MULTIGRADE [MG] DAILY LESSON PLAN

Grades 4, 5 & 6

Learning Areas: SCIENCE Quarter 3 Week 1

Date: FEBRUARY 14, 2023
I. OBJECTIVES SCIENCE 4 SCIENCE 5 SCIENCE 6

A. Content Standard Demonstrates understanding that force can change The learners demonstrate understanding of The learners demonstrate understanding
the movement of objects motion in terms of distance and time of gravity and friction affect movement of
objects
B. Performance Standard Performs/Applies different forces to move objects The learners should be able to propose an The learners should be able to produce an
unusual tool or device using electromagnet that advertisement demonstrate road safety.
is useful for home school or community
C. Learning *Explain the effects of force on the movement of an  Identify ways to reduce friction
Competency/Objectives object  Infer how reducing friction
(S4FE-IIIa-1) wastes matter as well as energy
S5FE-IIIa-1 PP 79
 Appreciate the value of reducing
friction in our daily life
II. CONTENT Lesson 46:EFFECTS OF FORCE ON THE MOVEMENTS MOTION (S5FE-IIIa-1) Ways of Reducing Friction
OF OBJECTS
III. LEARNING Task Cards, Charts
RESOURCES
D. References
1. Teacher’s Guide pages 220-221
2. Learner’s Materials The New Science Links
pages p.223
3. Textbook pages Explore and Experience Science 6
pp. 224-226
4. Additional Materials PPT powerpoint, pictures,
from Learning https://www.youtube.com/watch?
Resource (LR)portal v=rfeVlNL7d9U
E. Other Learning Resource Online Resources
 II. PROCEDURES
Use these letter icons to
show methodology and
assessment activities.

T Direct Teaching
G Group Activity
I Individual Activity
A Assessment
A. Reviewing previous lesson Recall on the ideas gathered on the previous Let the pupils demonstrate on what
or presenting the new experiments/ activities. activities friction are present. Ask your
lesson pupils to define what is friction.

B. Establishing a purpose for Ask the pupils to do the follwing: Let the students try to polish the floor
the lesson 1. Throwing a ballpen, paper, etc. without floor wax and the other pupil
2. Pushing a table, chair, etc. with floor wax. Which is easier to husk the
3. Lifting a bag, desk, etc.
floor with wax or without wax?
*What did you do to move the objects?

C. Presenting
examples/Instances of the
new lesson
G I
1. Divide pupils into three.
2. Each group will perform 5 simple activities on the
following:
*applying greater and lesser force in moving objects
*different kinds of force applied to move an object

D. Discussing new concepts

and practicing new skills #
T G I
 1 *What examples of forces did you apply to move the
objects? ACTIVITY: Friction Free
*How does force affect the movement of an object?
PROBLEM: How does lubricant work?
Original File Submitted and Formatted by DepEd MATERIALS:
Club Member - visit depedclub.com for more A smooth metal tray
Notebook
Bottle
Water
A small flat glass
Soap
PROCEDURE:
1. Hold up the tray on the books to
make a slope.
2. Wet one side of the tray and
slide the bottle
3. Now, rub the soap on the wet
side and slide the bottle down
again. Observe the movement of
the bottle.
OBSERVATION:
1. Is there friction between the
bottle and the dry metal tray?
2. Why did the glass bottle slide
down easily when the surface of
the tray was wet with water?
3. What happened when you
rubbed the soap ont
E. Discussing new concepts
and practicing new skills #
T G
2
Let the pupils formulate conclusions from the GROUP PRESENTATION/REPORTING
different ideas presented.

F. Developing mastery 1.) What are the common household

(leads to Formative
I
activities that needs a reduce
Assessment 3) friction?
 2.) Why is reducing friction important?
3.) What are the common household
materials that help us reduce
friction?
4.)

