G8 DLL Health-1

School: LANTON HIGH SCHOOL Grade Level: Grade 10
Teacher: ELBERT P. MALAYO Learning Area: AGRICROP 10

DAILY LESSON PLAN/LOG
Teaching Dates and JULY 29- AUGUST 2 2019
Time: 3:00-4:00 pm Quarter: 1st
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if
needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards:
The learner demonstrates an understanding of concepts, underlying theories and principles in the preparation of farm materials,
tools and equipment and occasional health and safety operations in crop production.
B. Performance Standards:
The learner uses farm materials, tools, and equipment and applies occupational health and safety practices in crop production.
C. Learning
Competencies/Objectives:
Write the LC Code for each 1.1. Identify the required materials, tools and equipment according to lists provided and/or teacher's/supervisor’s instructions
1.2. Check farm tools, materials and equipment for faults and defects based on manufacturer's lists and pre-operating
procedures
1.3. Demonstrate the correct manual handling procedures and techniques when loading and unloading materials to minimize
damage to the load and vehicle
1.4. Select and check the suitable personal protective equipment (PPE), as required by the job
1.5. Provide the work support in accordance with OHS requirements and the workplace information
TLE_AFAC9HC-Ia-e-1
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or
two.
II. CONTENT
SUPPORT HORTICULTURAL WORK

Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
III. LEARNING RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages K to 12 TLE Agri – Fishery Arts – Agri - Crop Production Curriculum Guide December 2013 Page 6 of 21
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from

Learning Resource (LR)
portal
B. Other Learning Resources Google.com
Page 1 of 5
School: LANTON HIGH SCHOOL Grade Level:
Teacher: ELBERT P. MALAYO Learning Area:
DAILY LESSON PLAN/ LOG
Teaching Dates and
Time: Quarter: 1st

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning
IV. PROCEDURES by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
Prayer
Checking of the Attendance
Review
Pretest
Motivation
A. Establishing a Purpose Activity 1
Lesson Vitamin Vitamin Vitamin Vitamin
A B C E
Activity
Fill in the column
Picture Analysis
Activity 3
List the tools that can be use for cultivation
Activity 2
B. Presenting
Examples/Instances of How do you What health benefits do you
the Lesson understand the think that these fruits can give?
picture?
C. Discussing New
Concepts and
Practicing New Skills
#1
Origins of Horticultural Science
•The origin of horticultural science derives from a coming together of three events:
Analysis
-the formation of scientific societies in the 17th century,
-the creation of agricultural and horticultural societies in the 18th century, and
-the establishment of state-supported agricultural research in the 19th century in different countries.
•In England Two seminal horticultural societies involved:
-The Horticultural Society of London(later the Royal Horticulture

Society) founded in 1804 and
-The Society for Horticultural Science(later the American Society for Horticultural Science)
founded in 1903.
Page 2 of 5

MULTIGRADE
DAILY LESSON LOG
Teaching Dates and
Time: Quarter:

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
IV. PROCEDURES learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
D. Discussing New Concepts and
Practicing New Skills #2
IMPORTANCEOF HORTICULTURE
•Diet
•Entertainment
•Medicinal purposes
•Environment
•Aesthetic value
•Economic value Vitamins
•These are the important constituents of fruits and vegetables and are indispensable part of
human diet.
•Although required in very minute quantities, they are absolutely essential for the maintenance of
health.
•The deficiency of any vitamin from the diet for considerable period may lead to diseased state
or disorder conditions.
•Fruits and vegetables supply several vitamins
E. Developing Mastery
(Leads to Formative
Assessment 3)
F.
Finding Practical Applications
of Concepts and Skills in Daily
Living
Page 3 of 5
School: Grade Level: G10
MULTIGRADE
Teacher: Learning Area: Agriculture 10
DAILY LESSON LOG
Teaching Dates and
Time: Quarter: 1st

