Lesson Plans for Multigrade Classes

Grades I and II
Learning Area: MAPEH Quarter: 1 Week: 1
Grade Level Grade 1 Grade 2
Content Standard basic understanding of sound, silence and rhythm. (Music) sound, silence and rhythmic patterns and develops musical awareness
The learner demonstrates while performing the fundamental processes in music. (Music)
understanding of lines, shapes, colors and texture, and principles of balance, lines, shapes and colors as elements of art, and variety, proportion and
proportion and variety through drawing. (Arts) contrast as principles of art through drawing. (Arts)

awareness of body parts in preparation for participation in body shapes and body actions in preparing for various movement
physical Activities. (PE) activities. (PE)
the importance of good eating habits and behaviour. (Health) the importance of eating balance diet. (Health)
Performance Standard responds appropriately to the pulse to the sound heard and responds appropriately to the pulse of sounds heard and performs with
The learner performs with accuracy and rhythmic patterns. (Music) accuracy the rhythmic patterns in expressing oneself. (Music)
creates a portrait of himself and his family which shows creates a composition/design by translating one’s imaginations or ideas
the elements and principles of art by drawing. (Arts) that others can see and appreciates. (Arts)
perform with coordination enjoyable movements on body perform body shapes and action properly. (PE)
awareness. (PE)
practices healthful eating habits daily. (Health) demonstrate good decision- making skills in choosing food to eat to have
a balance diet. (Health)
Competencies 1. The learner identifies the difference between sound and 1. Distinguishes aurally and visually between sound and silence
silence accurately. MU2RH-la-1 (Music)
MU1RH-la-1 (Music)
The learner tells that Art is all around and created by different The learner identifies and appreciates the different styles of Filipino
people. (Arts) artists when they create portraits and still life (diff. lines and colors.
A1EL-Ia (Arts)
A2EL-Ia
The learner describes the different parts of the body and their The learner describes body shapes and actions. (PE)
movements through enjoyable physical activities. PE1BM-lc-
d-2 (PE) PE2BM-lg-h-16
The learner distinguishes healthful from less healthful foods. State that the children have the right to nutrition.
H1N-1ab-1 (Health)
H2n-1a-5 (Health)
Day 1
Lesson Objectives MUSIC MUSIC
To interprets through body movements the dynamics of a song. To tell the difference between sounds as represented by sticks and
To associates dynamics with the movement of animals. silence by gaps.
 To use the terms “loud” and “soft” to identify volume changes.
Process Skills: Manifest love for Music Process Skills: Manifest love for Music
Values Integration: Appreciates sounds Values Integration: Appreciates sounds
ARTS ARTS
To define Arts Use the different kinds of lines and shapes in drawing human face.
To distinguish and identify the different kind of lines Process Skills: Draw a portrait of a person
Values Integration: Appreciates the uniqueness of every
Process Skills: Creativeness individual
Values Integration: appreciates beauty
Subject Matter Distinction Between Loudness and Softness in Music (Music) Sound and Silence (Music)
Lines (Arts) Kinds of Lines and Colors (Arts)
Learning Resources MUSIC MUSIC
BOW,CG,TG,LM ,real or pictures of objects or animals BOW,CG,TG,LM, chart of the song “Kumusta Kayo Gagayyem
producing sound Ko”
ARTS ARTS
BOW,CG,TG,LM, picture of human face BOW,CG,TG,LM, picture of human face

