MATH 4 WEEK 8 QUARTER 3 MATATAG Symmetry

MATH 4 WEEK 8 QUARTER 3 MATATAG Symmetry MATH 4 WEEK 8 QUARTER 3 MATATAG Symmetry The learners should have knowledge and understanding of symmetric figures with respect to a line, and resulting images after applying reflection with respect to a line By the end of the quarter, the learners are able to: ● identify symmetry with respect to a line, and create figures that have line symmetry. (MG) ● perform reflection with respect to a line, including glide reflection, to obtain images of shapes. (MG) 1. Identify symmetry with respect to a line. 2. Complete a figure that is symmetric with respect to a line.3. Draw the image of an object after applying reflection with respect to a line, including glide reflection

EVALUATION Lesson 3 Quarter 2 Region V

EVALUATION Lesson 3 Quarter 2 Region V EVALUATION Lesson 3 Quarter 2 Region V

Language 1 Lesson 3 Quarter 2 Region V

Language 1 Lesson 3 Quarter 2 Region V Language 1 Lesson 3 Quarter 2 Region V 1. LANG1LDEI-II-2 Use words to represent ideas and events related to school. a. words that represent people, animals, objects, locations(naming words) b. words that represent activities and situations (action words) c. words that represent qualities and attributes (describing words)

Science 4 week 2 Day 1 4 Quarter 3 Force Exerted by a Magnet Force at a Distance and Properties of a

Science 4 week 2 Day 1 4 Quarter 3 Force Exerted by a Magnet Force at a Distance and Properties of a Science 4 week 2 Day 1 4 Quarter 3 Force Exerted by a Magnet (Force at a Distance) and Properties of a Magnet The learners learn that: 1. Science processes help in observing and predicting how things move. 2. Pushes and pulls can change the position and shape of objects. 3. Gathering scientific information helps explain the behavior of objects and materials. 4. Magnets affect some objects and materials without touching them. 5. Energy is present whenever there is movement, sound, light, or heat. By the end of the quarter, learners use simple equipment and processes to measure and record data related to movement and describe and predict the way things around them move using more scientifically technical language and concepts, such as speed and force. They demonstrate an understanding that science processes are used to gain a deeper understanding about forces that cannot be seen directly, including the properties of magnets. Learning Competency 1: The learners identify examples of how objects can affect other objects even when they are not in contact with each other, such as magnets attracting other objects. Learning Competency 2: The learners carry out guided investigations to identify the properties of magnets, including how they affect other magnets and objects made of different materials. The learners will be able to: 1. Lesson Objective 1: identify common magnetic materials (e.g., iron, steel, nickel) and non-magnetic materials.2. Lesson Objective 2: recognize that magnets’ opposite poles attract while like poles repel. 3. Lesson Objective 3: identify and describe key properties of magnets, such as polarity, strength, and the ability to attract certain objects. Force Exerted by a Magnet (Force at a Distance) and Properties of a Magnet Force can be exerted without touching an object, like the force exerted by a magnet. Magnets attract materials made of iron, nickel, and cobalt. Materials that do not contain these metals are non- magnetic, like wood, plastic, cloth, etc. Earth is a big magnet. The strength of magnets varies. Magnets have two poles, the north (N) and the south poles (S). Similar poles repel while opposite poles attract. Many objects used in our daily lives contain magnets, like speakers, cell phones, magnetic locks of bags and wallets, and refrigerator magnets, among others. Technology - Applications of magnets in various technologies, such as magnetic levitation trains, MRI machines, and electric motors. Many objects used in our daily lives contain magnets, like speakers, cell phones, magnetic locks of bags and wallets, and refrigerator magnets, among others.

