SCHOOL: Rizal Elem.

School
TEACHER: Bimbo Q. Cuyangoan
SUBJECT: EDUKASYONG PANTAHANAN AT PANGKABUHAYAN 5
(COT1)
SECTION: Grade V-F
DATE and TIME: March 12, 2021

I. LAYUNIN
A. Pamantayang Pangnilalaman
B. Pamantayan sa Pagaganap
C. Mga Kasanayan sa Pagkatuto
(Isulat ang code ng bawat
kasanayan)
Naipamamalas ang pang-unawa sa panimulang
kaalaman at naisasagawa nang maayos ang
pagtatanim, pag-aani, at pagsasapamilihan ng 1.1
nakagagawa ng abonong organiko 1.4.1 natatalakay
ang kahalagahan at pamamaraan sa paggawa 2
WEEKS EPP5AG0b-4 541 kasanayan sa pagtatanim
ng gulay at ang maitutulong nito sa pag-unlad ng
pamumuhay
Naisasagawa nang maayos
ang pagtatanim, pag-aani,
at pagsasapamilihan ng gulay sa masistemang
pamamaraan.
1.2 natutuos ang puhunan, gastos,
at kita EPP5AG0j-18

II. NILALAMAN Pagtutuos ng Puhunan, Gastos at Kita

III. KAGAMITANG
PANTURO
A. Kagamitan mula sa portal ng Quarter 2 Module 8 Kita Mo, Benta Mo!
Learning Resource MODULE Avelino O. Jamin
B. Iba pang kagamitang panturo Powerpoint slides, Zoom App
IV. PAMAMARAAN
A. Balik-aral sa nakaraang aralin at/o Magpapakita ng larawan ng ibat-ibang hayop na
pagsisimula ng bagong aralin inaalagan na maaring mapagkakakitaan.

B. Paghahabi sa layunin ng aralin Sino sa inyo ang nagbebenta online o

nagbebenta na magulang sa online?
C. Pag-uugnay ng mga halimbawa sa Tatanungin ang mga bata kung maaaring
bagong aralin mapagkakitaan ang pagbebenta sa mga hayop na nasa
larawan.

Tatanungin ang mga bata kung alam nilang

D. Pagtatalakay ng bagong konsepto
at paglalahad ng bagong kasanayan
#1
E. Pagtatalakay ng bagong konsepto
at paglalahad ng bagong kasanayan
#2
F. Paglinang sa Kabihasan
(Tungo sa Formative
Assessment)
G. Paglalapat ng aralin sa pang-
tuusin ang kanilang kita sa pagbebenta.
Magpapabasa ng talata at pagkatapos ay
sasagutin nila ang mga katanungan.
Ipapaliwanag ang bagong aralin sa mga bata
kung paano tuusin ang puhunan, benta at kita.
Ipapakita ng guro sa mga bata kung ano ang
gagawin upang tuusin ang kita sa pamamagitan ng
isang promula na Kabuuang Benta – Puhunan = Kita
Paggabay sa mga bata sa pagsasagawa ng
Gawain sa Pagtutuos ng Kabuuang gastos o puhunan,
kabuuang benta at kita o tubo.
TAMA o MALI
araw-araw na buhay
H. Paglalahat ng Arallin Ang pormula sa pagtutuos ng Gastos, benta at
kita ay :
Kabuuang Benta – Puhunan = Kita
Maaari tayong kumita kahit na nasa mahirap na
sitwasyon tayo katulad ng COVID 19.

I. Pagtataya ng Aralin Pagtutuos ng puhunan, ginastos at kita sap ag-aalaga

ng hayop.

J. Karagdagang gawain para sa Sagutin ang iba pang Gawain sa module

takdang-aralin at remediation
V. REMARKS
VI. REFLECTION

Prepared:

BIMBO Q. CUYANGOAN
Teacher

Checked:

BRENDA Y. BAL-IYANG
Master Teacher II

Approved:

JOSEPH A. ESTIGOY
Principal III
SCHOOL: Rizal Elem. School
TEACHER: Bimbo Q. Cuyangoan
SUBJECT: Mathematics V
SECTION: Grade V-E
DATE and TIME:

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of
line graphs and experimental probability.
B. Performance Standards The learner is able to create and interpret
representations of data (tables and line
graphs) and apply experimental probability in
mathematical problems and real life
situations.
C. Learning Competencies/Objectives The learner understand organized data in
Write the LC code for each tabular form and presents them in a line
graph. M5SP-IVg-2.5
II. CONTENT Statistics and probability
III. LEARNING RESOURCES
Textbook K-12 Mathematics for the New Generation 5
Other Materials Powerpoint slides, manila paper, coupon
bond
IV. PROCEDURES
A. Reviewing previous lesson or presenting Do you know how many people are having
the new lesson corona virus each day?
Is it important that we should practice good
hygiene and cleanliness everyday?

