- Lists the rights in one column and the corresponding responsibility in the other using the a chart or framework

rk like
that below:
RIGHT RESPONSIBILITY
I have the right to speak I have the responsibility not
without being interrupted. to interrupt or to allow
anyone to be interrupted.

1. Assessment
The students are assessed based on their outputs/results in the given varied activities.
2. Assignment
Make a copy on your notebook on the combined list of rights and responsibilities.
3. Wrap-up/Concluding Activity (2minutes)
“Remember that enforcement of these rules is everyone’s responsibility, just as it is every citizen’s responsibility to see that
everyone in the community enjoys the right to freedom of religion and belief.”

V. Remarks
__________________________________________________
__________________________________________________

VI. Reflections
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 learning 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?
 Detailed Lesson Plan (DLP)
(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)

DLP No.: 2 Learning Area: TLE Grade Level: 7 Quarter: 1 Duration: 2hour
Learning Competency/ies: Select and use farm tools. Code:
(Taken from the Curriculum Guide) TLE_AFPA7/8UT-0a-1
Key Concepts / Appropriate farm tools are identified according to use.
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 1. Objectives
8, s. 2015)
Knowledge Categories:
The fact or condition of knowing
something with familiarity gained
Remembering Identify farm tools and equipment according to use.
through experience or association Understanding

Skills Applying Use appropriate tools for the job requirement and manufacturers’
The ability and capacity acquired
through deliberate, systematic, and
specifications and instructions.
sustained effort to smoothly and Analyzing
adaptively carryout complex Evaluating
activities or the ability, coming from
one's knowledge, practice, aptitude, Creating
etc., to do something

Attitude Assist one another in performing the uses of each farm tools.
Values Perform the assigned task with appropriateness.

2. Content Farm Tools in Agricultural Crop Production

3. Learning Resources Curriculum guide, Learning Module, Internet sources, Farm tools
4. Procedures
4.1 Introductory Activity What are the common farm tools in agricultural crop production?

4.2 Activity “Think-Pair and Share”

The class will be divided into four. Each group will be given pictures and names of the
different farm tools. Then, they will think and pair each picture to its corresponding name
and share its uses to the class.
4.3 Analysis What are farm tools? What are examples of farm tools? What are farm implements? Cite an
examples of farm implements. Differentiate farm tools from farm implements.

4.4 Abstraction The teacher will introduce the different farm tools and farm implements with their
corresponding uses in agricultural crop production.
4.5 Application Perform the proper use of shovel.

4.6 Assessment
Answer Self-Check 1.1 page 14 in Agricultural Crop Production Learning Module

4.7 Assignment: Answer the following questions in your lecture notebook.

1. What is an equipment?(4points)
2. Give the specific uses and function of the following equipment:
A. Hand Tractor (3points)
B. Four wheel tractor (3 points)
C. Water pump (3 points)
4.8 Concluding Activity (____ minutes).
If we are willing to be still and open enough to listen, wilderness itself will teach
us. –Steven Harper
 Detailed Lesson Plan (DLP)
(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)
June 22, 2018 (8:00-10:00am)
DLP No.: 3 Learning Area: TLE Grade Level: 7 Quarter: 1 Duration: 2hour
Learning Competency/ies: Select and use farm tools. Code:
(Taken from the Curriculum Guide) TLE_AFPA7/8UT-0a-1
Key Concepts / Appropriate farm tools are identified according to use.
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 1. Objectives
8, s. 2015)
Knowledge Identify the different farm implements and equipment.

Skills Classify farm implements from farm equipment.

Attitude Perform the assigned task with appropriateness.

2. Content Farm Implements, Common Farm Equipment

3. Learning Resources Curriculum guide, Learning Module, Internet sources
4. Procedures
4.1 Introductory Activity The teacher will show pictures of the different farm tools, implements and equipment:
What have you observe in the pictures being shown?
What are farm tools? Farm implements? Farm Equipment?
Do you have them at home? Do you know how to use them?
4.2 Activity The class will be divided into four. Each group will be given different pictures and let them
classify according to its classification (farm tools, implements and equipment) and paste their
answer in a manila paper. Then, they will post it in the board and share their answer to the
class how did they come up with their answers.
4.3 Analysis What is are farm tools? What are examples of farm tools? What are farm implements? Cite
an examples of farm implements. What are farm equipment? Examples of farm equipment.
Differentiate farm implements from farm equipment.

