GRADES 1 TO 12
DAILY LESSON LOG
I. OBJECTIVES
C. Learning Competencies/Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
School Agoncillo National High School Grade Level 10
Teacher Rachel R. Azul Learning Area TLE MACRAMĒ & BASKETRY
Teaching Dates and February 13-17,2023 Quarter 3 (Week 1)
Time
Monday Tuesday Wednesday Thursday Friday
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be
done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
Plan a design for a macramé Plan a design for a Plan a design for a macramé product Plan a design for a
product macramé product Choose a design - Sketch the design macramé product
Choose a design - Sketch the design Choose a design - Sketch Choose a design - Sketch
the design the design
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based
materials. Hands-on learning promotes concept development.
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances for
the new lesson
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative
assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Identify the name of the macramé design, using
the table below.
ACTIVITY 1 Direction. Read and analyze the
following questions carefully and choose the
letter that best describe the statement. Write
your answer on your test notebook.
__________ 1. Fastening made by tying a piece of
cord rope, or straw. A. Knot B. Pattern C. Picot D.
Satin Cord
___________2. It is a design used as a guide in
making any project. A. Knot B. Pattern C. Square
knot D. Working End
___________3. It is a loop that stands out along
edges of knotted designs and is popular in the
early 1900s.
Activity 3: MaTHcrame!
A. Complete the number of cords needed
to get the given finished width based on the
materials and condition specified. Use the
example as your guide. Refer to chord chart
given in What Is It to avoid confusion. Write
ACTIVITY 2 Direction. Write the
basic conversions of the entire
length of cords needed for the
whole design of knots. Choose the
letter of the correct answer. Length
of cords (in inches) x number of
cords = total, and add the number
from all group (body, holding cords,
extras) divide by 36 to get the yards
needed for the entire design.
B. Calculate the following using the
given information. Show your
solution. Write it in your notebook.
1. Solve for the cutting length for
main area using simple braid or
weaving with the finished length of
Identify the name of the macramé design, using
the table below.
ACTIVITY 1 Direction. Read and analyze the
following questions carefully and choose the
letter that best describe the statement. Write
your answer on your test notebook.
___________1. This is a synthetic material that is
made from rayon or nylon that has a very
attractive shine and is great for macramé jewelry.
A. Satin cord B. Sennit C. Square knot D. Working
cord
___________2. The end of a knot and is secured,
and not used to construct the knot. A. Standing
end B. Scallops C. Vertical D. Working end
Activity 3: MaTHcrame!
B. Complete the number of cords needed
to get the given finished width based on the
materials and condition specified. Use the
example as your guide. Refer to chord chart
given in What Is It to avoid confusion. Write
ACTIVITY 2 Direction. Write the
basic conversions of the entire
length of cords needed for the
whole design of knots. Choose the
letter of the correct answer.
Length of cords (in inches) x
number of cords = total, and add
the number from all group (body,
holding cords, extras) divide by 36
to get the yards needed for the
entire design.
1. 36 inches = _______ a. 0.9
meters
2. 12 inches= ________ b. 1yard
3. 1 yard = __________ c. 1 foot
4. 36 inches = ________ d. 25
millimeters
5. 1 inch = ___________ e. 3 feet
B. Calculate the following using the
given information. Show your
solution. Write it in your notebook.
1. Solve for the cutting length for
main area using simple braid or
weaving with the finished length of

