GRADES 1 to 12 School: File Submitted by DepEd Club Member - depedclub.

com Grade Level: V

Teacher: File Created by Ma’am EDNALYN D. MACARAIG Learning Area: MATHEMATICS
DAILY LESSON LOG
Teaching Dates and
Time: JULY 10-14, 2017 (WEEK 6) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards *Demonstrates understanding of *Demonstrates understanding *Demonstrates understanding of *Demonstrates understanding
whole numbers up to 10 000 000 of whole numbers up to 10 000 whole numbers up to 10 000 000 of whole numbers up to 10 000
*Demonstrates understanding of 000 *Demonstrates understanding of 000
divisibility, order of operations, *Demonstrates understanding divisibility, order of operations, *Demonstrates understanding
factors and multiples and the four of divisibility, order of factors and multiples and the four of divisibility, order of
fundamental operations involving operations, factors and fundamental operations involving operations, factors and
fraction multiples and the four fraction multiples and the four
fundamental operations fundamental operations
involving fraction involving fraction
B.Performance Standards *The learner is able to recognize *The learner is able to recognize *The learner is able to recognize *The learner is able to
and represent whole numbers up to and represent whole numbers and represent whole numbers up recognize and represent whole
10 000 000 in various forms and up to 10 000 000 in various to 10 000 000 in various forms and numbers up to 10 000 000 in
contexts. forms and contexts. contexts. various forms and contexts.
*The learner is able to apply *The learner is able to apply *The learner is able to apply *The learner is able to apply
divisibility, order of operations, divisibility, order of operations, divisibility, order of operations, divisibility, order of operations,
factors and multiples and the four factors and multiples and the factors and multiples and the four factors and multiples and the
fundamental operations involving four fundamental operations fundamental operations involving four fundamental operations
fractions in mathematical problems involving fractions in fractions in mathematical involving fractions in
and real-life situations mathematical problems and problems and real-life situations mathematical problems and
real-life situations real-life situations
C.Learning Subtracts fractions and mixed Subtracts fractions and mixed Solves routine and non-routine Solves routine and non-routine Summative Test
Competencies/Objectives numbers without regrouping numbers with regrouping problems involving addition problems involving addition
M5NS-If-85 M5NS-If-85 and/or subtraction of fractions and/or subtraction of fractions
using appropriate problem solving using appropriate problem
strategies and tools solving strategies and tools
M5NS-If-87.2 M5NS-If-87.2
II.CONTENT Number and number sense Number and number sense Number and number sense Number and number sense
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages CG p.55 CG p.55 CG p.55 CG p.55
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from BEAM LG Gr.5 Module 4 BEAM LG Gr.5 Module
learning resource (LR) portal Subtraction of Dissimilar fraction 4 Subtraction of Dissimilar
fraction
B.Other Learning Resource flash cards, pocket chart flash cards, pocket chart power point, chart, number cards, power point, chart, number
cartolina strips, flaglets and dart cards, cartolina strips, flaglets
board and dart board
IV.PROCEDURES
A.Reviewing previous lesson or Drill Drill Drill Drill
presenting the new lesson Directions: Change the following Directions: Match the fractions Strategy: “HI –Low “ Strategy: “HI –Low “
dissimilar fractions to similar in Column A with its lowest Materials: Fraction Cards, Show Materials: Fraction Cards,
Review terms in me board Show me board
Use flashcard to answer the ff. Column B. Write the correct Mechanics: Mechanics:
answer on the space provided a. Form two groups of five and let a. Form two groups of five and
Review each group form a line. Give each let each group form a line. Give
How do we change dissimilar group a show-me-board. each group a show-me-board.
fractions to similar fractions? b. Fraction cards and laid on the b. Fraction cards and laid on
Original File Submitted and table facing down. the table facing down.
Formatted by DepEd Club c. The card in row “A” will be c. The card in row “A” will be
Member - visit depedclub.com opened at the same time as the opened at the same time as
for more card in row “B”. the card in row “B”.
d. The first pupil in line will “HI”. If d. The first pupil in line will
he/she thinks the fraction written “HI”. If he/she thinks the
on the card is in higher term and fraction written on the card is
write “LOW”, if the fraction on in higher term and write
card is fraction written on card is “LOW”, if the fraction on card
in a lowest term. The pupil to is fraction written on card is in
show the correct answer gets a a lowest term. The pupil to
point for the group. show the correct answer gets a
e. The game continues until the point for the group.
last pupil in the line has answered. e. The game continues until the
The Team/group with the most last pupil in the line has
number of points wins the game. answered. The Team/group
Review with the most number of
Strategy: GROUP CONTEST points wins the game.
