School Grade Level

DAILY Teacher Learning Area ICT

LESSON
Teaching Dates Quarter
PLAN and Time

A. CONTENT Demonstrate knowledge and skills that will lead to one

STANDARD becoming an ideal entrepreneur

B. PERFORMNCE Sells products based on needs and demands

STANDARDS
C. LEARNING 1.1 Identifies the sellers and buyers.
COMPETENCIE TLE6IE-0a-1
S
(Write the LC code for
each)
II – CONTENT The Ideal Entrepreneur
III – LEARNING
RESOURCES
A. References
1. TG Pages Curriculum Guide
2. LM Pages
3. Textbook Pages
4. Additional Books, pictures, powerpoint presentation,
Materials from
LR portal
B. Other Learning Picture of Market
Resources https://ipcopy.files.wordpress.com/2015/05/def_88
01.jpg
Video presentation
https://www.youtube.com/watch?v=_stPBI-
iSuU
computer, LCD projector, video presentation
IV – PROCEDURE AVERAGE LEARNER ADVANCE
LEARNER
A. Reviewing previous May I ask, what can you remember from our lesson
lesson or presenting last meeting?
new lesson Who can give brief insights from our last lesson.
B. Establishing a purpose Show a Video Presentation Show a Video
for the lesson about definition of Buyer Presentation about
and Seller. definition of Buyer
Discuss/elaborate about and Seller.
the video. What can you see
Show a picture of a market about the video
place and let the learners presentation?
analyze the picture. Show a picture of a
Discuss/elaborate about market
the picture. place and let the
learners
analyze the picture.

1
 What can you
observe in the
picture?
Have you been to this
place?
What do you usually
observe to this place?
C. Presenting Do you know someone who sells in the market?
examples/instances of What are the thing that you experienced when you
the new lesson are buying in the market?
D. Discussing new Seller and Buyer – are two What are the
concepts and persons involved in definition of buyer and
practicing new skills #1 marketing transactions seller?
such as selling and buying. What are the common
The Seller among buyer and
- the owner of the store seller?
or business Differentiates the
establishment. buyer from seller?
- offers good, products, or
services to those who need
it.
- sells products, goods,
or services at a specified
amount called his selling
price.
- as a seller must learn the
art of selling.
- the art of selling needs
persuasion, good
relationship with people,
patience, and courtesy
toward the prospective
buyers.
The Buyer
- is the person who buys
goods and services from
the seller.
- the consumer who makes
use of the goods to meet
his/her needs or wants and
those of his family.
- Also called the end user
because they use goods
or products or services
that meets the needs and
wants and derive
satisfaction from its use.
E. Discussing new The Seller as Buyer Let the learners share
concepts and - A seller is also a buyer their ideas about the
practicing new skills #2 because he needs to buyer and seller.
buy goods or products
he/she will sell.
- he buys from either
manufacturer or the

2
producer of the goods or
from wholesale middleman.
- Manufacturers are those
who convert raw materials
into finished products
such as canned foods.
- Producers are those who
plant and harvest
products in the case of
fruits and vegetables.
- The wholesalers are those
who buy from
manufacturers or
producers in big bulk then
sell these in retail to owners
or sari-sari stores,
groceries, or mobile stores.
- Wholesalers act as
middlemen or traders who
buy from the primary
source
(manufacturer/producers)
and sell these to retailers
(owners of sari-sari store,
groceries, or similar
stores)
- The seller must have a
good and sound buying
program so he can get the
most profit and give the
best service to his
customers by offering good
quality goods or products.
Three Different Types of
Buyer

1. Tightwads — “I’m not

spending my money
unless you pry it out of
my grubby hands.
“Tightwads love saving.
They hate spending.
They will hold on to their
money as long as they
can. These are the
people that spend less
than the average Joe,
save more than the
average Joe, and get
more anal in response to
salespersons and
commercials than the
average Joe. This is not
the average Joe. This is
Scrooge. They love their

3
 money, as long as it’s
sitting safely in a late
maturing CD or an extra
secure savings account.
2. Spendthrifts —” I’m
going to spend all the
money I possibly can,
and then some!” Ah, the
spendthrift. This is the
marketer’s dream
customer.
They love spending
money. What’s money
for?! It’s to be spent!
Spendthrifts are why credit
card companies make
money. These people will
spend until they max out
that credit card, then reach
for the next credit card and
keep going. This is the
proverbial “impulse buyer”
unleashed. They need little
more convincing then “It’s
for sale.”
3. Average
Spenders — “If it
seems like a good
investment, I’ll purchase
it.” Here’s most of us.
We spend what we think
is appropriate.
We think about purchases.
We weigh options, take
time to decide, and,
generally, try to make
smart moves and save a
little money. Marketing
doesn’t have a one-size-
fits all hat for everyone to
buy and wear. You need to
speak differently to
different types of people.
F. Developing Mastery What is a seller? What is a seller?
(Lead to Formative What is a buyer? What is a buyer?
Assessment 3) How will you identify a
seller as a buyer?
G. Finding practical
application of concepts
and skills in daily living
H. Making Generalizations What are the characteristics that a seller and a
and Abstractions about buyer must possess?
the lesson

