Smaw q3 DLP Aligned Rpms

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SMAW Q3-DLP-Aligned RPMS
MAT-Mathematics (Sultan Kudarat State University)
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Republic of the Philippines

Department of Education
Region XII-SOCCSKSARGEN
Schools Division of South Cotabato
School: POLOMOLOK NATIONAL Grade: 9-MODERACION

HIGH SCHOOL
Teacher: Christopher J. Depita T-1 Learning Area: SMAW GRADE-9
Observation Date: Quarter: 3
I. Objectives RPMS: KRA’s

Objectives
A. Content The learner demonstrates an
Standard understanding of the concepts and
underlying principles in Shielded
Metal Arc Welding (SMAW).
B. Performance The learners independently performs
Standard Sheilded Meatal Arc Welding Process
based on market standards.
C. Learning LESSON 1: WELD CARBON STEEL
Competencies PLATES IN FLATPOSITION (1G)
TLE CODE:TLE_IAAW9-12GW-IIIa-
Vj-3
3.2 Check root penetration in
accordance with acceptable standards
D. Objectives 1. Identify the Essential of

Welding
2. Determine the Acceptable Weld
Profile.
II. Content 1.Essential of Welding

2. Perform root penetration in
accordance with acceptable
standards
III. Learning
Resources
A. References Crouse W. and Anglin D. 2004. Automotive
mechanic (Tenth Edition). Makati Philippines.
Macmillan/McGraw-Hill School Publishing
Company. pp. 454
B. Learning Laptop, ppt presentation, video clip
Resources
IV. Procedure
A. Drill, review
previous lesson Start the lesson with a prayer and let Objective 6
or present the them pray according to their religion, The teacher
Address: Octavio Village, Barangay Cannery Site, Polomolok, South Cotabato
Facebook: DepEd Tayo Polomolok National High School
Email Address: ianjohn.oliveros@deped.gov.ph

lOMoARcPSD|36640670

new lesson also to explain to them after the maintained learning
prayer the importance of respect to environments that
all the diversities and beliefs in the promote fairness,
class and in the community. respect and care to
encourage learning.
(Code of Ethics
Objective 14
Article 3 “Prayer” Section 8,
Resolution 435 series, 1997) Reviewed regularly
personal teaching
Instruct the class secretary to check practices using
the attendance of the class to existing laws and
monitor the number student regulations that
Recall the previous lesson about apply to the
usage of PPE/ Safety precautions teaching profession
symbols, polarity connection and and responsibilities
welding connection. specified in the code
Give motivation: who among you can of ethics for
give a brief recap on PPE usage and professional
importance. I will give 5 points in the teachers
performance rating for the
participating students.
B. Establishing a Setting the objectives for the day. Let

purpose for the the whole class read the objectives
lesson for the day.(Literacy Skills) KRA 1
This activity is based from the Objective 2
constructivism theory. Used research
John Dewey and other pragmatists are based knowledge
convinced that students or other and principles in
persons who are learning must teaching and
experience reality as it is. From learning to enhance
John Dewey's educational point of professional
view, this means that students must practice
adapt to their environment in order to
learn. Learning by doing principle.
(Stating the objectives using
Philosophy of teaching)
The pipe welder is considered by

some other welders to be one of the
most
skilled welders in industry. Often pipe
welder share a great deal pride. Some
finished welded piping systems are

lOMoARcPSD|36640670

considered works of art. Mastering the
skills
required to be pipe welder often takes
a large commitment on the part of the
welding
student, but this commitment is
rewarded by the industry.
The five essentials of welding are
Correct Electrode, Correct Current,
Correct
Arc Length or Voltage, Correct Travel
Speed, Correct Electrode Angle.
I.
TERMS AND DEFINITION
WELDING A joining process that
produces coalescence of materials by
heating
to a melting point, with or without the
application of pressure and with or
without
the use of filler metal.
COALESCENCE The growing together
or growth into one body of the
materials
being welded.
ELECTRODE Metal rod which conduct
a current from the electrode holder to
the
base metal.
BASE METAL The metal or alloy that
is welded, brazed, brazed, soldered,
or cut
FUSION WELDING The melting
together of filler metal and metal, or
of base


lOMoARcPSD|36640670

metal only, to produce a weld.
ARC The flow of the electric current
from the tip of the electrode to the
base
metal being welded.
DEPOSITION RATE The amount of
filler metal deposited in any welding
process
fated in pounds per hour.
STRING BEAD A weld bead made
with very little rod manipulation.
II.
Tools, Materials and Equipment
The Tools, Material and Equipment
must be appropriate to the job
you are doing. Make sure the safety of
the tools, materials and also to
the equipment.
II.
Essentials to obtain quality weld
A. Choosing the right electrode
The choose of the right electrode for a
particular job depends on the
following factors.
1. Kind of the base metal –
electrodes are classified according to
the kind of base metal for which they
are recommended into mild
steel, low hydrogen, low alloy, cast
iron, stainless steel, and
various non-ferrous electrodes.
2. Type of welding equipment –
determine what welding current

