LESSON PLAN FOR MATHEMATICS 4

S.Y. 2024-2025

TIME 10:00-10:45
SECTION RIZAL

CO No.: 1 Subject & Gr. Level: Mathematics 4 4TH Quarter 45 minutes

Content Standard: The learners demonstrate knowledge and understanding of
perimeter of quadrilaterals and composite figures composed of triangles and
quadrilaterals.
Performance By the end of the quarter, the learners are able to:
Standard: find the perimeter of quadrilaterals and composite figures composed of
triangles and quadrilateral. (NA)
Learning Find the perimeter of quadrilaterals that are not squares or
Competency rectangles.
Key Concept / Understanding how to find the perimeter of quadrilaterals like
Understanding to parallelograms and rhombuses helps learners solve real-life problems
be Developed involving borders, frames, and fencing. Knowing that the perimeter is the
sum of all side lengths—whether sides are equal or not—is essential in
accurately measuring irregular shapes.

I. Objectives
Knowledge Determine the formula for finding the perimeter of parallelogram and
rhombus.
Skills Calculate the perimeter of parallelogram and rhombus.
Attitude Give the importance of the concept of perimeter of parallelogram and
rhombus in real-life situations.
Values Develop sense of confidence in their ability to apply perimeter formulas to
different quadrilaterals.

II. Content/ Perimeter of Quadrilaterals (Parallelogram and Rhombus)

Topic
III. Learning eSpark. (2023, February 2). Quadrilateral Song | Geometry and Polygons |
Resources 2nd-3rd Grade Math | eSpark Music. YouTube.
https://www.youtube.com/watch?v=MpDSqtD4DNg
Quadrilateral Hierarchy. (2023, August 3). Math Monks.
https://mathmonks.com/quadrilateral/quadrilateral-hierarchy

Curriculum Guide: MATATG Other Pictures, Worksheets,

CG 1st Materials Task Card, Paper, Visual Aids, Answer Sheets
Quarter
Teacher’s Guide
Learner’s Materials

Strategies/Approaches Cooperative Learning, Differentiated Instruction, Applying Translation

used:

Integration: EsP, English, Arts

 IV. Procedure:
1. Introductory Prayer
Activity Greetings
(4 minutes) Checking of Attendance

• Indicator 4 1. Class Rules:

Teacher guides the learners to recall agreed class rules and policies.
Used effective verbal and
non-verbal classroom
communication strategies to L — Listen carefully
support learner Focus and pay attention when someone speaks.
understanding,
participation, engagement E — Express kindness
and achievement Be respectful and use polite words.

I engaged students in A — Act responsibly

recalling and stating class
policies to reinforce their Follow rules and take care of your things.
understanding through
verbal
communication. R — Raise your hand
Wait for your turn to speak or ask questions.

N — Never give up
→ Do your best and keep trying even if it’s hard.

2. Drill:
• Indicator 3 Start with a fun song that helps them think about shapes and their
Used a range of teaching sides. Play a familiar tune in the background (Twinkle Twinkle Little
strategies that enhance Star) and lead the students in singing the song with the actions.
learner achievement in Repeat the song several times to ensure everyone is participating
literacy and numeracy skills. and having fun.

Perimeter Action Song

I let my students sing a song (to the tune of Twinkle Twinkle Little Star)
about the concept of perimeter,
which included numbers and
repetitive words. This strategy Perimeter, perimeter, (march in place)
helped students not only to
understand and memorize the
Count the sides, it's not so far! (hold up fingers and count)
formula for finding the Add them up, one by one, (pretend to write in the air)
perimeter but also to enhance
their literacy skills through
Finding the total is so much fun! (clap hands)
word repetition, pronunciation, Thousandths
and active participation

3. Review:

Show students the Quadrilateral family and ask if they remember it.

Processing Questions:
1. Can you identify a real-world object that matches each type of
quadrilateral (e.g., square, rectangle, rhombus,
trapezoid/trapezium, parallelogram, kite)
2. Activity / 4. Motivation: FIX ME!
Strategy UNSCRAMBLE the letters to find the correct word:
(5 minutes)
1. EIEERTRMP - the length of the outer edge of a shape
Indicator 4
2. AALRPEOGAMRLL -a quadrilateral with two sets of opposite
Used a word-based activity sides parallel
(unscrambling letters) that

helps students recognize, 4. URRLQAAATDIEL - a polygon having 4 sides, 4 angles, and 4

vertices
read, and spell mathematical

terms correctly. 5. EHLGNT - the longer or longest dimension of an object

6. NMOIIESND - a measurable extent of some kind, such as length,

I used a word unscrambling
activity as part of the motivation
breadth, depth, or height
to enhance students' literacy
skills while learning mathematical The teacher will discuss the meaning of this terms and their relevance to the
terms. This strategy allowed them
to improve their spelling, word lesson.
recognition, and understanding of
math vocabulary such as
perimeter, parallelogram, and
quadrilateral.

