GRADES 1 to 12 School: TOMAS EARNSHAW ELEM.

Grade Level: VI
Teacher: JAMES G. GINDAP Learning Area: MATHEMATICS
DAILY
Teaching Dates
LESSON LOG and Time: MARCH 27, 2023 Quarter: 3rd QUARTER
MONDAY

I. OBJECTIVES The learner…..

demonstrates understanding of rate and speed, and of area and surface area of plane
A. Content Standards
and solid/space figures.
is able to apply knowledge of speed, area, and surface area of plane and solid/space
B. Performance Standards
figures in mathematical problems and real-life situations
visualizes and describes surface area and names the unit of measure used for
C. Learning measuring the surface area of cubes and prisms.
Competencies/ M6ME-IIIi-9
Objectives derives a formula for finding the surface area of cubes and prisms
M6ME-IIIi-92
Measurement
II. CONTENT
III. LEARNING
RESOURCES
A. References
1.Teacher’s Guide 21ST Century Mathletes, 108-112
pages
2.Learner’s Materials 21st Century Mathletes 6, p. 272-285
pages
3.Textbook pages 21st Century Mathletes 6, p. 272-285
4.Additional Materials
from Learning
Resources (LR) Portal
B. Other Learning Mathletes 6 textbook, video clip, power point presentation
Resources
IV. PROCEDURE
Mental Computation Drill: Solving for Areas of Plane Figures
Play “Pass-It-On”
a)Teacher divides the class into 6 groups (per column).
1
b)Teacher instructs the pupils in front to prepare a piece of paper ( 4 sheet), which
will be the group’s answer sheet.
c)Teacher shows a picture of a plane figure with given dimensions. For example:
10 cm 65 m
m

20 m 6 dm 10 m

8m
A. Reviewing previous d)Pupils in front solve mentally for the area and write their answer on the piece of
lessons or presenting paper, with the proper label.
the new lesson e)Teacher shows another picture of a plane figure with given dimensions.
f)The pupils in front pass the paper to the one behind them who, in turn, solve
mentally for the area.
g)Continue this until everyone in the group or column has participated.
h)Teacher gives the correct answers.
i)The group with the correct answer and label gets 2 pts.
j)The group with the most number of points wins.
Review: Formulas in Solving for the Areas of the Following: Square, Rectangle,
Parallelogram, Trapezoid, Triangle
Give one example each for the above shapes. These may be in the form of a word
problem or a picture with given dimensions. Let the class solve for the area of each.

B. Establishing a purpose Show a cube.

for the lesson Ask:
1)How many faces does it have ?
2)What is the shape of each face?
 3)Are the faces congruent?
4)What is the formula for the area of square?
b)Show a rectangular prism.
Ask:
1)How many faces does it have?
2)Which faces are congruent?
3)What is the shape of each face?
4)What is the formula for the area of a rectangle?
c)Show a cylinder, cone, pyramid, and sphere. Ask questions similar to the ones
above.

Present the ff. problem in the class.

1. Mother is celebrating her birthday. Her children prepared a gift for her. They
have a gift wrapping paper that measures 900 square inches. Each edge of
C. Presenting the box is 12 inches. Do you think the children have enough wrapping paper
examples/instances of to cover the gift?
the new lesson The pupils will investigate the ff.
a.Name of the solid
b.Number of faces
c.Shapes of faces
Ask the ff. questions:
a. What is the name of the solid figure? (cube)
b. How many faces does it have?(6 faces)
c. What is the shape of the faces? (square)
d. How do we know that the wrapping paper is enough? Present to the class the
net of the cube.

Find the area of each face. Explain the solution.

Area of a square= s x s
D. Discussing new = 12 x 12
concepts and practicing =144 square inches
new skills #1 Total area of all faces = 144 x 6 = 864 sq. inches
Therefore, the children have enough wrapping paper to cover the gift. How do you
call the total area of all the faces of a solid figure?

a.Define surface area. Page. 273

b. Based on the answers to the above questions, derive the formula for the surface
area of a cube

Present the problem on page 272.

Gerald owns an antique shop. He is refinishing a rectangular jewelry box shown
below. The can of varnish he is using is enough liquid left in it to cover 30 cm2 is
there enough varnish left in the can to refinish the jewelry box?
Discuss the content on page 272 -273 of 21st Century Mathletes Textbook.
E. Discussing new
Let the pupils derive the formula in finding the surface area of a prism.
concepts and practicing
new skills #2

Discuss Example 1 on page 274 of txtbk

F. Developing Mastery Activity (in groups of 5)
1)Give each group a spatial figure. For example, a shoe box.
2)Let each group measure the dimensions of their spatial figure and solve for its
 surface area.
3)Presentation for each group follows
Group Activity: Write the formula then solve. Write the unit of measure to be used in
each problem.
1)a cube whose edge is 15 cm
2.)Cube: s=18cm
3.Rectangular Solid: l=18 cm, w= 7 cm, h=9 cm
G. Finding practical
applications of concepts
and skills in daily living
4.)