Review
Strategy: GROUP CONTEST
B.Establishing a purpose for the Have your tried bibingka as a Do you help your sister at Who among you is a scout Who among you is a scout
lesson merienda? What can you say home? How? member? What activities have member? What activities have
about it? Do you know how to cook? you participated? Have you joined you participated? Have you
Let us find out what Aling Ester’s camping? How did you feel? joined camping? How did you
daily routine in selling her feel?
sumptuous treat.
C.Presenting Examples/ instances Aling Ester sold the bibingka she Glenn needs 𝟔 𝟏/𝟑 cups of sugar Strategy: Problem Opener Strategy: Problem Opener
of the new lesson made in the market. At lunch time, for the bibingka that he is The boy scouts went camping 3 The boy scouts went camping 3
she brought home the 1 712 planning to cook. He requested km away from their school. They km away from their school.
bibingka left. If her neighbors his sister to measure the hiked 1 26 km on the first day and They hiked 1 26 km on the first
 bought 412, how many more amount of sugar in the 1 26 km on the second day. day and 1 26 km on the second
bibingka she have left to sell? container and found out that it day.
was only 𝟐/𝟒 cups. How much
more does he need to have?
D.Discussing new concepts and a. What are given? What do we need to find out? a. Ask the pupils to think about a. Ask the pupils to think about
practicing new skills #1 b. What is being asked? What data are available? these: these:
c. What operation will you use? Are the data sufficient? Why is it important to join Why is it important to join
d. How will you solve this problem? Performing the Activities scouting activities? scouting activities?
Divide the class into group of b. Analyze the problem by asking b. Analyze the problem by
5s. The task of the pupils is to the following questions: asking the following questions:
help each other to solve the What is asked in the problem? What is asked in the
problem. Give them enough What are given in the problem? problem?
time to perform the task. Is there a hidden question to be What are given in the
After all groups have finished, solved? (What is the first thing problem?
asked them to post their output that you have to solve in the Is there a hidden question to
on the board and let them problem?) Is it stated in the be solved? (What is the first
discuss their solutions problem? thing that you have to solve in
What do you think are the the problem?) Is it stated in the
operations to be used to solve the problem?
problem? What do you think are the
2. Performing the Activities operations to be used to solve
Ask the pupils to solve the the problem?
problem by pairs. 2. Performing the Activities
Understand Ask the pupils to solve the
Know what is asked in the problem by pairs.
problem? Understand
How much farther still will they Know what is asked in the
have to hike to reach the camp? problem?
Know what are the given facts: How much farther still will they
3 km, 1 26 km and 1 36 km have to hike to reach the
Plan: Determine the operation to camp?
use: Addition and subtraction Know what are the given facts:
Draw a diagram to represent the 3 km, 1 26 km and 1 36 km
problem. Plan: Determine the operation
to use: Addition and
subtraction
Draw a diagram to represent
the problem.
E. Discussing new concepts and Aling Conching baked 24 7/9 Group the learners into five After sharing the answers, let the After sharing the answers, let
practicing new skills #2 dozens of macaroons. She reserved groups. Tell them to answer the pupils express their thoughts the pupils express their
6/9 of a dozen for her children. problem. about the activity. Appreciate their thoughts about the activity.
How many dozen were left for her Liza bought 312 kilogram of thoughts then ask: Appreciate their thoughts then
to sell? lanzones and 23 kilogram of How did you solve the problem? ask:
dalandan. How many more How did you solve the
 kilogram of lanzones than problem?
dalandan did she buy?
F.Developing Mastery Subtract these mixed numbers and Subtract the following fractions Directions: Read and understand Directions: Read and
fractions. Write your and mixed number. the following problems then understand the following
answers in lowest terms. Reduce to lowest terms if solve. problems then
a. 5 8/9 – 2/9 possible. a. It took 10 hours to build a tent. solve.
b. 4 11 1/2 – 312 a. 85 1/2- 2/3 If 4 12 hours were spent in a. It took 10 hours to build a
c. 7 9/10 – 2/10 b. 16 1/4- 3/8 preparing the poles, 3 hours in tent. If 4 12 hours were spent
d. 9 5/6 – 2/6 c. 12 2/5- 2/3 making the frame and the rest of in preparing the poles, 3 hours
e. 4 13 1/4 – 7 1/4 the time in covering the frame, in making the frame and the
how many hours were spent in rest of the time in covering the
covering the frame? frame, how many hours were
b. The perimeter of the triangle is spent in covering the frame?
7012 cm. Two sides measures 25 b. The perimeter of the triangle
cm and 31 cm. What is the is 7012 cm. Two sides
measure of the measures 25 cm and 31 cm.
third side? What is the measure of the
c. Faye bought of cloth. She used third side?
for a dress. How much cloth was c. Faye bought of cloth. She
left? used for a dress. How much
2 12 m cloth was left?
14 2 12 m
3 56 km 14
2 16 km 3 56 km
2 16 km