( Questions will arise as the students

reacted to the discussion )
G. Finding practical You find difficulty in pedalling
application of concepts your bike because of the rusty surface.
and skills in daily living What should you do and why?
H. Making generalizations and What are ways to reduce friction?
abstractions about the
lesson

I. Evaluating learning
I I I
Choose the letter of the correct answer. QUIZ NO. 2
1. Which among the following objects will require a
greater force to move?
a. refrigerator c. monoblock chair
b. study table d. television
2. Which among the objects below require lesser
force to move?
a. book c. pencil
b. notebook d. blackboard eraser
3. Which of the following objects will move more
easily when force is applies to it?
a. plastic dining table
b. empty steel cabinet
c. small refrigerator
d. small wooden dining table
4. If a boy will have to kick one object, which one
from the list below will move the farthest upon
kicking?
a. shut put ball c. golf ball
b. soft ball d. tennis ball
5. Which among the objects will move faster upon
 the application of a force?
a. marble c. pebble
b. pingpong ball d. beach ball
J. Additional activities for
application or remediation
A
A A
A delivery truck stopped in front of your house. They List two reasons why friction is important
will deliver a Balikbayan Box which your mother sent for you to function in your everyday life.
for you. The box is quite heavy for the elivery men to
carry. What can you suggest so that they can carry
the box easier? List down your suggestions
III. REMARKS
IV. REFLECTION

Prepared by: CARLO C. MALTO Checked by: CHRISTINE CAPILITAN

Teacher 1 MT II

Noted By: JOCELYN G. VERONA

Principal II

MULTIGRADE [MG] DAILY LESSON PLAN

Grades 4, 5 & 6

Learning Areas: MATHEMATICS Quarter 3 Week 5

Date: March 13, 2023
Grade Level Math 4 Math 5 Math 6
Content Standard Demonstrates understanding of concepts of The learner is expected to demonstrate Demonstrates understanding of
continuous and repeating patterns and understanding of circles. sequence in forming rules, expressions
number sentences. and equations.
Performance Standard Identify the missing element in a pattern and Able to describe construct circles. Able to apply knowledge of sequence,
number sentence. expressions, and equations in
mathematical problems and real-life
situations.
Competencies Determine the missing term/terms in a Draws circles with different radii using a Gives the translation of real-life verbal
sequence of numbers (even or odd numbers compass. expressions and equations into letters or
Determine the missing term/terms in a M5GE-IIIe-24, symbols and vice versa. M6AL-IIIe-16
sequence of numbers (multiples of a number
or factors of a number), etc.
M4AL-IIIe-5
Subject Matter Determining the Missing Term/s in a Drawing circles with different radii using a Patterns and Algebra
Sequence of Numbers compass
Learning Resources Illustrations/drawing of patterns Compass, 5 pcs. String with the same Mathletes 6 textbook, video clip, power
length point presentation
Procedure Have a drill on skip counting by
Use these letter icons to 2s, 3, 5, 6, etc.
show methodology and
assessment activities.

T Direct Teaching
G Group Activity
I Individual Activity
A Assessment
Teaching, Learning and Assessment Activities
Directions:
Fill in the missing shapes or numbers.
7, 9, 11 ___, 15
1K, 2J, 3L, ____, ____, 6F
I G
Directions:
Look at the sequence of numbers.
7, 10, _?_, 16, _?_
What are the missing terms?
I T
We know how to use a ruler to draw
segments of a given length and how to
use a protractor to draw angles of a
given measure.
Today we are going to draw circles
with different radii
Strategy: Activity Based (3 As – Act,
Analyze, Apply)
Procedure
 Group the class into 5.
 Give each group a string.
 Each group will chose one representative
to stand in front of them holding one end
of the string.
 Then, let another member walk holding
the other end of the string around to form
a circle, placing other members evenly on
the imaginary distance around the circle
G
Directions: Present the ff. road signs.
(TG p.188) Identify and explain the
meaning of each sign.
Ask if they can give other road signs
aside from the road signs presented.
T
Ask the pupils the ff. question:
The jeepney fare for the first 4km is
₱8.00 and an additional ₱1.00 for every
km. Richie will go to Cubao from
Antipolo. The distance from Antipolo to
Cubao is about 28 km. how much does
she need to pay?
Answer:
Study the illustration below:
 If the first 4 km is ₱8.00, we need to
find the amount of fare for the
remaining distance to get the amount
which Richie needs to pay. The
remaining distance is 24 km. Let y= the
fixed amount of ₱1.00 for every km. to
find the total amount fare, we will use
the expression 24y + 8.
Evaluate:
24y +8 24(1)+8=32
Therefore, Richie needs to pay ₱32.00