4.4 Abstraction The teacher will introduce the different farm implements and farm equipment with their
corresponding uses in agricultural crop production through power point presentation.
4.5 Application Differentiate farm implements from farm equipment.
Why is it important for you to know the different farm implements and farm equipment
before using them in the field?
As an aspiring farmer, are the different farm implements and farm equipment important to
have in your farm? Why?

4.6 Assessment A. Identify the following farm implements and equipment.

1. It is an implement mounted to a tractor used for tilling and pulverizing the soil.
Rotavator
2. An implement made of wood with a metal teeth and pulled by a carabao. Native
Wooden harrow
3. It is used to draw irrigation water from a source. Water Pump
4. Machineries used in crop production. Farm Equipment
5. Used to plow and harrow in preparing a large area of land.

B. Classify the following farm implements and farm equipment.

Rice seeder Plow Miller Thresher Harrow

Grass Cutter Water pump Rotavator Hand tractor Rice harvester

C. Essay
1. What makes farm implements and farm tools important in a farm?
2. Differentiate farm implements from farm equipment.
4.7 Assignment: SCRAPBOOK ON FARM EQUIPMENT
After learning what are the different farm equipment, you will be compiling pictures of
farm equipment and its instructional manual.
1. Collect pictures of various farm equipment and instructional manual. You may clip
pictures from the internet.
2. For the pictures taken from online sites, copy the URL and paste below the pictures.
3. Cut the pictures and paste it on a short bond paper
4. Search the uses or functions of this equipment and write it below or beside the
pictures.
5. If the instructional manuals are available paste it on another bond paper.
6. Compile the sheets into 1 folder.
7. Submit it to your teacher.
4.8 Concluding Activity (____ minutes).
If we are willing to be still and open enough to listen, wilderness itself will teach
us. –Steven Harper
 Detailed Lesson Plan (DLP)
(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)

DLP No.: 4 Learning Area: TLE Grade Level: 7 Quarter: 1 Duration: 2hour
Learning Competency/ies: Select and use farm tools. Code:
(Taken from the Curriculum Guide) TLE_AFPA7/8UT-0a-1
Key Concepts / Appropriate farm tools are identified according to use.
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 1. Objectives
8, s. 2015)
Knowledge Check farm tool (shovel) for faults.

Skills Use farm tool (shovel) for the job requirement according to manufacturer’s specifications and
instructions.

Attitude Perform the assigned task with self-confidence that the shovel will properly use.

2. Content Farm Implements, Common Farm Equipment

3. Learning Resources Curriculum guide, Learning Module, Internet sources
4. Procedures
4.1 Introductory Activity The teacher will a show a video on how to use a shovel properly.
What are your observations on the video that being shown?
Do you have a shovel at home? How did you use them?
4.2 Activity The class will be divided into four, each group will arrange the following pictures of the steps
in using a shovel in chronological order. Then, the group creatively connect the following
pictures then post it the board. The group will choose one representative to share their
experience and problems met in accomplishing the task that has been given.
4.3 Analysis What is a shovel? Describe a shovel. What are the uses and functions of a shovel?

4.4 Abstraction The teacher will introduce the proper use of a shovel through power point presentation and
skill demonstration.
4.5 Application What are the importance of a shovel in doing farm activities?
Is it necessary for you to know the proper way of using a shovel before using them in the
farm/garden? Why?

