A

TLE 7 COOKERY
Perform Mensuration and
Calculation

LEARNING ACTIVITY
SHEET NO. 3

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Subject Area and Grade Level: TLE 7/8 Cookery Exploratory
Activity Sheet No. 3
First Edition, 2021

Published in the Philippines

By the Department of Education
Region 8 – Division of Samar

Republic Act 8293, section 176 states that: No copyright shall subsist in
any work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is crafted shall be necessary for
exploitation of such work for profit. Such agency or office may among other things
impose as a condition the payment of royalties.

This Learning Activity Sheet is developed by DepEd Region 8 – Division of

Samar.

ALL RIGHTS RESERVED. No part of this learning resource may be

reproduced or transmitted in any form or by any means electronic or mechanical,
without written permission from the DepEd Regional Office 8 – Division of Samar.

Development Team of TLE Activity Sheet

Writer: Nica O. Salentes,SST III, San Jose de Buan National High School

Illustrator: _________________________

Layout Artists: _______________________

Reviewer: Francia A. Tan, EPS-TLE
Editor: _______________________________
Carmela R. Tamayo EdD., CESO V – Schools Division Superintendent
Moises D. Labian Jr. PhD., CESO VI – Asst. Schools Division Superintendent
Antonio F. Caveiro PhD. - Chief Education Supervisor, CID
Francia A. Tan - EPS – TLE
Josefina F. DacallosEdD. – PSDS/LRMS Manager Designate
Rochel G. Cabadsan. - District Head
Ma. Gelma L. Mapatac.- School Head

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 TLE 7
COOKERY EXPLORATORY
Learning Area

Name of Learner: ____________________ Grade Level:_____ Section:______

School: ______________________________ Date:___________

Measuring Ingredients Correctly

Title
I. Introduction:
The carpenter’s mantra of ‘’measure twice, cut once’’ can also be applied
in cookery. A cook, a chef, or any kitchen personnel tasked to prepare or buy
ingredients and supplies must know how to measure or weigh ingredients and
to convert and abbreviate units of measurements for better interpretation and
understanding of recipes. Knowledge of these will ensure production of quality
cooked food products (Villamor, 2015). This self-learning material will help
you understand the importance of measuring ingredients correctly.
Readings and enhancement activities are provided to serve as a guide
for you. Read the different exercises carefully and if there are parts of which
you will encounter difficulty, tell it to your parents for their assistance and to
your teacher as well if his/her guidance is needed. Keep going and enjoy doing
your tasks!

II. MELC (with code):

Carry out measurements and calculations in a required task.
TLE_HEKC7/8PM-0d-4(MELC page. 22)

III. Strategy:

A. Explore:

TRY TO THINK!
Try to recall your knowledge related measuring ingredients.
Direction: Fill the blanks with the correct word or group of words that make
the statement complete and correct.

Cooling Standardized Zero

Conduction Pack

1. Ingredients which measure by volume and by weight demand

_____________________ measuring tools or equipment.
2. Refrigerators are operated by electricity. The unit that does the
___________is underneath the box behind the grill.

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3. In preparing foods on the range or in the fryer, heat is transferred
by_______________.
4. Brown sugar is _____________ into the measuring cup before leveling off.
5. Spring scales should be adjusted so that pointer is at __________.

LET’S TRY TO CONNECT:

Directions: Abbreviate the terms which are commonly used in cookery. Write
your answer on a separate sheet of paper.

1. tablespoon
2. teaspoon
3. pound
4. pint
5. quart
6. milliliter
7. cup
8. ounces
9. gram
10. liter

B. Learn:

It’s time to learn about mensuration, calculations, and substitution in

relation to measuring ingredients correctly in cookery.
Unit conversion is the process of converting standard units of measurement
for one form or system to another as needed (for example, from kilogram to
gram).
Unit of Abbreviation Unit of Abbreviation
Measurement Measurement
cup C, c millilitre ml
gram g ounce oz.
kilogram kg pint pt.
liter L, l teaspoon t., tsp.
pound lb tablespoon T., TB, tbsp..
fluid fl. quart Qt.
gallon g

Different people may use the identical recipe for molded desserts, all of
their molded desserts could turn out differently because of different measuring
and mixing techniques. The following section presents some important
measuring equivalents, tables and conversions.