Makabansa 1 Lesson 2 Quarter 2 Region V

Makabansa 1 Lesson 2 Quarter 2 Region V Makabansa 1 Lesson 2 Quarter 2 Region V 1. Tula: Pamilya Ko, Mahal Ko! (Isinulat nina: Michael John S. Rañada, Maricris R. Nacor at Lyra L. Lasala) 2. Larawan, puzzles, gunting, glue, lubid, pangkulay 3. Kuwento Ang Kakaibang Punyal (Isinulat ni: Michael John S. Rañada) Ang Mahiwagang Kuweba (Isinulat ni: Michael John S. Rañada) Nasaan Kaya si Dos? (Isinulat ni: Michael John S. Rañada) Masigla na Bunga (Isinulat ni: Michael John S. Rañada) Piknik sa Parke (Isinulat ni: Michael John S. Rañada) Ang Lihim na Bahay sa Gubat (Isinulat ni: Michael John S. Rañada) Learning Competencies: 1. Naipaliliwanag ang papel at tungkulin ng mga kasapi ng pamilya. 2. Napahahalagahan ang papel at tungkulin ng mga kasapi ng pamilya. LANG1LIO-II-5 Share confidently thoughts, preferences, needs, feelings, and ideas with peers, teachers, and other adults. RL1CCT-II-1 Narrate one’s personal experiences: a. school b. content-specific topics Naipakikita ang pagiging matulungin sa pamamagitan ng pagtulong sa mga gawain ng pamilya sa tahanan ayon sa kakayahan. a. Natutukoy ang mga paraan ng pagtulong sa mga gawain ng pamilya sa tahanan. b. Naisasaalang-alang na ang pagtulong sa mga gawain ng pamilya sa tahanan ay may mabuting epekto.

READING AND LITERACY WEEK 2 1 DAY 1 TO 4 QUARTER 3 MATATAG

READING AND LITERACY WEEK 2 1 DAY 1 TO 4 QUARTER 3 MATATAG READING AND LITERACY WEEK 2 1 DAY 1 TO 4 QUARTER 3 MATATAG Vocabulary and Word Knowledge Comprehending and Analyzing Texts: Oral Reading Fluency and Reading Comprehension Creating and Composing Texts The learners demonstrate ongoing development in decoding high frequency words and content-specific vocabulary; understand and create simple sentences in getting and expressing meaning about one’s community and content-specific topics (narrative and informational). The learners use their ongoing development in automatically recognizing sight words; decode high frequency words and content-specific vocabulary and use them to express ideas; read sentences and narrate personal experience with one’s community and content-specific topics. RL1CCT-III-1. Narrate one’s personal experiences. a. community b. content specific topics RL1VWK-III-1. Use vocabulary referring to community. RL1CAT-III-2. Comprehend stories. a. Note important details in stories (character, setting, and events). b. Sequence stories with at least 3 events. c. Infer the character's feelings and traits. e. Relate story events to one’s experience. At the end of the lesson, the learners shall be able to: Use the correct vocabulary word in a sentence Read sentences with appropriate speed, accuracy, and expression. Sequence a minimum of three events Note details about the characters, setting, and events Make inferences about a character’s feelings Identify situations that show honesty Share personal experiences that demonstrate the display of honesty

Language 1 Week 2 Day 1 to 4 Quarter 3 MATATAG Sellers and Buyers in a Store 1

Language 1 Week 2 Day 1 to 4 Quarter 3 MATATAG Sellers and Buyers in a Store 1 Language 1 Week 2 Day 1 to 4 Quarter 3 MATATAG Sellers and Buyers in a Store 1

EVALUATION Lesson 2 Quarter 2 Region V

EVALUATION Lesson 2 Quarter 2 Region V EVALUATION Lesson 2 Quarter 2 Region V

Language 1 Lesson 2 Quarter 2 Region V

Language 1 Lesson 2 Quarter 2 Region V Language 1 Lesson 2 Quarter 2 Region V 1. LANG1CT-II-3 Draw and discuss information or ideas from a range of text (e.g., stories, images, digital texts). a. Note and describe main points (e.g., main characters and events) b. Sequence up to three (3) key events. c. Infer the character’s feelings and traits. d. Predict possible endings. e. Relate ideas or events to one’s experience. 2. LANG1LlO-ll-3 Use common and socially acceptable expressions (e.g. greetings, leave-taking) a. Use simple and appropriate personal greetings. b. Use familiar terms of address. c. Greet and respond appropriately to greetings. 1. RL1CAT-II-1 Comprehend stories a. Note important details in stories (character, setting, and events). b. Sequence stories with at least 3 events. c. Infer the character’s feelings and traits. d. Predict possible ending. 2. RL1VWK-II-5 Write words legibly and correctly.