Mathematics 5

LESSON 6
QUARTER 4 WEEK 3 Day 1

I. OBJECTIVES
A. Content Standards Demonstrate understanding of area, volume and
temperature.
B. Performance Apply knowledge of area, volume and temperature
Standards in mathematical problems and real – life situations.

C. Learning Names the appropriate unit of measure used for

Competencies/ measuring the volume of a cube and a rectangular
Objectives prism.
M5ME-IVc -78
II. CONTENT Naming The Appropriate Unit of Measure Used for
Measuring Volume of a Cube and Rectangular
Prism.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Lesson Guide in Elementary Mathematics Grade
pages 5 pages 389-391
2. Learner’s Material
pages
3. Textbooks pages
4. Additional Materials
from Learning Resources
(LR) Portal
5. Other Learning
Resources
IV. PROCEDURES
Drill:
Drill on choosing the best unit of measure for the
following pictures. (mm, cm, m, dm, km and others.)
Show a picture of the following
A. Reviewing previous
lesson or presenting the a. Pencil
new lesson b. Cloth
c. Ruler
d. Height of a person
e. shoebox
Do you experience having a surprise birthday
B. Establishing a purpose
for the lesson party?

74
 Athena Francia is turning 4 this coming September
27. She wanted to have a big Barbie doll. Her cousin
C. Presenting examples/ Wendy has a surprise with Athena. She has a
instances of the lesson
rectangular box with a Barbie doll inside. What unit
of measure will you use to
find the capacity of the rectangular box?
Help the pupils in answering compression questions.
 Do you know the unit of measure used in
finding the volume of a solid figure?
D. Discussing new  How can we able to measure the capacity of
concepts and practicing the box?
new skills #1  What will you use to measure the box?
 What unit of measure will you use to find
the capacity the box of Barbie doll?

Call a one pupil to get the dimensions of the

box.
 Volume of a solid is the amount of space of the
solid figures. It is measured in cubic units. One
way to find the volume of the solids is to
multiply the given dimensions.
 So the unit of measure used measuring
E. Discussing new concepts volume is cubic units.
and practicing new skills  What are the cubic units of volume?
#2 Cubic millimeters, cubic centimeters, cubic
decimeters cubic meters and others.
 So the unit of measure will be used is cubic
centimeters or cubic meters.
What unit of measure will you use to find the volume
of the following?
Box of milk dice soap box
Group the pupils into 3 groups and provide them with
a task card.
AVERAGE LEARNERS
F. Developing mastery
(Leads to Formative Group I: Find the dimensions of the following
Assessment 3) objects. Use tape measure in measuring the said
objects.

1. box of milk

75
 2. pack of juice

Group II: Give the appropriate unit of measure for

the following:

1. bar of soap

2. black board

3. water in a container

Group III: Name the best unit of measure for the

following:

1. rectangular garden

2. living room

3. table

ADVANCE LEARNERS

Group I: Write the best unit of measure for the

following:

1. textbook

2. pencil case

3. playground

4. jewelry box

Group II: What unit of measure will you use to find

the volume of the following?

1. living room

2. picture frame

3. wall

4. cabinet

Group III: Give the appropriate unit of measure for

the following:

1. store room

2. rectangular lunch box

76
 3. refrigerator

4. cabinet

Give the cubic unit of measure used in the following

problems:
G. Finding practical 1. A box of chocolate is 5 cm by 3 cm by 4
applications of concepts
cm
and skills in daily living
2. A water container is 7 m long, 5 m wide
and 4 m high.
What is the unit of measure used for measuring the
volume of solid?
 Volume is measured in cubic units.