G.Finding Practical application of Miguel finished reading a book in 1 Provide each group with an Group Activity Group Activity
concepts and skills in daily living 56 hours while Camille finished the activity sheet. Let them discuss Provide each group with a Provide each group with a
same book in 46 hours. How much the problem together and write problem to solve. Post their problem to solve. Post their
longer did it take Miguel to read the solution on the board. answers on the board. answers on the board.
the book? Group 1- James Christian biked Directions: Read and analyze. Directions: Read and analyze.
8410 km in going to market and Solve for the correct answer. Solve for the correct answer.
35km in going to school. How Group 1- Grandma bought 16 34 Group 1- Grandma bought 16
many kilometresfarther is the metres of cloth. She used 8 12 34 metres of cloth. She used 8
market to school? metres for curtains and 7 12 12
Group 2 - Dionne Josette used metres for bed cover. How metres for curtains and 7 12
1215 metre of chicken wire to many metres of clothe were not metres for bed cover. How
cover the hole of the fence and used? many metres of clothe were
another 46 metre as plant Group 2- Gomez loves to travel to not used?
holders. How many more different places.. He spent 6 12 Group 2- Gomez loves to travel
metres of chicken wire did he days in the first destination and 4 to different places.. He spent 6
use to cover the hole of the 78 days in the second destination. 12 days in the first destination
fence than that of the plant How many days longer was he in and 4 78 days in the second
holders? his first destination? destination. How many days
 Group 3- Police Officer Ng was Group 3- I had 6 kilograms of longer was he in his first
driving from San Jose to mangoes. I gave 114 kg. to Sandra. destination?
Lipa,with an approximate How many kilos of mangoes were Group 3- I had 6 kilograms of
distance of 9 15 kilometres. left for me? mangoes. I gave 114 kg. to
When he reached BanayBanay Group 4- Julie had 5 916 metres of Sandra. How many kilos of
District Hospital he had a flat lace. She used 1 23 metres for a mangoes were left for me?
tire. If he had driven 46 chemise, 34 metres for a Group 4- Julie had 5 916
kilometres, howmany more handkerchief and 56 metres for a metres of lace. She used 1 23
kilometres will he need to drive? blouse. How much lace was left? metres for a chemise, 34
metres for a handkerchief and
56 metres for a blouse. How
much lace was left?
H.Making generalization and To subtract mixed numbers and How do you subtract fractions In solving problems what are the In solving problems what are
abstraction about the lesson fractions with similar denominators and mixed number wit steps to follow? the steps to follow?
without regrouping:
Subtract the numerators of the
fractions
Change the fraction to lowest
terms and affix the whole number
Miguel finished reading a book in 1
56 hours while Camille finished the
same book in 46 hours. How much
longer did it take Miguel to read
the book?
To subtract mixed
I.Evaluating learning Subtract these mixed numbers and A. Directions: Subtract the Read the following problems and Read the following problems
fractions. Change your following fractions and mixed solve for the correct answer and solve for the correct
answers to lowest terms. number. Reduce to lowest terms answer
a. 8 9/10 – 6/10 if possible.
b. 2 1 4/18 – 5/18 a. 61/5 b. 8 2/7 c. 9 1/3
c. 7 4/7 – 3/7 - 2/4 – 3/5 – 4/5
d. 9 6/14 – 8/14 B. Analyze and solve. Write your
e. 5 15/18 – 7/18 complete solution.
1. James and Dionne own
neighboring cornfields. James
harvested 12 2/7 of an acre of
corn on Monday and Dionne
harvested 68 of an acre. How
many more acres did James
harvest than Dionne?
2. Elyza Angela and her sister
went together to get haircuts.
Elyza Angela got 2 1/7 of an inch
cut off and her sister got 34 of
 an inch cut off. Compared to her
sister, how much more hair did
Elyza Angela get taken off?
J.additional activities for Subtract the following fractions. Solve the following problems. Be Solve the following problems.
application or remediation Change your answers to lowest Directions: Subtract the sure to show your solution. Be sure to show your solution.
terms. following fractions and mixed a. Remy used 29 liter of oil in a. Remy used 29 liter of oil in
a. 13 8/10 – 2/10 number. Reduce to preparing the banana cue while 35 preparing the banana cue while
b. 7 7/14 – 3/14 lowest terms if possible. liter was used in preparing banana 35 liter was used in preparing
c. 15 10/15 – 1/15 a. 83/5 - 4/10 fritters. Which recipe used more banana fritters. Which recipe
d. 9 6/14 – 5/14 b. 155/7 – 4/5 oil? used more oil?
e. 11 5/8 – 1/8 c. 101/3– 4/5 b. Marlon painted the poultry b. Marlon painted the poultry
d. 281/7 – 5/8 house using 56 liter of brown paint house using 56 liter of brown
e. 43 2/5- 5/7 and 23 liter of green paint. How paint and 23 liter of green
much more brown paint was used paint. How much more brown
than the white paint? paint was used than the white
c. Elmie had 8 14 meters of white paint?
cloth. Evelyn asked for 34 meter c. Elmie had 8 14 meters of
for her project in Science, How white cloth. Evelyn asked for
many meters of cloth were left? 34 meter for her project in
Science, How many meters of
cloth were left?

