DAILY School Benguet Special Education Grade Level Transition

Center
LESSON
Teacher VIOLETA B. SANTOS Learning FA-Life
LOG Area Skills
Teaching June Quarter 4th
Date/Time 10:15-11:00 AM

Time:

I. OBJECTIVES
A. Content Standards
The learnerr will be able to
Demonstrates understanding of the value, use, and management of money.

B. Performance
Standards The learner will be able to
Manage money in ways relevant to everyday living.

C. Learning Demonstrates proper ways of spending money and receiving correct change based on the tag price.
Competencies/ TP-LS-pm-NG-2
Objectives
II. CONTENT
Spending and Receiving Money
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Walkthrough of the K to 12 Transition Curriculum for Learners with
Pages Disabilities- Life Skills Package
B. Other Learning Pictures, chart, printed materials, flash cards, PPT
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or Using real money and pictures of
presenting the
new lesson

different denominations and coins, the learners will have a review in

identifying the different kinds of bills and coins.
B. Establishing a
purpose What do we do with our money?What go we buy usually?
for the lesson Do you buy your own food/snack,clothes and personal belongings?

Do you know how go in a grocery store alone?or Do you go with your parents
in the grocery?

Present the following pictures to the pupils.

What is the first you consider if you will buy something?

C. Presenting
examples/
Consider providing examples in sequencing using effective verbal and
instances of the
new non-verbal classroom communication to support learners understanding,
lesson participation and engagement.
Present the Fibonacci Numbers in Pascal’s triangle and show the sum of
numbers diagonally. Write the three numbers in the pattern.

D. Discussing new The four basic operations (Addition, Subtraction, Multiplication and
concepts and division) are commonly used in a sequence of numbers. In the Fibonacci
practicing new skill numbers above, you start with the first two numbers. The succeeding
#1
numbers are the sum of the previous two. Therefore, following the pattern, the
next three terms in the sequence are 13, 21 & 24.
Try to find the next four patterns.

E. Discussing new In providing explanations and examples, the learner with Hearing
concepts and Impairment will be responsible in answering the given items.
practicing new skill
#2
Numbers, figures, objects or symbols arranged in a definite order or
sequence is often encountered in mathematics. For instance,
(a) 2,4,6, … (b) (c) A, D, G, …

Numbers in (a), figures in (b) and letters in (c) are arranged in a definite
order. Using the given sequence:

1. What is the next number in (a)?

Notice that the next number will be obtained by adding 2 to the
previous number. The next number on the pattern is 8.

2. What is the next figure in (b)?

Observe that the shaded triangle is rotating clockwise around the square.
Therefore, the next figure is .
 3. What is the next letter in (c)?
A, D, G, J, …

The letters in the sequence consist of every third letter of the alphabet. Skip
two letters K and L. So, the 5th letter is M.

A sequence is a set of numbers written in a special order by the

application of a definite rule. Each number in the sequence is a called a term.
To look for some patterns or rules will help us to continue a given sequence of
numbers, figures, or to fill in the missing numbers or symbols.

F. Developing
Mastery Find the rule, then, write the missing terms. Assist and guide learners
then establish safe and secure learning environment.

12, 17, 22, ____, 32, ____

____, ____, 67, 70, 73
56, ____, 42, 35, 28, ____
3, ____, 27, 81, ____
78, 70, 62, ____, ____

G. Finding practical
applications of
Group activity. Find the nth term rule for each of the following linear
concepts & skills in
daily living sequences. Provide example and ask question for clarification so that
fairness, respect and care will be provided which result to learners’
encouragement and motivation to learn and finish the activity given.

H. Making
generalizations & Lead the pupils to give the following generalization by asking:
abstractions about
the lesson How do we find / formulate the rules in finding the next term in a sequence?
Ans:
Determine the order of numbers if it is ascending or descending.
Find the difference between the consecutive terms.
To find the rule of the next term, use the difference between terms.
Example:

I. Evaluating Learning
For learners to be participative, cooperative and collaborative, nurture
and inspire the learning environment, apply learned skill to evaluate their
understanding.
Supply the next three letters, figures, symbols or combination of numbers
and letters in the ff. patterns. Then write the rule for finding the nth term.
1. A, C, E, G, I, …
2. z,y,x,w,v, …
3. 4.

5. How many square tiles are needed to build figure 10 in this pattern?
 6. How many square tiles are shaded and not shaded for the 8th figure?

7. 2a, 3b, 4c, …

8. z, z3, z5, …
9. x, 2x, 3x, …
10. x+y, 2x+y, 3x+ y, …

J. Additional activities Learners are expected to be motivated to work productively assuming

for application or your responsibility for your own learning.
remediation
Study each sequence. Give the rule used then give the missing term.
105, 100, ____, 75, ____
6, 10, 15, 21, ____, ____
3, 7, 19, ____, 163, ____
4, 6, 10, ____, ____, 66
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
lesson work?
-No. of learners who
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:
VIOLETA B. SANTOS
SPET III
Observed:

REGINA D. SARMIENTO
School Principal III