Procedure
DT
Grouping Structures (tick boxes):
 Whole Class  Ability Groups
Use these letter icons to show Describe the parts of the lesson (for example the  Friendship Groups
methodology and assessment introduction), where you may address all grade levels as  Other (specify)
activities. one group.  Combination of Structures
 Mixed Ability Groups
DT Direct Teaching  Grade Groups
GW Group Work Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITY
IL Independent Learning
MUSIC
A Assessment Let them sing the song “ Kumusta Kayo Gagayyemko” Appendix 1
What would life be without sound? What would the world be without sound?
Let the pupils close their eyes and listen to the sound around them.
a. What are the sounds you heard?
b. Where did the sound come from?
IL MUSIC MUSIC
Ask them to clap their hands, whisper to each other, stomp their Color the pictures then, box the picture that produce sound. Appendix
foot, munching. 2
Which action gives loud sound? Soft sound?
Dynamics is the softness and loudness of sound
GW MUSIC MUSIC
Group the children into 4. Then, give each group a picture of or Group the pupils into 3. In a manila paper, ask pupils to draw at
 animals. Appendix 3 least 3 objects or animals that produce sound and 3 that doesn’t.
Let them imitate the sound it produce. After doing so, let them ( The first group who finished first and get the correct answer, wins).
IL/A identify which object or animal produce soft and loud sound. Then,
ask them to do the loud sound followed by a soft sound from the
given activity.
DT Put a check ( / )to the picture that produce loud sound and cross-out MUSIC
(X) the picture that produce soft sound. Appendix 4 Ask pupils to keep quiet and close their eyes.
( The teacher makes motions without sound. Example, bend your
knees, hold chin, clap your hands without sound).
a. Did you hear anything? Why?
b. What does it mean?
c. When can’t you hear anything? What does it mean?
( When sound and silence are organized we create music)
You do the clapping using sticks and in between you pause. Ask
the pupils to do the same.
Explain the following:
A Sound- sensation perceived by the sense of hearing
Silence- lack of sound
Sound and Silence create music
A . Perform the rhythmic pattern. Appendix 5

WHOLE CLASS ACTIVITY

ARTS
Show pictures created by different people Appendix 6
What can you say about the picture?
What lines used to represent the picture?
DT
IL ARTS ARTS
Ask the pupils to look around them. Let them draw 3 objects that they can see in the classroom.
What are the things you see? Ask them to color it.
Do they have shapes?
Tell them that the shapes of the objects is what we call Arts.
Let them get an object, show it to the class then, tell its shape.
(Guide the pupils in doing so).
Show them pictures with different shapes and let them identify what
lines are being used. Appendix 7
Explain the following:
Line- the path of a point moving through space.
- Connect two points.
Horizontal lines are parallel to the horizon
 Vertical lines are perpendicular to the horizon
GW A diagonal is made out of a straight line that's set at an angle
instead of straight up or across.
Straight line- the shortest distance between two points
Curved line- A straight line that turns or makes a u-turn.
Thick line- fat lines
Thin line – lines that are not fat
Crooked line – zigzagging line.
Shape: an outline of an object
Artist: A person who makes art
DT Introduce a song (Tune: This is the way)
Group the pupils. Ask them to draw at least 5 objects using the This is the way I draw round face, I draw thin lips, I draw pointed
different kinds of lines. The first group who can post their work on nose.
the board wins. This is the way I draw my head and the texture of my hair. (repeat
2x)
Show them different objects with different shapes.
Appendix 7
What are their shapes?
Do you know that a man’s facial features may also have these
shapes?
Explain the following:
IL Circle – a path that goes around a central point
Square – four- sided shape that is made up of four straight sides that
are the same length and that has four angles
Triangle – shape that is made up of three lines and three angles
Rectangle – a shape in which one pair of line is longer than the other
A pair
Diamond- formed by four equal straight lines and that has two
opposite angles that are smaller than a right angle and two opposite
angles that are larger than a right angle.
GW Distribute activity sheets. Appendix 8 Divide the class into 3 groups. Distribute the envelopes
Connect the dotted lines containing cut outs of family members like grandfather, grandmother,
father, mother, son and daughter.
Let the pupils arrange the jigsaw puzzle. Each group present their
output using the guide questions. See appendix 9
A Trace the dotted lines to come up with the picture. Color them. Draw the face of the most important person to you.
Appendix 10
Remarks
Reflection
Day 2
Lesson Objectives PE PE
To identify and describes body parts through enjoyable physical To describe body shapes and actions.
activities. To create body shapes and actions.
Process Skills: Identifying body parts Process Skills: Describing
Values Integration: Awareness of the body parts Values Integration: cooperation
HEALTH HEALTH
Infer the consequences of eating less healthful foods. To identify the foods that provide energy.
Process Skills: consciousness Process Skills: Identifying energy foods
Values Integration: Health consciousness Values Integration: Health consciousness
Subject Matter Body Parts (PE) Body Shapes and Action (PE)
Eating Less Healthful Foods (Health) Healthy Foods and The Body
1. Provides energy
1.1 Carbohydrates and Fats
Learning Resources PE PE
BOW, CG, TG, LM, picture of a boy, flashcards BOW, CG, TG, LM, pictures
HEALTH HEALTH
BOW, CG, TG, LM, pictures of foods BOW, CG, TG, LM, pictures of foods
Procedure Grouping Structures (tick boxes):