5. Presentation:
• Indicator 1 The teacher presents the word situation to the class. She reads the
word situation first, followed by the learners together with the teacher, and
Indicator 1 lastly learners read it in chorus.

Integration: ESP (Hard

work) and Agriculture
 Saving for a Goal

Indicator 5 Mang Pedro’s Vegetable Garden

Connects lesson
to real-world situations
Mang Pedro is a hardworking and caring father who loves planting
(applying math concepts vegetables for his family. Every morning, he waters his vegetable
to measurement, and garden filled with tomatoes, eggplants, and string beans.
problem-solving.)

His vegetable garden is not just an ordinary shape — it looks like a

I incorporated a real-life
situation in the lesson by parallelogram! Mang Pedro is planning to build a fence around it to
using the context of Mang protect his plants from animals.
Pedro’s vegetable garden.
This scenario allowed
learners to apply their
knowledge of perimeter in a
His garden has a length of 50 meters and a width of 20 meters.
meaningful and practical
way. The task of finding the
length of the fence needed
for the garden connects
mathematics to everyday life,
especially in farming and
gardening, which are
common in the learners'
community.

3. Analysis (5
minutes)
Follow up questions:

a. What did Mang Pedro do to his vegetable garden?

b. Why did he plant his garden with varieties of vegetable seedlings?
c. What is asked in the problem?
d. What are the given facts that can help you solve the problem?
e. What can you say about Mang Pedro?

6. Discussion
4. Abstraction
(15 minutes)
Explain that the perimeter is the total distance around a closed plane figure.
To determine the perimeter of the vegetable garden of Mang Pedro, follow
• Indicator 1 these steps:
Learning Objectives
1. Identify the length and the width of the garden.
Clearly stated, measurable, Length= 50 m Width = 20 m
and aligned with curriculum
standards.
2. Add the measurements of all the sides of the garden. Since the figure
has 4 sides, we say that,
Perimeter = length + length + width + width. Then P= l + l + w + w
3. Using the formula you developed, substitute the measurement of each
side, then add.
I clearly stated that learners P=l+l+w+w
should be able to compute
the perimeter of common P= 50 m + 50 m + 20 m + 20m
plane figures like rectangles P = 140 m
and rhombuses using
appropriate formulas, Therefore, the perimeter or the distance around Mang Pedro’s vegetable
aligning with Grade 4 Math garden is 140 meters.
competencies.
 Perimeter of Parallelogram:
Indicator 2
The perimeter of a parallelogram is calculated by adding the lengths of all its
Lesson Structure & sides, as opposite sides are equal in length. Thus, you only need to know
Organization the lengths of two adjacent sides.
Well-organized with a
logical sequence
P=l+l+w+w
(Introduction, Development, P = (2 × length) + (2 x width) or P = 2l + 2w
Assessment, Conclusion).

Mang Jose built a rhombus- study table for his son. The sides of
the table measure 35 cm. What is the perimeter of the table?

a. What did Mang Jose build?

b. What is the shape of the table?
c. What is asked in the problem?
d. What are the given facts that can help you solve the problem?

