Republic of the Philippines

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

Mon Balayong ES / Central I - ES

Community Tue Naguilayan ES / Pagal ES
Learning Wed Quintong CLC/ Calomboyan ES Program ALS A&E
Center (CLC) Thurs Doyong CLC / Central I - ES
Fri Matagdem ES / Pangpang CLC
Learning Literacy
Pamela R. Garcia Elementary
ALTERNATIVE LEARNING Facilitator Level
SYSTEM LS1A-
Weekly Lesson Log Quarter 3 – Week 3 Learning Communication
Quarter
February 12 - 16, 2024 Strand Skills in English

I. Objectives
A. Content Standard/ Focus Viewing
View attentively and critically a wide range of multimedia materials in English to be able
to function effectively as a member of the family, the community, the nation, and the
B. Performance Standard
world, and to participate in community and economic development.

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

C. Learning Competencies  Infer thoughts, feelings, intentions of material viewed (LS1CS/EN-V-PSC-LE/JHS-14)

II. Content LESSON1: I SEE, YET I DON’T SEE

· Communication Skills in English Module 5 ·
III. Learning Resources
Bond paper, ballpen, and pencil
A. References
1. Session Guide pages Pp. 3-15
LEARNING STRAND 1
2. Module/ Learner's material COMMUNICATION SKILLS IN ENGLISH
pages MODULE 5: WHAT IS THE MEANING OF THIS? (DRAWING GENERALIZATIONS)
LESSON 1: I SEE, YET I DON’T SEE
3. Additional materials from K-12 Basic Education for the Alternative Learning System (ALS K to12)
Learning Resource (portal) Curriculum Guide- Learning Strand 1: COMMUNICATION SKILLS: ENGLISH
IV. Procedures
A. Activity (Review of the Assess learners familiarity with the topic by going over the activity in Lesson 1 – Trying
previous lesson or presenting This Out with them.
the new lesson Let the learners read the text “Where are the Main Ideas Found? “
THINK AND SHARE
B. Springboard/ Motivation
Ask learners to share their experiences news whenever they watch news on TV.
Ask learners to answer the following questions:
· Where do main ideas usually found in the paragraph?
C. Analysis
· How do you express main ideas?
· How do you make inferences?
D. Discussing new concepts Instruct the learners to read the news report on “Downpour topples 2 electric posts, cuts
and practicing new skills (Sub- power in Sta. Rosa City”. Determine the main idea of the paragraph.
act. 1)
 Discussion of WH Questions

What. Does the passage talk about a particular event?

E. Discussing new concepts and Who. Does this passage refer to a person or group of people?
practicing new skills (Sub-act. When. Does the information contain a reference to time or situation?
2) Where. Does the text name a specific place?
Why. Why did the power supply cut off?
How. Does this passage state a fact or an opinion?
Emphasize to the learners that in getting the main idea or key idea,they have to consider
F. Abstraction (Making the following:
generalizations about the · Author’s key message.
lesson) · Sometimes, ideas are indirectly stated. T
· Inferences are made from indirectly stated ideas.
Present the Sharpening Your Skills and Treading the Road to Mastery assessments on
G. Application (Developing pages 13–15. Sharpening Your Skills Activity 1 focuses on getting the main idea while
Mastery) Activity 2 is for making inferences. Proceed to page 15 and answer the Treading the
Road to Mastery. Tell the learners to follow the instructions.
The ability to know how to read between the lines will help learners fully understand
H. Valuing what they read.