B. Establishing a purpose for the lesson Show a line graph

C. Presenting examples/instances of the new
lesson
D. Discussing new concepts and practicing
new skills #1
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
What do you call this figure?
What is a line graph?
Discuss the different parts of a line graph
So this 5 parts will complete a Line Graph
How Do we make line graph?
Present a Frequency table and step by step
create a line graph
Give the pupils Frequency table and they will
present it or make a line graph out of it
guided by the teacher

G. Finding practical applications of concepts Drinks Sold at a canteen in one week

and skills in daily living Day Number of cups
sold
Monday 40
Tuesday 50
Wednesday 35
Thursday 45
Friday 60

H. Making generalizations and abstractions A line graph is a graph that shows how data
about the lesson change over time.

Steps in constructing a line graph

 1. Draw the horizaontal and vertical axis,
label them, and write the title of the graph
2. The Horizaontal Axis usaually contains the
period of time and the vertical axis has
numerical values like scores, ncome and
others
3. Indicate the zero point and make sure the
spaces are scaled for the units they represent
4. plot the data on the graph with
corresponding dots.
5. Connect the dots to better show th data
are related.
I. Evaluating learning Recyclable Materials Collected by grade 5
and 6 Pupils
Month Amount per kg
June 5
July 15
Aug 20
Sept 35
Oct 40
Nov 30

J. Additional activities for application or

remediation
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 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?

Prepared:

BIMBO Q. CUYANGOAN
Teacher
SCHOOL: Rizal Elem. School
SCHOOL: Rizal Elem. School
TEACHER: Bimbo Q. Cuyangoan
SUBJECT: Math V
SECTION: Grade V-E
DATE and TIME:

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of
area, volume and temperature.
B. Performance Standards The learner is able to apply knowledge of
area, volume and temperature in
mathematical problems and real life
situations
C. Learning Competencies/Objectives The learner solves problems involving
Write the LC code for each temperature in real life situations
II. CONTENT Measurement
III. LEARNING RESOURCES
Textbook K-12 Mathematics for the New Generation 5
pp. 427-430
Other Materials Powerpoint slides, manila paper, coupon
bond
IV. PROCEDURES
A. Reviewing previous lesson or presenting Present a drawing of a thermometer in a
the new lesson manila paper and let them read each
temperature and then let them answer
questions.
Which of the temperatures is the normal
body temperature?, Boiling water? And a
frozen water?

B. Establishing a purpose for the lesson
C. Presenting examples/instances of the new
lesson
Who among you experienced a fever?
What do you feel when you have fever?
What does your mother do when you have
fever?
Do you know how to determine that you are
already experiencing fever?
Show it by measuring the temperature of two
glass with normal water and a heated water.

Ok so let us find out. I have here a problem

solving determining temperature.
D. Discussing new concepts and practicing
new skills #1
James has a fever. With the use of a
thermometer, his nurse found out that his
temperature was 39 degrees celcius. How
many degrees higher was James’
temperature than the normal body
temperature?
 How do we solve the problem?
First let us know
What is asked in the problem?
Second
What are the given facts
Third
What is the operation to be used
Fourth
How is the solution done and then answer
E. Discussing new concepts and practicing Ok so let us follow the steps
new skills #2 1. What is asked? Increase in James
body temperature
2. What are the a. normal body
Given Facts temperature= 37C
b. James
temperature= 39C
3. What is the Subtraction
operation to be
used?
4. Solution 39-37=2
5. Answer James temperature
is 2 degrees higher
than his normal
body temperature
F. Developing mastery Lino’s temperature this morning was
(Leads to Formative Assessment 3) 38.7degrees celcius, after two hours his
temperature was 39.3 degrees celcius. Did he
get better or wose? How many degrees
celcius did his temperature rise

G. Finding practical applications of concepts At 1:00 pm, the air temperature was 31.9◦C.
and skills in daily living By 5:30 pm, it was recorded to be 20.6◦C. Is
there a change in temperature? By how
much?
H. Making generalizations and abstractions How do we solve problems involving
about the lesson temperature?
I. Evaluating learning 1. Enzo’s temperature lowered by 1.75◦c
after he was given a sponge bath.
Before the bath, his body temperature was
40.25◦C.What is his body temperature now?
Did he get better or Worse?
2. The temperature reading is 42◦C. It
changed to 53.5◦C.by how much temperature
was increased?

