Republic of the Philippines
DEPARTMENT OF EDUCATION
Tel. No./Fax No. (075) 632-3293 (OSDS) Trunkline Nos. (075) 633-5691 to 93
ALTERNATIVE LEARNING
SYSTEM
Weekly Lesson Log
I. Objectives
A. Content Standard/ Focus
B. Performance Standard
C. Learning Competencies
II. Content
III. Learning Resources
A. References
1. Session Guide pages
2. Module/ Learner's
material pages
3. Additional materials from
Learning Resource (portal)
IV. Procedures
A. Activity (Review of the
previous lesson or presenting
the new lesson
B. Springboard/ Motivation
C. Analysis
D. Discussing new concepts
and practicing new skills
(Sub-act. 1)
E. Discussing new concepts
and practicing new skills
(Sub-act. 2)
Region I
SAN CARLOS CITY DIVISION
Roxas Boulevard, San Carlos City, Pangasinan
Mon: Pangalangan NHS/Mestizo Norte ES
Community Tues: Pangalangan NHS/ Brgy. Ilang CLC
Learning Wed: Magtaking ES/ BJMP Program ALS A&E
Center (CLC) Thurs: Balite Sur ES
Fri: Palospos ES
Learning Gideon S. Pridas Literacy
Elementary
Facilitator Level
LS1-
Quarter 3 – Week 4 Learning
Quarter Communication
February 19 - 23, 2024 Strand
Skills in English
Viewing
View attentively and critically a wide range of multimedia materials in English to be able
to function effectively as a member of the family, the community, the nation, and the
world, and to participate in community and economic development.
At the end of this lesson, you will be able to:
Determine the meaning of unfamiliar words or expressions (LS1CS/EN-V-PSC-JHS-10)
Express insight based on ideas presented (LS1CS/EN-V-PSC-JHS-25))
LESSON 2: I THEREFORE CONCLUDE
· Communication Skills in English Module 5 ·
Bond paper, ballpen, and pencil
Pp. 16-27
LEARNING STRAND 1
COMMUNICATION SKILLS IN ENGLISH
MODULE 5:WHAT IS THE MEANING OF THIS? (DRAWING GENERALIZATIONS)
LESSON 2: I THEREFORE CONCLUDE
K-12 Basic Education for the Alternative Learning System (ALS K to12)
Curriculum Guide- Learning Strand 1: COMMUNICATION SKILLS: ENGLISH
Assess learners familiarity with the topic by going over the activity in Lesson 2 – Trying
This Out
THINK AND SHARE
Tell something about the question ,”What do we know about food, water, and shelter
and their relationship with animals?”
After the activity, ask the learners to answer the following
questions:
· How do you determine the meaning of unfamiliar words?
· How do you make generalizations and conclusions?
· How do you express your insights and ideas politely??
Inference and Conclusions.
Discussion of Expressing own ideas, insights and opinions
  The meaning of a word may be implied by the general sense of its context. When
the meaning of the word is not implied by the general sense of its context, it may be
implied by examples.
F. Abstraction (Making
 Drawing conclusions and generalizations is using information that is implied or
generalizations about the
inferred to make meaning out of what is not clearly stated. Writers give readers
lesson)
hints or clues that help them read between the lines.
 If you want to give your opinion and you want to be heard, you must follow some
principles. Use polite expressions when you voice your opinion.
Do the tasks by deriving conclusions from each sentence to sharpen learners’ skills.
G. Application (Developing
Mastery)
The teacher will require the learners to follow the instructions of the learning tasks.
The ability to know how to read between the lines will help learners fully understand
H. Valuing
what they read.
I. Derive conclusions from the following.
1. Sally arrives at home at 5:30 and knows that her mother gets off of work at 5. But Sally
also notices that the lights are off in their house.
I. Evaluation (Assessing
2. Jennifer hears her gate close and her dog bark.
Learning)
3. Julia works at a pet store and owns four cats, two dogs, and a rabbit.
4. We have an appointment at 4:00 PM. You arrive at 4:15 and I am not there yet.
5. A man talking on the cellphone suddenly starts laughing.
Review key concepts and encourage the learners to share their learning on the topics
J. Agreement (Additional presented.
Activities)
V. Remarks
VI. Reflection
A. No. of learners who
earned 80% in the evaluation
B. No. of learners who
require additional activities
for remediation
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: Checked by:

GIDEON S. PRIDAS TORIBIO L. ERESTINGCOL, II

ALS Teacher III EPSA II
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region I
SAN CARLOS CITY DIVISION
Roxas Boulevard, San Carlos City, Pangasinan
Tel. No./Fax No. (075) 632-3293 (OSDS) Trunkline Nos. (075) 633-5691 to 93

Mon: Pangalangan NHS/Mestizo Norte

ES
Community Tues: Pangalangan NHS/ Brgy. Ilang
Learning Center CLC Program ALS A&E
(CLC) Wed: Magtaking ES/ BJMP
Thurs: Balite Sur ES
ALTERNATIVE LEARNING Fri: Palospos ES
SYSTEM Learning Gideon S. Pridas Literacy
Weekly Lesson Log Elementary
Facilitator Level
LS1 B
Quarter 3 – Week 4 Learning
Quarter Communication
February 19 - 23, 2024 Strand
Skills-Filipino

