School: Aguada Elementary School Grade Level: VI

GRADES 1 to 12 Jessa Y. Versales

Teacher: Learning Area: T.L.E-H.E
DAILY LESSON LOG Teaching Dates and Time: NOVEMBER 6 - 10, 2023 (WEEK 1) Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards Demonstrates an understanding of and skills in managing family resources

B. Performance Manages family resources applying the principles of home management
Standards
a. Allocates budget for basic and social needs such as:
i.food and clothing
C. Learning
ii.shelter and education
Competencies /
iii. social needs: social, and moral obligations
Objectives
(birthdays, baptisms, etc.), family activities, school
Write the LC code for
affairs
each
iv. savings/emergency budget (health, house, repair)

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
III. LEARNING 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
RESOURCES concrete and 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 THE II Teacher’s Manual. 1991. THE II Teacher’s Manual.
Materials from Pp. 23-24 1991.pp. 23-24
Learning Resource
(LR)portal
Bantigue, R.M. and Pangilinan, Bantigue, R.M. and Pangilinan, Bantigue, R.M. and Pangilinan, Bantigue, R.M. and
J.P. (2014) Growing up with J.P. (2014) Growing up with J.P. (2014) Growing up with Pangilinan, J.P. (2014)
Home Economics and Livelihood Home Economics and Home Economics and Growing up with Home
B. Other Learning
Education. FNB Educational, Livelihood Education. FNB Livelihood Education. FNB Economics and
Resources
Inc. QC. Educational, Inc. QC. Educational, Inc. QC. Livelihood Education.
FNB Educational, Inc.
QC.
IV. PROCEDURES
 Last week, there was a
discussion on management of
the family income.
Management of family income
means allocating it to provide
A. Reviewing for the basic needs of members
previous lesson or and for comfortable living.
presenting the new
lesson
B. Establishing a Ask the class about the
purpose for the lesson relationship between
management and budgeting of
family income.
Recap of the lesson the
previous day
As a segue, mention that the
day before, the class learned
the factors that should be
considered in budgeting.
For the day’s lesson, the class
will identify where the income
goes or what the family
includes in the budget.
Aside from the knowledge of
what comprises a family
budget, the class needs to be
aware of certain principles to
be applied effectively in order
to make family budgeting a
successful and fulfilling task.
According to Bantigue and
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
Recap of the lesson the
previous day
Yesterday, we discussed the
principles that need to be
applied to make family
budgeting a successful and
fulfilling task.
Ask the class to identify some
of the priniciples.
We also identified items that
were included in the family
budget.
Ask what items are included in
the budget.
Then, present the following list
culled from the book:
 Food and clothing
 Shelter and education
 Social needs
 social and moral
obligations
 family activities
 school affairs
 Savings/emergency budget
 health
 house repair
Recap of the lesson of the Recap of the lesson of
previous day the previous day
Yesterday, we learned
budgeting and how it can
be applied to the family.
Budgeting is critical because
it is oftentimes difficult to
ensure that we will be able
to make both ends meet
when times are hard.
How can we prudently
manage the financial
resources of the family?
Group the class into four
(4). Each group will answer
the question. “How can we
make both ends meet?”
Reporting per group
follows.
The results of the discussion
will be processed by the
teachers.
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 savings.

By means of budgeting, the Ask the class to bring out the Show photos of different Divide the class into
family can properly allot the photos they were asked to items/situations. four (4) groups.
income. A family should have a bring. Group the class into 4
knowledge of family budgeting (four). Let the class identify Ask the learners if they are Using the concepts
to know how much is spent for where or what the family needs or wants. learned yesterday,
C. Presenting
family needs and where the includes in the budget. come up with an
examples/
income goes. Through family Prioritize the items. The class activity that will
instances of the Ask why they think it is a
budgeting, the members will will be given ten minutes to demonstrate the
new lesson need or want.
learn to spend wisely, save complete the activity. difference between
regularly, participate in family Reporting follows. needs and wants. Think
matters more actively with the of activities outside the
maximum benefit from the box.
wise use of resources, like time,
energy, and abilities.
Ask: What are the factors that SHORT SKIT Mention that a family budget The teacher writes two Presentation per group.
need to be considered when Using the previous group also provides for the following columns on the board. One
budgeting? assignment, discuss among the needs: column has the heading
 Size of the family group the principles in making Refer to the examples given by NEEDS. The other column
 Family income family budgeting a successful the learners. If it was already has the heading WANTS.
 Kind of work each and fullfilling task. The twist is mentioned, do not include in
D. Discussing new family member does this will be presented in a short the list. Randomly distribute
concepts and  Talents and abilities of skit. metacards containing a list
practicing new skills #1 each member Food, shelter, clothing, of needs and wants.
 Locality where the The group will be given five (5) education, household
family lives minutes to present the short operations, Ask the learners to post the
skit. maintenance/repair, utilities metacards on the board.
(water, electricity, telephone,
transportation, medical and Ask the learner to
dental care, rest and explain/defend his/her
recreation, stipend, savings. choice.
E.Discussing new . Presentations Based on the activity that
concepts and  Group 1 was conducted ask the
practicing new skills#2  Group 2 learners to differentiate
needs from wants.
 Group 3
 Group 4
A need is a requirement for
survival, e.g. breathable air.
A want is a desire. It may be

F. Developing mastery Let the learners cite examples of
(Leads to Formative the factors that need to be
Assessment 3) considered when budgeting.
G. Finding practical Aside from what was
applications of mentioned, can you think of
concepts and skills other factors that need to be
in daily living considered when budgeting?
Explain.
H. Making Today we determine the
generalizations and relationships between
abstractions about management and budgeting of
the lesson family income. We also looked
into the factors that need to be
considered when budgeting.
Comments on group
presentations:
 Group 4 will comment on
Group 1
 Group 3 will comment on
Group 2
 Group 2 will comment on
Group 3
 Group 1 will comment on
Group 4
Limit the comments on the
contents of the presentation.
Does the presentation
manifests the principles in
making family budgeting a
successful and fulfilling task?
-do-
Synthesize the discussion on
what and where the family
budget is allotted, as well as
the principles to take into
consideration to make family
budgeting successful and
fulfilling.
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.
Show a short clip on Giving feedback on
managing money: Needs presentations.
versus Wants
Examples of guide
Analyze the movie and questiona:
relate it to needs versus
wants. Note that some of Was the group effective
the contents of the video in emphasizing the
may be debatable e.g. difference between
chocolates is needed by needs and wants? If
soldiers for endurance in yes, How?
the middle of a war while in
a normal situation it is a
What concepts in the
want for another individual.
presentation had an
impact on you? Why?
Do you think the
presentations can
further be improved?
In what way?
-do-
There is a need to
distinguish between need
and want . This will enable
us to prioritize needs over
wants, hence ensuring that
the budget is enough to
make both ends meet
moreso when times are
 hard.
I. Evaluating learning Ask the learners to share their .If you were to make a
insights on the lesson for the personal budget, what would
day you include? Why?

J. Additional activities Bring photos or drawing where

for application or family budget is spent
remediation

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
VI. REFLECTION
students 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?