What are the cubic units used in measuring the

H. Making
volume of solids?
generalizations and
 The cubic units used in measuring the
abstractions about the
volume of solids are the following:
lesson
 cubic meters
 cubic centimeters
 cubic millimeters
 cubic decimeters
 and others
3 3 3
Use cm , m , dm to determine which cubic unit is
appropriate to be used for the following:
I. Evaluating the learning 1. gymnasium
2. tent
3. glass
4. ice cream cone
5. cylindrical tank
What unit of measure will you use to find the
volume of the following:
J. Additional activities for
1. hollow blocks
application or
2. gasoline in a container
remediation
3. closet
4. wall cabinet
5. water in an aquarium
V. REMARKS
VI. REFLECTIONS
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional

77
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 work 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
teacher?

78

QUARTER 4 WEEK 3 DAY 2
I. OBJECTIVES
A. Content Standards
B. Performance
Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbooks pages
4. Additional Materials
from Learning Resources (LR)
Portal
5. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
Mathematics 5
LESSON 7
Demonstrates understanding of area, volume and
temperature.
Apply the knowledge of area, volume and temperature
in mathematical problems and real- life situations.
Derives the formula in finding the volume of a cube
using cubic cm and cubic m.
M5ME-IVc-79-a
Deriving the Formula in Finding the Volume of a
Cube Using Cubic cm and Cubic m.
Lesson Guide in Elementary Mathematics Grade V
pages 395- 399
Lesson Guide in Elementary Mathematics Grade VI
pages 391- 393
Flash cards
Drill: Use flashcards
Give the formula in finding the area of the following
polygons.
1. square
2. rectangle
3. parallelogram
4. trapezoid
5. triangle
Show a Rubik’s Cube
Ask: Do you know how to play it? How?
79

C. Presenting examples/
instances of the lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
A Rubik’s cube is a 3 x 3 x 3 cube that can be
manipulated so that each face of the cube will have the
same size. How many small cubes does
this Rubik’s cube have?
Help the pupils in answering compression questions.
What is asked? What
are given?
How will you solve the problem?
o If each small cube is a cubic unit, how many
cubic units are in the Rubik’s cube?
o How many cubic units are there in one
row?
o How many rows are there?
o How many cubic units are there in one
layer?
o How many layers are there?
 To find the number of small cubes in the
Rubik’s cube, we can count the small cube in
the Rubik’s cube. The number of small cubes
that make up the Rubik’s cube is its volume.
 Volume is the amount of space it contains.
Cubes per row = 3 Number
of rows = 3 Number of
layers = 3
Total number of cubic units = 27 cubic units
 Without actually counting the number of unit
cubes, how can you find the volume of the
cube?
 What formula can we use to find the
number of cubic units in it?
 To find the volume of a cube we can multiply
the length of its side by itself three times.
 We can use these formula, V = S x S x S or
V = S3
80
 Group the pupils into 3 groups and provide them with
a task card.
AVERAGE LEARNERS

GROUP I: Measure the length of each side of a cube,

write the formula and equation for each
cube.
Use ruler in measuring the length of each
side

Provide them a cube with different measurement.

GROUP II: Write the formula and find the volume of

the following cubes.

1. Cube 1: s = 3 cm Formula:

Volume:

2. Cube 2: s = 5 m Formula:
Volume:
GROUP III: Find the volume of the following cubes.

F. Developing mastery (Leads 1.

to Formative Assessment 3)

5m

2.

6cm

81
81
 ADVANCE LEARNERS

GROUP I: Give the measurement of each cube.

Provide them with 2 cubes and with
different
measurements.
GROUP II: Double the measure of the side of the
given cube
and find the volume.

4m

GROUP III: Solve the given problem. Answer the

questions
below:
1. The volume of a cube is 512 cm3. What is the
length of its edge?