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 TABLES OF WEIGHTS AND MEASURE
How To Measure Liquids
CUPS U.S. METRIC
2 tablespoons 1 fluid ounces 30 ml.
¼ cup 2 fluid ounces 60 ml,
3 fluid ounces 90 ml.
½ cup 4 fluid ounces 125 ml.
5 fluid ounces 150 ml.
5 ½ fluid ounces 170 ml.
¼ cup 6 fluid ounces 185 ml.
7 fluid ounces 220 ml.
1 cup 8 fluid ounces 250 ml.
2 cups 16 fluid ounces (1 pint) 500 ml.
2 ½ cups 20 fluid ounces 625 ml.
4 cups 32 fluid ounces (1 quart) 1 liter

Converting standard units of liquid volumes

1. Metric equivalents
 1 L = 1 000 ml = 2.113 pt. = 1.06 qt. = 0.264 gal
Study the table below. It shows how to convert ml and L into fl., oz.,
pt., and qt.
Metric Unit Multiplied by English Unit
(Conversion Factor)
ml 0.022956 fl. oz.
L 2.13 pt.
L 1.0567 qt.

2. English equivalents
 1 gal = 4 qt. = 8 pt. = 128 fl. oz. = 3.785 L
 1 qt. = 2 pt. = 32 fl. Oz. = 946.4 ml or 0. 946 4 L
 1 pt. = 16 fl. oz. = 473.2 ml or 0.213 L
 1 fl. oz. = 29.57 ml
The next table shows how to convert the English units for volume into ml and L
(metric units for volume).
English Unit Multiplied by Metric Unit
(Conversion Factor)
tsp. 5 ml
tbsp. 15 ml
fl. oz. 29.57 ml
c 0.24 L
pt. 0.473 2 L
qt. 0. 946 4 L
gal 3.785 L

Reme
REMEMBER: When doing conversions between what you know
(given) an what you want
5 to know (find), you will need
to have some unit conversion factors.
 HOW TO MEASURE DRY INGREDIENTS
QUICK CONVERSIONS
1/2 oz 15 g ¼ inch 5 mm
1 oz 30 g ½ inch 1 cm
2 oz 60 g ¾ inch 2 cm
3 oz 90 g 1 inch 2.5 cm
4 oz (1/4 lb) 125 g 2 inches 5 cm
5 oz 155 g 2 ½ inches 6 cm
6 oz 185 g 3 ¼ inches 8 cm
7 oz 220 g 4 inches 10 cm
8 oz (1/2 lb) 250 g 5 inches 12 cm
9 oz 280 g 6 inches 15 cm

USING CUPS AND SPOONS

All cup and spoon measurement are level
¼ cup 2 fluid 60 ml 1/4/ 1 ml
ounces teaspoon
1/3 cup 2 ½ fluid 85 ml 1/2 2.5 ml
ounces teaspoon
½ cup 4 fluid 125 ml 1 teaspoon 5 ml
ounces
1 cup 8 fluid 250ml 1 15 ml
ounces tablespoon

OVEN TEMPERATURES
FAHRENHEIT (OF) CELCIUS (OC) TEMPERATURES
250 120 Very Slow
300 150 Slow
325-350 160-180 Moderately Slow
375-400 190-200 Moderate
425-450 220-230 Moderately Hot
475-500 250-260 Hot

MEASURING INGREDIENTS CORRECTLY

Accurate techniques in measuring are as important as the tools for measuring.
Therefore, always observe the following procedures:
 Rice and flour. Fill the cup to overflowing, level-off with a spatula or
with a straight-edged knife.

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 Sifted flour. Most cake recipes call for sifted flour. In this case, sift flour
2 or 3 times. Spoon into the cup overflowing, level off with a spatula.