V. PROCEDURES learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways
to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
G. Making Generalizations and
Abstractions about the Lesson
H. Evaluating Learning
Place a “T” in the circle if the sentence is true and

an “F” if it is false.
1- You should use good quality seed, if you want to grow healthy plants.
2- Direct sowing is used for plants that do not tolerate transplanting.
3- Soil moisture is not important at planting time.
4- If the seed is slow to germinate, you should start it as a seedling
5- It is important to air the seedbeds to avoid disease
6- You need more seeds to produce seedlings than for direct sowing.
7- You should water seedlings two days before transplanting.
8- Choose the healthiest and strongest mother plants for vegetative propagation.
I. Additional Activities for

Application or Remediation
VI. REMARKS
Page 4 of 5
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help
VII. REFLECTION the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 work well? Why did
these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with other
teachers?
Page 5 of 5
Prepared by: Elbert P. Malayo

Subject teacher
School: LANTON HIGH SCHOOL Grade Level: 10
Teacher: ELBERT P. MALAYO Learning Area: ACP 10
Teaching Dates and
Time: June 17-21, 2019 Quarter: 1st

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if
V. OBJECTIVES needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using
D. Content Standards:
The learner demonstrates an understanding of the techniques of selecting business ideas.
E. Performance Standards:
The learner independently selects a viable business idea.
F. Learning
Competencies/Objectives: LO 3. Select a business idea based on the criteria and techniques provided for the agricultural crop production
Write the LC Code for each market
3.1. Identify potential business ideas to select from
3.2. Enumerate the various criteria and steps to selecting a business idea
3.3. Apply the criteria/steps in order to select a viable business idea
3.4. Identify a business idea based on the criteria/steps provided.
TLE_EM10-III0-3
two.
VI. CONTENT THE MARKET - SELECTING BUSINESS IDEA

1. Key concepts in Selecting a Business Idea
2. Criteria
3. Techniques
VII. LEARNING RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
C. References
5. Teacher’s Guide Pages to 12 TLE Agri – Fishery Arts – Agri - Crop Production Curriculum Guide December 2013 *LO- Learning Outcomes Page 14 of 21
6. Learner’s Materials Pages
7. Textbook Pages

portal
D. Other Learning Resources
Page 1 of 5
Teaching Dates and
Time: Quarter: 1st

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
VIII. PROCEDURES the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
Prayer
Review
Pretest
Motivation
J. Establishing a
Purpose Lesson
K. Presenting What have you observe in a Study the photograph and discuss it
Examples/Instances picture? in your group. Use the chart below to
of the Lesson list people, objects, and activities that
you can clearly observe in the
photograph
L. Discussing New
Concepts and
Practicing New Skills
#1
Page 2 of 5
MULTIGRADE
DAILY LESSON LOG
Teaching Dates and
Time: Quarter:

VIII. PROCEDURES learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways
M. Discussing New Concepts and
A. Identify Customer Needs - Using survey forms, interviews, researches, focused group discussions, and observations an
entrepreneur can easily identify customers’ needs and wants. In this stage, the information that can possibly be gathered here are
product specifications (performance, taste, size, color, shape, life span of the product, etc.). This stage is very important because
this would determine the product to be produced or provided.
Establish Target Specifications - Based on customers' needs and reviews of competitive products, you may now establish target
specifications of the prospective new product and/or service. Target specifications are essentially a wish-list.
Analyze Competitive Products - It is imperative to analyze existing competitive products to provide important information on
establishing product/service specifications. Other products may exhibit successful design attributes that should be emulated or
improved upon in the new product/service
N. Developing Mastery
(Leads to Formative
Assessment 3)
O.
Finding Practical Applications
of Concepts and Skills in Daily
Living
Page 3 of 5
School: Grade Level:

MULTIGRADE
Teacher: Learning Area:
DAILY LESSON LOG
Teaching Dates and
Time: Quarter:

IX. PROCEDURES learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways
P. Making Generalizations and Generating Ideas for Business
Abstractions about the Lesson The process of developing/generating business idea is not a simple process. Some people come up with
a bunch of business ideas, while some are without ideas. There are two problems that arise; first is the
excessive generation of ideas that makes one remain in the dreaming stage, and second, when one fails
to generate.
Q. Evaluating Learning
Fill in the blanks identify potential business ideas, chose your inside the box
Examine the existing goods and services. _______Needs for the products and services are referred to as market demand.
_________
Examine how the needs are being satisfied. _______Look and listen to what the customers, institution,
and communities are missing in terms of goods and services.
R. Additional Activities for

Application or Remediation Enumerate recognizable brands in the town/province
X. REMARKS
Page 4 of 5

MULTIGRADE
DAILY LESSON LOG
Teaching Dates and
Time: Quarter:
XI. REFLECTION the students learn?
H. No. of learners who earned
I. No. of learners who require

remediation
J. Did the remedial lessons work?