Use these letter icons to show  Whole Class  Ability Groups

methodology and assessment Describe the parts of the lesson (for example the  Friendship Groups
activities. introduction), where you may address all grade levels as  Other (specify)
one group.  Combination of Structures
DT Direct Teaching  Mixed Ability Groups
GW Group Work
 Grade Groups
Teaching, Learning and Assessment Activities
IL Independent Learning
WHOLE CLASS ACTIVITIES
A Assessment

IL
DT PE PE
Let them sing the song “ Paa, tuhod, balikat..” Do appendix 11
Paa, tuhod, balikat, ulo (3x)
Ipalakpak ang mga kamay.
What part of the body are being mentioned?
Ask them to do some actions such as: walking, handling, bending,
etc.
What is the function of each part?
Show the class a picture of a boy. Appendix 12
 Ask the pupils to read parts of the body in a flashcards. Appendix 13
GW
DT Group the class into 3. Provide each group a picture of a boy Ask the class to stand, sit and walk forward. What did you do?
pasted in a manila paper. Ask them to paste the name of the body How do you stand? Walk, sit?
part in it. The first group who got the correct answer wins. (Use Is it good for us to do the proper posture in walking, standing, and
appendix 13 and 14). sitting? Why?
GW/A
IL Connect the body part to its name. Appendix 14 Ask them to choose their own partner. Use the rubrics in
grading them. Appendix 15
A Create an exercise that you can use the different body parts. Use
the rubrics in grading them. Appendix 16
WHOLE CLASS ACTIVITIES
Health
Show different pictures of foods. Appendix 17
Ask them to name the foods they’ve seen.
DT
1. Ask pupils which food is healthy and less healthy.
2. Point to them the healthful foods and the less healthful.
3. Emphasize the good contents that can help the body become healthy and strong come from healthful foods.
4. Foods that contains fats must be eaten in the right amount. Even salty foods and sweet foods are not recommended to be eaten in
large amount.
GW Introduce to them the song “The Food Song”. Refer appendix Group the pupils into 3. Let them draw in a manila paper at least
18 10 kinds of food that is rich in energy. (carbohydrates and fats). The
first group who can post their output on the board and get the highest
number of checks, wins.
IL/A
IL/A Do appendix 19 Do appendix 20
A
Remarks
Reflection
Day 3
Assessment Objective Answer the weekly test with at least 80% mastery
Subject Matter Weekly Test
Learning Resources Paper and pencil Paper and pencil
Procedure Grouping Structures (tick boxes):
 Whole Class  Ability Groups
Use these letter icons to show Describe the parts of the lesson (for example the  Friendship Groups
methodology and assessment introduction), where you may address all grade levels as  Other (specify)
activities. one group.  Combination of Structures
 Mixed Ability Groups
DT Direct Teaching  Grade Groups
GW Group Work Teaching, Learning and Assessment Activities
IL Independent Learning WHOLE CLASS ACTIVITY
Tell the pupils the standards in taking the test
A Assessment
A Music Appendix 21 Music Appendix 22
Arts Appendix 23 Arts Appendix 24
PE Appendix 25 PE Appendix 26
Health Appendix 27 Health Appendix 28
Remarks
Reflection

REFERENCES

GRADE 1
https://www.google.com.ph/search?
q=animals+and+things+that+produce+sound&espv=2&biw=1147&bih=625&sou
rce=lnms&tbm=isch&sa=X&ved=0ahUKEwiRodaZ7vrRAhUMkZQKHWi-
DUUQ_AUIBigB#imgrc=
https://images.search.yahoo.com/search/
images;_ylt=AwrSbDZaqphYg6AAodFXNyoA;_ylu=X3oDMTB0NjZjZzZhBG
NvbG8DZ3ExBHBvcwMxBHZ0aWQDBHNlYwNwaXZz?
p=different+art+works&fr2=piv-web&fr=tightropetb#id=84&iurl=https%3A%2F
%2Fthinkcreateart.files.wordpress.com
%2F2010%2F03%2Fimg_0227.jpg&action=click
GRADE 2
https://www.google.com.ph/search?
q=animals+and+things+that+produce+sound&espv=2&biw=1147&bih=625&sou
rce=lnms&tbm=isch&sa=X&ved=0ahUKEwiRodaZ7vrRAhUMkZQKHWi-
DUUQ_AUIBigB#imgrc=
https://images.search.yahoo.com/search/
images;_ylt=AwrSbDZaqphYg6AAodFXNyoA;_ylu=X3oDMTB0NjZjZzZhBG
NvbG8DZ3ExBHBvcwMxBHZ0aWQDBHNlYwNwaXZz?
p=different+art+works&fr2=piv-web&fr=tightropetb#id=84&iurl=https%3A%2F
%2Fthinkcreateart.files.wordpress.com
%2F2010%2F03%2Fimg_0227.jpg&action=click