4
 I. Evaluating Learning Identify the following. Identify the following
words and give each
Read and understand the meaning.
statement carefully and 1. Seller
write your answer on the 2. Buyer
space provided before the 3. Average
number. Spenders
4. Tightwads
________1. It is a person 5. Spendthrifts
who starts a business and
is willing to risk loss in order
to make money.
________2. It is the
traditional transactional
relationship between the
buyer and seller.
________3. It involves
constant monitoring of
relationship on attitudes
and potentials between the
two which develops distrust
and may eventually end in
just a short-length contract.
________4. Both parties
understand each other’s
needs and work closely
together to achieve their
respective goals.
________5. It is always
available to provide
assistance.
J. Additional Activities for Cite an example of the following type of buyers.
Application or 1. Tightwads
Remediation 2. Average Spenders
3. Spendthrifts.
V – REMARKS
VI – REFLECTION
A. No. of learners who ___ of Learners who earned 80% above
earned 80% in the
evaluation
B. No. of learners who required additional ___ of Learners who require additional activities for
activities for remediation who scored remediation
below 80%
C. Did the remedial lesson ___Yes ___No
work? No, of learners ____ of Learners who caught up the lesson
who have caught up
with the lesson
D. No. of learners who ___ of Learners who continue to require
continue to require remediation
remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? ___ Group collaboration
Why did these work? ___ Games
___ Power Point Presentation

5
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their
tasks

6
 School Grade Level
DAILY Teacher Learning Area ICT
LESSON
Teaching Dates Quarter
PLAN and Time

I – OBJECTIVES
A. CONTENT Demonstrates knowledge and skills that will lead to one
STANDARD becoming an ideal entrepreneur.
B. PERFORMNCE Sell products based on needs and demands.
STANDARDS
C. LEARNING 1.2 produces simple products
COMPETENCIES TLEIE6-0a-2
OBJECTIVES
(Write the LC code for
each)
II – CONTENT The Ideal Entrepreneur
III–LEARNING
RESOURCES
A. References
1. TG Pages Curriculum Guide
2. LM Pages
3. Textbook
Pages
4. Additional
Materials
from LR
portal
B. Other Learning Picture of a kid selling her products.
Resources
https://www.thestar.com.my/news/community/2014/12/0
4/a-chance-to-show-off-their-skills-enterprising-children-
sell-products-at-kids-market/
IV – PROCEDURE AVERAGE LEARNERS ADVANCE
LEARNERS
A. Reviewing From our last discussion, we tackled the qualities of an
previous lesson or entrepreneur. Who can give me an example of qualities
presenting new that an entrepreneur must possess?
lesson
B. Establishing a Show a picture of a kid selling Show a picture of a kid
purpose for the her products. selling her products.
lesson
Discuss/elaborate about the What can you see in
picture the picture?

What is the child

doing?
Is earning money
important in child’s life?

Do you earn money

nowadays?

7
 How do you earn your
money?

C. Presenting Unlocking of Difficulties

examples/instance Product - an article or substance that is manufactured
s of the new or refined for sale.
lesson Advertise - is a marketing communication that employs
an openly sponsored, non-personal message to promote
or sell a product, service or idea.
Entrepreneur - a person who organizes and operates a
business or businesses, taking on greater than normal
financial risks in order to do so.
D. Discussing new Steps that will guide you in What are the steps in
concepts and making your own simple making your own
practicing new product: simple product?
skills #1
Design your product – Make Discuss/elaborate the
a sketch of the product you answer/s given by the
have in mind. Your sketch does learners.
not necessarily be an accurate
one. You may describe it in
words instead if you cannot
draw it. Make sure that your
product is different from the
rest. You must create your own
identity.

Decide what materials to use

– Unleash your creativity by
choosing the right materials for
your product. Consider the
availability and cost when
selecting the materials.

Create the product – Create

first the initial version of the
product. You may look for other
person/s to assist you. You may
opt to create a prototype of the
product if possible or you may
go directly to the creation of the
first version using the real
materials. Don’t forget to
document everything as you will
be creating more of it in the
future.

Evaluate the first version and

make the necessary
adjustments or changes –
have a good look with your
product. You may also ask
suggestions from relatives and

8
 friends for improvements. Make
the necessary adjustments on
the design then document the
changes. After which, go back
to step 3. Continue with the
adjustments until you are
satisfied with the quality of your
product.

Determine the price of your

product – Compute for the
costs incurred in making the
product. You may also include
miscellaneous cost and
creativity fee for the effort
exerted. The sum of all the
costs determines the wholesale
price of your product. You may
double this amount to get the
retail of your product.

Advertise you product –

Promote your product either by
using printed materials or
online. On either way, make
sure you use high quality
pictures of your product. You
may also promote your product
during programs or gatherings
in your school or community
where there are more target
customers.
E. Discussing new As a grade six entrepreneur Let the learners share
concepts and what are the version of your first their ideas about
practicing new products? creating their products.
skills #2
F. F. Developing Mastery Plan your future products with uniqueness and good
(Lead to Formative quality.
Assessment 3)
(Let the learners formulate their plans in creating their first
product)
G. Finding practical What are the thing that you must consider in creating your
application of product?
concepts and
skills in daily living
H. Making Where can you find your raw materials in creating your
Generalizations product?
and Abstractions
about the lesson
I. Evaluating Answer the following questions.
Learning 1. What are the steps in creating your product?
2. Where can you ask for help or suggestions in creating
your product?