4.6 Assessment Operation Sheet 1.1

Proper Use of Shovel
PPE and Tools needed:
Footwear Long pants Gloves Rag Shovel
Procedure:
Make sure that before you perform this activity, you are wearing appropriate personal protective
equipment. Follow these instructions
1. Keep feet wide apart. Place front foot close to shovel.
2. Put weight on front foot. Use leg to push shovel.
3. Shift weight to rear foot. Keep load close to body.
4. Turn feet in direction of throw
5. Perform house keeping
How Well Did You Perform?
Find out by accomplishing the Scoring Rubric honestly and sincerely. Remember it is your
learning at stake!
While performing the activity it is important that you assess your performance following the criteria below:
Criteria Score
20 15 10 5
Proper distance of the feet from each other
The weight is on front foot
The load is close to your body
Direction of the feet when throwing load
Practice good housekeeping.
4.7 Assignment: How to clean your tools and equipment at home?
4.8 Concluding Activity (____ minutes). If we are willing to be still and open enough to listen, wilderness itself will teach
us. –Steven Harper
 Detailed Lesson Plan (DLP)
(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)

DLP No.: 5 Learning Area: TLE Grade Level: 7 Quarter: 1 Duration: 2hour
Learning Competency/ies: Perform estimation. Code:
(Taken from the Curriculum Guide) TLE_AFPA7/8MC-0d-4
Key Concepts / Job requirements are identified from written or oral communication.
Understandings to be Quantities of materials and resources required to complete a work task are estimated.
Developed
1. Objectives
Knowledge Identify the different job requirements.

Skills Estimate the quantity of materials and resources required to complete a work/task.

Attitude Perform the assigned task with appropriateness of data.

2. Content Farm Inputs & Farm Labor

Learning Resources Curriculum guide, Learning Module, Internet sources,
3. Procedures
Activity The teacher will distributes pictures, words and phrases to the students. Then, let the students
to find the word or phrase that matches the picture.

Analysis What are farm inputs? Farm labor?

What are the labor requirement for land preparation? In planting? For plant care?

Abstraction The teacher will introduce the different job requirement (farm inputs, farm labor) through
power point presentation.
Application Why is it necessary to know the different farm inputs before starting an agri-crop business?
Is farm labor important for you to know as an aspiring farmer? Why?
How will you prepare the land for planting?
After planting your chosen crops, how will take care the plant

4.Assessment/Evaluation MOVING EXAMINATION

The teacher arrange the chairs into circular formation. There are twenty stations, in every station it
has posted picture or illustration. Identify what type of farm labor and farm inputs does the picture shows.

5. Assignment: ESTIMATING FARM INPUTS AND LABOR REQUIREMENTS

SPECIFIC INSTRUCTION:
1. Visit a vegetable farm near to your school or home
2. Get the following data
a. Area
b. Crop
c. Age of crop
d. Quantity of planting materials (in kgs)
e. Number of workers prepared the land
f. Number of days consumed in preparing the area
g. Amount of salary given to each worker during land preparation
h. Number of worker planted the area
i. Number of days consumed in planting the area
j. Amount of salary paid in planting the area
k. Number of worker fertilized the area from planting up to the date of this survey.
l. Quantity of fertilizer used from planting up to the date where survey was made
m. Amount of salary paid in applying fertilizer from planting to the date of this survey
n. Quantity of fertilizer to be used after the survey until harvesting
o. Number of workers required to perform fertilization after the survey until final harvesting
p. Amount of salary needed for fertilizer application after this survey until harvesting
q. Estimated irrigation expenses from planting up to harvesting
r. Estimated worker hired to perform irrigation from planting to harvesting.
s. Estimated days for spraying insecticides
t. Estimated workers needed for spraying insecticides
u. Estimated cost of insecticide used in spraying
v. Workers salary during spraying of insecticides
w. Estimated number of weeding operation
x. Estimated worker needed in weeding
y. Workers salary during weeding
 z. Estimated worker employ during harvesting

3. Present your data in tabular form

Evaluation:
While performing the activity it is important for you to assess your performance following the criteria below:
Required measuring tool is used in measuring the area. 25
The data gathered is consistent. 30
The respondent answers the question carefully. 25
Data are presented in tabular form 20

Detailed Lesson Plan (DLP)

 (With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)