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is available, as not all electrodes can
used from both DC or AC,
and others are more economical to
use with one type of current
than the other. It may also be
necessary to check the open
circuit voltage of the welding machine
to be used. For some electrodes
require higher open circuit voltage than
others for
best performance.
3. Dimensions and Design of Parts
– Heavy materials of
complicated design require electrodes
of high ductility. Thin
plates require low penetration
electrodes with stable arcs at low
current values.
4. Joint Preparation and Set-up –
deep penetration electrodes
are required when edges are not
beveled and fit-up is tight. Mild
penetration, tin coated electrodes are
best when gaps are open.
5. Welding position – some
electrodes are preferable to others for
off-position welding.
6. Specification and Service
Condition – job specifications may
indicate class of electrodes to be
used: otherwise, the service
requirements should be considered.
7. Practicability of Heat Treatment
– if shop facilities preclude the


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employment of preheating or post-
heating for critical jobs, the
use of low heat input electrodes is the
only recourse.
8. Cost limits – the choice of
expensive electrodes whose
qualities or properties exceed those
normally demanded by the
job just to be “on the safe side” is
economically unwise when
less expensive electrodes, just as
suitable, are available. On
the other hand, it is false economy to
use cheap low-quality
electrodes and run the risk of the
weldment failing in service or
having the job redone at additional
cost when dependable
brands are in the market.
B. Current Requirement
The heat liberated at the arc is
directly proportional to the arc
voltage and the intensity of the
current. Since the arc voltage under
ordinary condition depends on the arc
length, which ideally should be
held constant, the current or
amperage used is therefore the man
factor in determining the heat input,
which in turn effects the condition
of the weldment.
At high current values the hotter arc
will cause a larger area and
deeper portion of the work piece to be


lOMoARcPSD|36640670

melted and the electrode to melt
faster, giving a deeper penetration
and faster welding speed. However,
too high current will cause harmful
overheating of the base metal with
undercutting or possibility of burn-
through for thin work pieces.
The amperage to be used depends
on:
a. Kind of Electrode – some
electrode coatings require more or
less current than others for more
weldability. Electrodes are so
formulated as to give smooth welding
performance and desire
penetration at low current values than
competitive types.
b. Size of Electrode – the greater
diameter of the core wire, the
greater the current required to
produce sufficient heat to melt at
the desired rate.
C. Presenting Have the learners read the parts Objective 5

Examples/instan and function of the welding Machine. Established safe and
ces of the new Give additional feedback and secure learning
lesson discussion to better deepen the environment to
understanding of the learner. Labeling enhance learning
the hazardous materials and liquids in through the
the workshop is a primary activity consistent
before any performance work starts implementation of
and observing proper waste disposal policies, guidelines
is also monitored. This can be done as and procedures.
a as a class activity. Using verbal
instructions to students and giving

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them reminders to be always aware of Objective 4
hazards in the automotive workshop, The teacher used
and teaching them the non-verbal effective verbal and
communication through giving and non-verbal
teaching them sign languages in classroom
order to promote safety in the communication
workshop. Have the learners answer strategies to
the following questions after reading support learner
the text, using signs and symbols in understanding,
conducting this activity will promote participation,
participation and engagement to the engagement and
students . They can work on this by achievement.
pairs or by group.
D. Discussing new Show in the video clip on

concepts and welding essentials and welding
pacticing new standards.
skills #1
( Instructional material, use of ICT)
Guide Question:
What are the importance of
identifying the welding machine parts
and functions?
Can you create a modified
welding machine? If yes, make a
diagram of a modified AC welding
machine and DC welding Machine.
( Evaluating and Creating Skills
Questions)
E. Discussing new Give an inspirational experience Objective 6

concepts and which promotes the importance of Maintain learning
practicing new knowing and understanding the environments that
skills #2 different parts and functions of a nurture and inspire
welding machine. Have them discuss learners to
the different parts and functions of
participate,
the different types of the welding
machine. Let each reporter in every cooperate and
group report their output . Give collaborate in
positve feedback and praises to those continued learning.
learners who give the most correct
answers and best presentation.
(Using of ICT in conducting student
activities as a strategy to deliver