Solve the problem below:

G. Finding practical applications
of concepts and skills in daily A cube has 2.3 cm edges. What is the volume of the
living cube?
How do you derive formula for the volume of a cube?
What is the formula used?
 To derive the formula for finding the
H. Making generalizations volume of a cube, multiply the length of
and abstractions about the
each side.
lesson
 The formula used in finding the volume of a
cube is
V = S x S x S or S3
Give the formula and volume for the given data.
I. Evaluating the learning 1. Side = 5m
2. Side = 4cm

82
 3. Side = 8m
4. Side = 3cm
5. Side = 9m
J. Additional activities for Make your own cube. Measure the side and find
application or remediation the volume of the cube.
V. REMARKS
VI. REFLECTIONS
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 work 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 teacher?

83
 Mathematics 5
LESSON 8
QUARTER 4 WEEK 3 DAY 3

I. OBJECTIVES
A. Content Standards Demonstrates understanding of area, volume and
temperature.
B. Performance Apply the knowledge of area, volume and temperature in
Standards mathematical problems and real-life situations.
C. Learning Competencies/
Converts cubic centimeters to meters and vice-versa.
Objectives
M5ME-IVd-80-a
II. CONTENT Converting Cubic Centimeters to Meters and Vice- Versa

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide K to 12 CG p. 72
pages
2. Learner’s Material
pages
3. Textbooks pages
4. Additional
Materials from Learning
Resources (LR) Portal
5. Other Learning
Flash cards
Resources
IV. PROCEDURES
Review: Use flashcards
What cubic unit of measure will you use to measure the
A. Reviewing previous
lesson or presenting the following?
new lesson a. cabinet c. domino f. classroom
b. Covered court d. jewelry box
Why are fruits important to our body?
B. Establishing a purpose What fruit have you eaten yesterday? What
for the lesson
are your favorite fruits?
Present this problem:
Teddy is a business man. He sells 30 boxes of apples every
C. Presenting examples/
instances of the lesson day. Each box of apples has a capacity of 216 cubic meters.
How big is the volume of the box in cubic
centimeters?

84
 Help the pupils in answering compression questions. What is
D. Discussing new concepts asked?
and practicing new skills #1
What are given?
How will you solve the problem?
 Cubic meter is bigger than cubic centimeters. In
cubic measure, 1000 of any metric unit is equivalent
to 1 of the next higher unit. Study the table of
equivalence below.
1000 mm3 = 1 cm3
1000 cm3 = 1 dm3
1000 dm3 = 1 m3
1000 m3 = 1 dam3
1000 dam3 = 1 cm3
1000 mm3 = 1 hm3
1000 hm3 = 1 km3
 To convert from one cubic unit to another unit
using the metric converter, the decimal point is
moved thrice the number of spaces between unit
E. Discussing new concepts
and practicing new skills #2 since volume involves three dimensions.

Km hm dam m dm cm m
 To convert 216 cu.m to cu.cm, count 2 spaces to the
right (m to cm). Move the decimal point 2 x 3 = 6
places to the right such as: 216 m3 = 216 000 000
cm3
 Another way to convert 216 m3 to cm3
Multiply 216 by 1 000 000 since the value of 1m3
is 1 000 000 cm3.
216 m3 x 1 000 000 cm3 = 216 000 000 cm3
1 m3
 Example 2:
Convert 79.5 cm3 to m3

85
 To convert 79.5 cm3 to m3, count 2 spaces to the left
(cm to m). Move the decimal point 2 x 3
= 6 places to the left such as:
79.5 cm3 = 0.000 0795 m3
Divide 79.5 cm3 to 1 000 000
79.5 cm3 ÷ 1 000 000 = 0.0000795 m3
Group the pupils into 3 groups and provide them with a task
card.
AVERAGE LEARNERS

Group I: Convert to cu. cm

1. 8 m3 =_________cm3

2. 3.5 m3 =________cm3

3. 2.5 m3 =________cm3

4. 6 m3 =________cm3
Group II Convert to cu. m

1. 12 cm3 =_______m3

2. 80 cm3 =_______m3
F. Developing mastery
(Leads to Formative 3. 15 cm3 =_______m3
Assessment 3)
4. 32 cm3 =_______m3

Group III: Convert the following as indicated measurements.