DLP No.: 4 Learning Area: Math Grade Level: 7 Quarter: 1 Duration: 2 hours
CONTENT STANDARD The learner demonstrates understanding of key concepts of sets and
the real number system.
PERFORMANCE STANDARD The learner is able to formulate challenging situations involving sets
and real numbers and solve these in a variety of strategies.
LEARNING COMPETENCY/IES The learner describes well-defined sets, subsets, Code:
universal sets, and the null set and cardinality M7NS-Ia-1
of sets.
KEY CONCEPTS Sets
KNOWLEDGE Define set through the given activity.
OBJECTIVES SKILLS Group the papers with different basis.
ATTITUDE Show enthusiasm in identifying different sets.
CONTENT Numbers and Number Sense
LEARNING RESOURCES Cutted papers, Learners’ Material for Mathematics Grade 7
The students will be given cutted papers and they will be asked to
Stimulating Activity
group it and share to the class their basis for grouping.
Set is a well-defined group of objects, called elements that share a
common characteristic. The universal set denoted by U, is the set that
contains all objects under consideration.
The set F is a subset of set A if all elements of F are also elements of A.
For example, the even numbers 2, 4 and 12 all belong to the set of
whole numbers. Therefore, the even numbers 2, 4, and 12 form a
Abstraction
subset of the set of whole numbers. F is a proper subset of A if F does
not contain all elements of A.
The universal set U is the set that contains all objects under
PROCEDURE consideration.
The null set ∅ is an empty set. The null set is a subset of any set.
The cardinality of a set A is the number of elements contained in A.
Below are some objects. Group them as you see fit and label each
group.

Application

Define the sets you made by making a universal set.

SYNTHESIS What is a set for you?
Why does it has to be defined well to make it a set?
EVALUATION/ ASSESSMENT In your group, name at least 10sets from the objects that you found
inside the classroom.
ASSIGNMENT How will you define null set?
What makes it special?

Detailed Lesson Plan (DLP)

(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)
Date:___________________________
DLP No.: Learning Area: TLE Grade Level: 7 Quarter: 1 Duration: 2hour
Learning Competency/ies: Perform basic workplace calculations. Code:
(Taken from the Curriculum Guide) TLE_AFPA7/8MC-0d-4
Key Concepts / Calculations to be made are identified according to job requirements.
Understandings to be Correct method of calculation is determined.
Developed
1. Objectives
Knowledge Determine the different surface areas.
Skills Calculate the surface areas of triangle and circle.
Attitude Show enthusiasm in calculating the different surface areas.

2. Content Perform Calculation (Triangle, Rhombuses & Parallelograms)

Learning Resources Curriculum guide, Learning Module, Internet sources, Illustrations
3. Procedures
Stimulating Activity The teacher let the students to observe of what they have seen inside the classroom.

What are the things you have seen inside the classroom?
Can you determine the different shapes that is found here in your classroom?
Do you how to calculate the exact measurement of this board?

Abstraction TRIANGLES
The surface area or surface (A) of a triangle is calculated by the formula:
A (triangle) = 0.5 x base x height = 0.5 x b x h ..... (1)
Triangles can have many shapes but the same formula is used for all of them.
Some examples of triangles

EXAMPLE
Calculate the surface area of the triangles no. 1, no. 1a and no. 2
Given Answer
Triangles no. 1 and no. 1a: base = 3 cm Formula: A = 0.5 x base x height
height = 2 cm = 0.5 x 3 cm x 2 cm = 3 cm2

Triangle no. 2: base =3 cm A = 0.5 x 3 cm x 2 cm = 3 cm2

height = 2 cm
RHOMBUSES AND PARALLELOGRAMS
The surface area or surface (A) of a rhombus or a parallelogram is calculated by the formula:
A (rhombus or parallelogram) = base x height = b x h ..... (2)

In a rhombus the lengths of all four sides are equal; none of the angles are right angles;
opposite sides run parallel.
In a parallelogram the lengths of the opposite sides are equal; none of the angles are right
angles; opposite sides run parallel.
A rhombus and a parallelogram

QUESTION
Calculate the surface areas of the rhombus and the parallelogram.
Given Answer
Rhombus: base = 3 cm Formula: A = base x height
height = 2 cm = 3 cm x 2 cm = 6 cm2
 Parallelogram: base = 3.5 cm Formula: A = base x height
height = 3 cm = 3.5 cm x 3 cm = 10.5 cm2