9
 3. When is the time that you will document your ways in
creating your product?
4. Make a simple plan in creating your product.
J. Additional As a grade six learner, think of a product that will satisfy
Activities for the demand of your school community.
Application or
Remediation
V – REMARKS
VI – REFLECTION
A. No. of learners ___ of Learners who earned 80% above
who earned 80%
in the evaluation
B. No. of learners ___ of Learners who require additional activities for
who required remediation
additional
activities for
remediation who
scored below 80%
C. Did the remedial ___Yes ___No
lesson work? No, ____ of Learners who caught up the lesson
of learners who
have caught up
with the lesson
D. No. of learners ___ of Learners who continue to require remediation
who continue to
require
remediation
E. Which of my Strategies used that work well:
teaching ___ Group collaboration
strategies worked ___ Games
well? Why did ___ Power Point Presentation
these work? ___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks

10
 School Grade Level

DAILY Teacher Learning Area ICT

LESSON
Teaching Dates Quarter
PLAN and Time

I – OBJECTIVES
A. CONTENT STANDARD Demonstrate knowledge and skills that will lead to
one becoming an ideal entrepreneur

B. PERFORMNCE Sells products based on needs and demands

STANDARDS
C. LEARNING 1.3 buys and sells product based on needs
COMPETENCIES TLEIE6-0b-3
(Write the LC code for each)
II – CONTENT The Ideal Entrepreneur
III – LEARNING
RESOURCES
A. References
1. TG Pages Curriculum Guide
2. LM Pages
3. Textbook
Pages
4. Additional Books, pictures, powerpoint presentation,
Materials
from LR
portal
B. Other Learning Video Presentation about how to sell a product.
Resources
https://www.youtube.com/watch?v=ixQ2wdhUVck

computer, LCD projector, video presentation

IV – PROCEDURE AVERAGE LEARNER ADVANCE LEARNER
A. Reviewing previous May I ask, what can you remember from our lesson
lesson or presenting last meeting?
new lesson Who can give brief insights from our last lesson.

B. Establishing a purpose Show a Video Show a Video

for the lesson Presentation about how to Presentation about how
sell a product. to sell a product.

Discuss/elaborate about What can you observe

the video. about the video
presentation?

Have you been

experiencing to sell a
product? Or to buy
product?

C. Presenting examples / How can buy and sell product based on needs?
instances of the new
lesson

11
 What are the things you will consider to sell a
product?

D. Discussing new Meaning of Needs What are the definition of

concepts and Needs?
practicing new skills 1.A requirement,
#1 necessary duty, or Give some
obligation. examples/situation that
2.A lack of something cite Needs.
wanted or deemed
necessary.
3.Urgent want, as of
something requisite.
E. Discussing new Meaning of market What is market need?
concepts and need. How to research market
practicing new skills Definition: Marketing is need?
#2 the way that a business
attracts, keeps and sells
to customers. In order for
marketing to be effective,
it must be targeted toward
the business, its
demographic customer
base, its competitors and
market innovations. The
best way to determine a
business' marketing
needs is to go through a
checklist of the most
common ways to market
to consumers, and then
check them off according
to what is missing in the
current marketing plan. It
is important to note that
there is no universal
marketing plan; each
business will have a
different strategy to
advertise to their
customers. This article will
tell you how to determine
marketing needs.

F. Developing Mastery What is a need? What is a need?

(Lead to Formative What is a market need? What is a market need?
Assessment 3) What product is in need in What product is in need
your barangay? in your barangay?
How will you identify if
the product is in need?

12
G. Finding practical
application of
concepts and skills in
daily living
H. Making What are the importance of “need” in selling and
Generalizations and buying products?
Abstractions about the
lesson
I. Evaluating Learning List 10 products that you List 10 products that you
need in school. need in school.
Explain why?
J. Additional Activities Cite an example of situation/product that is in need.
for Application or
Remediation
V – REMARKS
VI – REFLECTION
A. No. of learners who ___ of Learners who earned 80% above
earned 80% in the
evaluation
B. No. of learners who ___ of Learners who require additional activities for
required additional remediation
activities for
remediation who
scored below 80%
C. Did the remedial ___Yes ___No
lesson work? No, of ____ of Learners who caught up the lesson
learners who have
caught up with the
lesson
D. No. of learners who ___ of Learners who continue to require remediation
continue to require
remediation
E. Which of my teaching Strategies used that work well:
strategies worked ___ Group collaboration
well? Why did these ___ Games
work? ___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated I
nstruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their
tasks

13
 School Grade Level

DAILY Teacher Learning Area ICT

LESSON
Teaching Dates Quarter
PLAN and Time

I – OBJECTIVES
A. CONTENT STANDARD Demonstrate knowledge and skills that will lead to
one becoming an ideal entrepreneur

B. PERFORMNCE Sells products based on needs and demands

STANDARDS
C. LEARNING 1.4 buys and sells product based on needs and
COMPETENCIES demands in school and community
(Write the LC code for each) TLEIE6-0b-4
II – CONTENT The Ideal Entrepreneur
III – LEARNING
RESOURCES
A. References
1. TG Pages Curriculum Guide p.31
2. LM Pages
3. Textbook
Pages
4. Additional Books, pictures, powerpoint presentation,
Materials from
LR portal
B. Other Learning Video Presentation about how to sell a products
Resources based on needs and demands in school and
community

https://www.youtube.com/watch?v=xtLZJJTHP-
o&t=120s

https://www.youtube.com/watch?v=0u6Qt59yZ58

computer, LCD projector, video presentation

IV – PROCEDURE AVERAGE LEARNER ADVANCE LEARNER
A. Reviewing previous May I ask, what can you remember from our lesson
lesson or presenting last meeting?
new lesson Who can give brief insights from our last lesson.