Present a visual representation of the rhombus table and explain their

characteristics, emphasizing the four equal sides. Introduce the idea that
calculating the perimeter of a rhombus involves adding up all the side lengths.
Ex. The perimeter of the rhombus study-table
Indicator 4
Used teaching strategies To find the perimeter of a rhombus table as illustrated above, follow these
that enhance student’s steps:
literacy skills 1. Identify the measurement of the side. Side = 35 cm
2. Since a rhombus has 4 equal sides, simply add all the lengths of the
I presented the discussion using
sides.
step-by-step procedures that P= Side + side + side + side
helped students process the
concept of perimeter in an
P = 35 cm + 35 cm + 35 cm 35 cm
organized manner, aiding both P = 140 cm
comprehension and retention.
Perimeter of Rhombus:
I enhanced learners' literacy P= s + s + s + s
skills through guided math
reading, decoding of word
P = 4 x side or P= 4 x s or 4s
problems, and reinforcement of
math-specific vocabulary like
“perimeter” and “side length.”
Worked Example
I made the math concept
relatable by connecting it to
Example 1: Compute the perimeter of the parallelogram given below:
gardening and household P = (2 x Length) + (2 x Width)
furniture—real situations that
help students understand the P = (2 x 9 in) + (2 x 4 in)
usefulness of perimeter in real
life.
P = 18 in + (8 in)
P= 26 in
I prepared visual representations
of a rectangle and rhombus to Example 2: Find the perimeter of a rhombus below:
help learners visualize the
shapes while computing their
Side length= 10 in
perimeters, reinforcing P = 4 x side
understanding through concrete
examples.
P = 4 x 10 in
P = 40 in

Boardwork: Call volunteers to solve the perimeter of parallelogram and

rhombus. Let them explain the steps on how they got their answers.

1. Find the perimeter of a parallelogram with base = 8 cm and side = 3

cm.
2. Find the perimeter of a rhombus with side = 6 cm.
 7. Generalization
Ask:
 What do you need to do to find the perimeter of a parallelogram or a
rhombus?
(Add all the sides or multiply one side by 4 if all sides are equal like in a
rhombus.)

 How are the sides of a parallelogram different from the sides of a

rhombus?
(In a parallelogram, opposite sides are equal, while in a rhombus, all
four sides are equal.)

 Why is it important to know how to find the perimeter of different

shapes like parallelogram and rhombus?
(So, we can measure things in real life like borders, fences, or frames.)

Follow up Questions:
 How can working together as a group in solving perimeter problems
help us in real life?
 How can practicing solving the perimeter of different quadrilaterals, like
parallelogram and rhombus, help you develop confidence in Math?

5. Application Problem Solving Challenge : "Math Quest: Perimeter Problem Relay!"

(10 minutes)
Instructions:
1. Divide the class into 3 groups.
2. Each group will receive 2 word problems
○1 problem about a parallelogram
○1 problem about a rhombus
3. The group will:
a. Read and analyze the problem together.
b. Draw the shape based on the given problem.
c. Solve for the perimeter showing a complete solution.
d. Choose one member to explain the answer in front of the
class.
4. Each correct answer earns a point.

4. The group with the highest score will be declared the "Perimeter Math
5. Champions!" and receive a simple reward (stickers, stars, or
certificates).

Word Problems for the Activity:

Group 1:
■Parallelogram Problem:
Liza wants to put a border around her parallelogram-shaped table. The
longer sides measure 14 meters, and the shorter sides measure 9
meters. What is the perimeter of the table?

■Rhombus Problem:
A farmer has a rhombus-shaped vegetable plot. Each side measures 8
meters. What is the perimeter of the vegetable plot?

Group 2:
 ■Parallelogram Problem:
A billboard is shaped like a parallelogram. The sides are 20 meters and
12 meters long. What is the perimeter of the billboard?

■Rhombus Problem:
A window is shaped like a rhombus. If one side is 5 meters long, what
is the perimeter of the window?

Group 3:
■Parallelogram Problem:
A swimming pool is in the shape of a parallelogram. Its sides are 25
meters and 18 meters. What is the perimeter of the pool?

■Rhombus Problem:
A necklace pendant is a rhombus with each side measuring 7 cm.
What is the perimeter of the pendant?

• Indicator 1

Applied knowledge of

content within and across the

curriculum teachingarea.

(ENGLISH -Noting

Details throughProcedural
Text)

I utilized a procedural format in

generalization of comparing
decimal numbers step by step.
 • Indicator 4

Used effective verbal and

non-verbal classroom
communication strategies
to support learner
understanding,
participation, engagement
and achievement

• Indicator 6

Applied range of
successful strategies that
maintain learning
environments that

motivate learners to
work productively by
assuming
responsibility for
their own learning.

Students take ownership of their

learning by presenting their
answers, which builds
accountability and
independence.

Critical thinking develops as

justifying their answers helps
them analyze their thought,
improve problem-solving skills.

Engagement and motivation

increase through active
participation in board work,
making learning more interactive
and productive.