I. Read the passage “Retirement as a Recent Concept” and answer the questions that
follow.
I. Evaluation (Assessing
A. Why do you think Bismarck brought up the concept of retirement?
Learning)
B. Why do you think other countries adopted the concept of retirement?
C. At what age do you think people should retire? Explain why.
Write your answers on a separate sheet of paper and look for the definition of the
J. Agreement (Additional
following:
Activities)
Meaning, Information, Ideas and Inferences.
V. Remarks
VI. Reflection
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What Innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region I
SAN CARLOS CITY DIVISION
Roxas Boulevard, San Carlos City, Pangasinan
Tel. No./Fax No. (075) 632-3293 (OSDS) Trunkline Nos. (075) 633-5691 to 93

Mon Balayong ES / Central I - ES

Community Tue Naguilayan ES / Pagal ES
Learning Wed Quintong CLC/ Calomboyan ES Program ALS A&E
Center (CLC) Thurs Doyong CLC / Central I - ES
Fri Matagdem ES / Pangpang CLC
Learning Literacy
Pamela R. Garcia Elementary
ALTERNATIVE LEARNING Facilitator Level
SYSTEM LS2- Scientific
Weekly Lesson Log Quarter 3 – Week 3 Learning Literacy and Critical
Quarter
February 12 - 16, 2024 Strand Thinking Skills

I. Objectives
Demonstrate understanding on Chemistry, Physics, Earth and Space concepts and their
A. Content Standard/ Focus
applications
B. Performance Standard Employ physical science concepts that contribute to sustaining life

Determine the risks and hazards of common substances and mixtures at work (LS4LC-PE-PSC-
C. Learning Competencies AE/JHS-9)
Describe how to observe health and safety measures at work. (LS4LC-PE-PSC-AE/JHS-12).
II. Content Lesson 3: How does matter become dangerous?
ALS Learning Strand 2- Scientific and Critical Thinking Skills Module- United Nations
III. Learning Resources
Educational, Scientific and Cultural Organization -UNESCO
A. References
1. Session Guide pages Pages 6-7
ALS Learning Strand 2- Module 5- HOW CAN I STAY SAFE AT WORK?
2. Module/ Learner's
Lesson 3: How does matter become dangerous?
material pages
Materials: short bond paper, ballpen/pencil.
K-12 Basic Education for the Alternative Learning System (ALS K to12)
3. Additional materials from
Curriculum Guide- LS2: Scientific and Critical Thinking Skills.
Learning Resource (portal)
ALS A& E-Learning Material- ICT-4-ALS
IV. Procedures
A. Activity (Review of the Ask the learners about the previous lesson.
previous lesson or presenting 1. What are the roles of matter in improving life?
the new lesson 2. How do you apply matter in everyday life?
* Assign the learners in pair or group for an activity.
Activity:
For each pair/group, assign the following scenarios:
 somebody whose skin is scarring after spilling muriatic acid
B. Springboard/ Motivation
 somebody whose eyes are hurting after spraying perfume that contains alcohol
 somebody who started a fire after accidentally adding water in a hot pan with oil.
For each scenario, the pair/group must think of a way to minimize the damage and reduce
the risk of such from happening again.
Initiate a discussion by asking the following questions:
1. What could happen if nobody knew how to apply first-aid or to lessen the damage in each
C. Analysis
scenario?
2. How can risks and hazards be minimized in a danger-prone area?
 Discuss to the learners that there are common household materials which contain harmful
chemicals.
Here are some of the most dangerous household chemicals, including the ingredients to
D. Discussing new concepts watch for and the nature of the risk:
and practicing new skills 1. Air Fresheners
(Sub-act. 1) 2. Ammonia
3. Antifreeze
4. Bleach
5. Drain Cleaners
Discuss to the learners that:
* Containers of household materials may
include the following graphic image based on
how hazardous the product is. This graphic
image is called "pictograms." Pictograms are
graphic images that immediately show the
user of a hazardous product what type of
hazard is present.

* Hazardous products must be handled

E. Discussing new concepts cautiously! Read labels and follow directions
and practicing new skills carefully. Words to look for: DANGER − WARNING – CAUTION
(Sub-act. 2)

F. Abstraction (Making Wrap up the lesson.

generalizations about the 1. What are common household materials which contain harmful chemicals.
lesson) 2. What are health and safety measures to reduce risks and hazards in the workplace.
Ask the learners to prepare a list of dangerous materials (at least ten items) found in their
G. Application (Developing
homes. The learners must be able to discuss the danger of using such material and state first-
Mastery)
aid and preventive measures to minimize damage.
Matter has been used to improve daily life but we must be aware on the chemical product
H. Valuing that we use. We must use this products safely and we must know what to do if there is an
emergency.