B. Establishing a purpose Show a Video Show a Video

for the lesson Presentation about how to Presentation about how
sell a product based on to sell a product based
needs and demands. on needs and demand.

Discuss/elaborate about What can you observe

the video. about the video
presentation?

Have you been

experiencing to sell a

14
 product based on needs
and demands? Or to
buy product?
What is the difference
between needs and
demands?

C. Presenting How can we sell product based on needs and

examples/instances of demands in school and community?
the new lesson
What are the things you will consider to sell a
products based on needs and demands in school and
community?

D. Discussing new Meaning of Needs What are the definition

concepts and of Needs and demands?
practicing new skills 1.A requirement,
#1 necessary duty, or Give some
obligation. examples/situation that
2.A lack of something cite Needs and Demands.
wanted or deemed
necessary.
3.Urgent want, as of
something requisite.

Demands
Demand is an economic
principle referring to a
consumer's desire to
purchase goods and
services and willingness to
pay a price for a specific
good or service. Holding
all other factors constant,
an increase in the price of
a good or service will
decrease the quantity
demanded, and vice
versa. Market demand is
the total quantity
demanded across all
consumers in a market for
a given good. Aggregate
demand is the total
demand for all goods and
services in an economy
E. Discussing new Meaning of market need. What is market need?
concepts and Definition: Marketing is the
practicing new skills way that a business How to research
#2 attracts, keeps and sells to market need?
customers. In order for
marketing to be effective,

15
 it must be targeted toward
the business, its
demographic customer
base, its competitors and
market innovations. The
best way to determine a
business' marketing
needs is to go through a
checklist of the most
common ways to market
to consumers, and then
check them off according
to what is missing in the
current marketing plan. It
is important to note that
there is no universal
marketing plan; each
business will have a
different strategy to
advertise to their
customers. This article will
tell you how to determine
marketing needs.

F. Developing Mastery What is a need? What is a need?

(Lead to Formative What is a demand? What is a demand?
Assessment 3) What product is in need in What product is in need
your school and the in your school? In the
community? community?
How will you identify if
the product is in need?

G. Finding practical
application of
concepts and skills in
daily living
H. Making How can we buys and sells product based on needs
Generalizations and and demands in school and community?
Abstractions about the
lesson
I. Evaluating Learning List 10 products that you List 10 products that
need in school and in the you need in school and
community in the community.
Explain why?
J. Additional Activities Cite an example of situation on how to sell products
for Application or based on needs and demands in school and in the
Remediation community?

V – REMARKS
VI – REFLECTION
A. No. of learners who ___ of Learners who earned 80% above
earned 80% in the
evaluation

16
B. No. of learners who ___ of Learners who require additional activities for
required additional remediation
activities for
remediation who
scored below 80%
C. Did the remedial ___Yes ___No
lesson work? No, of ____ of Learners who caught up the lesson
learners who have
caught up with the
lesson
D. No. of learners who ___ of Learners who continue to require remediation
continue to require
remediation
E. Which of my teaching Strategies used that work well:
strategies worked ___ Group collaboration
well? Why did these ___ Games
work? ___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their
tasks

17
 School Grade Level
DAILY Teacher Learning Area ICT
LESSON
Teaching Dates Quarter
PLAN and Time

I. OBJECTIVES
CONTENT STANDARDS Demonstrates knowledge and skills in using online
survey tools.
PERFORMANCE Conducts a survey using online tools.
STANDARDS
3.2 Creates an online survey form
LEARNING COMPETENCY
CODE
TLEIE6-0e-9
PEDAGOGICAL METHOD: Concept Mapping, Differentiated Instruction,
Reflective Method

II. CONTENT
Creating knowledge products
III.LEARNING
RESOURCES
A. References:
Teacher’s Guide TLEIE6-0e-9 p. 31
Learning Materials TLEIE6-0e-9 p. 31
Technology and Livelihood Education 6 pp. 15-20

Textbooks: ICT and Entrepreneurship pp. 49-64

Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning
Pictures, LCD Projectors, powerpoint and video
Resources presentation
IV. PROCEDURES AVERAGE ADVANCE LEARNERS
LEARNERS
A. Reviewing Previous What are the tips on Activity #1
Lesson or Presenting the how to create a Group Activity
New Lesson survey form?
Each e-group will be ask to
share ideas on how to create
survey form.

