,” said Jen to the girls.”
a. Don’t tell Elena about the party.
b. Don’t drop the jar of beans on the way to the party.
c. Bring beans to the surprise teacher
2. Courtney was sad. She had lost her favorite bracelet. Her best friend was going away
for the entire summer. She had just found out that she was going to summer school. As
a result, Courtney felt down in the dumps.
a. Sad
b. Bringing the garbage to the end of the driveway
c. excited
3. Jodi’s grandmother spent months knitting a sweater for Jodi. When Jodi took a look
at it, she really disliked the colors. She couldn’t tell her grandmother that, so she told a
little white lie instead.
a. huge, made-up story
b. truth
c. lie that is told to avoid hurting someone’s feelings
4. My brother is always calling “help, help, there’s a ghost in my room. “When I get to
his room, he’s hiding behind the door to just scare me. Why does he cry wolf so much?
a. a brother needs help
b. the brother sees a ghost
c. the brother warns something scary that is not happening
5. He was on the carpet for not finishing his assignment.
a. He is in trouble.
b. He is in the carpet.
c. He did not finish his assignment
Activity 2 (Dyad)
Read each statement and infer the meaning of the italicized phrased. The first one is
done as an example.
1. He was on the carpet for not finishing his assignment.
Definition: On the carpet means in trouble
Explanation: Because he had not finished his assignment on time, he was going to be in
trouble.
Context Clue: Inference (The words not finishing infer getting in trouble)
2. Her impressive power point presentation on his report
swept the teacher off her feet.
Definition:
Explanation:
Context Clue:
3. Although getting lost caused the adventure into the woods to get off on the wrong
foot, lou and lea ended up having a wonderful experience.
Definition:
Explanation:
Context Clue:
Activity 3
Group the pupils and let each group infer the meaning of the highlighted
idiomatic expressions using context clues. Let them present their output in front of
the class, when done. Integrate the value of showing tactfulness when
communicating with others.
Group 1: Scratch the Surface
Priscilla wants to become a doctor. She finished her first year of college, had
studied hard, and had learned a lot. However, she knows she has barely
scratched the surface. She knows she will have to study a lot more for many
more years before she can actually practice medicine.
What does the idiom scratch the surface mean?
Group 2: Salt of the Earth
Peter is salt of the earth. He always does the king thing and helps those in need.
What does the idiom salt of the Earth mean?
Group 3: Bring home the beacon
John was so excited. He just got an incredible offer. Now he could really bring
home the beacon
What does the idiom bring home the beacon mean?
Group 4: Cry over spilled milk
“I’m sorry you lost your toy car at the park, but don’t cry over spilled milk.”
What does the idiom cry over spilled milk mean?
4. Generalization:
What is idiomatic expression? How do you infer meaning of idiomatic expression?
IV. Assessment:
Activity 1:
Infer the meaning of the idiomatic expression using context clues. Circle the correct answer
for each question below.
1. Whenever anything goes wrong, Ted gets very upset, while his friend John rolls with the
punches.
What can you infer about John from this sentence?
(a) John gets into a lot of fights.
(b) John is ten years old.
© John usually takes things as they come.
2. Cassie can’t keep a secret. Whenever there is a surprise birthday party for someone, she
always seems to spill the beans.
What can you infer about Cassie from this passage?
(a) Cassie is clumsy and if always knock over the cake.
(b) Cassie’s friends are planning a birthday party for her.
(c) Cassie often tells or reveals secrets.
3. Eric is really two-faced. He says nice things about you when you’re together but always
disses you when you’re not around.
What can you infer about Eric?
(a) No one likes Eric.
(b) Eric is phony.
© Eric is clumsy.
4. Whenever it’s time for recess, Juan always jumps the gun. He runs to the door before the
bell rings.
What can you infer about Juan?
(a) He often does things before he should.
(b) He jumps up and down when it’s time for recess.
(c) He doesn’t like school.
5. Brittany is feeling down in the dumps. She got to school late. She got a bad grade on a math
test, and her best friend is mad at her.
What can you infer about Brittany today?
(a) She watches a lot of television.
(b) She doesn’t like math.
(c) She is sad and unhappy.
Activity 2
Read the statement carefully and infer the meaning of the highlighted idiomatic expression.
The school play was getting too expensive. The team planning it had gone all out but they
didn't have enough money to pay for it all. The principal came in to speak with the group. "You have
some great ideas here. Now let's see where we can cut corners to make this play a success. We may
have to change the scenery and the playbook to save some money; otherwise the play can't go on."
Cut corners means ___________.
V. Assignment:
Infer the meaning of the italicized idiom in each sentence using context clues. Write your
answer in your assignment notebook.
1. Whenever Lena talks too much, her mother tells her to hold her tongue.
2. Under the stress of danger, a person will show his/her true colors.
3. Lou thought that her mother’s recovery was futile, but Oz remained faithful to the course of his
mother’s restored health.
4. Lou felt as though she had been sent to the doghouse when Louisa admonished her for
fighting at School.
5. The suspect reveal everything he knows about the case, the suspect spilled the beans.
DLP in ARALING PANLIPUNAN 6
Teacher: Noeson B. Tecson
School: Carogcog Elementary School