A. Directions: On a separate sheet of paper, write H if the following household materials are
hazardous and NH if they are not hazardous.
1. cologne 6. detergent soap
2. ammonia 7. vinegar
3. urea 8. fish sauce
4. malathion 9. shrimp paste
5. honey 10. liquid soda
I. Evaluation (Assessing
Learning) B. Directions: Find the hazardous effect of household materials in Column A in Column B.
Column A Column B
1. Motor oil a. Internal organ damage
 2. Moth balls b. Nervous system damage
3. Bleach c. Deadly fumes
4. Air freshener d. Respiratory damage
5. Anti-freeze e. Irritates lung
J. Agreement (Additional
Search on the common materials in your workplace which contain harmful chemicals.
Activities)
V. Remarks
VI. Reflection
A. No. of learners who
earned 80% in the evaluation
B. No. of learners who
require additional activities
for remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What Innovation or
localized materials did I use/
discover which I wish to
share with other teachers?
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region I
SAN CARLOS CITY DIVISION
Roxas Boulevard, San Carlos City, Pangasinan
Tel. No./Fax No. (075) 632-3293 (OSDS) Trunkline Nos. (075) 633-5691 to 93

Mon Balayong ES / Central I - ES

Community Tue Naguilayan ES / Pagal ES
Learning Center Wed Quintong CLC/ Calomboyan ES Program ALS A&E
(CLC) Thurs Doyong CLC / Central I - ES
Fri Matagdem ES / Pangpang CLC
Learning Literacy
Pamela R. Garcia Elementary
ALTERNATIVE LEARNING Facilitator Level
SYSTEM LS3- Mathematical
Weekly Lesson Log Quarter 3 – Week 3 Learning and Problem-
Quarter
February 12 - 16, 2024 Strand Solving Skills

I. Objectives
A. Content Standard/ Focus Numbers and Number Sense
B: Communicate ideas using mathematical symbols and expressions.
B. Performance Standard
C. Learning Competencies After studying this lesson, you should be able to:
● explain the meaning of percent;

● identify the relationship of percent with ratio, fraction and decimal;

● convert percent to fractions and vice-versa;

● convert percent to decimals and vice-versa;

Explain the meaning of percent and percentage and its practical application in everyday
life
LS3MP-NN-PSB-AE-118
Convert percent to decimals and vice versa LS3MP-NN-PSB-AE-119
Convert percent to fractions and vice versa LS3MP-NN-PSB-AE-120
II. Content Lesson 1: What is Percentage
III. Learning Resources ALS Learning Strand 3- Mathematical and Problem-Solving Skills
A. References
1. Session Guide pages Alternative Learning System K to 12 Basic Education Curriculum (ALS K to 12 BEC)
ALS LS3 Math Module: Addition and Subtraction of Fractions
2. Module/ Learner's material Lesson 1: What is Percentage page 4-20
pages
3. Additional materials from K-12 Basic Education for the Alternative Learning System (ALS K to12)
Learning Resource (portal) Curriculum Guide- Learning Strand 3: Mathematical and Problem-Solving Skills
IV. Procedures
A. Activity Before starting with the lessons of this module, take this simple test first.
This will determine what you already know about the topic.
1. Convert 7.5% to a decimal.
2. Convert the following to percent.
a. 0.009
b. 42/100
c. ¾
d. 5/9
 3. Aling Auring sold 18 out of 24 whole chickens. What percent of the chickens were sold?
4. A furniture shop was offering a 20% discount on the items they were selling. If a
wooden table originally costs P2,380.00, what is its discounted price?

Show pictures of real-life situation wherein percentage were emphasized.

Example:

B. Springboard/ Motivation

Supermarket Mall
Let’s study and analyze the figures below by answering the questions that follow.