B. Establishing a 1. To create an online The teacher will post the

Purpose for the Lesson survey using Google steps on how to create an
Forms, you must online survey form and the
have the following: pupils will match the picture
•Google account which corresponds to each
•Chrome web step.
browser
•Google “one click”
Forms Web
Application

18
 Procedure on how to
create an online
survey:
1. Log in to your
Google account. Click
on the FORMS web
app icon.
The forms icon will
appear when you add
a new tab.
2. Click one click
The one click forms
web app opens a new
browser tab that has a
blank form.
3. Accomplish
survey setup.
Write a title for your
survey. Explain it in
two sentences.
There are three
checkbox options
display at the top of
the survey form:
• Sign in to view
the form.
• Users are
allowed to add
responses.
• The
respondent’s
username is
automatically
collected.
4. Add and edit
questions. Each
question has a
Question Title and
Help Text field. The
HELP TEXT field is a
box used to explain a
ranking system. (For
example, you may
use 5 to indicate the
highest or best and 1
as the lowest or
worst)..
C. Presenting Examples/ The teacher will The teacher will present the
Instances of the New present the topic on step-by-step video
Lesson how to create an presentation.
online survey form https://www.youtube.com/w
using a step-by-step atch?v=MKHXzQ0jBVU&fe
video presentation. ature=share
https://www.youtube.
com/watch?v=MKHX

19
 zQ0jBVU&feature=sh
are
D. Discussing New The teacher will create an online survey form with the
Concepts and Practicing pupils observing.
New Skills #1 One or two pupils will re-demonstrate how to create
an online survey form.
E. Discussing New After creating the After creating the survey
Concepts and Practicing survey forms, the forms, the pupils will
New Skills#2 pupils will differentiate a printed survey
differentiate a printed form from an online survey
survey form from an form using the Venn
online survey form. Diagram.

Printed Online
Survey Survey
Form Form

• Based on the Venn

Diagram, which survey form
do you think is better to use?
Why?

F. Developing Mastery In groups, use Use a Google Forms to

(Leads to Formative Google Forms to create an online survey
Assessment) create an online about any topic. Present
survey about any output in class.
topic. Present output
in class.

G. Finding Practical What is the How can we collect

Applications of Concepts importance of survey information to friends,
and Skills in Daily Living form in collecting customer or colleagues?
information to friends,
customer or
What is the importance of
colleagues? survey form in collecting
information to friends,
customer or colleagues?
H. Making Generalizations What are the steps in What are the requirements
and Abstractions about the creating online to create an online survey
Lesson survey? using online survey form?

How can we create online

survey?

I. Evaluating Learning Answer the following questions:

1. Which of the following is a survey tool?
a. Obsurvey c. Google Docs
b. Google Hangouts d. Gmail
2.___________________ is a questionnaire created
as web forms with database, which is completed by
the respondents over the Internet.
a. Online Survey b.
Questionnaire c. Survey form

20
 3. One of the free services provided by __________
is the Google Forms where you can make forms for
survey or poll.
a. Skype b. Google
c. Facebook
4. In a survey, we usually want each respondent to
submit responses _______________.
a. twice b. how many times
c. only once
5. There are ______________ different ways on how
to view the responses of the respondents on the
survey form uploaded.
a. five b. four
c. three
J. Additional Activities for Disseminate an Process an online survey
Application or Remediation online survey. data.

V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
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

21
 School Grade Level
DAILY Teacher Learning Area ICT
LESSON
Teaching Dates Quarter
PLAN and Time

I. OBJECTIVES
Demonstrates knowledge and skills in performing advanced
CONTENT
calculations on numerical data using an electronic spreadsheet
STANDARDS
tool
PERFORMANC Processes and summarizes numerical data using advanced
E STANDARDS functions and formulas in an electronic spreadsheet tool
LEARNING 4.1 uses functions and formulas in an electronic spreadsheet
COMPETENCY tool to perform advanced calculations on numerical data
CODE TLE6IE-0f-12
PEDAGOGICAL
Inquiry-Based Approach, Collaborative Approach
METHOD:

II. CONTENT Analyzing information using ICT

III. LEARNING
RESOURCES
A. References:
Teacher’s Guide Curriculum Guide
Learning
Materials
Textbooks:
Additional
Materials from
Learning
Resource (LR)
Portal
B. Other Website
Learning https://www.youtube.com
Resources computer/laptop, LCD projector, video presentation
IV. AVERAGE LEARNERS ADVANCE LEARNERS
PROCEDURES
A. Reviewing
Previous Lesson
What are the steps in conducting an online survey?
or Presenting the
New Lesson
B. Establishing a Are you familiar with MS Excel?
Purpose for the
Lesson The teacher will show a video presentation about the basic
features of MS Excel.
C. Presenting The teacher will present the topic about the uses functions and
Examples/ formulas in an electronic spreadsheet tool to perform advanced
Instances of the calculations through a video presentation.
New Lesson https://www.youtube.com/watch?v=ldhIeEHP7xY

22
 The teacher will discuss about the following topics:
D. Discussing
New Concepts  Electronic Spreadsheet
and Practicing Functions and Formulas found in Excel
New Skills #1  Give the symbols of operations used in Excel