June 13, 2019 (Thursday)

I. LAYUNIN
Nagagamit ang grid sa globo at mapang politikal sa pagpapaliwanag ng pagbabago ng
hangganan at lawak ng teritoryo ng Pilipinas batay sa kasaysayan. (AP6PMK-Ia-2)

II. PAKSANG ARALIN

Paksa : Hangganan at Lawak ng Teritoryo ng Pilipinas
Kagamitan : Globo at mapa ng Pilipinas,
Sanggunian : CG AP6PMK-Ia-2, LRMDS Portal (MISOSA 6 Lesson 11 )
Araling Panlipunan 6

III. PAMAMARAAN
A. Panimulang Gawain
1. Ibigay ang kahulugan ng mga sumusunod
guhit latitude longhitud grid ekwador digri
2. Ipakita ang mapa ng daigdig at sabihin kung anong bansa ang tinutukoy sa ibinigay na
lokasyon.
B. Panlinang na Gawain
1. Ipabuo ang labu-labong letra
T-R-I-E-T-O-R-O-Y
Ano ang nabuo na salita at ano ang pagkakaintindi ninyo?
May hangganan ba ang ating teritoryo?
2. Ipabasa ang talata.
Ang teritoryo ay isa sa mga sangkap ng istado. Bilang estado ang Pilipinas ay may sariling
hangganan. Ang hangganan ng ating bansa ay itinakda sa pamamagitan ng sumusunod na
dokumento:
1. Kasunduan sa Paris
Ito ay nilagdaan ng EstadosUnidos at Espanya noong Disyembre 10, 1898. Ang
pamamahala ng Pilipinas ay inilipat ng Espanya sa Estados Unidos sa halagang $ 20,000
bilang kabayaran sa pagpapaunlad ng Pilipinas .Ginamit sa pagtukoy ng tiyak na hangganan
ng bansa ang longhitud at latitud nito.
2. Kasunduan sa Washington
Ito ay nilagdaan ng Estados Unidos at Espanya noong Nobyembre 7, 1900. Sa
kasunduang ito, isinama ang mga pulo ng Cagayan, Sulu at Sibutan bilang bahagi ng
teritoryo ng Pilipinas
3. Kasunduan ng EstadosUnidos at Gran Britanya
Nilagdaan ito noong Enero 2, 1930. Nagkasundo ang dalawang bansa na ang pulong
Turtle at Kapuluan ng Mangsee sa pagitan ng Borneo at Sulu ay maging bahagi ng Pilipinas.
4. Saligang Batas ng 1935
Ito ay tumutukoy sa mga teritoryong tiyak na nasasakupan ng pamahalaan.Sa
pamamagitan nito, ang mga pulo ng Batanes nasa l abas ng hangganan ng Pilipinas ayon sa
kasunduan sa Paris ay naging bahagi ng Pilipinas.
5. Ayon sa Saligang Batas ng 1987
Binubuo ang pambansang teritoryo ng Kapuluan ng Pilipinas ng mga pulo at
katubigang napapaloob dito, at lahat ng teritoryong nasa ilalim ng kapangyarihan ng
Pilipinas na binubuo ng kalupaan ,katubigan at himpapawirin nito, pati na rin ang dagat
teritoryal, ang lupa sa ilalim ng dagat ,at ang mga nasa ilalim ng dagat na tumutubo o
nakalagay doon, at iba pang lugar na submarina nito.
6. Doktrinang Pangkapuluan
Sa kasalukuyanang tinatangkilik natin ay ang Doktrinang Pangkapuluan na
nagsasaad na,“ Ang Pambansang teritoryo ng Pilipinas ay binubuo ng kapuluang Pilipinas
kasamaang lahat ng mga pulo at tubig na saklaw nito at, ang mga tubig na nakapaligid sa
pagitan at nag-uugnay sa mga pulo ng kapuluan , maging anuman ang lapad at laki ng mg ito