 Refined sugar. Sift sugar once to take out lumps, if any. Spoon into cup
and level off with a spatula. Do not pack or tap the sugar down.

 Brown sugar. Pack into cup just enough to hold its shape when turned
out off cup. Level off with a spatula before emptying.

 Level a measuring spoon with straight edge of a knife to measure small

amounts of salt, pepper, leavening agents or solid fats.

 Liquid ingredients. Liquid measuring cup -- a glass or plastic cup with

graduated markings on the side. Place the cup on a flat, level surface. Hold
the cup firmly and pour the desired amount or liquid into the cup. Lean
over and view the liquid at eye level to make sure it is the proper amount.

 Check and calibrate timers/thermometers, scales

and other measuring devices according to
manufacturer’s manual before using.

 Ingredients which measure by volume and by weight demand standardized

measuring tools and equipment.
 Do not shake the dry measuring cup to level off dry ingredients.
 It is easier to weigh fat, butter, margarine if bought in pre-measured sticks.
If fat does not come in pre-measured sticks, use a scale to weigh the needed
amount.

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  Liquids should be poured into cup in desired level. Cup should stand on
a flat surface.
 Spring scales should be adjusted so that pointer is at zero (0). Place pan,
bowl, or piece of waxed paper on scale to hold ingredient to be measured.
 When using balance scales, place the pan on the
left-hand side of the balance and the pan weight on
the right-hand side. Add the required weights to the
right-hand side and adjust the beam on the bar so
that the total is the weight needed.

 Ranges, sometimes called stoves, provide heat for cooking on top and in
the oven. The controls for range heat must be accurate and easy to operate.
Tools and utensils needed for cooking on the range and work space should
be within easy reach.
 Learn to match the size of pan to the size of the unit and to select the right
amount of heat for the cooking job to be done.
 In microwave cooking, time schedules must be followed exactly because
every second is important. The microwaves shut off automatically when
the door is opened.
 Refrigerators are operated by electricity. The unit that does the cooling is
underneath the box behind the grill.

them. Follow the plan for stacking as suggested in the direction by
manufacturer’s manual.
 Mixers are the most useful machines in commercial kitchens and even at
home. It is good for making salad dressings, sandwich fillings, for sauces,
mashing potatoes, beat batter and eggs. Attachments are also available to
chop, whip, squeeze out juice, and make purees.
 Coffee makers mostly are automatic, requiring only the measurement of
coffee and water.
 In preparing foods on the range or in the fryer, heat is transferred by
conduction.

SUBSTITUTING INGREDIENTS
At times, running to the supermarket to just purchase one or two items or
small amounts of items needed for your new recipe can be annoying. Also, buying
an ingredient that you do not usually use is not worth spending for. Hence,
experimenting or substituting ingredients ay work well in cooking. All you have
to do is try to blend or put together the available ingredients in your pantry or
spice rack.

Here some emergency substitutions that you can try in case you find
yourself lacking in ingredients.

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 Ingredient Substitution
All spice (1 tsp.) Ground cinnamon (1/2 tsp.) and ground cloves
(1/2 tsp.)
Baking powder (1 tsp.) Cream of tartar (1/2 tsp.) plus baking soda (1/4
tsp.)
Baking soda (1/4 tsp.) and buttermilk (1/2 c)
Baking soda (1/4 tsp.) and molasses (3/8 c)
Bread crumbs, dry (1) Cracker crumbs (3/4 c)
Broth (1) Bouillon (1 cube) dissolved in boiling water (1 c)
Butter (1 oz.) Margarine (1 oz.)
Vegetable shortening (1 oz.)
Buttermilk (1c)
Chocolate Unsweetened chocolate (1/2 oz.) and granulated
Semisweet (1 oz.) sugar (1 tbsp. or tsp.)