Verbal communication is evident

as students explain their
answers, enhancing their
speaking skills, clarity of
thought, and
participation in discussion

➢ To deepen the disucssion, the teacher will give another example

• Indicator
5
through interactive activity Mystery box (3 rounds will do)

Maintained supportive
MECHANICS OF THE GAME: o Form Two Teams – Divide the class
learning environments that into two teams. o Pick a Letter & Answer the Question – Each
nurture and inspire learners
team takes turns selecting a letter, which corresponds to a
to participate, cooperate and
question they must answer correctly.
collaborate in continued
o Choose: Keep or Give the Box – After answering, the team
learning
must decide whether to KEEP the Mystery Box or GIVE it to
the opposing team.
Collaboration is evident as they o Reveal the Mystery Box – Open the box to reveal the points
have their group activity in the
game Mystery Box inside. Be careful! The box may contain positive or negative
NOTE: points that can help or hurt the team’s score.
Non-verbal communication is o Winning the Game – The team with the highest points at the
also evident as students use hand
signs for KEEP and GIVE end wins!
during the activity.

7. Generalization Ask:
▪ How to compare decimal number?
 ✓ Flash on the screen
• Indicator
1 To compare decimal numbers:
1. Compare whole numbers first (if different, the bigger whole number is
Applied greater).
knowledge of 2. Compare tenths place
content 3. Compare hundredths place
within and across
4. Compare thousandths place if needed.
the curriculum
teaching area. Note If the numbers being compared have a different number of decimal
places, add zeros to the right until each number has the same number of
(ENGLISH -Noting
Details through Procedural decimal places.
Text)

Follow up questions:
I utilized a procedural format in
generalization of comparing ▪ Where do we use comparing decimals in real life?
decimal numbers step by step.
▪ How does understanding decimals help in managing money wisely?

• Indicator
4

Used effective verbal and

non-verbal classroom

communication strategies to

support learner
understanding, participation,
engagement
and achievement

Through follow-up questions

related to real-life situations to
encourage deeper thinking,
enhanced learner engagement,
and made the lesson more
meaningful and relatable
8. Application Differentiated Instruction: (Group Activity)
(10 minutes)
Each learner will proceed to an activity of their choice. The teacher
• Indicator 5 reminds the students of the teamwork norms before to the activity.
Maintained supportive
learning environments that
nurture and inspire learners
to participate, cooperate
T - Talk quietly (Only your team members should hear you)
and collaborate in continued
learning
E - Everyone’s ideas are important ( Be respectful and considerate)

Collaboration through
A - Actively participate ( Do your fair share of work)
groupings wherein they
brainstorm and share their
ideas within the group.
M - Manage your behavior ( Stay on task on your station)

1. Role Play
A group of friends is shopping for snacks and wants to save money.
They compare the prices of different brands and will choose the
cheaper one.

While browsing, they find two juice brands:

Brand A - 2.45 and Brand B - 2.50.

They compare the digits from left to right to decide which one costs
Indicator less. Which brand should they buy?
7
•
Ana notices that her classmate is struggling to see the price tags.
She helps by reading the prices aloud and writing them in larger text
Designed, adapted and
for easier comparison. With teamwork and consideration, they make
 implemented a smart shopping choice together.
teachingstrategies that are

responsive to learners with Explain why we need to be of help for those people with disabilities
disabilities, giftedness and
talents.
Rubrics
Criteria 4 (Excellent) 3 (Good) 2 (Needs 1 (Poor)
Improvement)
Accuracy of Correctly Mostly correct, but Some errors in Incorrect
In the scenario, Ana helps her Comparison compares minor mistakes in comparison and comparison and
classmate who has difficulty (Correct Answer) decimals and explanation. incorrect selection wrong choice of
seeing small numbers by selects the correct of the cheaper item.
reading the prices aloud and lower-priced item item.
writing them in larger text. Clarity of Clearly explains Explanation is Explanation is Explanation is
This allows her classmate to the steps in
Explanation mostly clear but somewhat unclear missing or
compare the decimals and comparing
participate in the lacks detail. or confusing. incorrect.
decimals using
decisionmaking process.
place value.
Teamwork and Works well with Participates and Some effort to Little to no
Cooperation the group, actively cooperates, but with work with others teamwork or
helps classmates, minimal but lacks full cooperation.
and engages in contribution. engagement.
discussion.
Creativity and Role-play is Shows creativity Basic role-play Minimal effort in
Engagement engaging, and effort but could with limited role-play, lacks
creative, and be more engaging. creativity. engagement.
realistic.
Characters
interact naturally.
Verbal Speaks clearly, Speaks Occasionally Mumbles or does
Communication confidently, and understandably but unclear or difficult not speak clearly.
uses appropriate lacks confidence or to hear.
vocabulary. clarity at times.