Spreadsheet
-is a software application that enables a user to save, sort and
manage data in an arranged form of rows and columns.
A spreadsheet stores data in a tabular format as an electronic
document. An electronic spreadsheet is based on and is similar
to the paper-based accounting worksheet.
A spreadsheet is primarily designed to provide a digital form of
the paper-based worksheet. Spreadsheets work through
spreadsheet application software. The rows and columns within
the spreadsheet contain cells that are filled with data to create
unique operations. A typical spreadsheet program can have
multiple functions such as:
 Numerous rows and columns for data and values storage
 Support for mathematical formulas and calculations
 Data sorting and analysis
 Multiple worksheets and their interlinking
 Integration and visualization of data in the form of graphs and
charts
E. Discussing Formulas
New Concepts In Excel, a formula is an expression that operates on values in a
and Practicing range of cells or a cell. For example, =A1+A2+A3, which finds
New Skills#2 the sum of the range of values from cell A1 to Cell A3.
2. Functions
Functions are predefined formulas in Excel. They eliminate
laborious manual entry of formulas while giving them human-
friendly names. For example: =SUM (A1:A3). The function sums
all the values from A1 to A3.
Five Time-saving Ways to Insert Data into Excel
When analyzing data, there are five common ways of inserting
basic Excel formulas. Each strategy, however, comes with its
own advantages. Therefore, before diving further into the main
formulas, we’ll clarify those methods, so you can create your
preferred workflow earlier on.
1. Simple insertion: Typing a formula inside the cell
Typing a formula in a cell or the formula bar is the most
straightforward method of inserting basic Excel formulas.
The process usually starts by typing an equal sign, followed by
the name of the function.
Excel is quite intelligent in that when you start typing the name
of the function, a pop-up function hint will show. It’s from this list

23
you’ll select your preference. However, don’t press the Enter
key. Instead, press the Tab key so that you can continue to insert
other options. Otherwise, you may find yourself with an invalid
name error, often as ‘#NAME?’. To fix it, just re-select the cell,
and go to the formula bar to complete your function.
2. Using Insert Function Option from Formulas Tab
If you want full control of your functions insertion, using the Excel
Insert Function dialogue box is all you ever need. To achieve
this, go to the Formulas tab and select the first menu labeled
Insert Function. The dialogue box will contain all the functions
you need to complete your financial analysis.
3. Selecting a Formula from One of the Groups in Formula
Tab
This option is for those who want to delve into their favorite
functions quickly. To find this menu, navigate to the Formulas tab
and select your preferred group. Click to show a sub-menu filled
with a list of functions. From there, you can select your
preference. However, if you find your preferred group is not on
the tab, click on the More Functions option – probably it’s just
hidden there.
4. Using AutoSum Option
For quick and everyday tasks, the AutoSum function is your go-
to option. So, navigate to the Home tab, in the far-right corner,
click the AutoSum option. Then click the caret to show other
hidden formulas. This option is also available in the Formulas tab
first option after the Insert Function option.
5. Quick Insert: Use Recently Used Tabs
If you find re-typing your most recent formula a monotonous task,
then use the Recently Used menu. It’s on the Formulas tab, a
third menu option just next to AutoSum.

Symbols of operations used in Excel

Operator Meaning Formula example
+ (plus
Addition =A2+B2
sign)
Subtraction
=A2-B2
- (minus Negation
=-A2 (changes the sign
sign) (reversing the
of the value in A2)
sign)

* (asterisk) Multiplication =A2*B2

/ (forward
Division =A2/B2
slash)
=A2*10%
% (percent
Percentage (returns 10% of the
sign)
value in A2)
=A2^3
Exponential
^ (caret) (raises the number in
(power of)
A2 to the power of 3)

24
 https://www.techopedia.com/definition/4426/spreadsheet
https://corporatefinanceinstitute.com/resources/excel/study/basi
c-excel-formulas-beginners/
https://www.youtube.com/watch?v=1naiWCWfSt4

Group Activity

Create an Excel file for the expenses below. Using the formulas
and functions discussed calculate the following:
1. = SUM (total cost of ingredients used)
2. = COUNT (total number of materials used)

Marketing Expenses
Budget
Allowance 700.00
Item
Quantity Cost/Unit Total
F. Developing Bought
Mastery Chicken 1 ½ kg 150/ kg
(Leads to Tilapia 1 kg 140/ kg
Formative
Assessment) Assorted
½ kg 120/ kg
Vegetables
Garlic ¼ kg 80/ kg
6.50.00/
Eggs ½
each
Total
Expenses
(Allowance
Balance
minus total
Expenses
Expenses)

Group I Group II
G. Finding
Practical
Applications of What is the importance of using Electronic Spreadsheet in
Concepts and business firms?
Skills in Daily
Living
H. Making
Generalizations What is Electronic Spreadsheet?
and Abstractions Differentiate functions from formulas.
about the Give examples of commonly used symbols in Spreadsheet
Lesson
A. Write True on the line if the statement is correct and False if
it is not.

________1. The COUNT is used to calculate the number of cells

I. Evaluating
in a range that have numbers in them.
Learning
________2. There are only four functions in MS Excel.
________3. The LEN formula counts the number of characters
in a
cell.

25
 ________4. Functions are combinations of functions, operands,
and
operators.
________5. Average is used to add two or more numbers
together.
J. Additional
Activities for
application or
Remediation
___Lesson carried. Move on to the next objective.
V. REMARKS
___Lesson not carried.
___Pupils did not find difficulties in answering their lesson.
___Pupils found difficulties in answering their lesson.
___Pupils did not enjoy the lesson because of lack of knowledge,
skills and interest about the lesson.
___Pupils were interested on the lesson, despite of some
VI. difficulties encountered in answering the questions asked by the
REFELECTION teacher.
___Pupils mastered the lesson despite of limited resources used
by the teacher.
___Majority of the pupils finished their work on time.
___Some pupils did not finish their work on time due to
unnecessary behavior.
A. No. of
learners who
earned 80%
___ of Learners who earned 80% above
on the
formative
assessment
B. No. of
learners who
require
___ of Learners who require additional activities for remediation
additional
activities for
remediation.
C. Did the
remedial
lessons work?
___Yes ___No
No. of learners
____ of Learners who caught up the lesson
who have
caught up with
the lesson.
D. No. of
learners who
continue to ___ of Learners who continue to require remediation
require
remediation