Unsweetened, melted Unsweetened cocoa powder (3 tbsp. or tsp.) and

(1 oz.) melted butter (1 tbsp.)
Cornstarch (1 tbsp.) All-purpose flour (2 tbsp.)
Flour
 All-purpose, sifted ( 1 c)  All-purpose flour, unsifted (1 c minus 2 tsp.)
 Cake flour, sifted (1 c)  All-purpose flour, sifted (1 c minus 2 tbsp.)
 Self-rising flour (1 c)  All-purpose flour (1 c minus 2 tbsp.), baking
powder (1 ½ tsp.), and salt (1/2 tsp.)
Half-and-half (1 c) Light cream (1/2 c) ad whole milk (1/2 c)
Honey (1 c) Sugar (1/2 c) plus water ½ c)
Lemon juice (1 tsp.) Vinegar (1/2 c) and whole milk 1/2 c)
Mayonnaise (1 c) Yogurt (1 c)
Cottage cheese, pureed (1 c)
Milk (1 c) Evaporated milk (1/2 c) plus water (1/2 c)
Molasses (1 c) Honey (1 c)
Oil (1 c) Butter, melted (1 c)
Sugar
 Confectioner’s (1 c)  Fine sugar (1 c) and cornstarch (1 tbsp.)
 Light brown 1 c)  Dark brown sugar (1/2 c) and granulated
sugar (1/2 c)
 Granulated (1 c)  Light brown sugar, packed (1 c)
 Confectioner’s sugar (1 ¾ c)
Wine
 Red (1 cup)  Grape or cranberry (1 c)
 White (1 cup)  Apple or white grape juice(1 c)

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 C. Engage:

I. Let’s try the activity!

Direction: Identify the correct terms of the abbreviations below. Write your
answer on a separate sheet of paper.
1. ml = _____________________ 6. L = _______________________
2. tsp. = ___________________ 7. g = ______________________
3. tbsp. = __________________ 8. qt. = ______________________
4. lb. = ____________________ 9. pt. = ____________________
5. oz. = ____________________ 10. gal = _____________________
II. Complete the table:

Direction: Complete the table with the correct ingredients substitutions.

Ingredient Substitution
Baking powder (1 c)
Yogurt (1 c)
Butter, melted (1 c)
Lemon juice (1 tsp.)
Milk (1 c)
Confectioner’s sugar (1 ¾ c)
Mayonnaise (1 c)
Baking powder (1 tsp.)
Honey (1 c)
Cake flour, sifted (1 c)

D. Apply:
A. Multiple Choice
Directions: select the answer that best fits the given question. Write only the
letter of your answer on a separate sheet of paper.

1. Lino as asked by his father to fix him a cup of coffee. His father told him to put
a tablespoon of brown sugar. How many teaspoons of brown sugar should Lino
put in to make an equivalent of a tablespoon?
a. 2 tsp. b. 2 ½ tsp. c. 3 tsp. d. 4 tsp.

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2. Keona’s vanilla recipe needs 8 tbsp. of granulated sugar. How much cup of
granulated sugar should she put in?
a. 1/3 c b. ½ c c. ¾ c d. 1 c

3. How many quarts of ice cream are in 2 pt.?

a. ½ qt. b. ¾ qt. c. 1 qt. d. 1 ¼ qt.

4. Nathaniel needs 1 lb. of vanilla for his cupcake. The measuring gauage
available is in ounce. How many ounces of vanilla should she use?
a. 12 oz. b. 16 oz. c. 28 oz. d. 32 oz.

5. Randy asked his assistant to prepare a 250 mL of soda for his pork barbecue.
How much should the assistant give to Randy?
a. 1 c b. 1 qt. c. 1 pt. d. 1 gal

B.
Directions: Study the ingredients below and answer the exercises that follow.
HOT CHICKEN BREAST
Ingredients:
1 lb. Chicken breast
Salt and ground black pepper to taste
2 tsp. vegetable oil
½ c chicken broth
2 tbsp. horseradish
1 tbsp. mustard
¼ tsp. chili powder
1 tbsp. cold butter
1 tsp. chopped chives