2. Sing a Song
Let the learners sing a song to the tune of "Twinkle, Twinkle, Little
Star"

"Look at the digits left to right,

Compare them well and get it right!
• Indicator Bigger one wins, small one goes,
7
Now you know how it flows!"
Designed, adapted and
implemented teaching After singing, they will compare a set of decimal pairs. Repeat the
strategies that are song for each new pair they need to answer. (3 pairs of decimal number)

responsive to learners with Rubrics

disabilities, giftedness Criteria 5 Points 4 Points 3 Points 2 Points 1 Point (Poor)
andtalents. (Excellent) (Good) (Satisfactory) (Needs
Improvement)
Participation Actively sang Participated in Participated Showed little Did not
and engaged in most rounds but with participation. participate.
Multiple intelligences are every round of with minimal effort.
evident in the differentiated the activity. enthusiasm.
activities.
Accuracy of Correctly Made 1 Made 2 Made 3 or Did not provide
Answers compared all mistake in mistakes in more correct
decimal pairs. comparing comparing mistakes in answers.
decimals. decimals. comparing
decimals.
Teamwork Worked well Cooperated Worked with Struggled to Did not
with the group, with the group the group but work with the collaborate
took turns, and but needed had some group. with the group.
encouraged occasional disagreements.
others. reminders.
Confidence & Sang the song Sang well but Sang but Needed Did not sing or
Presentation clearly and with slight lacked encouragement present.
confidently hesitation. confidence. to sing and
while participate.
comparing
decimals.
 3. Problem Solving Challenge o Read the given real-life word
problems involving decimal comparison.
• Indicator 1

Applied knowledge of
content within and Lily and John wanted to help their classmate, Mia, who has a
across
chronic illness and needs financial support for her medical expenses.
the curriculum teaching
Determined to contribute, Lily saved ₱514.15, while John saved ₱514.05
area. from their daily allowances. Who saved more?
EsP – Thriftiness

• Indicator 8

Planned and delivered

teaching strategies
o Solve the problem by comparing the decimal numbers carefully. o
that are responsive to the Write your answer clearly and explain your solution step by step o
special education needs of
learners in difficult
Are Lily and John a good person? Why or Why not?
circumstances*, including:
geographic isolation; Rubrics
chronic illness; Criteria 5 (Excellent) 4 (Good) 3 (Needs 1 (Poor)
Improvement)
displacement due to Accuracy of Answer Correctly identifies Identifies who Partially correct but Incorrect answer
armed who saved more saved more but with significant with major errors in
and accurately makes minor errors in comparison and
conflict, urban resettlement calculates the calculation errors. comparison or calculation.
difference. calculation.
or disasters; child Clarity of Clearly explains Explanation is Explanation is No explanation or
Explanation the steps in mostly clear but unclear, missing explanation is
abuse and child labor
comparing lacks some details key steps, or incorrect.
practices. decimals and or organization. difficult to follow.
solving the
problem in a
logical manner.
The word problem aligns with
Application of Correctly applies Applies decimal Attempts to apply Does not apply
the indicator by integrating a
Concept decimal comparison but decimal decimal
real-life scenario that is
comparison with minor errors. comparison but comparison
responsive to the special
strategies, lacks accuracy or correctly.
education needs of learners
including place understanding.
in difficult circumstances. In
value
this case, Mia has a chronic
understanding.
illness, highlighting the
challenges faced by some Justification of Clearly justifies the Justifies the Weak justification No justification
students. Answer answer with valid answer but with that lacks clear provided or
reasoning and minimal reasoning reasoning. incorrect
evidence. or support. reasoning.

4. Which is which?
Identify and compare decimals using place value. Students will
receive a set of decimal number cards and comparison symbols (>,
<, =) on separate cards. Paste the correct comparison symbol (>, <,
or =) in the box between the two decimals.

.Compare the following decimal numbers using >, <, or =

a) 0.75 ______ 0.705
b) 0.89 ______ 0.9
c) 0.645 ______ 0.654
d) 0.32 ______ 0.320

Present your answers to the class with explanation.