1. 9 m3 =_____cm3

2. 62 cm3 =______m3

3. 3.6 m3 =______cm3

4. 36 cm3 =______m3

ADVANCE LEARNERS

Group I: Complete the following:

1. 120 cm3 =______m3

2. 1020 cm3 =______m3

86
 3. 870 m3 =_______cm3

4. 45 m3 =_______cm3

5.

Group II: Convert the following as indicated.

1. 11 000 m3 =______cm3

2. 108 cm3 =______m3

3. 2 500 cm3 =_____m3

4. 0.345 m3 =______cm3

Group III: Convert the following as indicated measurements.

1. 130 m3 =______cm3

2. 235 cm3 =______m3

3. 65 cm3 =______m3

4. 8.2 m3 =______cm3

G. Finding practical A room can contain 675 cubic centimeters of air.

applications of concepts
Convert the volume of the room to cubic meters.
and skills in daily living
How do we convert cubic meter to cubic centimeter and
vice - versa?
 To convert cubic meter to centimeter,
follow these steps:
a. Use metric converter
b. Move the decimal point 2 places to
the right.
H. Making
c. Multiply 2 places by 3 since volume
generalizations and
involves three dimensions.
abstractions about the
lesson
 To convert cubic meter to centimeter,
follow these steps:
a. Use metric converter
b. Move the decimal point 2 places to
the left.
c. Multiply 2 places by 3 since volume
involves three dimensions.
Answer the following:
I. Evaluating the learning 1. Convert 12m3 to cubic centimeters.
2. Convert 314 cm3 to cubic meters.
3. Convert 7.2 m3 to cubic centimeters.

87
 4. Convert 45 000 cm3 to cubic meters.
5. Convert 5 cm3 to cubic meters.
Convert the following to the indicated measurement.
1. 82 m3 = cm3
J. Additional activities
2. 1150 cm3 = m3
for application or
3. 2 000 cm =_____m3
3
remediation
4. 2.8 m3 =_______cm3
5. 8.3 cm3 =_____m3
V. REMARKS
VI. REFLECTIONS
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 work 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
teacher?

88
 Mathematics 5
LESSON 8
QUARTER 4 WEEK 3 DAY 4

I. OBJECTIVES
A. Content Standards Demonstrates understanding of area, volume and
temperature.
B. Performance Apply the knowledge of area, volume and temperature in
Standards mathematical problems and real-life situations.

C. Learning
Convert cubic meters to cubic liters and vice - versa
Competencies/
M5ME-IVd-80-b
Objectives
II. CONTENT Converting Cubic Meters to Cubic Liters and Vice- Versa

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide
pages
2. Learner’s Material
pages
3. Textbooks pages Simplified Mathematics Grade 6 pages 450- 452
4. Additional Materials
from Learning Resources
(LR) Portal
5. Other Learning
Resources
IV. PROCEDURES
Drill: Use flashcards
Convert the following to cu. m or cu.cm:
1. 160cm3_______m3
A. Reviewing previous
lesson or presenting the 2. 20 m3__________cm3
new lesson 3. 800 cm3________m3
4....6.3 cm3 m3
5. 9.2 m3____________cm3
Is it important to drink water every day? Why? How
B. Establishing a purpose many glasses of water do we need to drink
for the lesson
everyday?
Present this problem:
C. Presenting examples/
instances of the lesson My mother has a weak body. Aside from the medicines
she takes every day, the doctor advised

89
 her to drink 3 liters of water every day. Convert 3
liters to cubic centimeters.
Help the pupils in answering compression questions. What
D. Discussing new concepts is asked?
and practicing new skills #1
What are given?
How will you convert cubic liters to cubic centimeters?
The fundamental unit of volume in the metric system is the
liter (L). The most commonly used volume units are
shown in the table below:

Unit Symbol Multiple of 1 liter

1 milliliter ml
(cubic centimeter) (cm3) 0. 001 L
1 liter L
(cubic decimeter) (dm3) 1L
1 kiloliter Kl
(cubic meter) (m3) 1 000 L

E. Discussing new concepts km hm dam m dm cm mm

and practicing new skills #2
kL L mL

 To convert 3 liters to cubic centimeters, multiply

3 by 1 000 since the value of 1 liter is
1 000 cm3

3 L x 1 000 cm3 = 3 500 cm3

1L

Or
You can follow these steps;

3L x 1 m3 x 1 000 000 cm3 = 3 500 cm3

1000 L 1 m3

Group the pupils into 3 groups and provide them with a

task card.
F. Developing mastery Group I: Convert to Liters
(Leads to Formative
Assessment 3) 1. 270 cm3 = L
2. 4.5 cm3 = L
3. 5 500 000 cm3 = L
Mathematics 5

90
 4. 90 000 cm3 = L

Group II: Convert to Cubic Centimeters

1. 6 L =_______________cm3
2. 4.3 L =______________cm3
3. 10 L =_______________cm3
4. 45.6 L =______________cm3

Group III: Convert the following to the indicated

measurements:
1. 3.5 L =____________cm3
2. 358 cm3 = L
3. 42.5 L =_____________cm3
4. 6.8 cm3 = L

ADVANCE LEARNERS
Group I: Change each of the following to liters
1. 80 000 cm3 = L
2. 45 000 000 cm3 = L
3. 630 000 cm3 = L
4. 3.6 cm3 = L

Group II: Fill in the blanks

1. 8.6 L =____________cm3
2. 1 248 cm3 = L
3. 9 cm3 = L
4. 3.28L =___________cm3

Group III: Solve the given problems

1. Jose fill the tanks with 360 000 cubic centimeters.
How many liters of water is in the
tank.
LESSON 9

91
 2. . The drum contains 25.5 liters of chemical. How
many cubic centimeters of chemical is in
the drum?
Solve the following problems:
1. A jar contains 250 cubic centimeters of water.
G. Finding practical
applications of concepts How many liters of water is in the jar?
and skills in daily living 2. Lorie bought 6 liters of water. How much is that
in cubic centimeters?
How do we convert liters to cubic centimeters?

H. Making  To convert liters to cubic centimeters, multiply

generalizations and
abstractions about the
lesson
the given number of liter by 1 000.
 To convert cubic centimeters to liters, divide the
given number of cubic centimeters by 1
000.

Convert the following to the indicated measurements:

1. 9.8 L =___________cm3
I. Evaluating the learning 2. 248 000 cm3 = L
3
3. 200 000 cm = L
3
4. 5 L =_____________cm
5. 64 L =____________cm3

Fill in the blanks;

J. Additional activities for 1. 86.4 cm3 = L
application or 2. 9.6 L =______________cm3
remediation 3. 250 000 cm3 = L
4. 0.6 L =_______________cm3
5. 75 L =_______________cm3
V. REMARKS
VI. REFLECTIONS
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
QUARTER 4 WEEK 3 DAY 4

92
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies work 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
teacher?

93
 Mathematics 5
LESSON 9
QUARTER 4 WEEK 3 DAY 5

I. OBJECTIVES
A. Content Standards Demonstrates understanding of area, volume and
temperature.

B. Performance Apply the knowledge of area, volume and temperature in

Standards mathematical problems and real-life situations.