T I G
Present this situation to the class. What figure is formed?
What does the pupil in the middle Consider this problem:
Mr. Villaflor presented
represent?
these number patterns to Glen is a newly hired messenger in a
his Math class. multinational company in Makati. As a
trainee, he needs to wear a polo-shirts
a. 3,6,9, ___ everyday. He was given a clothing
b. 4,8,12,16, ___ allowance of ₱6,000.00. how many polo-
shirt can he buy using this amount?
-What do you think are the missing terms in
a? What about in b?

Discuss the contents on page 225-226 of

Mathletes textbook

I G G
Directions: Find the missing A compass is used to draw circles or parts Translate in algebraic symbols.
of a circle called arcs. 1. twice a number x added to 10
terms.
1. 33, 34, 35, ____
2. 22, 24, 26, 28, ____
3. 15, 12. 8, ____, ____
4. 10, 12, 16, 18, ___ ___
5. 25, 24, ___, 19, ___, 10
A A
Directions: Find the missing
terms.
1. 5, 10, 15, 20, ___, ____
2. 1, 2, 4, 7, ____, ____
On our activity, which is considered the
compass?
We are going to draw a circle with a center
at A and radius of 2
centimeters.
First, set up compass to an opening of 2
cm.
Second, draw point A with a pencil.
Next, place the point of the compass on A.
Rotate the compass to draw the circle.
We now have a circle A.
Let us put some radii.
From the center, draw a segment to any
part of the circle.
Let the pupils perform the activity
repeatedly until they can draw their own
circle.
Directions: Draw circle C with 5
radii using a compass
Ans:2x + 10
2.A number n decreased by five
Ans:n - 5
3. a number and multiplied by 7
Ans: 7y
Translate algebraic symbols into
mathematical statement.
4.)2x + y 
(this can be stated as :)
twice the sum of x and y
two times x increased by y
and more than twice x
x exceeds by twice y
5.)x - 3y
x minus thrice y
thrice y subtracted from x
three times y less than x
x diminished by thrice y
6.) x / y - 2z
the quotient of x and y decreased by
twice z
x divided by y less twice z
twice z less than the quotient of x and y
the difference between the quotient
of x and y, and twice z
Afterwards, call on students to share
their responses and justify their
answers.
A
Write an expression for each of the
following:
1.add 4 and 8, then multiply by 3
2.subtract 9 from 14, then multiply by 2
3.subtract 7 from 24, then divide by 6
 3. 24, 20, 16, 12, ____, ____ 4.the quotient of a number and 4
4. 6, 7, 9, ____, 16, ___, 27 5.the product of 23 and twice a number
6.times the sum of 9 and a number y
5. 35, 38, ___, 44, ___, 50 7.15 less than 7 times a number
Answers:
1. (4 + 8)3
2. (14 - 9)2
3. (24 - 7)/6
4. n/4
5. 23(2n)
6. 5(9 + y)
7. 7n - 15
Remarks
Reflection

