DEPARTMENT OF EDUCATION
SURABAY NATIONAL HIGH SCHOOL
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
RT LIM, ZAMBOANGA SIBUGAY
School SURABAY NATIONAL HIGH SCHOOL Grade Level 8
Teacher MODILLAS, FRITZIE B. Learning Area DRESSMAKING
Teaching Dates and Time MARCH 12, 2021 Quarter 2nd
FRIDAY
The learner demonstrates understanding in carrying out measurements in dressmaking/tailoring.
The learner independently carries out measurements and calculations based on job requirements.
LO1: Obtain Measurements
MELC Code: TLE_HEDM7/8UT-0a-b-1
Objectives:
1. Identify the odd and even numbers;
2. Read measurements of a tape measure; and
3. Reflect the importance of reading accurate measurements using a tape measure in making a garment.
Reading a Tape Measure
GIYA Module for Dressmaking 8 – Week 3: Day 3
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B. Other Learning Resource Illustrations, Hand-outs and PowerPoint Presentation (ICT INTEGRATION)

IV. PROCEDURES

A. Reviewing previous lesson or  Preliminary Activity

presenting the new lesson 1.Prayer
2. Checking of Attendance
3. Greetings and Reminders for Pandemic Protocols
4. Cater visual impaired students
5. Review
What was our topic last meeting?
-Student answer: (Tools and Equipment used in dressmaking)

B. Establishing a purpose for the lesson  Motivation: Present the topic by arranging the jumbled letters (LANGUAGE INTEGRATION)

T
T
A E P T M U E E A S R
1. O W L E T S M E R T 3.

A
2. S T E E A M M E R S 4. C T I O F R N
U T

C
5. H I N T

 Present the objectives:

1. Identify the odd and even numbers;
2. Read measurements of a tape measure; and
3. Reflect the importance of reading accurate measurements using a tape measure in making a garment.

C. Presenting examples/Instances of
the new lesson  Unlocking of Difficulties:

1. Lowest Term – the form of a fraction in which the numerator and denominator have no factor in common except 1.
2. Measurements – the amount obtained by measuring
3. Tape measure – a tool used in taking body measurements.
4. Fraction – one of the several portions; a numerical representation indicating the quotient of two numbers.
5. Inch – a unit of length in English system.

D. Discussing new concepts and (MATHEMATICS INTEGRATION)

practicing new skills # 1
DIFFERENCE BETWEEN ODD AND EVEN NUMBERS

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 In learning how to read a tape measure, first is, you need to be familiarize with the odd and even numbers as well as the
fraction and their lowest terms.
EVEN
- numbers that CAN be divided or put into two equal groups.
- numbers that is in red color ( -2, 0, 2, 4, 6, 8 …) are the even numbers.

ODD
- numbers that CANNOT be divided or put into two equal groups.
- numbers that is in green color ( -1, 1, 3, 5, 7 …) are the odd numbers.

Reminder: you can ONLY reduce to lowest term the fraction if the numbers are EVEN numbers.
For example,
Reduce to its lowest term:

10 2 5
16 2 8

E. Discussing new concepts and  Discuss about reading a tape measure.

practicing new skills # 2
Reading a tape measure is just like how you read the measurements in the ruler. Though the difference between them is, ruler is
not flexible as a tape measure. A tape measure is divided into 16 parts.

Now, can you point out the ½ inch? How about the 10/16? Can we reduce it to lowest term? What is the lowest tem?

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F. Developing mastery
(leads to Formative Assessment 3)  Prepare the student’s mastery of the lesson by reviewing the lesson in a form of activity. (MUSIC INTEGRATION)

Students will be singing bahay-kubo while passing the paper flower. Written at the back of the petals will be some questions to be picked
and answered by the students.

G. Finding practical application of  Students will be grouped into 3. Each group will have different activities to be done for 10 minutes.
concepts and skills in daily living

(DIFFERENTIATED ACTIVITIES)

Group 1: Reduce fractions in to lowest terms.

1) 20/46 inches
2) 12/18 inches
3) 6/12 inches
4) 106/212 inches
5) 2/16 inches

Group 2: Identify the measurements needed then label the measurements.

1. 5 ½ inches

2. 1 1/8 inches

3. ¾ inch

4. 2 inches

5. 3 ¼ inches

Group 3: Create a ruler out of low-cost materials.

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 Criteria for Group 1 and 2

10 9 8
CRITERIA
Criteria for Group 3

ACCURACY
10 All answers are9correct 1-2 mistakes
8 3 or more mistakes
CRITERIA
(50%)
Creativity CompositionTEAMWORK
displays originality,
All ofSome creativeof
the members ideas were
the group 1Work lacksinoriginality
member a group and 2 members in a group shows no
(50%) imagination and invention
(30%) are fullyemerging
participated shows noinvention
participation participation
TEAMWORK All of the members of the group Finished
TIMELINESS 1 member in a
ahead of group
time/ On 2 members in a group
Finished after shows no
the time Finished after 1 minute
(30%) are fully participated
(20%) shows no participation
time participation

TIMELINESS Finished ahead

TOTAL of –time/ On Finished after the time Finished after 1 minute
(20%) time 10 9 8
100%
TOTAL –
10 9 8
100%

H. Making generalizations and
abstractions about the lesson
 What skills would you develop in order for you to have an accurate measurement?
-Possible answer: Reading skills
 What would be the outcome if you don’t know how to read measurements?
- Possible answer: Inaccurate measurement
 What would be the outcome if you wrongly read the measurements?
- Possible answer: It could be waste of time, effort and materials.

I. Evaluating learning Direction: Read the statements carefully and choose the best answer from the choices given.

1. What tool is used to take body measurements?

a. Ruler b. Sewing Gauge c. Tape measure d. Yardstick
2. Which from the options below, is an odd number
a. 2 b. 6 c. 7 d. 8
3. What is the lowest term of 4/16?
a. 1/8 b. ¼ c. ½ d. ¾

4. What is the measurement shown below?

a. 4 ½ inches b. 5 ½ inches c. 6 ½ inches d. 7 ½ inches

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 5. How does it affect in drafting your pattern in making dresses if you obtain inaccurate measurements?
a. Inaccurate measurement will lead to an unpleasant pattern
b. Accurate measurement produces good result.
c. Inaccurate measurement would mean waste of time, effort and materials.
d. Accurate measurement lead to successful outcome.
ANSWERS:
1. C 2. C 3. B 4. B 5. C

K. Additional activities for application or Bring your tape measure tomorrow.

remediation

V. REMARKS

VI. REFLECTION

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: Checked by: Verified by: Approved by:

FRITZIE B. MODILLAS ZENCIDA D. CUANAN FELIXBERTO G. CAINGLET FELIX A. SUMALINOG

Teacher I Master Teacher II HT-III/T.L.E Dept Head Principal IV

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