Prepared by: Checked by:

ROSEMARIE T. CASTORICO ELFREJUN P.FLORES

Teacher I Head Teacher 1
 APPENDICES

Prepared by: SHERALIE P. IGNACIO

APPENDIX 1
Day 1 Grade 1&2 MAPEH 1&2 Q1 W1

Direction: Introduce the song to the pupils then, sing together.

APPENDIX 3
Day 1 Grade I MAPEH 1&2 Q1W1
Panuto: Pabunutin ng larawan ang mga bata at ipagaya ang tunog nito.

APPENDIX 3
APPENDIX 3
APPENDIX 3
Appendix 4
Day 1 Grade I MAPEH 1&2 Q1W1

Lagyan ng tsek (/) ang bagay o hayop na nagbibigay ng malakas na tunog

at ekis (X) naman ang mahina.

 Appendix 2
Day 1 Grade 2 MAPEH 1&2 Q1W1

Panuto. Kulayan ang mga larawan at pagkatapos ikahon ang bagay na

nagbibigay ng tunog.
Appendix 5
Day 1 Grade II MAPEH 1&2 Q1W1

Panuto: Isagawa ang mga ritmo.

What symbol represent sound? What symbol represent silence?

Appendix 17
Day 1 Grade I&2 MAPEH 1&2 Q1W1

Panuto: Ipakita ang larawan sa mga bata.

https://www.google.com.ph/search?
q=animals+and+things+that+produce+sound&espv=2&biw=1147&bih=625&s
ource=lnms&tbm=isch&sa=X&ved=0ahUKEwiRodaZ7vrRAhUMkZQKHWi-
DUUQ_AUIBigB#imgrc=
Appendix 17
Appendix 18
Day 1 Grade I MAPEH 1&2 Q1W1

Direction: Using the chart “The Food Song” teach the children the Lyrics and
tune. Answer the questions that follows.

The Food Song

Do you like apples?

Do you like oranges?
Yes, I like Oranges.
Do you like candy?
No, I don’t like candy.
Do you like chips?
No, I don’t llike chips.

I like to eat
healthy foods
Not junk food.
Do you like carrots? Etc.

1. What are the healthful foods?

2. What are the less healthful foods?
3. What is the term used for the less healthful foods?

Appendix 19
Day 2 Grade I MAPEH 1&2 Q1W1
Panuto: Kulayan ang mga larawan at bilugan ang pagkain na nakabubuti sa
ating katawan.

Appendix 20
Day 2 Grade II MAPEH 1&2 Q1W1
 Kulayan ang kahon ng kulay Berde kung ito ba ay nakakatulong sa
ating katawan.


Ano ang mga pagkaing nagbibigay lakas sa ating mga katawan.

Appendix 12
Day 2 grade 1 MAPEH 1&2 Q1W1

Panuto: Gamit ang mga flashcards, ilagay ang mga pangalan ng bahagi ng
katawan sa arrow.
Appendix 13
Day 2 grade 1 MAPEH 1&2 Q1W1
Panuto: Ipabasa ang mga nasa flashcard na salita.