C. Learning Competencies/ Finds the volume of a given cube and rectangular prism
Objectives using cu.m and cu. cm
M5ME-IVd - 81
II. CONTENT Finding The Volume of a Given Cube and
Rectangular Prism Using Cu.m and Cu. cm
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Curriculum Guide
pages
2. Learner’s Material
pages
3. Textbooks pages
4. Additional Materials
from Learning
Resources (LR) Portal
5. Other Learning
flashcards
Resources
IV. PROCEDURES
Drill: Use flashcards
Find the area of the following polygons.
1. 3.
6 cm
4m
8m
A. Reviewing previous
lesson or presenting the
new lesson 2. 4.
7 cm

5 cm
9m

94
 4 cm
Why do we celebrate “ Buwan ng Wika”?
B. Establishing a purpose
for the lesson What other School activities you want to join?
Present this problem:
The Grade 5 Class celebrated the culminating
activity of Buwan ng Wika. They have Hapag Pinoy and
Parlor games.
C. Presenting examples/
instances of the lesson The parents agreed to donate foods, drinks and prizes.
One of the parents brought a box with different kind of
prizes for the games. The box measures 5 m by 4 m by 6
m. What is the capacity
of box?
Help the pupils in answering compression questions.
What is asked?
D. Discussing new What are given?
concepts and practicing
How will you solve the problem?
new skills #1
What formula will you use to solve the problem?

 To solve the problem, we need to find the

volume of rectangular box. This represents
rectangular prism.
 We know that a rectangular prism, the base is
always a rectangle. Therefore the, the area of
the base is always the product of its length and
width. To get the volume, we just multiply the
area by the height.
 V = l x w x h or simply V = lwh
E. Discussing new concepts
and practicing new skills If the box represent a cube, how will you solve the
#2 volume of a cube.
o A cube is an example of a solid figure that is
three dimensional. Since all the faces of the cube
are squares, then the length, the width and the
height are all equal. The sides of the squares are
equal called edges of the cube and symbolized
by s. Thus the volume of a cube is S x S x S or
S3.
o V = S x S x S or S3

95
 Group the pupils into 3 groups and provide them with a
task card.
AVERAGE LEARNERS

GROUP I: Find the volume of the following solids.

1. S = 12 cm
V=
2. S = 10 m
V=

GROUP II: Find the volume of the following

rectangular prism.
1. length = 7 m, width 4 m, height 6 m
2. length = 4 cm, width 5 cm, height 2cm

GROUP III: Find the volume of the following cubes.

1. S = 9 m
V=

2. S = 10 cm
F. Developing mastery V=
(Leads to Formative
Assessment 3)
ADVANCE LEARNERS

GROUP I: Complete the table. Find the volume.

Length Width Height Volume

12 cm 7 cm 10 cm

20 m 10 m 9m

GROUP II: Find each missing dimensions.

1. V = 2 340 cm3
L = 15 cm
W = 12 cm
H =
2. V = 300 cu.m
h=
B = 30 m

96
 GROUP III: Solve the given problem. Answer the
questions
below:
1. The volume of a cube is 216 cu. m. What is
the length of the edge?
Formula
Equation
Edge
2. How much water can fill a pool which
measures 8 m deep, 10 m long and 9 m
wide?
Formula
Equation
Volume
Solve the problem below:
G. Finding practical An empty box measures 20 meters by 10 meters
applications of concepts
by 12 meters. If James fills up the box with sand, what is
and skills in daily living
the volume of the box?
How will you find the volume of a cube and rectangular
prism?
To find the volume of a cube, multiply the
H. Making measures of all the sides.
generalizations and
V=SxSxS
abstractions about the
To find the volume of a rectangular prism,
lesson
multiply the measure of the length l, width w and
height.
V=lxwxh
Find the volume of the following solids.
1. S = 8 cm
V=
2. S = 5 m
I. Evaluating the learning V=
3. l = 2 cm
w = 3 cm
h = 4 cm
4. l = 5 m
w=6m
h=3m

97
 5. l = 20 m
w = 25 m
h = 10 m

Find the volume:

1. S = 12 cm
J. Additional activities for
2. S = 9 m
application or remediation
3. H = 5 m w = 6 m l = 10 m
4. L =5.2 cm w = 3.4 cm h = 1.2 cm
5. L = 9m w=7m h=6m
V. REMARKS
VI. REFLECTIONS
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 work 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
teacher?

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