Ayon sa doktrinang ito ang buong lawak ng 48 kilometoro mula sa baybayin ang
bumubuo ng teritoryo ng Pilipinas
Itanong:
- Bakit dapat may hangganan ang isang bansa?
- Nakatutulong o nakahahadlang ba ito sa kaunlaran ng isang bansa? Bakit?
3. Ibigay ang mga pagsasanay
Gawain 1
Ano anong dokumento ang nagtatakda ng hangganan at lawak ng Pilipinas? Isulat ang
mga ito sa patlang.
1. ____________________________
2. ____________________________
3. ____________________________
4. ____________________________
5. ____________________________
Gawain 2
Bumuo ng Data Retrieval Chart na nagpapakita ng mga batayan sa paglawak ng teritoryo
ng Pilipino. Punan ang mga kahon ng hinihinging sagot.
ANG PAMBANSANG TERITORYO NG PILIPINAS
Kasunduan/Batas Taon ng Pagpapatibay Probisyon
4. PAGLALAHAT
Ano anong hangganan at lawak ng teritoryong sakop ng Pilipinas?
IV. Pagtataya
Panuto: Anong kasulatan ang nagsasaad ng mga sumusunod? Piliin ang tamang titik sa ibaba.
_______1. Idinagdag ang Mangsee at Turtle.
_______2. Ang pulo ng Batanes na nasa bahagi ng Pilipinas ayon sa Kasunduan sa Paris.
_______3. Kabahagi ng teritoryo ang lahat ng mga pulo at mga karagatang napapaloob.
_______4. May buong lawak na 48 kilometro mula sa baybayin na bumubuo sa teritoryo ng
Pilipinas.
_______5. Kasama sa teritoryo ng Pilipinas ang mga pulo ng Cagayan at Sibutu.

IV. PAGTATAYA
Isulat ang tinutukoy o inilalarawan.
__________1. Inilalarawan dito ang sakop ng teritoryo ng ating bansa.
__________2. Ito ay ginagamit sa pagtukoy ng tiyak na hangganan ng bansa.
a. Doktrinang Pangkapuluan
b. Kasunduan sa Washington
c. Kasunduan ng Estado sUnidos at Gran Britanya
d. Kasunduan sa Paris
e. Ayon sa Saligang Batas ng 1987
f. Saligang Batas ng 1935
__________3. Isang sangkap ng estado na tumutukoy sa hangganan ng isang bansa.
__________4. Ayon dito, ang hangganan ng teritoryo ng bansa ay tiyak at eksakto.
__________5. Isinasama sa kasunduang ito ang mga pulo ng Cagayan, Sulu, at Sibutu bilang bahagi
ng teritoryo ng Pilipinas.
DLP in FILIPINO 6
Teacher: Noeson B. Tecson
School: Carogcog Elementary School

June 13, 2019 (Thursday)

I. LAYUNIN
Nasisipi ang isang talata mula sa huwaran. (FGPU-Iac.2)
II. PAKSANG ARALIN
Pagsipi ng Talata
Sannggunian: Pinagyamang Pluma 5 pp. 155-157
Hiyas sa Pagbasa 6 p. 58
Kagamitan: tsart
III. PAMAMARAAN
A. Pagsasanay

1. Pagsasanay
Ano-ano ang mga dapat tandaan sa pagsulat ng talata?
2. Balik-aral

Tumawag ng 3 bata na babasahin ang kanilang takdang-aralin tungkol sa pagbasa ng bibliya at iugnay ito
sariling karanasan
3. Mga Gawain

a. Pagganyak:
Pamantayan sa Pagsulat
b. Paglalahad
Ipakita ang mga talata at ipabasa ito.
c. Pagtatalakay

Ano ang napapansin ninyo sa pagkasulat ng talata?