V.REMARKS
VI.REFLECTION
A.No. of learners who earned ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on
80% in the evaluation next objective. the next objective. next objective. the next objective. to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery mastery mastery mastery
B.No.of learners who require ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find
additional activities for answering their lesson. in answering their lesson. in answering their lesson. difficulties in answering their difficulties in answering their
remediation ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in lesson. lesson.
answering their lesson. answering their lesson. answering their lesson. ___Pupils found difficulties in ___Pupils found difficulties in
___Pupils did not enjoy the lesson ___Pupils did not enjoy the ___Pupils did not enjoy the lesson answering their lesson. answering their lesson.
because of lack of knowledge, lesson because of lack of because of lack of knowledge, ___Pupils did not enjoy the ___Pupils did not enjoy the
skills and interest about the lesson. knowledge, skills and interest skills and interest about the lesson because of lack of lesson because of lack of
___Pupils were interested on the about the lesson. lesson. knowledge, skills and interest knowledge, skills and interest
lesson, despite of some difficulties ___Pupils were interested on ___Pupils were interested on the about the lesson. about the lesson.
encountered in answering the the lesson, despite of some lesson, despite of some difficulties ___Pupils were interested on ___Pupils were interested on
questions asked by the teacher. difficulties encountered in encountered in answering the the lesson, despite of some the lesson, despite of some
___Pupils mastered the lesson answering the questions asked questions asked by the teacher. difficulties encountered in difficulties encountered in
despite of limited resources used by the teacher. ___Pupils mastered the lesson answering the questions asked answering the questions
by the teacher. ___Pupils mastered the lesson despite of limited resources used by the teacher. asked by the teacher.
 ___Majority of the pupils finished despite of limited resources by the teacher. ___Pupils mastered the lesson ___Pupils mastered the lesson
their work on time. used by the teacher. ___Majority of the pupils finished despite of limited resources despite of limited resources
___Some pupils did not finish their ___Majority of the pupils their work on time. used by the teacher. used by the teacher.
work on time due to unnecessary finished their work on time. ___Some pupils did not finish their ___Majority of the pupils ___Majority of the pupils
behavior. ___Some pupils did not finish work on time due to unnecessary finished their work on time. finished their work on time.
their work on time due to behavior. ___Some pupils did not finish ___Some pupils did not finish
unnecessary behavior. their work on time due to their work on time due to
unnecessary behavior. unnecessary behavior.