Leeg
 Ulo

Kamay

Balikat

Baywang

Braso

Dibdib

Tiyan

Tuhod

Paa

Appendix 14
Day 2 grade 1 MAPEH 1&2 Q1W1

Panuto: Pagdugtungin ang bahagi ng katawan sa pangalan.

 paa

ulo

balikat

braso

kamay

APPENDIX 6
Day 1 – Grade 1&2 MAPEH 1&2 Q1 W1
Panuto: Ipakita ang mga larawan sa klase.
APPENDIX 6
https://images.search.yahoo.com/search/
images;_ylt=AwrSbDZaqphYg6AAodFXNyoA;_ylu=X3oDMTB0NjZjZzZhB
GNvbG8DZ3ExBHBvcwMxBHZ0aWQDBHNlYwNwaXZz?
p=different+art+works&fr2=piv-web&fr=tightropetb#id=84&iurl=https%3A
%2F%2Fthinkcreateart.files.wordpress.com
%2F2010%2F03%2Fimg_0227.jpg&action=click
APPENDIX 7
Day 1 – Grade I MAPEH 1&2 Q1 W1

APPENDIX 7
APPENDIX 7
APPENDIX 7
APPENDIX 7
Appendix 7
APPENDIX 8
DAY 1 Grade 1 MAPEH 1 Q1W1

Panuto: Pagdugtungin ang dotted lines.

https://www.google.com.ph/search?
q=dotted+pictures+for+tracing&espv=2&biw=1147&bih=625&source=lnms&t
bm=isch&sa=X&ved=0ahUKEwjSyJqa2vvRAhVEjJQKHfq2BXUQ_AUIBigB
APPENDIX 10
DAY 1 Grade 1 MAPEH 1&2 Q1W1

Direction: Trace the dotted lines to come up with the picture, then, color it.

APPENDIX 9
DAY 1 Grade 2 MAPEH 1&2 Q1W1
Direction: (Cut the pictures).Arrange the jigsaw puzzle.

APPENDIX 11
Day 2 – Grade 2 MAPEH 1&2 Q1 W1
Panuto: Tingnan ang larawan sa bawat bilang. Kulayan ang mga ito at
pagkatapos lagyan ng pulang tsek (/) gamit ang krayola kung ang larawan ay
nagpapakita ng wastong pag-upo, paglakad, at pagtayo at berdeng ekis (X) kung
hindi.

1. 3.

2. 4.

5.

APPENDIX 15
Day 2 – Grade 2 MAPEH 1&2 Q1 W1

Panuto: Gawin ang mga sumusunod na kilos

ng may kapareha.
 Galaw at hugis ng katawan Paglalarawan
A. Pagtayo
1. Ang mga paa ay magkahanay
na may lima hanggang pitong
sentimetro ang pagitan. Ang
bigat ng katawan ay
nakasalalay sa sakong ng mga
paa.
2. Ang mga binti ay tuwid at ang
tiyan ay nakapasok.
3. Ang dibdib ay nakaliyad. At
ang balikat ay magkahanay.
4. Ang leeg at ulo ay tuwid ang
ayos.
5. Ang braso at kamay ay
malaya1ng nakalagay sa
tagiliran.
B. Pag-upo
1. Ang mga paa ay magkadikit,
magkahanay o maaaring ang
isa ay nasa unahan ng isa at
nakalapat sa sahig.
2. Ang balakang at tuhod ay
 nakabaluktot.
3. Ang ibabang bahagi ng likod
ay bahagyang nakalapat sa
likuran ng upuan.
4. Ang mga paa ay nakalapat sa
sahig.
C. Paglalakad
1. Lumalakad ang mga paa sa
iisang tuwid na guhit.
2. Ang mga kamay ay umiimbay
ng halinhinan paharap at
patalikod nang may
koordinasyon sa galaw ng paa.
3. Ang likod n bahagi ng katawan
ay tuwid at ang paningin ay
nakatuon sa unahan.

Rubrics sa paglalarawan
E (Excellent) - napakahusay ng pagsasagawa ng galaw
G (Good) - mahusay na naisagawa ang galaw
P (Poor) - hindi wasto ang galaw

Appendix 22
Day 3 Grade 2 MAPEH12/Q1/W1

Panuto: Isulat ang tamang simbolo ng bawat ritmo.

1. Tipat, ulimek,tipat, tipat

2. Tipat, ullimek, tipat, ulimek

3. Tipat, tipat, tipat, ulimek

4. Tipat, ullimek, ulimek, tipat

 5. Tipat, tipat, ulimek, tipat

Appendix 21
Day 3 Grade I MAPEH12/Q1/W1

Panuto: Ikahon ang mga bagay na nakakalikha ng malakas na tunog at

bilugan naman ang may mahinang tunog.
Appendix 26
Day 3 Grade II MAPEH12/Q1/W1

Panuto: Isulat ang TAMA kung ang pangungusap ay nagsasaad ng tamang

paraan ng pagtayo at MALI kung hindi.