Nakasunod ba ito sa pamantayan sa pagsulat?
Ikaw, masisipi mob a ng wasto ang talata?
d. Pagpapayamang Gawain

Gawin Natin
Basahing mabuti ang talata, suriin ito at iwasto ang pagkakamali.
Ang inggit o selos ay nakasisira ng magandang relasyon o samahan kapag ito ang pinaiiral sa puso ay siguradong
magkakaroon ng hidwaan o hindi pagkakaunawaan sa tahanan, paaralan o sa lahat ng lugar kung saan ito
maaaring maramdaman. Ito ay isang damdaming maaring magtulak sa isang taong mag-isip o gumawa nang hindi
mabuti sa kapwa. Karaniwang hindi nagiging masaya ang nakararanas nito dahil pwang pagkaawa at pagmamaliit
sa sarili ang namamayani sa taong nakararamdam nito. Kaya’t sa oras na ito’y maranasan ay kaagad na ibaling sa
magandang bagay ang isip at damdamin upang hindi mabigyang-daan ang masamang epekto o bunga nito.
Gawin Mo
Sipiing mabuti ang talata. Ilagay ito sa isang malinis na papel.
Ang panaginip ay bahagi ng pagtulog ng tao. Walang taong nabuhay sa inuto na hindi ito naransan. Ayon sa
The World Book Encyclopedia (1984, Tomos, p. 279). “Karamihan ng mga nasa hustong gulang ay
nananaginip ng mga 100 minuto sa loob nang walong oras na pagtulog, “ kaya ang mga panaginip ay normal
na karanasan ng tao. Ayon sa Bibliya, noong unang panahon, ang panaginip ay madalas gamitin ng Diyos
upang magbigay ng mensahe sa mga tao. Ito raw ay may kahulugang kailanganag malaman ng tao. Sa
katunayan maraming libro at manghuhula ang nakikilala at bumebenta upang magbigay-interpretasyon sa
panaginip lalo na’t kung ito’y paulit-ulit na napapanaginipan.
e. Paglalahat

Anong kasanayan ang natutuhan sa aralin?

Bakit mahalagang masipi ng wasto ang mga pangungusap sa talata?
IV. PAGATATAYA
Sipiin ng wasto ang talata.
Nawawalang Biyulin
Nakita na ang isa sa nawawalang apat na antigong biyulin ng “violin king” ng Lipan a si Ernesto Vallejo.
Sinasabi na puno ng trahedya ang nagging buhay ng limot na biyulinista sapagkat bukod sa nawalng bigla ang
mga biyulin niya at ang mga komposisiyon, pinatay silang mag-anak ng mga Hapon noong 1945. At ang
masaklap ayon sa nakalap naming pananaliksik, pinatugtog muna siya bago pinatay. Naging kilala siyang
biyulinista noong panahong iyon sa pamamagitan ng mga nilikha niyang komposisyon na “Dream Melody” at
iba pa.
V. TAKDANG-ARALIIN:
Sumulat ng maikling talata tungkol sa droga.
DLP in SCIENCE 6
Teacher: Noeson B. Tecson
School: Carogcog Elementary School

June 13, 2019 (Thursday)