C.Did the remedial work? No.of ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned
learners who have caught up above 80% above above 80% above 80% above
with the lesson
D.No. of learners who continue ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
to require remediation additional activities for remediation additional activities for additional activities for additional activities for additional activities for
remediation remediation remediation remediation

E.Which of my teaching ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
strategies worked well? Why did ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught
these work? lesson the lesson the lesson up the lesson up the lesson
F.What difficulties did I ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue
encounter which my principal or require remediation to require remediation require remediation to require remediation to require remediation
supervisor can helpme solve?
G.What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
materials did used/discover  ___Metacognitive Development:  ___Metacognitive  ___Metacognitive Development:  ___Metacognitive well:
which I wish to share with other Examples: Self assessments, note Development: Examples: Self Examples: Self assessments, note Development: Examples: Self  ___Metacognitive
teachers? taking and studying techniques, and assessments, note taking and taking and studying techniques, assessments, note taking and Development: Examples: Self
vocabulary assignments. studying techniques, and and vocabulary assignments. studying techniques, and assessments, note taking and
 ___Bridging: Examples: Think-pair- vocabulary assignments.  ___Bridging: Examples: Think- vocabulary assignments. studying techniques, and
share, quick-writes, 
and ___Bridging: Examples: Think- pair-share, quick-writes, 
and ___Bridging: Examples: Think- vocabulary assignments.
anticipatory charts. pair-share, quick-writes, and anticipatory charts. pair-share, quick-writes, and  ___Bridging: Examples: Think-
 anticipatory charts.  anticipatory charts. pair-share, quick-writes, and
  anticipatory charts.
 ___Schema-Building: Examples:  ___Schema-Building: Examples:
Compare and contrast, jigsaw ___Schema-Building: Examples: 
Compare and contrast, jigsaw ___Schema-Building: 
learning, peer teaching, and Compare and contrast, jigsaw learning, peer teaching, and Examples: Compare 
and ___Schema-Building:
projects. learning, peer teaching, and projects. contrast, jigsaw learning, peer Examples: Compare and
 projects.  teaching, and projects. contrast, jigsaw learning, peer
  teaching, and projects.
 ___Contextualization:  ___Contextualization:
 Examples: Demonstrations, media,  ___Contextualization:  Examples: 
Demonstrations, ___Contextualization: 