K. No. of learners who continue
L. Which of my teaching
these work?
M. What difficulties did I

solve?
N. What innovations or localized

teachers?
Page 5 of 5

Subject teacher
School: LANTON HIGH SCHOOL Grade Level: G 9
Teaching Dates and August 28-31, 20018
Time: 2:00-3:00pm Quarter: 2nd

IX. OBJECTIVES needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using
G. Content Standards:
The learner demonstrates an understanding of estimation and basic calculation.
H. Performance Standards:
The learner accurately performs estimation and basic calculation.
I. Learning LO 2. Perform basic workplace calculation

Competencies/Objectives: 2.1. Identify calculations to be done according to the job requirement
Write the LC Code for each 2.2. Determine correct methods of calculation
TLE_AFAC7/8MC-0e-5
two.
1. Farm inputs
2. Labor requirement
X. CONTENT 3. Estimating farm inputs and labor requirements
4. Perform calculation
5. System of measurement
6. Units of measurement
7. Conversion of units
8. Fraction and decimals
9. Percentage and ratio
XI. LEARNING RESOURCES Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
E. References
9. Teacher’s Guide Pages K to 12 TLE Agri – Fishery Arts – Agri - Crop Production Curriculum Guide December 2013
10. Learner’s Materials Pages HORTICULTURE 31

K to 12 – Technology and Livelihood Education
11. Textbook Pages

portal
F. Other Learning Resources Google.com
Page 1 of 5
Teaching Dates and
Time: Quarter: 2nd

XII. PROCEDURES by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
Prayer
Review
Pretest
Motivation
S. Establishing a Purpose Picture Analysis
Lesson
Let us determine how much you
already know about the use farm
tools and
1._________ 3.___________
equipment. Take this test.
Label the following pictures

1. _______________
2. _________________ 2.__________ 4.____________
3.______________________________
4.________________
ANSWER THE FOLLOWING:

Convert the following:
1. 1m=____cm
2. 400cm=_____m
3. 5km=______m
4. 1km=_____cm
5. 2000 m=___km
Find the area (hectare) of the
following.
1. 600m x 600m
2. 100mx1000m
3. 200mx300m
4. 300mx400m
5. 500mx600m
T. Presenting
Examples/Instances of
the Lesson
U. Discussing New
Concepts and TRIANGLES
Practicing New Skills #1 The surface area or
surface (A) of a
triangle is
calculated by the
formula:
PERFORM A (triangle) = 0.5 x
base x height = 0.5
CALCULATION x b x h ..... (1)
MULTIGRADE
DAILY LESSON LOG
Teaching Dates and
Time: Quarter:

XII. PROCEDURES by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous
V. Discussing New The surface area
Concepts and or surface (A) of
Practicing New Skills a square or a
#2 rectangle is
calculated by the
formula:
A (square or
rectangle) =
length x width = l
x w ..... (2)
W. Developing Mastery
(Leads to Formative
Assessment 3)
Given Answer Calculate the surface areas of the rhombus and the
X. Square: length = parallelogram.
Finding Practical 2 cm Given Answer
Applications of width = 2 cm Rhombus: base = 3 cm
Concepts and Skills in Formula: A = height = 2 cm
Daily Living length x width Formula: A = base x height
= 2 cm x 2 cm = = 3 cm x 2 cm = 6 cm2
4 cm2 Parallelogram: base = 3.5 cm
Rectangle: height = 3 cm
length = 5 cm Formula: A = base x height
width = 3 cm = 3.5 cm x 3 cm = 10.5 cm2
Page 3 of 5