I. OBJECTIVE
Differentiate solutes from solvents. (S6MT-Ia-c-1)
II. SUBJECT MATTER
A. Skill: Differentiating solutes from solvents.
B. Reference: Moving Ahead With Science 4 pp. 169 – 174, Science and Health 4 pp. 112 -
113
https://www.youtube.com/watch?v=e-2EoyDYamg
C. Materials: four glasses filled with water, salt, powdered juice, tissue paper, small basin
with water, spoon, detergent, sugar, black pepper
III. INSTRUCTIONAL PROCEDURE
A. Engagement
1. Ask: Have you experienced preparing sugar solutions?
A sugar solution is prepared by adding dissolving sugar in water. Sugar solution
consists of two components, namely, sugar and water. In general, solute is the substance
that is being dissolved and solvent is the medium in which solute is dissolved.
2. Present the topic.
Today, you will do an activity that will help you understand the difference between
solutes from solvents.
B. Exploration
1. Organize the class into small groups.
2. Introduce the activity below:
Activity 1: ABRACADABRA
Problem: How do solvents work?
Materials: four glasses filled with water, salt, powdered juice, tissue paper, small basin
with Water, spoon, detergent, sugar, black pepper
Procedure:
1. Put one tablespoon of sugar in a glass filled with water. Stir with spoon and observe.
Do the same with the salt, powdered juice, and black pepper in separate glasses.
2. Place the bar of detergent into the basin with water. Place also the tissue paper
beside it. Leave it for a few minutes.
Value Focus: safety measures in using mixtures
Substance Dissolved (Solute) Dissolving Substance
Yes () No (X) (Solvent)
Salt
Sugar
Black pepper
Juice powder
Detergent
Tissue paper
Observation:
1. What happened to the substances in the glasses after stirring?
____________________________________________________________________
2. Did all the substances dissolve when placed in the water?
____________________________________________________________________
3. Which among the substances dissolved thoroughly? Conclusion
_______________________________________________________________________
_______________________________________________________________________
3. Guide the pupils in doing the activity.
E. Explanation
1. Allow them to share their answers and results of the activity.
Ask: How did you feel about the activity?
2. Process the answers of the pupils and point out the difference between solutes from
solvents.
F. Elaboration
(Comprehensive discussion by the teacher)
Solution is a mixture consisting of a solute and solvent. Solvent is the substance that
dissolves another substance. Most substances can be dissolve in water, which makes it
a universal solvent. While solute is the substance dissolved by the solvent.
G. Evaluation:
Identify the solute and solvent in the following solutions?
Solution Solute Solvent
1. carbonated drink
2. coffee
3. sea water
4. vinegar
5. wine
IV. ASSESSMENT:
Refer to the Venn diagram below to differentiate solutes from solvent. Write your answer
on the ears of the figure.
Scoring Rubric:
Points Description
5 Students understanding of the concept is clearly evident
Student uses effective strategies to get accurate results
Student uses logical thinking to arrive at conclusion.
4 Student understanding of the concept is evident.
Student uses appropriate strategies to arrive at conclusion.
Student shows thinking skills to arrive at conclusion.
3 Student has limited understanding of a concept.
Student uses strategies that are ineffective.
Student attempts to show thinking skills.
1 Student lacks understanding of the concept.
Student makes no attempt to use a strategy.
Student shows no understanding.
V. ASSIGNMENT:
1. What are solutions?
2. Differentiate solute from solvent.
3. Give example of each
DLP in MAPEH(Music) 6
Teacher: Noeson B. Tecson
School: Carogcog Elementary School

June 13, 2019 (Thursday)

A. Content Standard demonstrates understanding
of the concept of rhythm by
applying notes and rests,
rhythmic patterns, and time
signatures
B. Performance Standard responds to beats in
music heard with
appropriate
conducting patterns of
2 3 4 and 6
4 4 4 8
C. Learning Competencies identifies the notes / rests
(write the LC Code) used in a particular song
6
8 time signature
MU6RH-Ia-1
RHYTHM
II. CONTENT Musical Symbols and
Concepts:
1. Notes and Rests
III. LEARNING RESOURCES
A. References
1. TG/CG pages
2. Learner’s Materials pages
3. Textbook pages MISOSA4-Module6
MISOSA5-module1
*Musika at Sining
6. Sunico, Raul
M. et al, 2000.
pp.8-10
*Umawit at
Gumuhit 6.
Valdecantos,
Emelita C. 1999.
pp.5-16, pp.25- 26
4. Materials downloaded from
LRMDS
B. Other Learning Materials
IV. PROCEDURES
A. Reviewing previous lesson and
presenting new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the lesson Teach the song.