5.)
What is surface area?
The surface area of a solid object is a measure of the total area that the surface of the
object occupies.
H. Making generalizations
How do we find the surface area of cubes? Prisms?
and abstractions about
A cube is a rectangular prism where all its sides are the same. The formula to find
the lesson the surface area of a rectangular prism is A = 2wl + 2lh + 2hw, where w is the width,
the l is the length, and the h is the height. To use this formula, we plug in our values
and then evaluate.
Evaluate item no. 1-12 on page 282-283 of Mathletes Textbook.
I. Evaluating learning

J. Additional activities for Answer Math Challenge on page 286-287

application or
remediation
(Assignment)

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% of the
formative assessment
B. No. of learners who
require additional
activities for
remediation

GRADES 1 to 12 School: TOMAS EARNSHAW ELEM. Grade Level: VI

Teacher: JAMES G. GINDAP Learning Area: MATHEMATICS
DAILY
Teaching Dates
LESSON LOG and Time: MARCH 28, 2023 Quarter: 3rd QUARTER
TUESDAY

I. OBJECTIVES The learner…..

demonstrates understanding of rate and speed, and of area and surface area of plane
A. Content Standards
and solid/space figures.
is able to apply knowledge of speed, area, and surface area of plane and solid/space
B. Performance Standards
figures in mathematical problems and real-life situations
C. Learning finds the area of composite figures formed by any two or more of the following:
triangle, square, rectangle, circle, and semi-circle.
Competencies/
M6ME-IIIh-89
Objectives
 Measurement
II. CONTENT
III. LEARNING
RESOURCES
C. References
5.Teacher’s Guide 21ST Century Mathletes, p.103-107
pages
6.Learner’s Materials 21st Century Mathletes 6,
pages
7.Textbook pages 21st Century Mathletes 6
8.Additional Materials
from Learning
Resources (LR) Portal
D. Other Learning Mathletes 6 textbook, video clip, power point presentation
Resources
IV. PROCEDURE
Drill: Match the picture w/ the formula for the area:

Review:
Find the surface area of a cube with a side of length 3 cm
A. Reviewing previous Solution:
lessons or Given that s = 3
presenting the new Surface area of a cube = 6s2 = 6(3)2 = 54 cm2
lesson Calculate the surface area of the following prism.
Solution:
There are 2 triangles with the base = 4 cm and height = 3 cm.
Area of the 2 bases
= 12 cm2
1 rectangle with length = 7 cm and width = 5 cm
Area = lw = 7 × 5 = 35 cm2
1 rectangle with length =7cm and width 3m
Area = lw = 7 × 3 = 21 cm2
1 rectangle with length = 7 cm and width 4m
Area = lw = 7 × 4 = 28 cm2
The total surface area is 12 + 35 + 21 + 28 = 96 cm2
We can also use the formula
Surface area of prism = 2 × area of base + perimeter of base × height
= 2 × 6 + (3 + 4 + 5) × 7 = 96 cm2
B. Establishing a purpose The teacher will show pictures of a sardines can and a tent. Tell the pupils that these
for the lesson are examples of space figures.
C. Presenting
examples/instances of If we cut a label from a sardine can, we will see that the label is a rectangle. The
the new lesson height or width of the rectangle is the height of the can. The base length of the
rectangle is the circumference of the can.

Surface Area of a Cylinder:

The lateral area of a cylinder is the product of the circumference of the base and the
height of the cylinder.
L.A. = 2πrh
 The surface area of a cylinder is the sum of the lateral areas of the 2 bases.
Surface Area = L.A. + 2B
Example: Find the surface area of the can of milk below. Use π= 3.14

Surface Area of Pyramids:

The surface area of a pyramid is the sum of the areas of all the faces, including the
base. We can use the net to find a general formula that will help us find the surface
area of a pyramid.

Example:Find the surface area of the right square pyramid below

D. Discussing new
concepts and practicing
new skills #1

E. Discussing new Group Activity:

concepts and practicing
new skills #2
 Evaluate the following problems. (Take π = 3.14 and round to the nearest
hundredths)
1) Calculate the surface area of a cylinder with diameter of 32 cm and height 20 cm.
Area = cm2
2) Calculate the surface area of a cylinder with diameter of 14 cm and height 30 cm.
Area = cm2
3) A steel pipe has an outer radius of 6 cm and an inner radius of 5.6 cm. It has a
length of 12 cm.
a) Find the area of the outer curved surface of the pipe.
Area of outer curved surface = cm2

b) Find the area of the inner curved surface of the pipe.