lOMoARcPSD|36640670

learning during this pandemic time.
F. Developing Objective 8
Mastery Individual Activity (Quiz 1 Apply a range of
Answer for 20 minutes use one successful
long bond paper) they will be strategies that
graded according to their maintain learning
individual performance from the
environments that
given task.
motivate learners to
work productively
After individual activity assign by assuming
students to clean their area of responsibility for
responsibility. They will be given their own learning
appreciation and score after the
cleaning activity.
Objective 7
Maintained learning
environments that
nurture inspire the
After the activity let the students give learners to
feedback on how this activity participate,
encouraged them to participate,
cooperate and in
cooperate and collaborate, they will
write it at the bottom of their paper. continued learning
G. Finding In your economic class you are KRA 1
practical thought that you should Objective 1
applications of maximise the things we are using Apply knowledge of
concepts an according to its value and content within and
importance in order to save
skills in daily across curriculum
money and make profit at the
living teaching areas.
same time.(Knowledge of content
across learning area in economics.)
The importance of identifying the
parts and functions and knowing the
causes of trouble of a welding
machine and adjusting for correcting
these problems can make the efficient
and increase its working life and
improve safety. This can bring more
profit to the company who is using for
example an industrial equipment. And
if not checked or inspected can lead Objective 9
to failure of machine or equipment
and delay in production which will Design, adapt and
also lead to loss of income and implement teaching
payment for penalties if the shipment strategies that are
is delayed. It can also be a cause of responsive to
accident and added expenses on the

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business for the payments of the learners with
damage. disabilities,
giftedness and
Students activities 2
Divide the class into 5 groups and talents.
reserve the fifth group to the students
with special needs or disabilities,
example hearing problems, vision
problems far and near sighted very
slow learners. So that they can be
given special instructions to respond
to the needs of the given activity.
They will also be given extra time for
them to comply.
KRA 1
Objective 2
Objectives of the activity
Used research
Create an example scenario in which
they have experienced the based knowledge
importance of understanding the and principles in
welding essentials. They will present it teaching and
through role playing. learning to enhance
Criteria for role playing: professional
Props = 20 percent
Content = 50 percent practice
Group Participation = 30 percent
Total score = 100 percent
This activity is based from the

pragmatism theory.
John Dewey and other pragmatists are
convinced that students or other
persons who are learning must
experience reality as it is. From
John Dewey's educational point of
view, this means that students must
adapt to their environment in order to
learn. (This activity is based on the
Philosophy of teaching by John
Dewey)
H. Making Excessive reinforcement occurs in

generalizations groove welds when more weld metal
and is used
abstractions
than is required to fill a joint.
about the
Excessive reinforcement creates high
lesson


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concentrations of
stress at the weld toes and usually
results from over welding.
Conclusion – A number of
discontinuities are associated with the
exterior profile or
shape of the completed weld. These
discontinuities are generally detected
through
visual inspection of the weld,
however, some are detectable
through other inspection
methods such as radiography, liquid
penetrant, and magnetic particle
inspection.
The maximum acceptable limitations
associated with these discontinuities
is
dependent on the performance
requirements of the welded
component and is usually
specified in the appropriate welding
code, standard or specification. The
welding
inspector is often required to
determine the extent of these
discontinuities and to
establish their acceptance, or
rejection, based on the relevant
acceptance criteria.
ACCEPTANCE CRITERIA FOR
COMPLETED WELDS
● Butt Welds
1. No cracks are permitted
2. As-welded surfaces are permitted;
however, the surface of welds shall


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be sufficiently free from overlaps,
abrupt ridges, and valleys.
3. The thickness of reinforcement
shall not exceed 3.2 mm.
4. Undercuts shall not exceed 1 /32 in.
or 12½ % of the wall thickness
whichever is less.
5. For single-welded joints (i.e. butt
joints welded from one side),
concavity of the root surface shall not
reduce the total thickness of the KRA 3
joint, including reinforcement, to less Objective 10
than the nominal thickness of the Adapt and use
culturally
thinner component being joined. appropriate
6. For single welded joints, the excess teaching strategies
root penetration shall be exceed to address the
needs of learners
the lesser of 1 /8 in. or 5 % of the from indigenous
inside diameter of the pipe. groups.
7. The total joint penetration shall not
be less than the thickness of the
thinner component being joined,
except that incomplete root
penetration is acceptable if it does not
exceed the lesser of 1 /32 in. or
20 % of the required thickness, and its
extent is not more than 1 ½ in.
in any 6 in. length of weld.
8. Concavity of the root surface shall
not be reduced the total thickness of
the joint, including reinforcement, to
less than the thickness of the
thinner of the components being
joined.
9. The length of unfused bead or layer