I. Mga Layunin
A. Pamantayang
Pangnilalaman/Pokus Naipapahayag ng pasulat ang naiisip at nararamdaman nang malinaw at epektibo.
B. Pamantayan sa
Pagganap/Mga Layunin ng Nagkakaroon ng papaunlad na kasanayan sa wasto at maayos na pagsulat.
Terminal
C. Mga Kasanayan sa
Pagkatuto (Isulat ang LC code Nakasusulat ng isang balita (LS1CS/FIL-PU-PPE-MT/JHS-14)
ng bawat isa)

Aralin 3: Pagsulat ng Balita

II. NILALAMAN (Paksa)

III. KAGAMITANG Slide na naglalaman ng tatalakaying paksa, kopya ng modyul, ballpen, at malinis na papel o
PANTURO kuwaderno
A. Mga Sanggunian
1. Mga Pahina ng Gabay sa
Pahina 8-11
Sesyon
ALS Learning Strand 1 Modyul 6 – WASTONG PAGGAMIT NG WIKA TUNGO SA
2. Mga Pahina sa Modyul
PAGKAKAINTINDIHAN NG MADLA
/Mga Kagamitan ng Mag-
Aralin 3: Pagsulat ng Balita
aaral
Pahina 28-49
3. Mga Karagdagang Materyal
K-12 Basic Education for the Alternative Learning System (ALS-K to 12) Curriculum Guide -
mula sa Learning Resources
Learning Strand 1 B: Communication Skills – Filipino
(LR) Portal
IV. PAMAMARAAN
A. Balik-Aral (Pagbabalik-aral
1. Ano-ano ang salitang ginagamit sa pagpapahayag ng emosyon?
sa mga nakaraang aralin at/o
2. Paano bumuo ng isang reaksiyong papel? Isa-isahin ang mga hakbang.
paglalahad ng bagong aralin)
B.Pagganyak/Paghahabi sa
layunin ng aralin (Pagtatatag
ng layunin para sa aralin)
C. Pagsusuri
(Paglalahad ng mga
halimbawa/mga pagkakataon
ng bagong aralin)
D. Pagtalakay ng mga bagong
konsepto at pagsasanay ng
mga bagong kasanayan
(Sub-activity #1)
E. Pagtalakay ng mga bagong
konsepto at pagsasanay ng
mga bagong kasanayan
(Sub-activity #2)
F. Paglalahat (Paggawa ng
generalisasyon tungkol sa
aralin)
G. Paglinang sa
Kabihasaan
(Developing Mastery)
H. Pagpapahalaga
(Paghahanap ng praktikal na
aplikasyon ng mga konsepto
at kasanayan sa pang-araw-
araw na pamumuhay)
Magpanood sa mga mag-aaral ng isang napapanahong balita at ipalista ang mga
impormasyon na kanilang naunawaan o nakuha mula sa balitang iyon.
Itanong:
1. Ano ang pamagat ng balita?
2. Tungkol saan ang balita?
3. Sino-sino ang sangkot sa balita?
4. Saan naganap ang pangyayari sa balita?
5. Kailan naganap ang mga pangyayari sa balita?
6. Ano-ano ang pangyayaring naganap sa balita?
a. Talakayin ang kahulugan ng balita at ang paraan ng pagbabahagi nito na maaaring
pasalita at pasulat.
b. Talakayin din ang kahalagahan ng balita sa lipunan, sarili, at sa bansa.
c. Ipahayag ang mga katangian ng isang magandang balita.
a. Bigyan ng empasis ang mga sangkap ng isang balita dahil ito ang makapagtuturo sa mag-
aaral kung ano ang lalamanin ng isang balita. Maaaring magpakita ng ilang mga halimbawa
ng bawat isa para sa lubos na pagkatuto.
b. Talakayin ang mga hakbang sa pagsulat ng balita at ipaunawa sa kanila ang kahulugan ng
baligtad na tatsulok sa pagbuo ng isang magandang balita.
c. Talakayin na ang nagsusulat ng isang balita ay marapat na kinakikitaan ng tinatawag na
kasanayang komunikatibo sa pamamagitan ng kaniyang isinusulat.
Itanong:
1. Ano ang kahulugan ng balita?
2. Ibigay ang dalawang paraan ng pagpapahatid ng balita.
3. Bakit mahalaga ang balita sa ating buhay?
4. Ibigay ang apat na katangian ng balita.
5. Ibigay ang limang hakbang sa pagsulat ng balita.
Panuto: Gumawa ng isang balita tungkol sa napapanahong isyu na kinasasangkutan ng
ating bansa. Isulat ang mahahalagang impormasyon gamit ang pormat ng baligtad na
tatsulok. Pagkatapos nito, gamit ang mga impormasyon na nakabalangkas, sumulat ng
sariling balita. Isulat ang iyong kasagutan sa isang malinis na papel. Ang rubrik na gagamitin
sa pagmamarka sa iyong gawain ay matatagpuan sa mga pahina 44 at sa pahina 53
matatagpuan ang rubrik para sa balita.
Panuto: Sumulat ng isang balita tungkol sa isang pangyayari na naganap sa inyong lugar.
Isulat ang iyong balita sa isang malinis na papel. Ang rubrik na gagamitin sa pagmamarka sa
iyong gawain ay matatagpuan sa pahina 44 at sa pahina 53 matatagpuan ang rubrik para sa
balita.
I. Ebalwasyon
(Pagsusuri sa Pagkatuto)
J. Takdang Aralin /
Kasunduan
(Mga karagdagang aktibidad
para sa aplikasyon o
remediation)
Panuto: Basahin ang balitang “Pawikan Nasagip ng DENR sa Marinduque. Gumawa ng
buod/lagom. Isulat ang iyong buod sa isang malinis na papel.
Panuto: Sumulat ng isang sanaysay na naglalaman ng mga salitang nagpapahayag ng
damdamin at pangyayari. Ito ay marapat lamang na tungkol sa suliraning kinakaharap sa
inyong barangay at mungkahing solusyon kung paano ito malulutas. Isulat ang sanaysay sa
iyong sagutang papel.