26
 School Grade Level
DAILY Teacher Learning Area ICT
LESSON
Teaching Dates Quarter
PLAN and Time

I. OBJECTIVES
CONTENT Demonstrates knowledge and skills in using audio, video
STANDARDS conferencing tools, and e-group
PERFORMANCE Communicates and collaborates online through audio,
STANDARDS video conferencing, and e-group

LEARNING 5.1 uses audio and video conferencing tools to share

COMPETENCY ideas and work with others online
CODE
TLEIE6-0g-13
PEDAGOGICAL
Reflective Approach, Collaborative Approach
METHOD:

II. CONTENT Communicating and collaborating using ICT

III. LEARNING
RESOURCES
A. References:
Teacher’s Guide Curriculum Guide
Learning Materials
Textbooks:
Additional Materials
from Learning
Resource (LR) Portal
Steps on how to create a skype account
https://www.wikihow.com/Set-up-a-Skype-Account

Video presentation
B. Other Learning
https://www.youtube.com/watch?v=BnS56HvL54Y
Resources
https://www.youtube.com/watch?v=StZSn0-enps

mobile phone, laptop, projector, powerpoint presentation,

video presentation
IV. PROCEDURES AVERAGE LEARNERS ADVANCE LEARNERS
A. Reviewing Previous
What are the different functions and formulas in an
Lesson or Presenting
electronic spreadsheet tool?
the New Lesson
B. Establishing a
Ask the pupils what they know about Skype application.
Purpose for the Lesson
Introduce skype to the learners and give some
background about the application.
Ask:
C. Presenting
- What do you do when you want to talk
Examples/ Instances of
to someone who is in different
the New Lesson
location?
- Are you familiar with the video
conference?

27
 -
How do we create an account in
Skype?
Video Conference (Video Conferencing)

A video conference is a live, visual connection between

two or more people residing in separate locations for the
purpose of communication. At its simplest, video
conferencing provides transmission of static images and
text between two locations. At its most sophisticated, it
provides transmission of full-motion video images and
high-quality audio between multiple locations.

Steps in creating a Skype account

1. Open Skype's website. Go
to https://www.skype.com/en/. This will take you to
the Skype home page.
2. Click Sign in. It's in the top-right corner of the
page. Doing so prompts a drop-down menu.
3. Click Sign up. This link is at the bottom of the
drop-down menu, just right of the "New to Skype?"
message.
4. Enter your phone number. Type your phone
number into the "Phone number" text field.
5. You can also click Use your email instead to enter
an email address here.
6. Create a password. Type a strong, memorable
D. Discussing New password into the "Create password" text field.
Concepts and Practicing 7. Click Next. It's a blue button near the bottom of the
New Skills #1 page.
8. Enter your first and last name. Do so in the "First
name" and "Last name" text fields, respectively.
9. Click Next.
10. Select a country or region. Click the
"Country/region" box, then click your current
country or region.
a. Skype will usually detect this from your
browser's location information.
11. Add your birthdate. Select the month, day, and
year in which you were born from the Month, Day,
and Year drop-down boxes.
12. Click Next.
13. Verify your account. Enter the code that Skype
sent to your phone number or email address into
the text field in the middle of the page. To retrieve
this code:
a. Text - Open your phone's Messages app,
open the text from Skype, and note the
four-digit code in the message.
b. Email - Open your email inbox, open the
email from "Microsoft account team", and
note the bold, four-digit code in the email.
14. Click Next. Doing so will submit your code and
create your Skype account. You can now use your

28
 account to log into Skype on computers,
smartphones, and tablets.
If Skype prompts you to enter another code that's
displayed on-screen, do so and then click Next to finish
creating your account.
How do I find new contacts in Skype on desktop?
1. Select Search Skype.
2. Type the name, Skype name or email of the person you
want to chat with.
3. Select your friend from the search results and you'll be
taken to a conversation window.
Type a message and select the Send button.

Group Activity:
 Create a skype account following the steps in
making a skype account.
 Add contact list in their skype account.
 Import contacts

You will be graded according to the following measures:

E. Discussing New
Concepts and Practicing 20% - Creativity (Skype account is created with a
New Skills#2 unique identity)
50% - Accuracy (All members have been added,
proper settings were set)
30% - Time bound (Skype account was created
on time, task completely done)

(Do this for 15 minutes) (Collaborative Approach)

GROUP I GROUP II
F. Developing Mastery
Let each group collaborate with each other using skype
(Leads to Formative and to make a video call.
Assessment)
G. Finding Practical
Try to create a video conference call with your classmates
Applications of
using Skype.
Concepts and Skills in
Daily Living
H. Making
Create a skype account following the steps in making a
Generalizations and
skype account. Add contact list in their skype account.
Abstractions about the
Make a call.
Lesson
Answer the following questions:
I. Evaluating Learning 1. What is video conferencing?
2. Give some examples of application that can
be used for video conferencing.
J. Additional Activities
for application or
Remediation
___Lesson carried. Move on to the next objective.
V. REMARKS
___Lesson not carried.
VI. REFELECTION ___Pupils did not find difficulties in answering their lesson.