Prepared by: CARLO C. MALTO Checked by: CHRISTINE CAPILITAN

Teacher 1 MT II

Noted By: JOCELYN G. VERONA

Principal II
MULTIGRADE [MG] DAILY LESSON PLAN
Grades 4, 5 & 6

Learning Areas: SCIENCE Quarter 4 Week 3

Date: MAY 17, 2023
Grade Level SCIENCE 4
Content Standard The learners demonstrate
The learner... understanding of components of
weather using simple instruments.
Performance Standard The learners demonstrate
The learner... understanding of components of
weather using simple instruments.
Competencies Use weather instruments to measure
the different weather components
S4ES-IVe-5
* Use weather instruments to measure
the different weather components
- room thermometer - anemometer
- wind vane -wind sock
Subject Matter Lesson 62 : Using Weather Instruments
Learning Resources Other materials specified in the LM,
chart of important concepts,
Procedure Ask the Students to arrange the
Use these letter icons to jumbled letters to reveal the correct
show methodology and word.
assessment activities. ERHTAEW (WEATHER)
ATEMILC (CLIMATE)
T Direct Teaching
G Group Activity
I Individual Activity
A Assessment
SCIENCE 5 SCIENCE 6
The Learners demonstrate The learners demonstrate
understanding of… understanding of weather pattern in
weathering and soil erosion shape the the Philippines.
Earth’s surface and affect living things
and the environment
The Learners should be able The learners should design an
to… emergency and preparedness plan and
participate in projects that reduce soil kit.
erosion in the community
1. Communicate the data Describe the different seasons in the
collected from the investigation on soil Philippines. /S6ES-IVc-3
erosion
2. Identify ways on how to
reduce the harmful effects of soil
erosion on living things and
environment.
S5FE-IVc-3/ Page 33of 66
Weathering and Soil Erosion FACTORS THAT AFFECT WEATHER AND
CLIMATE
Curriculum Guide for grade 5 Science and health-6
Code: S5FE-IV-C-3 224-228
Teaching, Learning and Assessment Activities
 I T G
Do an activity about using wind Soil erosion impacts the agricultural Let the pupils do the investigate
sock. industry as well as the natural science and health 6 p.227.
Refer to TM p.318 environment. The effects of soil erosion Group activity.
can be felt both on-site, meaning at the Materials:
site of soil disruption, or off-site,
-Globe
meaning the location where the eroded
soil deposits. Let's start by building our -Chalk
understanding of the impact of soil -Water
erosion on-site. When the topsoil is
eroded from an area, that area loses its Procedure:
most nutrient-rich layer, and therefore Let the pupil spin the globe.
soil quality is reduced. From top, let a small piece of chalk
Refer to Lm fall.
Observe the movement of the
chalk.
Spin the globe for one time and
drop of water fall from the top.
Guide question:
1.In what direction does the chalk
moved?
2.Does the water move in the same
direction as the chalk?
3 Why do chalk and water move the
way they do?

Ask the pupils to group into 4.

Let them decide to choose their
leader.
Let the pupils do the activity for 15
minutes.
Explain the activity to the class.
Guide them while performing the
activity.

I G
What are the instrument used to
measure wind speed and direction?
What is the importance of knowing
how to use these instruments?
What are you going to do to take care
of these instruments?
T G
Give example on how temperature
affects our daily activities.
“What Would You Do?”
1.Group the class into 3.
2.Allow them to choose their leaders.
3.Ask the leader to get the activity
assigned.
4.Set the standards in performing an
activity.
5.Allow the pupils to perform their
assigned task for 15 minutes.
I
Guide Questions:
1.What are the causes of soil erosion?
2.What are the harmful effects of soil
erosion on living things and environment?
3.What are the different ways on how to
reduce soil erosion caused by rainfall?
4.What are the different ways on how to
reduce soil erosion caused by wind?
5.What are the different ways on how to
reduce soil erosion caused by humans and
animals?
6.How did each group present their task?
Recall some elements of weather
such as air, temperature, air
pressure, humidity, wind speed and
direction.
What did you learn from our past
activity?
What is latitude?
Original File Submitted and
Formatted by DepEd Club Member -
visit depedclub.com for more
Ask the pupils to group into 3.
let the student do the investigate
Science and Health 6,page 223.
Materials:
-Globe
-Flashlight
-Dark room.
Procedure:
Observe the globe while it is in a steady
and rotating.
Observe which part receives the direct
rays of the light.
 Soil Erosion Effects of Ways to
Because of Soil Erosion Prevent
on living the
things and Harmful
environment Effects
of Soil
Erosion

Rain/Water 1. 1.
2. 2.
3. 3.