lOMoARcPSD|36640670

areas shall not be more than 20 %
of the circumference of the pipe, or of
the total length of the weld, and
no more than 1½ inches in any 6 in.
length of weld.
SMAW NC II
(Teachers Reminders)
In delivering the topic, carefully
choosing of words in describing,
giving examples, comments and
suggestions. Always consider that we
have students which belongs to the
indigenous groups, in that way we will
not use words or gestures which can
offend their cultural beliefs and
practices.
I. Evaluating
learning
Students will answer the 20 points
KRA 1
quiz below. (Formative Quiz)
Objective 3
Direction: Get ½ sheet of paper. The teacher
Answer the question using your displayed proficient
mother tongue and use at least 200 use of Mother
words.(use your own dialect) Tongue, Filipino and
English to facilitate
1. List 3 common troubles of a
teaching and
welding machine , what are the learning.
causes and how do you correct
it? Explain based on your
understanding.
J. Additional This activity is created from John KRA 1

activities for Dewey's educational point of view, Objective 2
application or this means that students must adapt Used research
remediation to their environment in order to learn,
based knowledge
Learning by doing principle.(This is an
assessment based from the principles and principles in
of teaching) teaching and
learning to enhance

lOMoARcPSD|36640670

Perform the preventive maintenance professional
for an AC welding Machine. practice
(Performance Output)
Rubrics for scoring your output.
1. Timeliness- 5 pts
2. Safety Procedures- 5 pts
3. Organized cleaning – 5 pts
4. Based on standard Procedures-
5
Total Score= 20 pts
Prepared by: Checked and observed:
CHRISTOPHER J. DEPITA JOSEPH V. GARINGO

Teacher 1 Master Teacher I


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SMAW Q3-DLP-Aligned RPMS

MAT-Mathematics (Sultan Kudarat State University)

Scan to open on Studocu

Studocu is not sponsored or endorsed by any college or university

Republic of the Philippines

School: POLOMOLOK NATIONAL Grade: 9-MODERACION

I. Objectives RPMS: KRA’s

D. Objectives 1. Identify the Essential of

II. Content 1.Essential of Welding

Downloaded by Jannet Francia Sorreta (jannetfrancia.sorreta@deped.gov.ph)

Republic of the Philippines

B. Establishing a Setting the objectives for the day. Let

The pipe welder is considered by

Downloaded by Jannet Francia Sorreta (jannetfrancia.sorreta@deped.gov.ph)

Republic of the Philippines

Address: Octavio Village, Barangay Cannery Site, Polomolok, South Cotabato

Downloaded by Jannet Francia Sorreta (jannetfrancia.sorreta@deped.gov.ph)

Republic of the Philippines

Downloaded by Jannet Francia Sorreta (jannetfrancia.sorreta@deped.gov.ph)

Republic of the Philippines

Address: Octavio Village, Barangay Cannery Site, Polomolok, South Cotabato

Downloaded by Jannet Francia Sorreta (jannetfrancia.sorreta@deped.gov.ph)

Republic of the Philippines

Address: Octavio Village, Barangay Cannery Site, Polomolok, South Cotabato

Downloaded by Jannet Francia Sorreta (jannetfrancia.sorreta@deped.gov.ph)

Republic of the Philippines

C. Presenting Have the learners read the parts Objective 5

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Republic of the Philippines

D. Discussing new Show in the video clip on

E. Discussing new Give an inspirational experience Objective 6

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Republic of the Philippines

Downloaded by Jannet Francia Sorreta (jannetfrancia.sorreta@deped.gov.ph)

Republic of the Philippines

This activity is based from the

H. Making Excessive reinforcement occurs in

Address: Octavio Village, Barangay Cannery Site, Polomolok, South Cotabato

Downloaded by Jannet Francia Sorreta (jannetfrancia.sorreta@deped.gov.ph)

Republic of the Philippines

Address: Octavio Village, Barangay Cannery Site, Polomolok, South Cotabato

Downloaded by Jannet Francia Sorreta (jannetfrancia.sorreta@deped.gov.ph)

Republic of the Philippines

Address: Octavio Village, Barangay Cannery Site, Polomolok, South Cotabato

Downloaded by Jannet Francia Sorreta (jannetfrancia.sorreta@deped.gov.ph)

Republic of the Philippines

J. Additional This activity is created from John KRA 1

Downloaded by Jannet Francia Sorreta (jannetfrancia.sorreta@deped.gov.ph)

Republic of the Philippines

Prepared by: Checked and observed:

CHRISTOPHER J. DEPITA JOSEPH V. GARINGO

Address: Octavio Village, Barangay Cannery Site, Polomolok, South Cotabato

Downloaded by Jannet Francia Sorreta (jannetfrancia.sorreta@deped.gov.ph)

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