29
 ___Pupils found difficulties in answering their lesson.
___Pupils did not enjoy the lesson because of lack of
knowledge, skills and interest about the lesson.
___Pupils were interested on the lesson, despite of some
difficulties encountered in answering the questions asked
by the teacher.
___Pupils mastered the lesson despite of limited
resources used by the teacher.
___Majority of the pupils finished their work on time.
___Some pupils did not finish their work on time due to
unnecessary behavior.
A. No. of learners who
earned 80% on the
___ of Learners who earned 80% above
formative
assessment
B. No. of learners
who require ___ of Learners who require additional activities for
additional activities remediation
for remediation.
C. Did the
remedial lessons
work? No. of ___Yes ___No
learners who have ____ of Learners who caught up the lesson
caught up with the
lesson.
D. No. of learners
who continue to ___ of Learners who continue to require remediation
require remediation

30
 School Grade Level
DAILY Teacher Learning Area ICT
LESSON
Teaching Dates and Quarter
PLAN Time

I. OBJECTIVES
CONTENT Demonstrates knowledge and skills to create knowledge
STANDARDS products
PERFORMANCE Creates a multimedia knowledge product
STANDARDS
6.2 Uses the moviemaking software to create a
LEARNING multimedia presentation
COMPETENCY
TLEIE6-0j-16
CODE
PEDAGOGICAL Concept Mapping, Differentiated Instruction, Reflective
METHOD: Method

II. CONTENT
Creating knowledge products
III. LEARNING
RESOURCES
A. References:
Teacher’s Guide Curriculum Guide p. 32
Learning Materials
Textbooks: ICT and Entrepreneurship TLE Textbook pages 111-131
Additional Materials
from Learning
Resource (LR) Portal
B. Other Learning Video presentation /youtube.com
Resources Powerpoint Presentation
https://www.youtube.com/watch?v=4w8v0qgjibc
IV. PROCEDURES AVERAGE LEARNERS ADVANCE LEARNERS
A. Reviewing Review: How to create a Activity #1
Previous Lesson or powerpoint presentation? Group Activity
Presenting the New
Lesson Each e-group will be ask to
share ideas and work on
how to create multimedia
presentation.

B. Establishing a Present Examples of Present Examples of Videos

Purpose for the Lesson Videos https://www.youtube.com/w
https://www.youtube.com/ atch?v=4w8v
watch?v=4w8v 0qgjibc
0qgjibc

Discuss/elaborate the What can you say about the

video video?
What have you notice from
the video?

31
C. Presenting Discuss: Windows Movie Ask the pupil:
Examples/ Instances of Maker (formerly known as What moviemaking software
the New Lesson Windows Live Movie are we going to use to create
Maker in Windows 7) is a a multimedia presentation?
video editing software by -Possible Answers: windows
Microsoft. It is a part of Movie Maker
Windows Essentials
software suite and offers
the ability to create and
edit videos as well as to
publish them on OneDrive,
Facebook, Vimeo,
YouTube, and Flickr.

Discuss creating multimedia presentations.

1. Discuss/Play a video about the use of Transitions
specially Advance slide and how to use it and
different types of animations and their uses
including the timing.
D.Discussing New 2. Inserting an audio, pictures that are compatible to
Concepts and Practicing create a multimedia presentation using windows
New Skills #1 movie maker

Practice new skills #1:

1. Using the windows movie maker let the pupils
create a multimedia presentation

E. Discussing New Inserting pictures and Practice new skills #2

Concepts and Practicing audio that are compatible
New Skills#2 with windows movie Still using the windows
maker. movie maker, let the pupils
apply the, pictures and audio
in their waste management
presentation

F. Developing Mastery Discuss/Play a video on Present the video: How to

(Leads to Formative how to convert the Power convert powerpoint into
Assessment) Point Presentation into video
multimedia presentation https://www.youtube.com/w
. atch?v=47oT1w1CSC4
Create a simple Output: Using a Powerpoint
multimedia presentation. Presentation, create a
multimedia presentation

G. Finding Practical Where else can we use Where else can we use this
Applications of this video presentation? converting powerpoint
Concepts and Skills in presentation or video
Daily Living presentation?

What are the practical

application of multimedia
presentation?

32
H. Making How to create a How to create a multimedia
Generalizations and multimedia presentation presentation using a
Abstractions about the using a moviemaker? moviemaker?
Lesson How can we convert
powerpoint presentation into
a movie?
I. Evaluating Learning Presentation of all the multimedia presentation made by
the pupils using windows movie maker.
Use the Rubrics below in assessing the presentation.
5 - All topics were applied to their video
(Transition/Animation/Inserting/Timing)
4 - Only 3 topics were present in the video
3 - Only 2 topics were present in the video
2 - Only 1 topic were present in the video
1 - No video presented.
Questions: To be answered orally.
1. What can you say about the video?
2. How about your timing? How many seconds is
your transition/animation?
3. What kind of transition did you use? How many
transition did you use?
4. What kind of animation did you use? How many
animations did you use?
5. Did you use a video? Did you use an audio?
J. Additional Activities Write a short paragraph Write a short essay about
for Application or about the importance of the importance of windows
Remediation multimedia presentation. movie maker and why do we
convert powerpoint
presentation.

V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% on the
formative
assessment
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

33