manipulatives, repetition, and local Examples: Demonstrations, 
media, manipulatives, repetition, Examples: Demonstrations, ___Contextualization:
opportunities. media, manipulatives, and local opportunities. media, 
manipulatives, Examples: Demonstrations,
 repetition, and local
 repetition, and local media, manipulatives,
opportunities. opportunities. repetition, and local
 ___Text Representation:  ___Text Representation:
  opportunities.
 Examples: Student created  Examples: Student created
drawings, videos, and games.  ___Text Representation: drawings, videos, and games.  ___Text Representation: 
 ___Modeling: Examples: Speaking  Examples: Student created  ___Modeling: Examples: Speaking  Examples: Student created  ___Text Representation:
slowly and clearly, modeling the drawings, videos, and games. slowly and clearly, modeling the drawings, videos, and games.  Examples: Student created

language you want students to use, ___Modeling: Examples: language you want students to  ___Modeling: Examples: drawings, videos, and games.
and providing samples of student Speaking slowly and clearly, use, and providing samples of Speaking slowly and clearly,  ___Modeling: Examples:
work. modeling the language you want student work. modeling the language you Speaking slowly and clearly,
students to use, and providing want students to use, and modeling the language you
Other Techniques and Strategies samples of student work. Other Techniques and Strategies providing samples of student want students to use, and
used: used: work. providing samples of student
___ Explicit Teaching Other Techniques and ___ Explicit Teaching work.
___ Group collaboration Strategies used: ___ Group collaboration Other Techniques and
___Gamification/Learning throuh ___ Explicit Teaching ___Gamification/Learning throuh Strategies used: Other Techniques and
play ___ Group collaboration play ___ Explicit Teaching Strategies used:
___ Answering preliminary ___Gamification/Learning ___ Answering preliminary ___ Group collaboration ___ Explicit Teaching
activities/exercises throuh play activities/exercises ___Gamification/Learning ___ Group collaboration
___ Carousel ___ Answering preliminary ___ Carousel throuh play ___Gamification/Learning
___ Diads activities/exercises ___ Diads ___ Answering preliminary throuh play
___ Differentiated Instruction ___ Carousel ___ Differentiated Instruction activities/exercises ___ Answering preliminary
___ Role Playing/Drama ___ Diads ___ Role Playing/Drama ___ Carousel activities/exercises
___ Discovery Method ___ Differentiated Instruction ___ Discovery Method ___ Diads ___ Carousel
___ Lecture Method ___ Role Playing/Drama ___ Lecture Method ___ Differentiated Instruction ___ Diads
Why? ___ Discovery Method Why? ___ Role Playing/Drama ___ Differentiated Instruction
___ Complete IMs ___ Lecture Method ___ Complete IMs ___ Discovery Method ___ Role Playing/Drama
___ Availability of Materials Why? ___ Availability of Materials ___ Lecture Method ___ Discovery Method
___ Pupils’ eagerness to learn ___ Complete IMs ___ Pupils’ eagerness to learn Why? ___ Lecture Method
___ Group member’s ___ Availability of Materials ___ Group member’s ___ Complete IMs Why?
collaboration/cooperation ___ Pupils’ eagerness to learn collaboration/cooperation ___ Availability of Materials ___ Complete IMs
in doing their tasks ___ Group member’s in doing their tasks ___ Pupils’ eagerness to learn ___ Availability of Materials
___ Audio Visual Presentation collaboration/cooperation ___ Audio Visual Presentation ___ Group member’s ___ Pupils’ eagerness to learn
of the lesson in doing their tasks of the lesson collaboration/cooperation ___ Group member’s
___ Audio Visual Presentation in doing their tasks collaboration/cooperation
of the lesson ___ Audio Visual Presentation in doing their tasks
of the lesson ___ Audio Visual Presentation
of the lesson

__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
 __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works

Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized __Contextualized/Localized
Indigenized IM’s Indigenized IM’s Indigenized IM’s and Indigenized IM’s and Indigenized IM’s
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used __ Recycling of plastics to be __ Recycling of plastics to be used __ Recycling of plastics to be __ Recycling of plastics to be
as Instructional Materials used as Instructional Materials as Instructional Materials used as Instructional Materials used as Instructional
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition Materials
__ local poetical composition

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File Created by Ma’am EDNALYN D. MACARAIG