DLL - Tle-He 6 - Q3 - W1
DLL - Tle-He 6 - Q3 - W1
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
Management of family resources
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
III. LEARNING RESOURCES
manipulative materials as well as paper-based materials. Hands-onl earning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from THE II Teacher’s Manual. 1991. THE II Teacher’s Manual.
Learning Resource Pp. 23-24 1991.pp. 23-24
(LR)portal
Bantigue, R.M. and Bantigue, R.M. and Pangilinan, Bantigue, R.M. and Pangilinan, Bantigue, R.M. and Pangilinan,
Pangilinan, J.P. (2014) J.P. (2014) Growing up with J.P. (2014) Growing up with J.P. (2014) Growing up with
Growing up with Home Home Economics and Livelihood Home Economics and Livelihood Home Economics and
B. Other Learning Resources Economics and Livelihood Education. FNB Educational, Inc. Education. FNB Educational, Inc. Livelihood Education. FNB
Education. FNB Educational, QC. QC. Educational, Inc. QC.
Inc. QC.
IV. PROCEDURES
A. Reviewing previous Last week, there was a Recap of the lesson the previous Recap of the lesson the previous Recap of the lesson of the Recap of the lesson of the
lesson or presenting the new discussion on management day day previous day previous day
lesson of the family income.
Management of family As a segue, mention that the day Yesterday, we discussed the Yesterday, we learned
income means allocating it before, the class learned the principles that need to be budgeting and how it can be
to provide for the basic factors that should be applied to make family applied to the family.
needs of members and for considered in budgeting. budgeting a successful and
comfortable living. fulfilling task. Budgeting is critical because it
is oftentimes difficult to ensure
Ask the class to identify some of that we will be able to make
the priniciples. both ends meet when times
are hard.
We also identified items
that were included in the
family budget.
Ask the class about the For the day’s lesson, the class will Ask what items are included in How can we prudently manage
relationship between identify where the income goes the budget. the financial resources of the
management and budgeting or what the family includes in the family?
of family income. budget. Then, present the following list
culled from the book: Group the class into four (4).
Aside from the knowledge of ✓ Food and clothing Each group will answer the
what comprises a family budget, ✓ Shelter and education question. “How can we make
the class needs to be aware of ✓ Social needs both ends meet?”
certain principles to be applied • social and moral obligations
effectively in order to make • family activities Reporting per group follows.
family budgeting a successful and • school affairs
fulfilling task. ✓ Savings/emergency budget The results of the discussion
• health will be processed by the
B. Establishing a purpose According to Bantigue and • house repair teachers.
for the lesson Pangilinan (2014), the summary
of the principles that should be
applied to make family budgeting
a successful and fulfilling task are
as follows:
• Know the family’s income.
• List your expenses. Know
which components are fixed
and which are flexible.
• Set priorities.
• Keep records of expenses.
• Allocate an amount for
savings.
C. Presenting examples/ By means of budgeting, the Ask the class to bring out the Show photos of Divide the class into four (4)
instances of the new family can properly allot the photos they were asked to bring. different groups.
lesson income. A family should Group the class into 4 (four). Let items/situations.
have a knowledge of family the class identify where or what
budgeting to know how the family includes in the budget. Ask the learners if they are Using the concepts learned
much is spent for family Prioritize the items. The class will needs or wants. yesterday, come up with an
needs and where the income be given ten minutes to activity that will demonstrate
goes. Through family complete the activity. Reporting the difference between needs
Ask why they think it is a need
budgeting, the members will follows. and wants. Think of activities
or want.
learn to spend wisely, save outside the box.
regularly, participate in
family matters more actively
with the maximum benefit
from the wise use of
resources, like time, energy,
and abilities.
Ask: What are the factors SHORT SKIT Mention that a family budget The teacher writes two Presentation per group.
that need to be considered Using the previous group also provides for the following columns on the board. One
when budgeting? assignment, discuss among the needs: Refer to the examples column has the heading
• Size of the family group the principles in making given by the learners. If it was NEEDS. The other column has
• Family income family budgeting a successful and already mentioned, do not the heading WANTS.
• Kind of work each fullfilling task. The twist is this include in the list.
D. Discussing new family member will be presented in a short skit. Randomly distribute metacards
concepts and practicing new does Food, shelter, clothing, education, containing a list of needs and
skills #1 • Talents and abilities The group will be given five (5) household operations, wants.
of each member minutes to present the short maintenance/repair, utilities
• Locality where the skit. (water, electricity, telephone, Ask the learners to post the
family lives transportation, medical and metacards on the board.
dental care, rest and recreation,
stipend, savings. Ask the learner to
explain/defend his/her choice.
. Presentations Based on the activity that was
• Group 1 conducted ask the learners to
• Group 2 differentiate needs from wants.
• Group 3
• Group 4 A need is a requirement for
E.Discussing new concepts and survival, e.g. breathable air.
practicing new skills#2 A want is a desire. It may
be the desire for a need
(e.g. a
choking person generally wants
to be able to breathe) or for
something not needed for
survival, such as chocolate or a
new car.
F. Developing mastery Let the learners cite Comments on group Show a short clip on managing Giving feedback on
(Leads to Formative examples of the factors that presentations: money: Needs versus Wants presentations.
Assessment 3) need to be considered when • Group 4 will comment on
budgeting. Group 1 Analyze the movie and relate it Examples of guide questiona:
• Group 3 will comment on to needs versus wants. Note
Group 2 that some of the contents of Was the group effective in
• Group 2 will comment on the video may be debatable emphasizing the difference
Group 3 e.g. chocolates is needed by between needs and wants? If
•Group 1 will comment on soldiers for endurance in the yes, How?
Group 4 middle of a war while in a
Limit the comments on the normal situation it is a want for
What concepts in the
contents of the presentation. another individual.
presentation had an impact on
Does the presentation manifests
you? Why?
the principles in making family
budgeting a successful and
fulfilling task? Do you think the presentations
can further be improved? In
what way?
G. Finding practical Aside from what was -do- -do-
applications of mentioned, can you think of
concepts and skills in other factors that need to be
daily living considered when budgeting?
Explain.
H.Making generalizations Today we determine the Synthesize the discussion on There is a need to distinguish
and abstractions about the relationships between what and where the family between need and want . This
lesson management and budgeting budget is allotted, as well as the will enable us to prioritize
of family income. We also principles to take into needs over wants, hence
looked into the factors that consideration to make family ensuring that the budget is
need to be considered when budgeting successful and enough to make both ends
budgeting. fulfilling. meet moreso when times are
hard.
I. Evaluating learning Ask the learners to share their .If you were to make a personal
insights on the lesson for the day budget, what would you
include? Why?
J. Additional activities for Bring photos or drawing
application or remediation where family budget is spent
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students
VI. REFLECTION
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
earned80%onthe formative
assessment
B. No.of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D.No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G.What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?