DETAILED LESSON PLAN IN TECHNOLOGY & LIVELIHOOD EDUCATION (T.L.E.

8)

COT#2(6& 9 Indicator should not be observe)

COLLABORATIVE BASED LEARNING

Teacher : RONEL E. SUAN

School : ROXAS NATIONAL HIGH SCHOOL
Grade Level : Grades 8
Learning Area : T.L.E.8
Teaching Date and Time : July 20, 2018
Quarter : 1ST

I-OBJECTIVES

A. Content Standard

Learner demonstrates an understanding of estimation and basic calculation.

B. Performance Standards

Learner accurately performs estimation and basic calculation.

C. Learning Competencies/ Objectives Write the LC code for each

At the end of the lesson the students should be able to:

Code: TLE_AFAC7/8MC-0d-4

1. Determine correct methods of calculation.

2. Ascertain system and units of measurements to be followed.

II. CONTENT:

Subject Matter: “4. Perform calculation”

The Most Common Surface Areas

LEARNING RESOURCES

A. References K to 12 Basic Education Curriculum

Technology and Livelihood Education
Learning Module
AGRICULTURAL CROP PRODUCTION pages 41-45
III. PROCEDURES:

Teacher’s Activity Student’s Activity

Teacher: Good morning everyone! Students: (they listen to the teacher’s
Please clear your ground and unclutter your tables. instructions and follow him)

Thank You! Christian, please lead the prayer. Christian: Classmates let us bow down
our heads as we pray to our Almighty
Creator.
( Prayer starts)
(Prayer ends)
Good morning class!
Good morning Mr. Ronel Suan
Good Morning Classmates it’s nice to see
Thank you! Please take your seats. you again

Listen, I’ll check your attendance. Reven Joy Custodio,: Present Sir

Reviewing previous lesson or presenting the new lesson

Alright! Our lesson starts with:

I. ACTIVITY #1

LET’S DRAW THE SURFACE AREAS

(By Group )
(INDICATOR 7-sequential from simple to complex, -Start from
motivation, review, and discussion-Asking question from what, who when (The student draws the common surface
HOTS)
(INDICATOR 8;Chalkboard, Manila paper, Audio, Ict)
areas.

Instructions: within 5 minutes do the

1. Using pentel pen & Manila Paper, draw the most
common surface areas
2. Write the formula
3. Report your output

The teacher applies brainstorming about the activity.

Guide Questions:

What can you say about this activity?

How important the common surface areas?

Ok! Very good.

Let give a big round of applause

Thank you!
II. ANALYSIS:
(INDICATOR 7-sequential from simple to complex, -Start from
motivation, review, and discussion-Asking question from what, who when
HOTS)
ACTIVITY # 2
LET’S PLAY THE BOARD QUESTIONS ( The students answer the Play Board-
(By Group ) questions by group to develop critical
thinking from simple to complex)
Instruction:
1. Play the board using questions given, to develop a
Critical thinking skills and understanding about the
topic.
2. Draw the dice
3. The number given by dice (ex. No. 2) will be the first
to answer the question given by the board game.
4. Then no. 2 will be the next to draw the dice
Whatever given number by dice will be the next to
answer and until everyone will be finish in
answering.

Brainstorming:
1. Did you enjoy the activity?
2. How do you find our activity?
3.
(Indicator 2: Literacy and Numeracy Critical literacy and Numeracy-
functional manner, Critical Literacy-questioning, giving situation)
(Indicator 3: Teaching strategies to develop critical & creative thinking
& HOTS)
(Indicator 4-Classroom settings, groupings, activity, chairs, table, time,
space. Students all engage in the activity)
III. ABSTRACTIONS:
(INDICATOR 7-sequential from simple to complex, -Start from
motivation, review, and discussion-Asking question from what, who when
HOTS)
Activity # 3
PICK A WASTE
INDICATOR 8;Chalkboard, Manila paper, Audio, Ict)
Instructions: The students find the scratch paper &
Let the students find the scratch paper & measure the width, measure the length, width and height.
length & Height with the use ruler.
1. Pick up three pieces of paper.
2.Paste in Manila Paper
3. Identify the pieces of paper of what common surface
areas.
4.Measure the distance of scratch paper
5. Solve the acquired measurement from scratch paper.
6.Report your output
(Indicator 4-Classroom settings, groupings, activity, chairs, table,
time, space. Students all engage in the activity)
(Indicator 3: Teaching strategies to develop critical & creative thinking
& HOTS)
Then integrate the solid waste management.
(INDICATOR 1: More on integration a concept to another concept,
domain to another domain, Integrated with values, Knowledge of the The students listening discussion about
main subject, Expand and have mastery on the content)
(INDICATOR 8;Chalkboard, Manila paper, Audio, Ict) the importance of solid waste
management.
Discussing New Concepts:

To further understand about the topic; the teacher discuss

the “MOST COMMON SURFACE AREAS “through
(PPT ) The students listening discussion about
(INDICATOR 8;Chalkboard, Manila paper, Audio, Ict) the most common surface areas.

IV. APPLICATION:
(INDICATOR 7-sequential from simple to complex, -Start from
motivation, review, and discussion-Asking question from what, who when
HOTS)
Activity 4#
I CAN SOLVE IT!
(by group)
(Using Accordion; the teacher provides the problems
about common surface areas and let the students solve The students solving the given problems
using different formulas & then let them report their using accordion.
output.)

1. Eddie a grade 12 student measuring a computer table

with a length of 3.5 meters and 1.5meter width. What is
the total measurement of the said table?
(Indicator 2: Literacy and Numeracy Critical literacy and
Numeracy- functional manner, Critical Literacy-questioning, giving
situation)
(Indicator 3: Teaching strategies to develop critical & creative
thinking & HOTS)
(Indicator 4-Classroom settings, groupings, activity, chairs, table,
time, space. Students all engage in the activity)

Very good!
Let’s give a big round of applause.
(INDICATOR NO. 5, providing motivation, positive feedback,
appreciation, Instruction what to do, reporting, allow student to
express their ideas)

Assignment:
Ask the following:

Explain:

1. Why we need to use formula in solving different

surface areas?
2. What is the implication of this topic to our real life
situation? The students copy the assignment given by
teacher.
Very good!

Let’s give a big round of applause.

(INDICATOR NO. 5, providing motivation, positive feedback,

appreciation, Instruction what to do, reporting, allow student to express
their ideas)
 Is there any questions?

Have you learned something? No Sir!

Alright! That Ends About for Today. Yes! We learned a lot.

Thank You! Goodbye Class. See you tomorrow.

Goodbye and thank you Mr. Suan

IV. REMARKS
V. REFLECTION: From theoretical to actual work can
create a concrete learning done by
students through actual performance&
with the use of different teaching
strategies of CBL.
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?

Prepared by:

RONEL E. SUAN
T-III /Demo-Teacher
Roxas NHS

Checked & Reviewed by: Checked &Approved by:

RANDY A. RUDILA LUZ C. LONGOS

Master Teacher I Head T-I
Testing Coordinator School Head