Exercises:
1. Convert all English measurements into metric system
2. Substitute the ingredients below:
a. vegetable oil (2 tbsp.)
b. all-purpose cream (2 tbsp.)
c. cold butter (1 tbsp.)
IV. Guide Questions (if needed):
1. What is the importance of measuring correctly the ingredients in cooking?
______________________________________________________________________________
______________________________________________________________________________
2. How will you apply your knowledge in substituting ingredients at home?
______________________________________________________________________________
______________________________________________________________________________

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 12
A. Explore
C. Apply B. Engage A.
A. I. 1. Standardized
1. C 1. Milliliter 2. Cooling
2. B 2. Teaspoon 3. Conduction
3. C 3. Tablespoon 4. Pack
4. B 4. Pound 5. Zero
5. C B.
5. Ounces
1. tbsp.
6. Liter 2. tsp.
7. Gram 3. lb.
8. Quarts 4. pt.
9. Pint 5. qt.
10. Gallon 6. ml
II. 7. c
8. oz.
9. g
10. L
VII. Key to Correct Answers:
2015, Trinitas Publishing, Inc.
Villamor, Alberto D., ‘’TLE Exploratory Courses in Home Economics’’
7/8, pp. 31-37
January 14, 2021, LM in Commercial Cooking Exploratory Grade
VI. References:
V. Rubrics (if needed):
 Department of Education
Division of Samar
District of San Jose de Buan
SAN JOSE DE BUAN NATIONAL HIGH SCHOOL
San Jose de Buan, Samar
Name: _________________________Grade level and Section: ____________ Date:_____

TASK SHEET 3

Title: Measuring Dry and Liquid Ingredients

Performance Objective: (If the activity is done at home)
At your own pace, perform the proper way of measuring dry and liquid
ingredients following the given steps/procedure.
Learning Competency/ies: Perform Mensuration and Calculation

Supplies/Materials : flour, refined sugar, baking powder/baking

soda
Equipment/ Tools : Measuring tools for dry and liquid ingredients
(Measuring spoon and Cup)
Steps/Procedure: (Perform the following, please document the task
given- either picture or video if done at home)

Measuring Dry Ingredients

Flour

a. To remove lumps or big particles, sift the flour into a utility

tray or waxed paper.
b. Use spoon to move flour to the measuring cup until it over
flows. Do not tilt or shake the cup for accuracy.
c. Level off the rim of the cup using a spatula or any straight-
edged tool.
Refined Sugar
a. Spoon sugar to the measuring cup
b. Level it off using a spatula or any straight-edged tool.
c. Do not tap the sugar to avoid having it compressed inside the
cup.
Baking Powder/Baking Soda
a. Remove lumps
b. Dip the spoon, then level off
Solid Fats
a. Soften the Shortening
b. Fill the measuring cup and press firmly until there is no space
left

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 c. Level off fat using a spatula or any straight-edged tool.
Measuring Liquid Ingredients

a. Place the glass or cup in a flat surface before pouring any

liquid ingredients to be measured.
b. Gradually pour liquid to the measuring cup
c. Check if the desired measurement has been taken.

Performance Criteria Checklist 1

Name: _______________________Grade level and Section: ____________ Date:_____

Title : Measuring Dry and Liquid Ingredients

Learning Competency : Perform Mensuration and Calculation

CRITERIA YES NO
Did you….

1. prepare all materials and tools needed for the

performance task?

2. read the instructions before and during the

activity?

3. seek assistance of your parent/siblings /other

family members in performing the task?

4. follow the directions properly?

5. find the activity difficult to perform?

6. perform the task well?

7. need further exercises in measuring dry and liquid
ingredients

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Enclosure No. 2B to Division Memorandum No. ______, s. 2020 – Sample LAS Template for Learning
Area using Filipino as medium of Instruction

15
A

Filipino 3

LEARNING ACTIVITY
SHEET

Asignatura at Baitang: Filipino3

Activity Sheet Bilang. _______
UnangEdisyon, 2020

InilimbagsaPilipinas
Ng Kagawaran ng Edukasyon

16
Rehiyon 8 – Sangayng Samar

Isinasaad ng BatasRepubliKa 8293, seksiyon 176na “Hindi

maaaringmagkaroon ng karapatang-ari (sipi) saanumangakdaangPamahalaan ng
Pilipinas. Gayunpaman, kailanganmunaangpahintulot ng ahensiya o tanggapan ng
pamahalaannamaghanda ng Gawain kung itoýpagkakakitaan.
Kabilangsamgamaaaringgawin ng nasabingahensiya o tanggapan ay angpagtakda ng
kaukulangbayad.