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)
your answer in your notebook.
1. With the finished length of 15 inches, find the
cutting length of main area with loosely knotted
width and the cords are folded.
Activity 4: PICTURE ANALYSIS Analyze the
pictures of the different macramé designs
below. Tell something about each picture based
on what you have learned in this module. Write
your answer in your notebook
Macrame products are developed from the two
main knots, the square knot and the simple knot
or half hitch. It is important to master list
technique in tying the knots from the most
complicated ones to be able to create your own
macramé design.
25 inches.
1. The finished length of the macramé
product is 28 inches. Solve for the cutting
length for holding cords when the cords
are also folded.
Macrame products are developed from
the two main knots, the square knot and
the simple knot or half hitch. It is
important to master list technique in
tying the knots from the most
complicated ones to be able to create
your own macramé design.
your answer in your notebook.
1. With the finished length of 15 inches, find
the cutting length of main area with loosely
knotted width and the cords are folded.
Activity 4: PICTURE ANALYSIS Analyze the
pictures of the different macramé designs
below. Tell something about each picture
based on what you have learned in this
module. Write your answer in your
notebook
Macrame products are developed from the
two main knots, the square knot and the
simple knot or half hitch. It is important to
master list technique in tying the knots
from the most complicated ones to be able
to create your own macramé design.
25 inches.
1. The finished length of the macramé
product is 28 inches. Solve for the
cutting length for holding cords when
the cords are also folded.
Macrame products are developed from
the two main knots, the square knot
and the simple knot or half hitch. It is
important to master list technique in
tying the knots from the most
complicated ones to be able to create
your own macramé design.
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluate learning
J. Additional activities for application
for
2. The different knot designs use for macramé
projects includes the square knot design, half
hitch design, larks head design, Chinese
macramé knots, unique decorative knots, and
braids and bar.
A. Directions. Read and analyze the following
questions carefully and choose the letter
that best describe the statement. Write
your answer on your test notebook.
B. Direction. Write the basic conversions of the
entire length of cords needed for the whole
design of knots. Choose the letter of the correct
answer. Length of cords (in inches) x number of
cords = total, and add the number from all
group (body, holding cords, extras) divide by 36
to get the yards needed for the entire design.
1. 36 inches = __a. 0.9 meters
2. 12 inches= __ b. 1yard
3. 1 yard = ____ c. 1 foot
4. 36 inches = __d. 25 millimeters
5. 1i inch = ____ e. 3 fee
3. Measurement of macramé project is
important, and all the details should be
provided and steps in determining the
number of cords to be cut.
B. Directions. Read and analyze the
following questions carefully and
choose the letter that best describe
the statement. Write your answer on
your test notebook.
B. Direction. Write the basic conversions
of the entire length of cords needed for
the whole design of knots. Choose the
letter of the correct answer. Length of
cords (in inches) x number of cords =
total, and add the number from all group
(body, holding cords, extras) divide by 36
to get the yards needed for the entire
design.
4. The cord length calculations include the
cutting length for main area of the design,
cutting length for holding cords, cutting
length for added cords, cutting lengths for
extra cords and formula in getting the entire
length of cords needed for the whole
design.
C. Directions. Read and analyze the
following questions carefully and
choose the letter that best describe the
statement. Write your answer on your
test notebook.
1. Fastening made by tying a piece of cord
rope, or straw.
A. Knot B. Pattern C. Picot D. Satin Cord
2. It is a design used as a guide in making
any project.
A. Knot B. Pattern C. Square knot D.
Working End
3. It is a loop that stands out along edges of
knotted designs and is popular in the early
1900s.
A. Pattern B. Picot C. Scallop D. Standing
B. Direction. Write the basic conversions of
the entire length of cords needed for the
whole design of knots. Choose the letter of
the correct answer. Length of cords (in
inches) x number of cords = total, and add
the number from all group (body, holding
cords, extras) divide by 36 to get the yards
needed for the entire design.
5. It is important to follow the cords
chart and the basic conversions. Basic
Conversions
a. 36 inches = 1 yard
b. 12 inches = 1 foot
c. 1 yard = 3 feet
d. 36 inches = 0.9 meters e. 1 inch = 25
millimeter
D. Directions. Read and analyze the
following questions carefully and
choose the letter that best describe
the statement. Write your answer
on your test notebook.
1. This is a synthetic material that is
made from rayon or nylon that has a
very attractive shine and is great for
macramé jewelry.
A. Satin cord B. Sennit C. Square knot
D. Working cord
2. The other end of a knot and is used
to construct the knot.
A. Standing end B. Scallops C. Vertical
D. Working end
B. Direction. Write the basic
conversions of the entire length of
cords needed for the whole design of
knots. Choose the letter of the correct
answer. Length of cords (in inches) x
number of cords = total, and add the
number from all group (body, holding
cords, extras) divide by 36 to get the
yards needed for the entire design.
V. REMARKS

VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 by:

RACHEL R. AZUL

TLE Teacher