Wind/Air 1. 1.
2. 2.
3. 3.

Human 1. 1.
Activities 2. 2.
3. 3.

I G
Let them do Activity 3 – How Do You
Determine the Direction of the Wind?
Activity 4 – How Do You Determine the
Speed of the Wind
G
What to do: Let the Group do the activity.
Group 1 (Poster Making) Materials:
1. Using the manila paper draw ways on -pencil
how to reduce soil erosion caused by -color
rainfall -bond paper
2. The leader will report their work. Procedure:
Group 2 (Jingle/Song) Ask the students to draw the two-
1. Using the tune of a familiar song, weather condition in the Philippines.
create its lyrics on ways on how to (SUNNY and RAINY)
reduce soil erosion caused by wind. GUIDE QUESTIONS:
2. The group will sing it to the class. 1. What is the different between
Group 3 (News Report) weather and climate?
1. Make a news report on ways of 2. How does weather affect us
how to reduce soil erosion caused by our daily activities?
 humans and animals
2. Present it to the class acting as Give the students 15 minutes to finish
if each member is a tv reporter. the activity.

A A A
Observe weather for a day and record Fill in the box with the correct answer. What are the factors affecting the
observations using a format. Refer to 1.the wearing away of soil or the weather and climate?
TM p.319. transferring of soil from place to place
2. 3. 4. causes of
soil erosion

5.-6 Give two ways to prevent soil

erosion caused by rain/water.
7-8 Give two ways to prevent soil
erosion caused by wind/air.
9-10. Give two ways to prevent soil
erosion caused by human activities

Remarks
Reflection

Prepared by: CARLO C. MALTO Checked by: CHRISTINE CAPILITAN

Teacher 1 MT II
Noted By: JOCELYN G. VERONA
Principal II

MULTIGRADE [MG] DAILY LESSON PLAN

Grades 4, 5 & 6

Learning Areas: ENGLISH Quarter 2 Week 9

Date: January 24, 2023
Grade Level ENGLISH 4 ENGLISH 5 ENGLISH 6
Content Standard *WRITING AND COMPOSITION- Demonstrates an understanding that Demonstrates an understanding of
Demonstrate understanding of library skills words are composed of different the oral standards of English in order to
The learner... to research on a variety of topics
parts and their meaning changes participate in various oral communication
depending on context demands (situation, purpose and audience
command of the conventions of standard
English grammar and usage when writing
or speaking
Performance Standard *Uses library skills to gather appropriate Uses strategies to decode the Analyzes text types to effectively
The learner... and relevant information meaning of words understand information/message(s)
Competencies *Distinguish reality from fantasy EN5V-IIIa20.3Infer the meaning of Identify real or make-believe, fact or non-
(EN4LC-IIIa-1) unfamiliar words (compound, affixed) fact images EN6VC-IIIa6.1 EN6VC-
*Note significant details in the story read based on EN5V-IIIa20.4given context IIIa6.2
(EN4RC-IIIa-1) clues (Synonyms Antonyms word parts)
and EN5V-IIIa20.5other strategies
(Health)
Subject Matter Using a Thesaurus Inferring the Meaning of REAL OR MAKE-BELIEVE, FACT OR
Unfamiliar Words NON-FACT IMAGES
Learning Resources 221-223 Joy in Learning English 2016 Curriculum Guide in English 6 p.133
5, p.206
Procedure
Use these letter icons to
show methodology and
assessment activities.