This Learning Activity Sheetnaito ay inilimbagupangmagamit ng

mgaPaaralansaRehiyon 8 – Sangay ng Samar.

Walangbahagi ng Learning Activity Sheet naitoangmaaaringkopyahin o

ilimbagsaanumangpormanangwalangpahintulotsakagawaran ng Edukasyon,
Rehiyon 8 – Sangay ng Samar.

BumuosaPagsulat ngFilipino Activity Sheet

Manunulat:_____________

Tagaguhit: _________________________

Tagalapat: _______________________
Tagasuri: Rustum D. Geonzon, PhD.
Editor: _______________________________
Carmela R. Tamayo EdD., CESO V – Schools Division Superintendent
Moises D. Labian Jr. PhD., CESO VI – Asst. Schools Division Superintendent
Antonio F. Caveiro PhD. - Chief Education Supervisor, CID
Cecilia D. AsonDM. - EPS – Filipino (Pangalan ng EPS para saAsignatura)
Josefina F. DacallosEdD. – PSDS/LRMS Manager Designate
______________________ - District Head

______________________ - School Head

LEARNING AREA/ASIGNATURA: (Uppercase and Bold)

Pangalan ng mag-aaral: ____________________ Baitang:_____ Seksyon:______

17
Paaraalan :______________________________ Date:___________
_________________________
Pamagat
I. Panimula:
(Brief discussion of the lesson, if possible, cite examples)
___________________________________________________________________________
__________________________________________________________________________________
.
II. MELC with code (KasanayangPagkatuto at koda):
___________________________________________________________________________
_________________.
III. Pamamaraan:
A. Simulan: (Ilagayangmga icons sabawatbahagi (kopyahinmulasa Sample LAS sa English)
This is the first part of the Activity/Worksheet. In this part, the teacher can give an activity that
will help the learner recall his/her previous learning. Also, it will facilitate if the said activity will help
bridge the learner’s past experiences with the new lesson. The association with “a previous learning”
does not automatically mean previous lesson but acquired knowledge that will serve as clue or
springboard to process the new one.
The idea here is to come up with an activity that will cater to both the review and motivation parts
of the usual lesson.
A ten-item (10) activity is suggested for this particular part. Learners may be required to use a
separate activity notebook for his/her responses.
B. Alammo Ba:
In this part of the Activity Sheet/Worksheet, the new lesson will be introduced. A number of
authentic materials may be used to introduce the lesson. Also, important concepts be emphasized here.
The teacher can present the lesson in a creative way instead of just simply giving out the lesson or
concepts. The activity used as a springboard during the “Explore” part may be dissected for discussion
to serve as a concrete example if no new material is presented. To illustrate, like a lesson about past
form of verbs, one may employ a short story, a fable or a news report as a springboard to ensure that
concepts are not discussed in isolation. To make lessons more interesting, teachers can contextualize
by relating real-life experiences.
A five to ten- item practice exercise is likewise suggested for this part.

C. Bumahagi:
In this part of the Activity Sheet/Worksheet, the teacher can make use of graphic organizers
in crafting exercises. With graphic organizers in use, the learner is still guided even though it is
independent learning on their end.
D. Gawin Mo:
This part of the module will assess whether the learning competency is achieved. The teacher
may give exercises that will enable the learner apply the learning to real-life experience and engage in
higher cognitive thinking, such as problem-solution, cause –effect, etc.

