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November 7-8, 2024

HORTI 3RD Q

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Desiree Manrique
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0% found this document useful (0 votes)
17 views4 pages

November 7-8, 2024

HORTI 3RD Q

Uploaded by

Desiree Manrique
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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GRADES 1 to School MATULATULA HIGH Grade

11-APOLLO
12 SCHOOL Level
DAILY LESSON Teacher MERILYN L. LINCALLO Learnin
HORTICULTURE 1
PLAN g Area
Teaching November 7-8, 2024 Quarter
Dates and Thursday & Friday SECOND
Time 7:20-8:20, 9:45-10:45,

I. OBJECTIVES
A. Content The learner demonstrates an understanding of the underlying theories in
Standards performing estimation and basic calculation.
B. Performanc The learner independently performing calculation and basic calculation
e Standards based on TESDA Training Regulations.

C. Learning Competency:
Competency L.O.1 Perform estimation TLE_AFAHCT9- 12EBC-IId-25
Learning Objectives:
At the end of the lesson, the students are expected to:
1. Identify job requirements from written or oral communications.
2. Estimate quantities of materials and resources required to
complete a work task.
3. Estimate the time needed to complete a work activity.
4. Make accurate estimate for work completion.
5. Report estimate of materials and resources to appropriate person.
II. CONTENT PERFORM ESTIMATION

III. LEARNING
RESOURCES
A. References Agri-Fishery Arts (Agricultural Crops Production NCIII), ADM, First Edition

B. Other Laptop (powerpoint presentation) and module.


Learning
Resources
IV. PROCEDURE
S
A. Reviewing Before the Lesson
Previous A. Daily Routine
Lesson or - Prayer
Presenting - Greetings
the New - Classroom Management
Lesson - Conducted Classroom Rules Orientation
- Checking of Attendance
Teacher will begin the lesson with a brief review of previous topics
related to measurement and calculations. Ask students to recall what
they learned about basic arithmetic operations and their relevance in
real-life situations. Encourage students to share examples where they
used estimation in daily activities, such as shopping or cooking.
B. Motivation Measurement Challenge:

Students will estimate the length or height of various classroom objects


using non-standard units (e.g., paper clips, pencils). Then, measure the
actual dimensions and discuss the accuracy of their estimates.
C. ACTIVITY Teacher will share a picture. Identify the following pictures:
Teacher will play the video discussing the content of the lesson.

Estimation Relay

1. Divide the class into small groups of 4-5 students.


2. Each group will be assigned a task to estimate the quantity of
plants, soil, gardening tool used in the garden
3. After the visitation and observation, they will record their
estimates and actual measurements.
4. Discuss as a class how close their estimates were to the actual
amounts and what strategies helped them make better estimates.

D. ANALYSIS Guide students in analyzing the results of their estimation activity.


Discuss why some estimates were more accurate than others and what
factors influenced their estimations. Encourage students to reflect on
the importance of estimation in making decisions and how it can be
applied in different scenarios.

E. ABSTRACTION Teacher will discuss the concept of estimation behind the mathematical
principles behind it. Explain how estimation involves rounding numbers,
using benchmarks, and making educated guesses based on prior
knowledge. Provide examples of how estimation can simplify complex
calculations in various fields.
F APPLICATION ESTIMATING FARM INPUTS AND LABOR REQUIREMENTS
SPECIFIC INSTRUCTION:
1. Visit a vegetable farm near to your school or home
2. Get the following data
a. Area
b. Crop
c. Age of crop
d. Quantity of planting materials (in kgs)
e. Number of workers prepared the land
f. Number of days consumed in preparing the area
g. Amount of salary given to each worker during land preparation
h. Number of worker planted the area
i. Number of days consumed in planting the area
j. Amount of salary paid in planting the area
k. Number of worker fertilized the area from planting up to the date of
this survey.
l. Quantity of fertilizer used from planting up to the date where survey
was made
m. Amount of salary paid in applying fertilizer from planting to the date
of this survey
n. Quantity of fertilizer to be used after the survey until harvesting
o. Number of workers required to perform fertilization after the survey
until final harvesting
p. Amount of salary needed for fertilizer application after this survey
until harvesting
q. Estimated irrigation expenses from planting up to harvesting
r. Estimated worker hired to perform irrigation from planting to
harvesting.
s. Estimated days for spraying insecticides
t. Estimated workers needed for spraying insecticides
u. Estimated cost of insecticide used in spraying
v. Workers salary during spraying of insecticides
w. Estimated number of weeding operation
x. Estimated worker needed in weeding
y. Workers salary during weeding
z. Estimated worker employ during harvesting
3. Present your data in tabular form
Evaluation: While performing the activity it is important for you to
assess your performance following the criteria below:
• Required measuring tool is used in measuring the area.
• The data gathered is consistent.
• The respondent answers the question carefully.
• Data are presented in tabular form
G. Making Why estimation important in preparing and owning the land.
generalizations and
abstractions about
the lesson
H. Evaluating Direction: Enumerate answers to the following:
learning Give at least (3) examples of farm inputs
1.
2.
3.
Enumerate (7) farm activities that requires labor force
1.
2.
3.
4.
5
6
7

I. Additional
Activities for
Application or
Remediation
V. REMARKS  Most students were engaged throughout the lesson hey seemed
particularly interested when we connected estimation techniques
with the economic side of farming, such as calculating the cost of
inputs versus potential revenue.
 Few of my students struggled to grasp why certain estimation
factors (like soil type or weather conditions) were important. They
tended to focus too much on the mathematical side of the
calculations and missed the real-world application.
VI. REFLECTION ___Lesson carried. Move on to the next objective.
___Lesson not carried.
No. of learners who ____ of Learners who earned 80% above.
earned 80% in the
evaluation
No. of learners who _____ of Learners who require additional activities for remediation.
require additional
activities for
remediation
Prepared by: Checked by:

MERILYN L. LINCALLO MENCHI P. RABIDA


Subject Teacher SHS Coordinator

Approved by:

LEZEBEL A. GONZALES
Principal II

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