MULTIGRADE
DAILY LESSON LOG
Teaching Dates and
Time: Quarter: 1st

XIII. PROCEDURES the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
Y. Making
Generalizations
and Abstractions
about the Lesson
Z. Evaluating
Learning
AA. Additional
Activities for
Application or
Remediation
XIV. REMARKS
Page 4 of 5

MULTIGRADE
DAILY LESSON LOG
Teaching Dates and
Time: Quarter:
XV. REFLECTION the students learn?
O. No. of learners who earned
P. No. of learners who require

remediation
Q. Did the remedial lessons work?

R. No. of learners who continue
S. Which of my teaching
these work?
T. What difficulties did I

solve?
U. What innovations or localized

teachers?
Page 5 of 5

Subject teacher
School: LANTON HIGH SCHOOL Grade Level: G9
Teaching Dates and
Time: July 29-August 2, 2019 1:00-2:00 Quarter: 1st

XIII. OBJECTIVES needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using
J. Content Standards:
The learner demonstrates an understanding of concepts, underlying theories and principles in the preparation of farm materials,
tools and equipment and occasional health and safety operations in crop production.
K. Performance Standards: The learner uses farm materials, tools, and equipment and applies occupational health and safety practices in crop production.
L. Learning
Competencies/Objectives: Identify the required materials, tools and equipment according to lists provided and/or teacher's/supervisor’s instructions
Write the LC Code for each
TLE_AFAC9HC-Ia-e-1
two.
XIV. CONTENT
Common horticultural production work

XV. LEARNING RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
G. References
13. Teacher’s Guide Pages K to 12 TLE Agri – Fishery Arts – Agri - Crop Production Curriculum Guide December 2013
14. Learner’s Materials Pages HORTICULTURE 31

K to 12 – Technology and Livelihood Education Page 8 of 21
15. Textbook Pages

portal
H. Other Learning Resources Google.com
Page 1 of 5
Teaching Dates and
Time: Quarter: 1st

XVI. PROCEDURES learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences
and previous knowledge. Indicate the time allotment for each step.
Prayer
Review
Pretest
Motivation
BB. Establishing a Purpose Give Ten (10) Materials
Lesson needed to start a
nursery Give the health benefits
1. of the following
2. vegetables.
3.
4.
5.
6.
7.
8.
9.
10.
CC. Presenting 1. What you have observed in the 1. Do you find it 1. Are you familiar with
Examples/Instances of the picture? difficult to enumerate these vegetables?
Lesson 2. Do you think you can establish the the materials? Explain
same nursery? Explain 2. What benefits you
2. . How to make sure can get if you eat fruits
that you have the and vegetables
enough supply of
materials for
gardening
DD. Discussing New Enthusiasm and willingness are the most important things, and you will
Concepts and Practicing
New Skills #1 also need other elements.
In order to plant a garden you need:
1- A garden plan.
2- Available land.
3- Some garden tools.
It is important to know what we are eating and to use the garden for
improving our nutrition
1- What is a garden plan?

It is necessary to know the local climate.
Talk with your neighbours.
Write the dates here
In tropical countries write down:
Rainy season _____________________
Dry season _____________________
When planning our vegetable garden we should know at which altitude above sea level we
are located and know what is possible to plant.
You have probably already planted vegetables and know which grow best in your area.
There are vegetables that are easier to grow than others and these are better to start with:
Easy vegetables:
• Swiss chard
• Lettuce
• Carrots
• Zucchini
• Pakchoi
• Cucumber
• Squash
• Cabbage
• Beans
MULTIGRADE
DAILY LESSON LOG
Teaching Dates and
Time: Quarter:

XVI. PROCEDURES by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
EE. Discussing New
Concepts and
FF. Developing Mastery

(Leads to Formative
Assessment 3)
You should rotate your plants; this means to change the type of vegetables planted each season.
This way you will avoid:
GG. - The depletion of the same
Finding Practical
nutrients in the soil.
Applications of
Concepts and Skills in
- The appearance of many weeds, pests and diseases
Daily Living
GARDENING TIME..
Page 3 of 5