18
IV. GabaynaTanong (Kung kailangan)

V. RubriksaPagpupuntos (Kung kailangan)

VI. MgaSanggunian:
VII. Susi saPagwawasto (follow sample in English (nakabaliktad):

Quarter 2
SBOL and LAS Preparation
Assignment by District

Subject - Area District Grade Level Remarks

Jiabong Grades 1 to 3 (Contextualized –
English MTB)
Motiong Grades 4 to 6
Wright 1 Grade 7 to 10
Sta. Margarita 1 Grades 1 to 3 (Contextualized –
Mathematics MTB)
Sta. Margarita 2 Grades 4 to 6
Pagsanghan Grades 7 to 10
Grade 3 (Contextualized –
Science Gandara 1 MTB)
Grades 4 to 6
San Jorge Grades 7-10
Gandara 2 Grades 1 to 3 (Contextualized –
AralingPanlipunan MTB)
Tarangnan Grades 4 to 6
Sto. Nino Grades 7 to 10
Daram 2 Grades 1 to 3 (Contextualized –
Eduk. saPagpapakatao MTB)
Daram 1 Grades 4 to 6
Zumarraga Grades 7 to 10
Basey 1 Grades 1 to 3 (Contextualized –
Filipino MTB)
Basey 2 Grades 4 to 6
Marabut Grades 7 to 10
Talalora Grades 1 to 3 (Contextualized –
MAPEH (Music) MTB)
Matuguinao Grades 4 to 6

19
 San Jose de Buan Grades 7 to 10
Wright 2 Grades 1 to 3 (Contextualized –
MAPEH (Arts) MTB)
Hinabangan 1 Grades 4 to 6
Hinabangan 2 Grades 7 to 10
San Sebastian Grades 1 to 3 (Contextualized –
MAPEH (PE) MTB)
Calbiga 1 Grades 4 to 6
Calbiga 2 Grades 7 to 10
Pinabacdao 1 Grades 1 to 3 (Contextualized –
MAPEH (Health) MTB)
Pinabacdao 2 Grades 4 to 6
Villareal 1 Grades 7 to 10
EPP/TLE (ICT, HE, IA Sta. Rita 3 Grades 4 to 6
and Agriculture) Sta. Rita 1 Grades 7 to 10
Almagro Grades 7 to 10
Mother Tongue Villareal 2 Grades 1 to 3 (Contextualized –
MTB)
Daram 1 and 2 Senior High School
Gen. Academics Zumarraga Grades 11 and 12
ABM Sta. Rita 2 SHS Grades 11 and 12
STEM Calbiga NHS SHS Grades 11 and 12
HUMMS Tagapul-an SHS Grades 11 and 12
TVL -

20
 Republic of the Philippines
Department of Education
REGION VIII
DIVISION OF SAMAR
__________________________________________________________________________________

October 28, 2020

DIVISION MEMORANDUM
No. ______, s. 2020

CORRIGENDUM TO MEMORANDUM NO. 414, S. 2020

(DIVISION QUALITY ASSURANCE CUM REVISION AND FINALIZATION OF
CONTEXTUALIZED LESSON EXEMPLARS

To:
Education Program Supervisors
Public Schools District Supervisors/Districts In-Charge
School Heads (elementary and Secondary)
All Other Concerned Personnel

1. In line with the information contained in Division Memorandum No. 414, s. 2020, please be
informed that paragraph one of the said memorandum shall be read as follows:

The Division of Samar, through the Curriculum Implementation Division will conduct a
Division Quality Assurance Cum Revision and Finalization of Contextualized Lesson Exemplars
in all learning areas on December 1-3, 2020, at a venue to be announced later.

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 2. All other provisions in the same Division Memorandum shall remain enforced.

3. Immediate dissemination, proper guidance and strict compliance of this memorandum is

earnestly desired.

CARMELA R. TAMAYO, EdD. CESO V

Schools Division Superintendent

Enclosures: None
References: Basic Education-Learning Continuity Plan
Allotment: 1-2-3 (50-97)

To be indicated in the Perpetual Index under the following subjects:

CONTEXTUALIZATION LEARNING RESOURCES WRITERS TRAINING PROGRAMS

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