1. How many squares are shaded in each figure?

2. What is the ratio of the shaded part to all the squares?
C. Analysis 3. What percent of the squares are shaded?

D. Discussing new concepts Let’s learn

and practicing new skills (Sub-
To help you understand the concept of percent, here are some examples:
act. 1)
1. 40% of the tomatoes in the basket are green. It means that out of every 100
tomatoes, 40 are green.
2. 60% of the population are women. It means that out of every 100 persons, 60 are
women.
What does it mean when the value of a percent exceeds 100? For example, what does it
mean when you say 150%? To help us understand, let us assume that 100% represents a
whole pie. 50% represents half of the pie.

This means that 150% of a pie is one whole pie and a half. When the value of a percent
exceeds 100%, it means that the percent value is greater than one whole.
Now let’s learn about Changing Percent to Decimal
Let’s learn how to change percent to decimal by analyzing the examples given below.
 Answers “Let’s try this” page 9
Let’s Learn
This time let’s learn how to convert decimal to percent by analyzing the examples given
below.

Notice that the decimal point was moved two places to the right. From this example, we
can say that to change decimal to percent, we just move the decimal point two places to
E. Discussing new concepts the right and affix the percent sign. (%).
and practicing new skills (Sub- Answers “Let’s Review” page 11
act. 2) Now let’s learn Changing Fractions to Percent
Situation 1 A Math test has 100 items. Lita was able to answer 90 items correctly. What
percent of the test did Lita answer correctly?
We say: 90 out of 100 or 100 90 = 90%

F. Abstraction (Making ● A percent means part per hundred or a hundredth. It is a ratio with 100 as the
generalizations about the
second term.
lesson)
 ● When the value of a percent exceeds 100%, it means that the percent value is
greater than one whole.
● To change a percent to a decimal, remove the % sign and then move the decimal
point two places to the left.
● To change a decimal to a percent, move the decimal point two places to the right
and add a % sign.
● To change a fraction whose denominator is a factor of 100 to percent, multiply
both numerator and denominator by another factor that will give you a product of
100 in the denominator. Then, affix the % sign in the numerator and drop the
denominator.
● A fraction whose denominator is neither 100 nor a factor of 100 can be changed
to percent by using the following method:

1. Write the fraction :

2. Divide the numerator by the denominator—the resulting quotient is a decimal.

3. Change the decimal to percent by moving the decimal point two places to the
right. Then affix the % sign.
● A percentage is the result of finding a certain percent of a number.

● To find the percentage of a number, change the percent to its equivalent decimal
or fraction
Let’s Review
1. Find the percentage by changing the percent to decimal.
G. Application (Developing
a. 8% of 55 b. 40% of 83
Mastery)
2. Find the percentage by changing the percent to fractions.
a. 75% of 105 b. 20% of 29
Finding out how percentage matter to our life in important for Example, when you ever
received discounts on the prices of goods because you bought in bulk or large quantities
H. Valuing
and when you been to a store holding a sale with prices of goods 25% off or 30% off. In
these situations, you know how to compute for discounted prices.
I. Evaluation (Assessing Answer Let’s See What You Have Learned page 19-20.
Learning)
J. Agreement (Additional Have an advance review in solving problems involving percent.
Activities)
V. Remarks
VI. Reflection
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who have
caught up with the lesson

D. No. of learners who continue

to require remediation

E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What Innovation or localized
materials did I use/ discover
which I wish to share with other
teachers?

Republic of the Philippines

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

Mon Balayong ES / Central I - ES

Community Tue Naguilayan ES / Pagal ES
Learning Center Wed Quintong CLC/ Calomboyan ES Program ALS A&E
(CLC) Thurs Doyong CLC / Central I - ES
Fri Matagdem ES / Pangpang CLC
Learning Literacy
Pamela R. Garcia Elementary
ALTERNATIVE LEARNING Facilitator Level
SYSTEM LS6- Digital
Weekly Lesson Log Quarter 3 – Week 3 Learning
Quarter Citizenship
February 12 - 16, 2024 Strand