V. MGA TALA
VI. PAGNINILAY
A. Bilang ng mag-aaral na
nakakuha ng 80% sa
pagsusuri.
B. Bilang ng mag-aaral na
nangangailangan ng
karagdagang mga aktibidad
para sa remediation.
C. Nagawa ba ang remedial?
Blg. ng mga mag-aaral na
nakahabol sa aralin.
D. Bilang ng mga mag-aaral na
patuloy na nangangailangan
ng remediation.
E. Alin sa aking mga istratehiya
sa pagtuturo ang gumagana
nang maayos? Bakit ito
gumana?
F. Anong mga paghihirap ang
aking naranasan na
matutulungan ako ng aking
punongguro o superbisor na
lutasin?
G. Anong inobasyon o
localized na materyales ang
aking ginamit/natuklasan na
nais kong ibahagi sa ibang mga
guro?

Prepared by: Checked by:

GIDEON S. PRIDAS TORIBIO L. ERESTINGCOL, II

ALS Teacher III EPSA II
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region I
SAN CARLOS CITY DIVISION
Roxas Boulevard, San Carlos City, Pangasinan
Tel. No./Fax No. (075) 632-3293 (OSDS) Trunkline Nos. (075) 633-5691 to 93

Mon: Pangalangan NHS/Mestizo Norte

ES
Community Tues: Pangalangan NHS/ Brgy. Ilang
Learning Center CLC Program ALS A&E
(CLC) Wed: Magtaking ES/ BJMP
Thurs: Balite Sur ES
ALTERNATIVE LEARNING Fri: Palospos ES
SYSTEM Learning Gideon S. Pridas Literacy
Weekly Lesson Log Elementary
Facilitator Level
LS2- Scientific
Quarter 3 – Week 4 Learning
Quarter and Critical
February 19 - 23, 2024 Strand
Thinking Skills

I. Objectives
A. Content Standard/ Focus Demonstrate understanding on various biological concepts and their applications

B. Performance Standard Apply biological science concepts in different life situations

1. Identify common ailments of the reproductive system according to cause/s (LS2SC-BC-
PSD-AE/JHS-48);

C. Learning Competencies 2. Identify common ailments of the reproductive system according to symptom/s (LS2SC-
BC-PSD-AE/JHS-48); and
3. Cite ways to prevent ailments of the reproductive system (LS2SCBCPSD-AE/JHS-49).

II. Content Lesson 1: How Do I Take Care of My Reproductive System?

ALS Learning Strand 2- Scientific and Critical Thinking Skills Module- United Nations
III. Learning Resources
Educational, Scientific and Cultural Organization -UNESCO

A. References
1. Session Guide pages
2. Module/ Learner's material
pages
3. Additional materials from
Learning Resource (portal)
IV. Procedures
A. Activity (Review of the
previous lesson or presenting
the new lesson
B. Springboard/ Motivation
C. Analysis
Pages 1-3
ALS Learning Strand 2- Module 6-? WHY IS PREVENTION BETTER THAN CURE?
Lesson 1: How Do I Take Care of My Reproductive System?
Materials: short bond paper, ballpen/pencil.
K-12 Basic Education for the Alternative Learning System (ALS K to12)
Curriculum Guide- LS2: Scientific and Critical Thinking Skills.
ALS A& E-Learning Material- ICT-4-ALS
a. Before starting the session, ask the learner to read Let’s Get to Know.
b. Let the learners discern real and fake news and this will serve as a springboard in
introducing the concept about reproductive
Activity
a. Assign the learners in 3 groups.
b. Prepare three sets of flash cards with the different causes and symptoms of
reproductive cancers in men and women.
c. Ask learners to place each flash card under Cause or Symptom of reproductive cancers in
women and men.
d. Each group will present its output.
a. Instruct the learners to present the key concepts on the different causes and symptoms
of reproductive cancers in men and women.
b. Guide the learners in remembering the important parts of the reproductive system;
c. Remind the learners to determine the limits (one end to the other) of the different parts
of the reproductive system; and
d. Explain to the learners that:
· The reproductive system consists of different parts according to gender; and
Different parts of the reproductive system have respective functions which contribute to
the entire health.
e. Initiate discussion by presenting the following questions:
· Do reproductive cancers in men have similar causes and symptoms?
· What are the respective causes and symptoms of reproductive cancers in men? In
women?
· Why is it important to know the correct preventive measures and receive proper
medication?
 Discuss to the learners that there are there are different types of cancer in our
reproductive system.
Here are some of the Location, Sign/s and Symptom/s and Cause/s of Reproductive
Cancers in Women

D. Discussing new concepts

and practicing new skills (Sub-
act. 1)
Discuss to the
learners that:
* There are
screening tests
for breast cancer
and cervical
cancer:
 Discuss to the learners that:
* Men can also have reproductive cancers. The most common types are testicular, penile,
and prostate cancer. Table 2 shows the characteristics of each type.

E. Discussing new concepts

and practicing new skills (Sub-
act. 2)

Explain to the learners that:

· Unhealthy cells can grow out of control (and anywhere) if left unchecked;
· There are common areas in the reproductive system (or any body system) where
unhealthy cells can grow out of control;
· Cancer is caused by unattended monitoring of unhealthy cells in the body;
F. Abstraction (Making
· The most common reproductive organs in women which may develop cancer are the
generalizations about the
breast, cervix, ovaries, vagina, vulva, and uterus;
lesson)
· The most common reproductive organs in men which may develop cancer are the
testicles, penis, and prostate glands;
.Cancer in reproductive organs have different risk factors and symptoms; and
· Early screening and monitoring of reproductive cancers is important in conducting
preventive measures.
G. Application (Developing  Ask the learners to do the activity given below.
Mastery)  Guide the learners in applying the concepts from the formative assessments
in coming up with the correct answer for the assessment; and
 Explain to the learners that they should:
o Identify the main cause/s of human papillomavirus (HPV)
 infection;
o Identify the symptoms of human papillomavirus (HPV) infection;
and
o Explain the corrective preventive measures to human
papillomavirus (HPV) infection.

I. Directions: On the first space, write C if the item is a cause of reproductive cancer
and S if it is a symptom. On the second space, write C if it refers to cervical cancer,
O if it refers to ovarian cancer, U if it refers to uterine cancer, VA if it refers to
vaginal cancer, VU if it refers to vulvar cancer, and B if it refers to breast cancer.
____ ____1. a lump in the breast
____ ____2. having HPV; having cervical pre-cancer or cancer
____ ____3. changes to skin of the breast or around the nipple
____ ____4. bleeding after sex
____ ____5. being of Eastern European Jewish descent; never giving Birth
____ ____6. bloating
____ ____7. changes in color of skin around the opening of the vagina.
____ ____8. bleeding or discharge from the vagina that is not normal.
____ ____9. itching, bleeding, burning, a rash or sores around the opening of
vagina that do not go away.
____ ___10. fluid coming out of nipple, especially if it is bloody.
____ ___11. smoking and drinking alcohol
____ ___12. having HIV or a weak immune system; persistence of high-risk human
papillomavirus (HPV)
____ ___13. bleeding after menopause
____ ___14. being overweight
____ ___15. pressure or pain in the abdomen (belly) or back

II. Directions: On the first space, write C if the item is a cause of reproductive
cancer and S if it is a symptom. On the second space, write T if it refers to testicular
cancer, E if it refers to penile cancer, and O if it refers to prostate cancer.
____1. aching in the lower abdomen (belly)
____2. pain in hips
____3. redness of the penis
____4. undescended testicle
____5. soreness of the penis
____6. needing to pass urine often
____7. swelling of the testis
____8. pain in the back
____9. having many sexual partners
___10. weak flow of the urine
___11. being aged 50 years and older
___12. being uncircumcised
___13. blood in the urine
___14. common in African American men
___15. pain in pelvis
Prevention is better than cure. It’s cheaper too. In fact, preventing future illnesses
H. Valuing and preventing complications from existing conditions, are vital to the future
sustainability of health systems.
Directions: Read the article below about reproductive health.
 Human papillomavirus (HPV) is a virus that is spread during sexual contact. There
are about 40 different strains (types) of HPV that can infect the genital area. About
a dozen of these can cause cancer.
There are two types or strains of HPV:
· Low-risk strains: Low-risk strains of HPV can cause warts on the genitals.
Warts can be itchy, embarrassing, and unpleasant, but these
strains are considered low risk because they do not cause cancer. High-risk strains:
High-risk strains do not cause warts but can, rarely, cause cancer. This is why they
are called high-risk strains.
Most adults will have an HPV infection at some time during their lives. HPV
infections almost always clear up on their own without treatment. A person with a
I. Evaluation (Assessing
high-risk strain of HPV that does not clear up on its own over many years could
Learning)
eventually get cancer.

Answer the following questions on a separate sheet of paper.

1. What is the main cause of HPV?
2. What are the signs and symptoms of HPV?
3. How can you prevent HPV?
J. Agreement (Additional
Activities) Research about RH Law, RA 10354.
V. Remarks
VI. Reflection
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation
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 this 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: Checked by:

GIDEON S. PRIDAS TORIBIO L. ERESTINGCOL, II

ALS Teacher III EPSA II

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region I
SAN CARLOS CITY DIVISION
Roxas Boulevard, San Carlos City, Pangasinan
Tel. No./Fax No. (075) 632-3293 (OSDS) Trunkline Nos. (075) 633-5691 to 93

Mon: Pangalangan NHS/Mestizo Norte

ES
Community Tues: Pangalangan NHS/ Brgy. Ilang
Learning Center CLC Program ALS A&E
(CLC) Wed: Magtaking ES/ BJMP
Thurs: Balite Sur ES
ALTERNATIVE LEARNING Fri: Palospos ES
SYSTEM Learning Gideon S. Pridas Literacy
Weekly Lesson Log Elementary
Facilitator Level
Quarter 3 – Week 4 Learning LS3-
Quarter
February 19 - 23, 2024 Strand Mathematical

I. Objectives
A. Content Standard/ Focus
B. Performance Standard
C. Learning Competencies
II. Content
III. Learning Resources
A. References
1. Session Guide pages
2. Module/ Learner's material
pages
3. Additional materials from
Learning Resource (portal)
IV. Procedures
A. Activity
B. Springboard/ Motivation
C. Analysis
and Problem-
Solving Skills
Numbers and Number Sense
B: Communicate ideas using mathematical symbols and expressions.
After studying this lesson, you should be able to:
 follow the steps in adding and subtracting integers with like and unlike signs;
 add and subtract integers with accuracy; and
 apply your knowledge of adding and subtracting integers in solving daily life
problems.
-Add and subtract positive and negative numbers. LS3MP-NN-PSB-AE/JHS-146
-Apply knowledge of addition and subtraction of integers in solving daily problems. LS3MP-
NN-PSB-AE/JHS-147
Lesson 2: Addition and Subtraction of Integers
ALS Learning Strand 3- Mathematical and Problem-Solving Skills
Alternative Learning System K to 12 Basic Education Curriculum (ALS K to 12 BEC)
ALS LS3 Math Module: Addition and Subtraction of Fractions
Lesson 2: Addition and Subtraction of Integers
K-12 Basic Education for the Alternative Learning System (ALS K to12)
Curriculum Guide- Learning Strand 3: Mathematical and Problem-Solving Skills
Perform the indicated operation. Write your answer in the box provided.
Tell the learners that today they will be learning how to add and subtract integers.
Ask them, how do you add integers with like signs? How about integers with unlike signs?
Consider a series of games, each game consisting of two rounds, which Joy played on a
machine. Here is a record of her point scores:
Integers can be shown on a number line. This number
line may be drawn horizontally and vertically.
The number line shows that all numbers to the right of

D. Discussing new concepts
and practicing new skills (Sub-
act. 1)
zero in the horizontal number line or above zero in the vertical number line are positive
numbers. All numbers to the left of zero or below zero are negative numbers. Zero is
neither positive nor negative. The numbers to the right of zero are greater than the
numbers to the left of zero.
Zero is also greater than any negative number. So, integers become higher in value as you
move to the right or upward on the number line. They become lower in value as you move
to the left or downward on the number line.
Let’s learn
Let us illustrate how to add positive numbers using the number line.
Refer to Game 1. Let us add (+3) and (+5) (read as “positive 3 plus positive 5”).
Using the number line below, start with 0, move 3 units to the right to indicate +3.
Then starting from +3, move 5 more units to the right to add +5. You then stopped at +8. So,
from the number line, we can see that if we add +3 and +5, we get +8.
From this we have come up with the following rule in adding two numbers with the same
sign:
Rule 1: To add two numbers with like signs (both positive or negative) find the sum of
their absolute values and retain the common sign.
Let’s recall what absolute value of a number means.
EXAMPLE: The absolute value of +4 which is denoted as + 4 is equal to 4 or + 4 = 4; the
absolute value of –4, denoted as − 4 , is equal to 4 or − 4 = 4.
So, the absolute values of the following numbers are:
Answers: Try adding the following integers page 15
To add two numbers with unlike signs, we use the following rule.

E. Discussing new concepts
and practicing new skills (Sub-
act. 2)
F. Abstraction (Making
generalizations about the
lesson)
Rule 2: To add two numbers with unlike signs, find the difference between their
absolute values and copy the sign of the addend with the greater absolute value.
After mastering the skill for addition of integers, you are now ready to do subtraction of
integers.
 In subtracting integers, we follow this rule:
Change the sign of the subtrahend, then proceed as in addition of integers using Rule 1 or
Rule 2, where applicable.
Let’s do it step by step:
STEP 1 Change the sign of the subtrahend.
In the example, the subtrahend is +5.
So, we change its sign from positive to negative, thus it becomes –5.
STEP 2 Proceed as in addition.
(+8) + (–5)
STEP 3 Recall Rule 2 in addition of integers which says, “To add two numbers with unlike
signs, find the difference of their absolute values and prefix to the difference the sign of the
addend with the greater absolute value.”
STEP 4 Find the difference of their absolute values.
8–5=3
STEP 5 Prefix to the difference the sign of the addend with the greater absolute value:
So, (+8) – (+5) = +3.
Let’s Remember
To add positive and negative numbers, apply:
Rule 1: To add two numbers having the same sign, find the sum of their absolute
values and prefix to the sum the common sign.
Follow these steps:
 STEP 1 Get the absolute values of the signed numbers.
 STEP 2 Add the absolute values.
 STEP 3 Prefix the common sign.
Rule 2: To add two numbers with unlike signs, find the difference of their absolute
values and prefix to the difference the sign of the addend with the greater absolute value.
Follow these steps:
 STEP 1 Get the absolute values of the signed numbers.
 STEP 2 Find the difference of their absolute values.
 STEP 3 Prefix to the difference the sign of the addend with the greater absolute
value.
 To subtract signed numbers, we follow these steps:
 STEP 1 Change the sign of the subtrahend, then proceed as in addition of signed
numbers.
 STEP 2 If the numbers have the same sign, find the sum of their absolute values and
prefix to the sum the common sign. If the two numbers have unlike or different
signs, find the difference of their absolute values and prefix to the difference the
sign of the addend with the greater absolute value.
Let’s Review:
This Let’s see how well you can work on your own Add the following integers.
1. (–3) + (–5) = _______________________
2. (+6) + (–12) = _______________________
3. (–9) + (+4) = _______________________
4. (+8) + (–10) = _______________________
5. (–15) + (+7) = _______________________
G. Application (Developing
Mastery)
Try doing the following exercises: Subtract the following integers.
1. (–2) – (–12) = _____________
2. (–9) – (+25) = _____________
3. (+35) – (–15) = _____________
4. (–28) – (+8) = _____________
5. (+6) – (+10) = _____________
In practical terms, the positive aspects or happenings in our daily life include among others,
the gains in business endeavors and the awards or merits we receive. The negative aspects
H. Valuing include, among others, the failures we encounter in life, the losses we suffer in business and
the demerits we receive.
I. Evaluation (Assessing Answer Let’s See What You Have Learned page 20-21.
Learning)
J. Agreement (Additional Have an advance reading about geometric shapes.
Activities)

V. Remarks
VI. Reflection
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
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: Checked by:

GIDEON S. PRIDAS TORIBIO L. ERESTINGCOL, II

ALS Teacher III EPSA II

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region I
SAN CARLOS CITY DIVISION
Roxas Boulevard, San Carlos City, Pangasinan
Tel. No./Fax No. (075) 632-3293 (OSDS) Trunkline Nos. (075) 633-5691 to 93

Mon: Pangalangan NHS/Mestizo Norte

ES
Community Tues: Pangalangan NHS/ Brgy. Ilang
Learning Center CLC Program ALS A&E
(CLC) Wed: Magtaking ES/ BJMP
Thurs: Balite Sur ES
ALTERNATIVE LEARNING Fri: Palospos ES
SYSTEM Learning Gideon S. Pridas Literacy Elementary
 Facilitator Level

Quarter 3 – Week 4 Learning LS4- Life and

Weekly Lesson Log Quarter
February 19 - 23, 2024 Strand Career Skills

I. Objectives
Ability to earn a living (Employment).
A. Content Standard/ Focus
Apply working knowledge, skills and positive attitudes as a self- employed
individual/entrepreneur to engage in a business activity involving marketable goods and
B. Performance Standard
services to earn a living and improve one’s economic status

At the end of this lesson, you will be able to:

C. Learning Competencies
✔ describe the main features of the market system (LS4LC-UM-PSE-JHS-1).
II. Content LESSON 1: Market System
· ALS Learning Strand 4- Life and Career Skills- United Nations Educational, Scientific and
III. Learning Resources Cultural Organization UNESCO Module 3
· Bond paper
A. References
1. Session Guide pages Pages 4-12
LEARNING STRAND 4
2. Module/ Learner's material LIFE AND CAREER SKILLS
pages MODULE 5:Understanding the Market System

LESSON 1: Marekt System pg.4-12

K-12 Basic Education for the Alternative Learning System (ALS K to12)
Curriculum Guide- Learning Strand 4: Life and Career Skills
IV. Procedures
A. Activity (Review of the
previous lesson or presenting Have a short recap about the lesson from the last meeting.
the new lesson
Let your learners think and share their respective ideas about the
given picture.
B. Springboard/ Motivation

C. Analysis The teacher will connect this motivation in understanding the lesson.
D. Discussing new concepts
and practicing new skills (Sub- Today, we will discuss “Market System”.
act. 1)
E. Discussing new concepts
and practicing new skills (Sub- Discussion of Market System
act. 2)
A market system is the network of buyers, sellers and other actors that come together to
trade in a given product or service. The participants in a market system include: Direct
market players such as producers, buyers, and consumers who drive economic activity in
F. Abstraction (Making
the market. A market system is any systematic process where both buyers and sellers can
generalizations about the
trade products. A market system can happen physically or virtually. It depends on how the
lesson)
transaction is performed. There are many kinds of market systems, depending on the
products being sold and offered. As long as there is an exchange between two players
(usually the buyer and the seller), it is considered a market system.
G. Application (Developing
Why do you think it is important to learn the market system?
Mastery)
 A country's market economy supports increased innovation. Firms and individuals are
encouraged to innovate to gain a competitive edge. With money as a main motivating
H. Valuing factor, companies look to create new products and technologies to generate more revenue
and higher incomes.

I. Evaluation (Assessing Make an essay about the importance of market economy.

Learning)
J. Agreement (Additional Have an advance reading about the next lesson.
Activities)
V. Remarks
VI. Reflection
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
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: Checked by:

GIDEON S. PRIDAS TORIBIO L. ERESTINGCOL, II

ALS Teacher III EPSA II

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region I
SAN CARLOS CITY DIVISION
Roxas Boulevard, San Carlos City, Pangasinan
Tel. No./Fax No. (075) 632-3293 (OSDS) Trunkline Nos. (075) 633-5691 to 93

Community Mon: Pangalangan NHS/Mestizo Norte Program ALS A&E

Learning Center ES
Tues: Pangalangan NHS/ Brgy. Ilang
(CLC)
CLC
Wed: Magtaking ES/ BJMP
Thurs: Balite Sur ES

ALTERNATIVE LEARNING
SYSTEM
Weekly Lesson Log
I. Objectives
A. Content Standard/ Focus
B. Performance Standard
C. Learning Competencies
D. Objectives
II. Content
III. Learning Resources
A. References
1. Session Guide pages
2. Module/ Learner's material
pages
3. Additional materials from
Learning Resource (portal)
IV. Procedures
A. Activity
Fri: Palospos ES
Learning Gideon S. Pridas Literacy
Elementary
Facilitator Level
LS 5-
Quarter 3 – Week 4 Learning Understanding
Quarter
February 19 - 23, 2024 Strand the Self and
Society
National Identity
Develop love of country with focus on appreciation of one’s cultural heritage and respect
for cultural diversities
Explain the effects of the first few revolutions led by patriotic Filipinos to the freedom our
people enjoy today. LS5US-NI-PSC-AE-E.4
In this lesson, you will learn how to pay attention when listening. At the end of this lesson,
you are expected to be able to:
a. Identify some of the important dates and events in Philippine history
b. Identify some of the important people in our history and their contributions; and
c. Explain the significant historical events in the country as well as the people involved
in these events.
Lesson 3 — Free Again!
ALS Learning Strand 5- Understanding the Self and Society Module, The Different Eras in
the Philippine History, Lesson 3 — Free Again!, Pages 22-35
K-12 Basic Education for the Alternative Learning System (ALS K to12)
Curriculum Guide, ICT4ALS
Write T if the statement is true in the blank before each number. If the statement is false,
change the underlined word or phrase to make it true. Write the correct word or phrase in
the blank.
_______________1. Aquino inherited a country that was bankrupt and impoverished.
_______________2. Aquino did not stress the importance of the basic civil liberties of free
speech, freedom of assembly and a free press.
_______________3. No one was critical of Aquino’s administration.
_______________4. Aquino deserves full credit for giving utmost importance to democracy
in the country.
_______________5. Ramos’s primary goal was to establish economic stability.

B. Springboard/ Motivation
C. Analysis
D. Discussing new concepts
and practicing new skills (Sub-
act. 1)
E. Discussing new concepts
and practicing new skills (Sub-
act. 2)
Identify each of the President of the Philippines in the pictures below.
Who were the first four presidents of the Third Republic of the Philippines?
Immediately After the Second World War
After Quezon died in Saranac Lake, New York on August 1, 1944, Osmeña took his place in
the Philippine Commonwealth. He came back to the Philippines with MacArthur. A fierce
battle again occurred between the Americans and the Japanese.
The Americans won and the Japanese left the Philippines. The Philippines under
America continued implementing the Commonwealth government. On July 4, 1946,
America neglected any colonization claims and granted total independence to the
Philippines. Magsaysay ran for president in 1953 and took two-thirds of the vote to defeat
Quirino. He enjoyed a popular presidency and started many small but important local
projects like building roads, bridges, wells and irrigation canals. He established special
courts to resolve landlord-tenant disputes. In May 1954, Taruc surrendered to the
government signaling the decline of the Huk threat. When Magsaysay died in an airplane
crash on March 17, 1957, his vice-president, Carlos P. Garcia, took his place.
Garcia was reelected in 1957 but he lost to Diosdado Macapagal in the 1961 presidential
election. Macapagal proclaimed June 12 a national holiday to commemorate Philippine
Independence. He also implemented the agricultural land reform law, pursued the claim to
North Borneo despite U.S.
Under Marcos’s Rule
In the beginning, Marcos’s ascendancy to power gave the people new hope. During his first
term he had made progress in agriculture, industry and education. He became very
popular for developing the “miracle rice” and for building new roads, bridges and schools.
He also restored Macapagal’s land reform program, which was passed without much
difficulty. In 1969, Marcos was reelected president. Yet his administration was
troubled by increasing student demonstrations and violent urbanguerilla activities. Thus the
establishment of the New People’s Army (NPA) and the Moro National Liberation Front
(MNLF). On September 21, 1972, he declared martial law and began to implement his
concept of a “new society.” In January 1981, martial law was lifted. But Marcos continued to
enjoy monopolizing power with his “presidential decrees.” After the election in June, he was
reinstated as president for another six years.
A Democratic Society
As the new Philippine president, Corazon Aquino inherited a country that was bankrupt
and impoverished. She took on the task of rehabilitating the country and its public
 institutions. She had great expectations for the future.
In this module, you learned the following: important dates in Philippine history:
 August 1, 1944 — Quezon died at Saranac Lake, New York
 July 4, 1946 — the Philippines was granted freedom by America
 April 23, 1946 — the first election was held in the Philippines as an independent
country
 March 17, 1957 — Magsaysay died in a plane crash
 August 21, 1971 — the bombing of Plaza Miranda occurred
 September 21, 1972 — Marcos declared martial law
 August 21, 1983 — Benigno Aquino, Jr. was assassinatedbat the Manila
International Airport (now Ninoy Aquino International Airport)
 February 7, 1986 — the snap election that ended the reign of Marcos was held
 February 25, 1986 — the Marcoses flew to Hawaii ending their 20-year dynasty
 May 11, 1992 — the first election after Marcos’s administration was held
F. Abstraction (Making
The following are some more important personalities in Philippine history:
generalizations about the
 Manuel Roxas — Philippine president from 1946 to 1948
lesson)
 Elpidio Quirino — Philippine president from 1948 to 1953
 Luis Taruc — the most famous Huk leader
 Ramon Magsaysay — Philippine president from 1953 to 1957
 Carlos P. Garcia — Philippine president from 1957 to 1961
 Diosdado Macapagal— Philippine president from 1961 to 1965
 Sukarno — Indonesian leader whom Macapagal befriended
 Ferdinand E. Marcos— Philippine president from 1965 to 1986
 Benigno Aquino, Jr. — former senator assassinated at the Manila International
Airport (now Ninoy Aquino International Airport)
 Corazon Agrava — headed the investigation on Aquino’s assassination
 Rolando Galman — the fall guy for Aquino’s assassination
 Corazon Aquino — Philippine president from 1986 to 1992
 Fidel V. Ramos — Philippine president from 1992 to 1998
G. Application (Developing Enumerate 3 former presidents of the Philippines. Then give at least one significant
Mastery) contribution of each president to the country
H. Valuing Nationalism

I. Evaluation (Assessing Fill up the crossword puzzle using the given clues.
Learning)
 Answer the following question
J. Agreement (Additional 1. Give one important historical event that took place during the Roxas administration.
Activities) 2. Give one important historical event that took place during the Quirino administration.
3. Give one important historical event that took place during the Magsaysay administration.

V. Remarks
VI. Reflection
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
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: Checked by:

GIDEON S. PRIDAS TORIBIO L. ERESTINGCOL, II

ALS Teacher III EPSA II
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region I
SAN CARLOS CITY DIVISION
Roxas Boulevard, San Carlos City, Pangasinan
Tel. No./Fax No. (075) 632-3293 (OSDS) Trunkline Nos. (075) 633-5691 to 93

Mon: Pangalangan NHS/Mestizo Norte

ES
Community Tues: Pangalangan NHS/ Brgy. Ilang
Learning Center CLC Program ALS A&E
(CLC) Wed: Magtaking ES/ BJMP
Thurs: Balite Sur ES
ALTERNATIVE LEARNING Fri: Palospos ES
SYSTEM Learning Gideon S. Pridas Literacy
Weekly Lesson Log Elementary
Facilitator Level

Quarter 3 – Week 4 Learning LS6- Digital

Quarter Citizenship
February 19 - 23, 2024 Strand

I. Objectives
A. Content Standard/ Focus Digital Applications
Performance Standard C: Use common office application software packages (word
B. Performance Standard processing, spreadsheet, presentation software) to produce documents and manage
information as tools to solve problems in daily life

Use the logical function if (yielding one of two specific values) with comparison operator: =,
C. Learning Competencies
>,< LS6DC-DA/S-PSC-AE/JHS-51

II. Content Spreadsheet Functions

ALS Module - Learning Strand 6

III. Learning Resources

A. References
1. Session Guide pages SESSION GUIDE 1: Digital Applications – Spreadsheets
2. Module/ Learner's material Module 3: Digital Applications - Spreadsheets
pages Using Logical Functions p73
3. Additional materials from Module in ALS-Learning Strand 6 Digital Citizenship
Learning Resource (portal)
IV. Procedures
Directions: Look at the
given spreadsheet
below. Give the total
score of each student.
A. Activity (Review of the
previous lesson or presenting
1. Juan -
the new lesson
2. Pedring -
3. Soledad -
4. Sarah -
5. James -
Directions: Answer the following. Write TRUE if the equation is true, FALSE if the equation is
false.
1. 4 > 2
2. 4 = 4
B. Springboard/ Motivation
3. 5 > 4
4. 3 = 5
5. 19 < 3

Did you find the activity easy or not?

What makes is easy or difficult?
C. Analysis
What if there are lots of those numbers or equations?
What do you think is the relation of the activity to spreadsheet program?

D. Discussing new concepts
and practicing new skills (Sub-
act. 1)
USING THE LOGICAL FUNCTION IF
The logical function If is useful in decision-making statements to determine if the result is a
success or not to the standard being set.
Let us use grades of students as an example.
1. Prepare a sample workbook containing students’ grades in the first quarter. The remarks
will only display “Passed” or “Failed.”
2. Enter the IF function in the output cell. Here, type in =IF(B2>=75, “Passed”, “Failed”) in
C2.
If the value in B2 is greater than or equal to 75, it will result in a passed remark. Otherwise,
if the value in B2 is 74 and below, it will result in a failed remark.
The remark for C2 will be “Passed” because the statement is true for
C2; the grade 75 is equal to the value set.
3. Use the fill handle to copy the formula. C4 is “Failed” because the grade
71 is not greater than or equal to 75.
 In this example, we are going to weigh the final grades of students if their grades will give
them highest honor or high honor. As you can see on the illustration below, we type in,
=IF(B2>95,”Highest Honor”,”High Honor”)

Where in 🡪 =IF is the FUNCTION

🡺 B2 is the cell that contains the grade

E. Discussing new concepts 🡺 B2>95 is the condition to be met

and practicing new skills (Sub- 🡺 “Highest Honor” is the value if the condition is met
act. 2)
🡺 “High Honor” is the value if NOT

Look at the illustration below and see at the Remarks now. As you can see, the function
helps us to get the value that we want.

Take note that you can also use this function and change the condition and the value that
suits your need.

F. Abstraction (Making
generalizations about the What will be the used of an IF function?
lesson)
G. Application (Developing Directions: Look at the illustration below. Answer the following questions.
Mastery)
 1. What is the remark of Clara?
2. What is the remark if the final grade is 91?
3. What is the remark if the final grade is 100?

Formulas and functions are the two most essential features of

Microsoft Excel and other spreadsheet applications. After all, they were built to organize
H. Valuing
and calculate numerical data. This formula will help us to work faster and manage our work
more efficient.

I. Evaluation (Assessing
Learning)

Directions: Look at the spreadsheet below and answer the following questions. Remarks
will be Good or Excellent, Excellent if the final score reach 91 and above or else it will be
Good.

1. What is the function to be used to get the remarks?

2. What is the remark for final score of Juan?
3. What is the remark for final score of Kulas?
4. What are the two remarks to be used?
 5. What is the remark if the final score of Maria is 87?

Try to learn more about word processing by browsing this link below:
J. Agreement (Additional https://www.edu.gcfglobal.org
Activities) https://www.excel-easy.com
V. Remarks
VI. Reflection
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
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: Checked by:

GIDEON S. PRIDAS TORIBIO L. ERESTINGCOL, II

ALS Teacher III EPSA II