Rubrics:
Criteria 5 Points 4 Points 3 Points 2 Points 1 Point
(Excellent) (Good) (Satisfactory) (Needs (Incomplete)
Improvement)
Accuracy of All answers are 1-2 errors in 3-4 errors in More than 4 Most answers
Answers correct. answers. answers. errors in are incorrect or
(Correct use of answers. missing.
comparison
symbols)
Understanding Clearly Mostly Some Struggles No clear
of Place Value understands understands with place understanding
 (Properly place value place value understanding, value of place value.
compares and applies it with minor but needs concepts.
decimal correctly. mistakes. improvement.
numbers)
Neatness and Work is neat, Mostly neat Somewhat Difficult to read Work is unclear
• Indicator 6 Organization organized, and with slight messy but or and
easy to read. misalignment. understandable. unorganized. unorganized.
Completion of Completed all Completed Completed at Completed Did not
Applied range of Activity comparisons most least half of the less than half complete the
(Finished all correctly. comparisons comparisons. of the activity. activity.
successful strategies decimal with minor
that maintain learning comparisons) mistakes.
environments that
motivate learners to
work

productively by
assuming
responsibility for
their own learning.

5. Draw and Compare o If you were to give something to typhoon

Indicator 1 victim, what is it? Why? o Draw that two things on a sheet of
paper. o Write a price tag below each drawing (choose any
Applied knowledge of
content within and across reasonable price with decimals).
the curriculum teaching o Compare the prices by placing the correct comparison symbol
area.
(<, >, or =) between them.
SCIENCE – Typhoon
Rubrics:
Criteria 5 Points 4 Points 3 Points 2 Points 1 Point
(Excellent) (Good) (Satisfactory) (Needs (Incomplete)
Improvement)
Creativity and Both snacks Both snacks Snacks are Drawings are No drawings
Effort (Snack are neatly and are drawn well drawn but lack incomplete included.
drawings) creatively with some details or effort. or rushed.
drawn with details.
effort.
Correct Price Both price tags Both price tags One price tag is Both price tags No price tags
Tags (Decimal are present are present missing or are incorrect or included.
placement) and correctly with minor contains errors. missing.
written with mistakes.
decimals.
Comparison Correct One minor Two mistakes in Incorrect No comparison
Accuracy (Use comparison mistake in comparison. comparison symbol
of <, >, =) symbol is used comparison. symbols used. included.
accurately.
Neatness and Work is clear, Mostly neat Some parts are Difficult to read Work is unclear
Organization neat, and and organized. messy but or unorganized. and lacks
(Overall wellorganized. understandable. effort.
presentation)

Note: Teacher processes and give feedback of learners’ output.

9. Assessment A. Read the questions carefully. Encircle the correct answer.

(5 minutes) 1.Which is greater?
a) 0.56
• Indicator 6 b) 0.560
Applied range of successful c) 0.5
strategies that maintain
d) 0.06
learning environments that
motivate learners to work
productively by assuming 2.Compare 0.89 and 0.809. Which symbol is correct?
responsibility for their own
a) 0.89 > 0.809
learning.
b) 0.809 > 0.89
c) 0.89 = 0.809
 d) Cannot be determined

3.Which of these is the smallest number?

a) 0.75
b) 0.705
c) 0.7
d) 0.7055

4.What is the correct way to compare 0.67 and 0.670?

a) 0.67 > 0.670
b) 0.670 > 0.67
c) 0.67 = 0.670
d) Cannot be determined

5.Anna saved ₱0.75 per day, and Ben saved ₱0.705 per day. Who saved
more?
a) Anna
b) Ben
c) Both saved the same amount
d) Cannot be determined___

B. Compare the following using the symbol___>, < 0r =_. Write your
answers inside the circle.

7. Assignment Follow the instruction

(1 minute)
1. Go grocery shopping with your parents.
2. Take a photo of the price tags of two grocery items your mother
bought.
3. With your parents' guidance, follow responsible social media
• Indicator 2 practices when sharing:
• Avoid posting personal or sensitive information.
Ensure the positive use of
ICT to facilitate teaching • Give proper credit if the image is not originally yours.
and learning process. • Think before posting to ensure respectful and appropriate
content.
4. Take a screenshot of your post and print it.
5. Pass your assignment next week.

V. Remarks
 VI. Reflections A. No. of learners achieve 80%: ________________
B. No. of learners who require additional activities for remediation:
______________
C. Did the remedial lessons work? ____________
D. No. of learners who have caught up the lesson: ___________
E. No. of learners who continue to require remediation:
_____________

Prepared by:

Name: MARIEVEL V. MORTEJO School: MAMBALING ELEMENTARY SCHOOL