T Direct Teaching
G Group Activity
I Individual Activity
A Assessment
Teaching, Learning and Assessment Activities

I T G
Review on the following:
1. Fantasy vs. Reality
2. Adjectives
I G
Activity 1.
Simple Contest: Giving Words That
Will Describe Some Objects:
Ex. Ball (round, circle)
Pebble (small, tiny) etc.
Activity 2
* Many descriptive words have similar
meanings. They also have corresponding
opposite words. (Present and discuss
synonyms and antonyms)
* SYNONYMS
Read the following short sentences.
1. There are tiny pebbles in the garden.
2. An elephant is a big animal.
3. The sampaguita flower smells fragrant.
This time, replace the underlined words
with the following words.
1. small 2. huge 3. Sweet
*ANTONYMS
Try replacing the underlined words with
Ask the group if the ff. pictures exist or
not.
Answer the following:
What is reality? What is fantasy?
.
Ask: 1. What can you say about the
pairs of words in column A? what
do we call them? (synonyms) 2.
How about the words in column B?
What are they called? (antonyms)
Task 1: “What do you think?”. Let the
pupils answer: “Yes, that’s real!” or “No,
that’s make believe!”
THINK-PAIR-SHARE: Look for  Do you think that a bird can swim?
that Clue! Remember that context  Do you think that a fox can run?
clues are very important in inferring  Do you think that a bunny can hop?
the meaning of a word. Context  Do you think that a banana can talk?
 Do you think that a frog can write a
clues can be a definition, example,
letter?
synonym or antonym, or the general
sense of the sentence. For each
sentence below, use the context to
help you determine the meaning of
the underlined word.
1. Mr. Reyes is already having
difficulty to see objects clearly so he
went to an ophthalmologist for a
check-up.
A. a doctor who treats eye problems
B. a doctor who treats heart
problems
the following.
1. big 2. small 3. Foul 2. Taking a bath everyday and
brushing your teeth regularly are
examples of good hygiene.
A. ways to be successful
B. ways to maintain a clean body
3. We need to strengthen our biceps
so we can have stronger arms that
can carry heavier objects.
A. the large flexor muscle of the
upper arm B. the large flexor muscle
of the face
4.The dentist gave me vitamins for
stronger gums because she said I
have gingivitis.
A. a disease in which teeth become
soft and broken
B. a disease in which gums become
red and swollen
5. Our teacher told us to eat foods
rich in calcium so we can have
strong bones.
A. a substance that is found in most
plants important to develop strong
bones.
B. a kind of fruit that is good for our
body. 6.Marco does several
exercises like push-ups and curl-ups
to strengthen his abdominal muscles.
A. muscles in the upper arms
B. muscles in the abdomen
7. Some of the habits that will
improve our mental health are to
stay away from stress, sleep
adequately, read books, and meditate
to relax the mind.
 T G
*How important is a thesaurus to a I Why do we have to learn to distinguish
pupil like you? In our everyday life, we sometimes reality from make-believe? Cite situations
encounter unfamiliar words when
Try and Learn, LM Exercise 3 p. 233 reading or speaking with other
people. What may happen if we are
able to infer the meaning of an
unfamiliar word correctly? What if
we did not?

I G
* What is a thesaurus? What pieces
of information are shown in a
thesaurus?
G
3 Group Story Time. Divide the class into 2
Ask: How can we infer the meaning groups with the task below.
of an unfamiliar word?
 We can infer the meaning of an
unfamiliar word by looking for
context clues or by analyzing the
general sense of the sentence.
Context clues can be a definition,
example, synonym or antonym.

A A
Try and Learn, LM Exercise 4 p. 234 SHORT QUIZ: Match the meaning
of the underlined words in column A
with the corresponding meaning in
column B. Write the letter of the
correct answer.
A
Identify whether the sentence is
REALITY or MAKE-BELIEVE.
1. An apple is talking to the princess. 2.
Cesar studies his lesson everyday.
3. Mr. Perez driving his car.
4. In the zoo, there are flying elephants
and the singing carabaos.
5. The children are playing at the park
Remarks
Reflection

Prepared by: CARLO C. MALTO

Teacher I

Noted By: JOCELYN G. VERONA

Principal II