Republic of the Philippines

Department of Education
REGION IV A CALABARZON
DIVISION OF QUEZON
BUENAVISTA NATIONAL HIGH SCHOOL
Buenavista I

TLE GRADE 8
I. OBJECTIVE
At the end of the lesson the students are expected to:
1. The learner demonstrate understanding of the underlying concepts in drawing the layout
plan of hatchery tanks.
2. Uses formula of scaling to achieve the ratio of the distance on the map/drawing and
distance on the ground
3. The learner work cooperatively to achieve the best result.

II. SUBJECT MATTER

Title: LESSON 1. Design a Tank for Culturing Fish (SCALING)
Reference: TLE AQUACULTURE 8 module
Materials: Powerpoint presentation, Youtube video
Integration: Mathematics
Values: Cooperation and Collaboration

III. PROCEDURE

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

A. Preliminary Activities

 Opening prayer
Let’s stand-up for the prayer.
(call a student) (The students will stand)
Mark can you lead the prayer? “Yes Ma’am”

“Lord we are here standing before you praying

and glorifying you, we are here to confess our
sins and begging you to forgive every sins that
we have done, Lord we thank you that we
arrived here at school safe and sound, for this
day give us more, blessings strength to learn,
knowledge and understanding in order to cope
up with the lesson we will be having today.
These we pray in the name of your son, Jesus
Christ our Lord. Amen.”

 Greetings
Good morning Class!
How are you today? “Good morning ma’am!”
“We are good ma’am.”

That is Perfect!
  Checking of Attendance
Okay everybody sit down now.
Mary, can you tell me who are absent
this morning?
That’s awesome! “Everyone is present ma’am.”

 Review
Alright! Before we proceed to our next
lesson. Who among you can still
remember our lesson yesterday?

Yes, _________? (Students raise their hands.)

Correct! So, what are the different

shapes of fish tanks? “We discussed about the shapes and size of
fish tanks.”
Among those shapes what are the most “Circular, Rectangular, Octagonal and square”
commonly used?

Awesome! I’m glad that you can still “Circular, Rectangular and Square.”
remember our previous lesson. So now
let us move on.

B. Presentation

1. Motivation

ARRANGE ME: The class will be group into four. Each

group will assign a leader. The leader will go in front to
get the designated enveloped for each. The envelope
contains the clues, meaning and the jumbled letters that
they will arrange and paste on the board.

(The students will go to their respective group

GROUP1: SCALING and do the activity)
GROUP2: DISTANCE
GROUP3: MEASUREMENT
GROUP4: PROPORTION

What are the words that you formed? “SCALING, DISTANCE, MEASUREMENT”

Since you’ve enjoy the game. We can now move on our

next lesson.

2. Activity

To start our next lesson I’m going to show you a

video.

But before we start watching the video. What

are the things that we should do while watching
the video?
 Yes, _______?
“Take notes ma’am.”
Very good! What else?
(Students will raise their hands and answer)

Alright! Since everyone is prepared. Let’s now

watch the video.

3. Analysis

Based on the given activity the teacher will ask

the following questions:

 What can you say about the video? (students will raise their hands and answer)
“It shows how to make a fish pond/fish tank.”

 Are you familiar with architects and “They draw designs of houses”
engineers?
 That’s correct. Today we will be a little
civil engineer and architects.

4. Abstraction

SCALING
Scale is the ratio of the distance on the map or
drawing and distance on the ground. It is widely used
by engineers and architects.
Formula:
Scale: Map or Drawing Distance (m)
Ground Distance (m)
Example of a scale is 1:10m, 1:100m, 1:1000m,
etc.

Problem Solving

EXAMPLE #1: To determine the ratio of

drawing with the ground measurements of 125m is to
do the ratio and proportion formula, thus;

1m (map) = X map
1000m (ground) 125m (ground)
 1000m X = (1m) (125)
X = 125 m2
1000m
X = 0.125m or 12.5cm

EXAMPLE #2: Determine the ratio/scale of the

drawing with the ground measurement of 300m.

1m (map) = X map
1000m (ground) 300m (ground)
1000m X = (1m)(300m)
X = 300 m2
1000m
X = 0.3m or 30m

5. Application

GROUP ACTIVITY: Using the same group each

group will be given a problem that they are
going to answer and present to the class. Before
they present their work they will present their
yell.

Ronal wants to help his uncle build a fish

tank since he is an architect. The ground
measurement of the fish tank to be build
are as follows:

1st FISH TANK: 145m

2nd FISH TANK: 200m

3rd FISH TANK: 182m

4th FISH TANK: 153m

GROUP 1: Will solve the scale of the 1 st FISH
TANK. (Students will do the activity)

GROUP 2: Will solve the scale of the 2 nd FISH

TANK.

GROUP 3: Will solve the scale of the 3rd FISH

TANK.

GROUP 4: Will solve the scale of the 4th FISH

TANK.
Before we proceed to the presentation of your work. Let
me read first the rubrics for this activity.

The group work will be rated according to the rubrics

below:

CATEGORY 1 2 3 4
Neatness of
the work
Participatio
n (Students will present their work. After the all
Follow the the groups presented, their classmates will rate
instruction their work according to the rubrics presented
properly by the teacher)
Finish the
work early
YELL

6. Generalization

 What is the importance of scaling?

“For us to know the exact measurement and
design of the tank that will be constructed”

 What is the formula for scaling?

“Scale:Map or Drawing Distance (m)
Ground Distance (m)”

7. Evaluation

Directions: Find the scale of the following fish

tank.

1. Ground measurement: 100m

2. Ground measurement: 110m (Students will answer silently.)
3. Ground measurement: 205m
4. Ground measurement: 90m
5. Ground measurement: 77m

8. Assignment

Research the part of dikes.

Prepared by: Noted by:

DENISSE H. ADRICULA ROGELIO P. VILLAPANDO

Principal II