J. Additional activities for application or From the normal body temperature, Joseph’s
remediation temperature rose by 2,5◦c due to high fever.
What is Joseph’s body temperature?
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 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?

Prepared:

BIMBO Q. CUYANGOAN
SCHOOL: Rizal Elem. School
TEACHER: Bimbo Q. Cuyangoan
SUBJECT: Math V
SECTION: Grade V-E
DATE and TIME: July 29,2019/10:50-11:40

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of
divisibility, order of operations, factors and
multiples, and the four fundamental
operations involving
Fractions.
B. Performance Standards The learner is able to apply divisibility, order
of operations, factors and multiples, and the
four fundamental operations involving
fractions in mathematical problems and real-
life situations.
C. Learning Competencies/Objectives The learner divides simple fractions and
Write the LC code for each whole numbers by a fraction and vice versa.
M5Ns-Ii-96.1
II. CONTENT Numbers and Number Sense
Division of Fractions by Whole Numbers
III. LEARNING RESOURCES
Textbook K-12 Mathematics for the New Generation 5
pp. 161 to 162
Other Materials Powerpoint slides, manila paper, coupon
bond
IV. PROCEDURES
A. Reviewing previous lesson or presenting A strip of papers will be posted on the the
the new lesson board and the children will paste a number
from 1 to 4 to give the correct steps in
multiplying a whole number by mixed
numbers.
B. Establishing a purpose for the lesson What food do they usually buy for you when
you celebrate your birthday?
What does your mother do to the cake when
you are going to eat it?
Yes she slices the cake? Why?
C. Presenting examples/instances of the new So today we will find out how to divide
lesson fractions by whole numbers.
The teacher presents a problem to the
pupils.
D. Discussing new concepts and practicing
new skills #1
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and abstractions
about the lesson
I. Evaluating learning
J. Additional activities for application or
remediation
Present a problem by using powerpoint slide
Dindin baked a sayote cake. She divided ¾ of
the cake among her six cousins. What part of
the cake did each cousin get?
Teacher presents the answer by using the
block model approach.
We can also solve the problem without using
a block. How?
We have few steps to follow in order to get
the answer
1. Get the reciprocal of the divisor
2. Multiply the numerator and the
denominator.
3. We can also multiply them by
cancellation.
4. Or at the end of your answer be sure
to reduce the answer to the lowest
term.
A short video clip will be given presented to
the pupils.
Then the pupils will answer a problem with a
show me board using both the block
approach and without using the illustration.
2/3 of a vacant lot will be planted with 4
different trees like pine tree, guava, avocado
and lemon. What part of the vacant lot will
be allotted for each tree.
During the celebration of the nutrition month
1/3 of the ground space with seats were
occupied by 4 grade levels. What is the
fraction occupied by each grade level.
Give me your answer by not using the
illustration.
The pupils will read the steps in dividing a
fraction by whole number.
Do you know what is sharing. Is sharing good.
Ok then will you please then bring out ½
crosswise
Find the quotient then simplify the answer
1. 3/7 x 8
2. 2/3 x 5
3. 4/5 x 2
4. 3/5 x 3
5. 2/3 x 6
Your lolo has a hectare of land. And 2/3 of it
will be divided to his 3 sons. What part of
each will get?
V. REMARKS
VI. REFLECTION

H. No. of learners who earned 80% in the evaluation

I. No. of learners who require additional activities for remediation who scored
below 80%
J. Did the remedial lessons work? No. of learners who have caught up with the
lesson
K. No. of learners who continue to require remediation

L. Which of my teaching strategies worked well? Why did these work?

M. What difficulties did I encounter which my principal or supervisor can help me

solve?
N. What innovation or localized materials did I use/discover which I wish to share
with other teachers?

Prepared:
BIMBO Q. CUYANGOAN