Analyze the song`

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
What is the title of the song?
What is the time signature of the song? What does it mean by the upper
number in the time signature? The second number ? What are the notes and
rest you found in the song ?
Emphasize the discussion of the meaning of the song
FRIDAY
Present the musical score of the song “HimigPasko “
 practicing new skills #2 Help the pupils identify the notes and rests in the song
( Any folk song with 6
8
Time signature may be used )
F. Developing mastery (lead to Flash different notes and rests, and let the pupils identify them
formative assessment 3)
G. Finding practical application of
concepts and skills in daily living
H. Making generalization and
abstractions about the lesson
I. Evaluating learning Identify the notes and rests found in the song
( Present a copy of a musical score of any folksong in the six-eight time
signature )
J. Additional activities for
application or remediation

V. REMARKS

VI. REFLECTION Assessing yourself as a teacher and analyzing the students’ progress this
week.

DLP in ESP 6
Teacher: Noeson B. Tecson
School: Carogcog Elementary School

June 13, 2019 (Thursday)

I. Layunin:
Nagkukusang tumutulong sa kapwa kung kinakailangan. ( EsP6PKP-Ia-i-37 )
II. Paksang-Aralin:
“Pagtulong sa kapwa ng may Pagkukusa”
B.P= Mapanuring Pag-iisip
K.P= Positibong Pagkilala sa Sarili
Sanggunian: EsP6 CG 1.1.1 pahia 81
Kagamitan:
Mga larawan,
Video clip:” Pagtulong sa Kapwa” (https://www.youtube.com/watch?v=qopg54dkjdo)
III.Pamamaraan:
A. Panimulang Gawain
1. Pagsasanay: Isa-isahin ang mga paraan ng pagiging mapagmahal na anak.
2. Balik-aral:
Tanong: Ano ang karapat-dapat na gawi kung nais nating tumulong sa ating kapwa?
B. Panlinang na Gawain:
1. Pagganyak:
Awitin ang Magtanim ay di biro
2. Paglalahad:
Ipakita ang Video clip na “Ang pagtulong Sa Kapwa”
(https://www.youtube.com/watch?v=qopg54dkjdo)
Itanong ang mga sumusunod pagkatapos Makita ang video clip.
1. Ano ang ginagawa ng magkakaibigang Ray, Mikko at John?
2. Sino ang napilayan?
3. Ano ang ginawa nina John at Mikko ukol sa nangyari kay Ray?
4. Ano ang gagawin niyo kung kayo ang kaibigan ni Ray? Bakit?
5. Ano ang mararamdaman ni Ray sa ginawa nina Mikko at John?
Karagdagang Gawain:
Pangkatin sa apat na grupo ang mga bata at magbigay ng pag-uulat ukol dito
Tingnan ang mga sumusunod na larawan:
.

Mga Katanungan:
1. Sa Larawan A, ano ang ginawa ng bata sa batang umiiyak?
2. Sa larawan B, anong kalamidad ang nangyari at nagkaroon ng pagtutulungan?
3. Sa larawan C, anong ahensya ng Gobyerno ang nagbigay ng tulong sa mga tao?
4. Sa larawan D, anong grupo ang bulontaryong tumulong?
C. Paglalahat:
Sinu-sino ang makapagbigay ng tulong sa kapwa?
Paano mo maipapakita ang kusang loob na pagtulong mo sa iyong kapwa?
D.Paglalapat:
Tingnan ang larawan…
Tama ba ang mga tulong na ibinigay sa larawan? Ipaliwanag.

IV. Pagtataya:
Isulat ang tsek () kung ito ay pagtulong ng kusa at ekis (x) kung hindi.
1. Tumulong ka ngunit nagdadabog.__
2. Masaya mong binigyan ng pinaglumaang damit ang isang batang lansangan.__
3. Nakasimangot ka habang lumalapit sa iyo ang matandang babae.__
4. Nakangiti kang binigyan ng pagkain ang isang pulubi.__
5. Sinigawan mo ang matandang lalaki na humihingi ng maaiinum na tubig.__
V. Takdang-Aralin:
Sumulat ng isang talata kung may naggawang pagtulong ng kusang loob.