Application Calculate the surface areas of the following:

Triangle no.1 = (base=3cm, height=2cm)
Triangle no.2 =(base=4cm, height=1cm)
Rhombus no.1 = (base =3cm, height=3cm)
Parallelogram no. 1 =(base=6sm, height =5cm)
4.Assessment/Evaluation Solve the area of the following:
1. A =? ; b = 15m ; h=25m
2. A =? ; b = 60m ; h=51m
3. A =? ; b = 34km ; h=30km
4. A =? ; b = 27cm ; h = 22cm
5. A =? ; b =9.5km ; h= 8km
5. Assignment: Answer the given problem in your lecture notebook.

Mrs. Sanchez make a triangular farm of grapes which have a base of 81m and a height of
101m. What is the area of her farm?

Name: ELEONOR S. APLAON School: DON EMILIO CANONIGO NHS

Position/Designation: Teacher 1 Division: CITY OF NAGA
Contact Number/s: 09056308470 Email address:

Detailed Lesson Plan (DLP)

(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)
Date:___________________________
DLP No.: Learning Area: TLE Grade Level: 7 Quarter: 1 Duration: 2hour
Learning Competency/ies: Perform basic workplace calculations. Code:
(Taken from the Curriculum Guide) TLE_AFPA7/8MC-0d-4
Key Concepts / Calculations to be made are identified according to job requirements.
Understandings to be Correct method of calculation is determined.
Developed
1. Objectives
Knowledge Determine the surface areas of square, rectangle and circle.
Skills Calculate the surface areas of square, rectangle and circle.
Attitude Show enthusiasm in calculating the different surface areas.

2. Content Perform Calculation (Square, Rectangle & Circle)

Learning Resources Curriculum guide, Learning Module, Internet sources, Illustrations
3. Procedures
Stimulating Activity The teacher let the students identify and describe different illustrations posted in the
board.
Abstraction SQUARES AND RECTANGLES
The surface area or surface (A) of a square or a rectangle is calculated by the formula:
A (square or rectangle) = length x width = l x w ..... (3)

PROBLEM
Calculate the surface areas of the rectangle and of the square.
Given Answer
Square: length = 2 cm Formula: A = length x width
width = 2 cm = 2 cm x 2 cm = 4 cm²
Rectangle: length = 5 cm Formula: A = length x width
width = 3 cm = 5 cm x 3 cm = 15 cm²
CIRCLES
The surface area or surface (A) of a circle is calculated by the formula:
A (circle) = 1/4 (¶ x d x d) = 1/4 (¶ x d2) = 1/4 (3.14 x d2) ..... (4)
whereby d is the diameter of the circle and ¶ (a Greek letter, pronounced Pi) a constant (¶ =3.14). A diameter
(d) is a straight line which divides the circle in two equal parts.

EXAMPLE
Given Answer
Circle: d = 4.5 cm Formula: A = 1/4 (¶ x d²)
= 1/4 (3.14 x d x d)
= 1/4 (3.14 x 4.5 cm x 4.5 cm)
= 15.9 cm2

Application The teacher will divide the class into four, each group will measure and calculate the
surface areas of the given illustrations. They will be instructed also to write their answer in a
manila paper and choose a representative to present how they came up their final answers.
4.Assessment/Evaluation Solve the area of the following:

1. A =? ; l = 10m ; w=5m
2. A =? ; d = 7cm
3. A =? ; l = 4km ; w=4km
4. A =? ; d = 11.3cm
 5. A =? ; l =9.5km ; w= 4km
6. A =?; l= 6m ; w=6m

5. Assignment: Answer the given problem in your lecture notebook.

Mrs. Pink owned a circular farm of tomatoes having a diameter of 8.5m. What is the
surface area of Mrs. Pink’s farm?

Name: ELEONOR S. APLAON School: DON EMILIO CANONIGO NHS

Position/Designation: Teacher 1 Division: CITY OF NAGA
Contact Number/s: 09056308470 Email address: