Annex 2B.1 to DepEd Order No. 42, s.

2016
School Cantilan National High School Grade 8
Level

Teacher Esterlita A. Vega Subject TLE-EIM Exploratory

DETAILED
Teaching Dates February 26- 29, 2024 Quarter 3
LESSON
and Time
PLAN Week 4

I. OBJECTIVES

The learner demonstrates an understanding of the concepts and underlying principles in performing measurements
A. Content Standards
and calculations.

B. Performance
The learner independently performs accurate measurements and calculation based on given tasks.
Standards

C. Learning
Competencies with Carry out measurement and calculation
LC code

At the end of the session, the. learners are expected to:

D. Objectives (K) - identify the parts of the measuring devices

(S) - demonstrate understanding in using appropriate measuring device for specific task.
(A) - value and appreciate the importance of computing the required data in measuring

II. CONTENT

A. Topic System of Measurement

LEARNING RESOURCES
 Self Learning Module TLE Electrical Installation and Maintenance 7/8
A. References Region IV-A Calabarzon
City Schools Division of Tanauan
1. Teacher’s Guide pages N/A

2. Learner’s Material 15-20

pages

3. Textbook pages N/A

4. Additional Materials
from learning Resource
(LR) portal

B. Other Learning projector, laptop, pentel pen, manila paper, cellphones, pictures, and visual aids
Resources

DAY 1

III. Procedures PRELIMINARIES

The teacher will start the following:
1. Prayer
2. Greetings
3. Energizer
4. Checking of attendance
5. Classroom Management: Instruct the learners to:
 Arrange the chairs properly.
 Clean the top of their armchair.
 Pick up trashes on the floor.
 Prepare their things and be comfortable.
 Ask permission when needed.
6. Class Rules:
Respect others: Speak politely, listen attentively, and avoid putting others down.
Be Responsible: Complete work on time, take care of classroom materials, and own up to mistakes.
Work Together: Collaborate with others, share ideas, and be supportive of your classmates.
 Be honest: Tell the truth and admit when you don’t understand something.
Stay safe: Follow classroom rules, sit quietly during class, and use materials safely.
A. Reviewing previous Review
lesson or presenting the For the review and introduction to this lesson, answer the following questions:
new lesson - What was our previous topic?
- What are the different measuring tools and instrument used in EIM?
- What are the function of these tools and instruments?
- Is there any question regarding the previous topic we have?

Motivation
Directions: Encircle all the measuring tools in electrical installation and maintenance.

Guide Queastion:
1. Have you experience using these measuring instrument?
2. How do you use it?
 3. What unit of measurement do you use using this instrument?
B. Establishing a purpose
● The teacher presents the objectives by allowing learners to read it. The teacher gives further input to
for the lesson
emphasize the learning goals that students will achieve at the end of the lesson.
Learning Objectives:

(K) - identify the parts of the measuring devices

(S) - demonstrate understanding in using appropriate measuring device for specific task.
(A) - value and appreciate the importance of computing the required data in measuring

● After reading the objectives, the teacher asks if the learners are ready for the lessons and the activities.

C. Presenting examples/
● After the preliminary activity, the teacher proceeds to the differentiated tasking. The teacher gives
Instances of the new
lesson instructions to guide learners of the tasks.
● The learners gather by group in a designated area.

ACTIVITY ● Each group is given the envelop with materials needed for the activity.

● The activity will be performed within 10 minutes only.

● Each group will assign the following roles to the members.

Leader One who leads the group

Secretary One who writes the answers of the group

Reporter One who reports the output to the class

Timekeeper One who monitors the time

Members Will cooperate and participate in constructing ideas

 ● The teacher allows the groups to decide first who are assigned with the different tasks in a minute. Once the
groups are done assigning the tasks, the teacher presents the rubrics and informs the learners that the rubric will
be used in rating the outputs.

Criteria 10 8 6

Promptness The group who The group who The group who
finished the finished the finished the activity
activity on or activity 3 minutes more than 5
before the given after the given minutes the given
time. time. time.

Cooperation All the members 1 member did not More than 1

(Brainstorming) actively participate in member did not
participated in performing the participate in
performing the activity. performing the
activity. activity.

Behavior All the members 1 of the members More than 1

behave properly. did not behave. member did not Group 1: Label Me
behave Direction: Given a Multi-
tester below, write the
parts indicated by the arrow and give their functions
 Guide Questions:
1. Where do we use multi-tester?
2. What is the function of multi- tester?
Group 2: Convert Me
Directions: Write the equivalent value of the given unit.
_______1. 1 cm is = _______ mm
_______2. 1 yard is = _______ inches
_______ 3. dm is = _______ cm
_______ 4.10 mm is = _______ cm
________ 5. 10 feet is = ________
Group 3: For How Long?
Direction: Using a ruler, measure the length of following things below in cm and inches.
1. Ballpen-
2. Screw driver-
3. Fork
Guide Questios:
1. Do you measure it correctly?
2. What unit of measurement did you use?
 Another 5 minutes will be given for the presentation of outputs.

D. Discussing new
concepts and practicing
 new skills #1
● The teacher will use the fishbowl method in the processing of questions to elicit responses from the
ANALYSIS students. In case learners’ answers are needing more support, other learners will be called through the same
method, or the teacher may shift to voluntary modality to allow other learners who are ready to share to answer the
questions. The teacher must ensure also those other learners are given a chance to share their answers.

Eliciting Learners’ Experience

1. Was the activity easy?
2. Did you encounter difficulties in carrying out the tasks?
3. What were those difficulties?
4. What did you do to overcome those difficulties?
Teamwork
5. Did you apply any strategy to finish your task on time?
6. What are those strategies?
7. How did it help you during the process of making the activity?
Content
8. What was the activity all about?
9. What are the different measuring tools in electrical installation an maintenance?
9. Do you have experience using multimeter?
10. Where do we use multimeter?
11. What system of measurement used when using multimeter?
12. What are the common units of measurement used in making layout and installation of electrical
materials?
13. How did you convert cm to m? m to mm?
14. Why conversion of units is necessary in electrical installation and maintenance?
● After the series of processing questions the teacher wraps up about what the learners understand in the
activities. This is to ensure that learners are now ready for the discussion of the lesson. The teacher makes sure
that there is smooth transition from process questions so that learners see the connectivity of the activities and the
lessons.

DAY 2
8. Continuation of Learning Objectives:
discussion of new K)- identify the parts of the measuring devices
concepts leading to (S)- demonstrate understanding in using appropriate measuring device for specific task.;
formative assessment  Class discussion (PPT Presentation)
 The teacher will provide key inputs and discussions of the lesson proper. The key inputs will deepen the
ABSTRACTION knowledge of students through some sort of discussion, simple question and answer portion and some
sort of sharing on the lessons. The teacher might as well use translation on terms that are difficult or not
common to learners.
********************************************************************************
SYSTEM OF MEASUREMENT
A system of measurement is a set of units which can be used to specify anything can be measured. These are common units of
measurement used in making layout and installation of electrical materials:
A. Linear measures
English system provides the creative way on how people can measure by themselves. For example, people measure shorter
distance on the ground with their feet. They measure long distances by their palms which is equal to a yard.
Inch
Yard
Miles
Metric system is a decimalized system of measurement. It exists in several variations with different choices of base units.
Metric units are widely used around the world for personal, commercial and scientific purpose.
Millimeter
Centimeter
Decimeter
Meter
English units and each equivalent
12 inches = foot(ft)
1 foot = 3yard (yd)
1 yard = 36 inches
Metric units and each equivalent
10millimeter (mm) = 1centimeter (cm)
10centimeter = 1decimeter(dm)
10 decimeter = 1meter
English to metric equivalent
1 inch = 2.54 cm
1 foot = 30.48 cm
1 yard = 91.44 cm
9. Developing Mastery  The teacher allows learners to answer an objective type of test to measure learners’ understanding on the
Formative Practice lesson and check it right away.
 DAY 3

10. Finding practical Learning Objectives:

applications of concepts K) - identify the parts of the measuring devices
and skills in daily living (S) - demonstrate understanding in using appropriate measuring device for specific task.;

ACTIVITY 1. LET’S DO IT!

Directions: Draw a Multitester in a clean long bond paper and identify the parts. Indicate the uses of each part.
APPLICATION Your work will be graded according to the criteria.

ACTIVITY 2:
 DAY 4

11. Making generalizations Learning Objectives:

about the lesson (K) - identify the parts of the measuring devices
(S) - demonstrate understanding in using appropriate measuring device for specific task.
(A) - value and appreciate the importance of computing the required data in measuring

The teacher allows the learners to share short reflections on the importance of conversion of units in electrical
 installation and maintenance

12. Evaluating learning ASSESSMENT

FORMATIVE ASSESSMENT

13. Additional Activities for Learn and Share

application or
remediation

IV. REMARKS

V. 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
lessons.

D. No. 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
used/discover which I
wish to share with
other teachers?

Prepared by: Checked and Validated:

ESTERLITA A. VEGA ELLA C. ARMAYAN, MaEd

Subject Teacher Master Teacher I