MULTIGRADE
DAILY LESSON LOG
Teaching Dates and
Time: Quarter: 1st

XVII. PROCEDURES the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
HH. Making
Generalizations
and Abstractions
about the Lesson
II. Evaluating
Learning
Test 1
Fill in the following table showing to what
group these foods belong:
Bread, potatoes, fish, milk, lettuce,
carrots, sugar, oil, oranges, eggs and onions.
You will find several tests like this one!
Find the answers in the text.
Building Regulating Energy

Foods foods foods
TEST 2.
Write the most suitable word on the dotted line. Choose one of the words in brackets( )
1- Good health means a................... diet. (varied - plentiful)
2- My vegetable garden provides................. that are fresher.(proteins - vegetables)
3-....................... foods supply vitamins, minerals and fibres. (building -regulating)
Test 3
In the circle next to each sentence, place a “T” if the statement is true, and an “F” if the statement is false, as given in the example
Example
Food provides the energy for strong, healthy growth
Exercises
1- Energy is needed perform any activity
2- It isn’t necessary to eat food from every group
3- Many nutritius food can be grown in the vegetable garden
4- Vegetables grown at home cannot be preserved
5- potatoes and bred contain carbohydrates
6- Keeping a vegetable plot helps to save money
7- Parents must teach their children how to work in the vegetable garden
8- Small children can help in the vegetable garden
Test 4
1- Potatoes and beans occupy....................space. (a lot of - less)
2- If the land is small, it is preferable to plant.......................
(carrots-pumpkin)
3- It is necessary to know the
............................ of the area, in order to know when to plant.
(climate-space)
JJ. Additional
Activities for
Application or
Why is it important to take care of the
Remediation
soil in the garden?
TYPES OF SOIL
XVIII. REMARKS
Page 4 of 5

MULTIGRADE
DAILY LESSON LOG
Teaching Dates and
Time: Quarter:
XIX. REFLECTION the students learn?
V. No. of learners who earned
W. No. of learners who require

remediation
X. Did the remedial lessons work?

Y. No. of learners who continue

Z. Which of my teaching
these work?
AA. What difficulties did I

solve?
BB. What innovations or

localized materials did I
used/discover which I wish to
share with other teachers?
Page 5 of 5

Subject teacher

G8 DLL Health-1

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School: LANTON HIGH SCHOOL Grade Level: Grade 10

Teacher: ELBERT P. MALAYO Learning Area: AGRICROP 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

SUPPORT HORTICULTURAL WORK

2. Learner’s Materials Pages

4. Additional Materials from

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

List the tools that can be use for cultivation

-The Horticultural Society of London(later the Royal Horticulture

School: LANTON HIGH SCHOOL Grade Level:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

•Fruits and vegetables supply several vitamins

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Place a “T” in the circle if the sentence is true and

I. Additional Activities for

D. No. of learners who continue

Prepared by: Elbert P. Malayo

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

VI. CONTENT THE MARKET - SELECTING BUSINESS IDEA

6. Learner’s Materials Pages

8. Additional Materials from

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

School: Grade Level:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

R. Additional Activities for

School: Grade Level:

I. No. of learners who require

J. Did the remedial lessons work?

M. What difficulties did I

N. What innovations or localized

Prepared by: Elbert P. Malayo

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. Learning LO 2. Perform basic workplace calculation

10. Learner’s Materials Pages HORTICULTURE 31

12. Additional Materials from

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Label the following pictures

ANSWER THE FOLLOWING:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

School: Grade Level: G10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

School: Grade Level:

P. No. of learners who require

Q. Did the remedial lessons work?

T. What difficulties did I

U. What innovations or localized

Prepared by: Elbert P. Malayo

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Common horticultural production work

14. Learner’s Materials Pages HORTICULTURE 31

16. Additional Materials from

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1- What is a garden plan?

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

FF. Developing Mastery

School: Grade Level: G9

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Building Regulating Energy

School: Grade Level:

W. No. of learners who require

X. Did the remedial lessons work?

Y. No. of learners who continue