I. Objectives
A. Content Standard/ Focus Digital Applications
Performance Standard C: Use common office application software packages (word
B. Performance Standard processing, spreadsheet, presentation software) to produce documents and manage
information as tools to solve problems in daily life
Use the logical function if (yielding one of two specific values) with comparison operator:
C. Learning Competencies =, >,< LS6DC-DA/S-PSC-AE/JHS-51
II. Content Spreadsheet Functions
III. Learning Resources ALS Module - Learning Strand 6
A. References
1. Session Guide pages SESSION GUIDE 1: Digital Applications – Spreadsheets
2. Module/ Learner's Module 3: Digital Applications - Spreadsheets
material pages Using Logical Functions p73
3. Additional materials from
Module in ALS-Learning Strand 6 Digital Citizenship
Learning Resource (portal)
IV. Procedures
A. Activity (Review of the Directions: Look at the given spreadsheet below. Give the total score of each student.
previous lesson or presenting
the new lesson

1. Juan -
 2. Pedring -
3. Soledad -
4. Sarah -
5. James -
Directions: Answer the following. Write TRUE if the equation is true, FALSE if the equation
is false.
1. 4 > 2
B. Springboard/ Motivation
2. 4 = 4
3. 5 > 4
4. 3 = 5 5. 19 < 3
Did you find the activity easy or not?
What makes is easy or difficult?
C. Analysis
What if there are lots of those numbers or equations?
What do you think is the relation of the activity to spreadsheet program?
USING THE LOGICAL FUNCTION IF
The logical function If is useful in decision-making statements to determine if the result is
a success or not to the standard being set.
Let us use grades of students as an example.
1. Prepare a sample workbook containing
students’ grades in the first quarter. The
remarks will only display “Passed” or “Failed.”
2. Enter the IF function in the output cell.
Here, type in =IF(B2>=75, “Passed”, “Failed”)
in C2.

If the value in B2 is greater than or equal to 75, it will result in a passed remark. Otherwise,
if the value in B2 is 74 and below, it will result in a failed remark.
D. Discussing new concepts
and practicing new skills The remark for C2 will be “Passed” because the statement is true for C2; the grade 75 is
(Sub-act. 1) equal to the value set.

3. Use the fill handle to copy the formula. C4 is “Failed” because the grade
71 is not greater than or equal to 75.

In this example, we are going to weigh the final grades of students if their grades will give
them highest honor or high honor. As you can see on the illustration below, we type in,
=IF(B2>95,”Highest Honor”,”High Honor”)
 Where in  =IF is the FUNCTION
 B2 is the cell that contains the grade
 B2>95 is the condition to be met
 “Highest Honor” is the value if the condition is met
 “High Honor” is the value if NOT
Look at the illustration below and see at the Remarks now. As you can see, the function
helps us to get the value that we
want.

E. Discussing new concepts

Take note that you can also use this function and change the condition and the value that
and practicing new skills
suits your need.
(Sub-act. 2)
F. Abstraction (Making
generalizations about the What will be the used of an IF function?
lesson)
Directions: Look at the illustration below.
Answer the following questions.
1. What is the remark of Clara?
G. Application (Developing 2. What is the remark if the final grade is
Mastery) 91?
3. What is the remark if the final grade is
100?

Formulas and functions are the two most essential features of

Microsoft Excel and other spreadsheet applications. After all, they were built to organize
H. Valuing
and calculate numerical data. This formula will help us to work faster and manage our
work more efficient.
Directions: Look at the spreadsheet below and
answer the following questions. Remarks will be
Good or Excellent, Excellent if the final score reach
91 and above or else it will be Good.
I. Evaluation (Assessing 1. What is the function to be used to get the
Learning) remarks?
2. What is the remark for final score of Juan?
3. What is the remark for final score of Kulas?
4. What are the two remarks to be used?
5. What is the remark if the final score of Maria is 87?
J. Agreement (Additional Try to learn more about word processing by browsing this link below:
Activities) https://www.edu.gcfglobal.org https://www.excel-easy.com
V. Remarks
VI. Reflection
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

for remediation

C. Did the remedial lessons work? No. of learners

who have caught up with the lesson

D. No. of learners who continue to require

remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What Innovation or localized materials did I use/
discover which I wish to share with other teachers?