______________ 1. Ang bigat ng katawan ay nakasalalay sa sakong

Ng paa.
______________ 2. Ang leeg at ulo ay nakayuko ng ayos.
______________ 3. Ang braso at kamay ay malayang nakalagay sa
Tagiliran.
______________ 4. Ang dibdib ay nakaliyad at ang balikat ay
magkahanay.
______________ 5. Ang binti ay tuwid at ang tiyan ay nakaliyad.

Appendix 25
Day 3 Grade I MAPEH12/Q1/W1

Panuto: Bilugan ang bilang ng tamang sagot.

1. Bahagi ng katawan n ginagamit sa pagluhod.
a. paa
b. tuhod
c. kamay
2. Ginagamit ang _______ sa pagbuhat
a. kamay
b. balikat
c. paa
3. Ginagamit ito sa pagtakbo.
a. leeg
b. tuhod
 c. paa
4. Ang dalawang kamay ay konektado sa ating tainga.
a. Tama
b. Mali
5. Ang leeg ay nakakabit sa ating ulo.
a. Tama
b. Mali

Appendix 23
Day 3 Grade I MAPEH12/Q1/W1

Panuto: Bilugan ang tamang sagot.

1. Alin sa mga sumusunod ang tinatawag na tuwid na linya?

a. | b. c.

2. Alin sa mga ito ang tintawag na pakurbang linya?

a. b. c.

3. Alin ang pahalang na linya?

a. _____ b. / c. I

4. Alin sa mga ito ang sigsag na guhit?

a. W b. c. ______

5. Bilugan ang may hugis na bilog.

a. C.
Appendix 24
Day 3 Grade II MAPEH12/Q1/W1

Panuto: Bilugan ang letra ng tamang sagot.

1. Alin sa mga ito ang trayanggulo?

a. b. c.

2. Alin dito ang may dilaw na kulay?

a. b. c.
3. Ang may bughaw na kulay ay ang ____.

a. b. c.
4. Alin sa mga ito ang may bilog na hugis?
 a. b. c.
5. Bilugan ang may hugis na parisukat.

a. b. c.

Appendix 27
Day 3 Grade I MAPEH12/Q1/W1

Panuto: Bilugan ang letra ng tamang sagot.

1. Ang pagkain ng gulay ay mabuti sa ating katawan.

a. Tama
b. Mali
2. Dalawang beses tayong kumakain sa isang araw.
a. Tama
b. Mali
3. Ang kendi ay nakabubuti sa ating kalusugan.
a. Tama
b. Mali
4. Alin sa mga sumusunod ang ang masustansyang pagkain?
 a. Coke
b. Kendi
c. Prutas
5. Aling pagkain ang di–masustansya?
a. Itlog
b. Gulay
c. Tsokolate

Appendix 28
Day 3 Grade II MAPEH12/Q1/W1

Panuto: Piliin ang letra ng tamang sagot at ilagay bago ang bilang.
1. Alin ang masustansyang pagkain?
a. Kendi b. lolipop c. saging d. sorbetes
2. Alin ang msustansyang inumin?
a. Kape b. gatas c. soda d. softdrink
3. Aling pagkain ang mayaman sa carbohydrates?
a. Kanin b. bayabas c. cheese c. talong
4. Ano ang naibibigay ng carbohydrates sa ating katawan?
a. bitamina b. minerals c. enerhiya d. iron
5. Paano mapapanatiling ligtas ang pagkain?
a. Kumain gamit ang mga kamay.
b. Huwag takpan ang pagkain.
c. Lutuin ng mabuti ang pagkain.
d. Hugasan ang pagkain.
Appendix 16
Day 2 Grade I MAPEH 12/Q1/W1

Panuto: Isakilos ang mga galaw na nabuo.

RUBRIKS

1. Nakabuo ng 4-5 galaw at maayos na

naisagawa.
2. Nakabuo ng 2-3 na galaw at maayos na
naisagawa.
3. Nakagawa ng 1-0 galaw at di
masyadong naisagawa

Pagbibigay ng puntos:

5 – kung naisagawa ang unang bilang

3 – kung naisagawa ang pangalawang bilang
1 - kung naisagawa ang pangatlong bilang