Area of outer curved surface = cm2
c) Find the total surface area of the pipe.
Total area = cm2

F. Developing Mastery Activity (in groups of 5)

1)Give each group a spatial figure. For example, a sardines can, a milk can, a paper
weight shaped like a pyramid.
2)Let each group measure the dimensions of their spatial figure and solve for its
surface area.
3.) write the correct unit of measure of each object.
4)Presentation for each group follows
 Group Activity: Write the formula then solve. Write the unit of measure to be used in
each problem.

1.

2.
G. Finding practical
applications of concepts
and skills in daily living
3.

4.

What is surface area?

The surface area of a solid object is a measure of the total area that the surface of the
object occupies.
How do we find the surface area of a cylinder?
The surface area of a cylinder can be found by breaking it down into three parts:
The two circles that make up the ends of the cylinder.
The side of the cylinder, which when "unrolled" is a rectangle
Combining these parts we get the formula:
area=2πr2 + 2πrh
H. Making generalizations
where:
and abstractions about
π is Pi, approximately 3.142
the lesson r is the radius of the cylinder
h height of the cylinder
How do we find the surface area of a pyramid?
The area of the base is s . There is no formula for a surface area of a non-
regular pyramid since slant height is not defined. To find the area, find the area of
each face and the area of the base and add them.

Evaluate item no. 13-34 on page 282-284 of Mathletes Textbook

I. Evaluating learning

J. Additional activities for

application or
remediation
(Assignment)

V. REMARKS
VI. REFLECTION

A. No. of learners
who earned 80%
of the formative
assessment
B. No. of learners who
require additional
activities for
remediation
 GRADES 1 to 12 School: TOMAS EARNSHAW ELEM. Grade Level: VI
Teacher: RUCEL R. QUIJANCE Learning Area: MATHEMATICS
DAILY
Teaching Dates
LESSON LOG and Time: MARCH 22, 2023 Quarter: 3rd QUARTER
WEDNESDAY

I. OBJECTIVES The learner…..

demonstrates understanding of rate and speed, and of area and surface area of plane
A. Content Standards
and solid/space figures.
is able to apply knowledge of speed, area, and surface area of plane and solid/space
B. Performance Standards
figures in mathematical problems and real-life situations
solves routine and non-routine problems involving area of composite figures formed
C. Learning
by any two or more of the following: triangle, square, rectangle, circle, and semi-
Competencies/
circle
Objectives M6ME-IIIh-90
Measurement
II. CONTENT
III. LEARNING
 RESOURCES
A. References
9.Teacher’s Guide 21ST Century Mathletes, p.103-107
pages
10. Learner’s Materials 21st Century Mathletes 6
pages
11. Textbook pages 21st Century Mathletes 6
12. Additional
Materials from
Learning Resources
(LR) Portal
B. Other Learning Mathletes 6 textbook, video clip, power point presentation
Resources
IV. PROCEDURE
Drill:
A. Reviewing previous Warm Up
lessons or 1. What is the area of a rectangle with length 10 cm and width 4 cm?
presenting the new 2. What is the area of a parallelogram with base 18 ft and height 12 ft?
lesson 3. What is the area of a triangle with base 16 cm and height 8 cm?

B. Establishing a purpose
for the lesson

What is the area of the region?

We have a rectangular array. Since the region is filled w/ 20sq.cm, its area is
20sq.cm. the number of units is 5 x 4 =20

Present the problem on page 266.

C. Presenting ( Example no. 7)
examples/instances of A roller-rink floor is shown below. Each end is a semi=circle. What is the area? If
the new lesson hardwood flooring costs Php220.00 per square foot, how much will the flooring cost?
Discuss the solution on page 266.

D. Discussing new Discuss Example no. 8 on page 267.

concepts and practicing Let them watch the video of “Composite figures, Finding the Area”.
new skills #1
Solve each problem.
1.Rob is painting large polka dots on a sheet for the backdrop of the school musical.
He painted 16 polka dots, each with a radius of 3 feet. What is the total area that the
polka dots cover?
E. Discussing new 2.The librarian is having the library at her school carpeted. The library is a circular
concepts and practicing room with a diameter of 420 feet. How many square feet of carpet will she need to
new skills #2 order?
Ans:
452.16 sq. ft.
138,474 sq. ft

F. Developing Mastery Group Activity:

Solve the ff. problems:
How many sq.cm. of tiles are needed to floor a hexagonal terrace if each side is 30cm
long and the radius of the inscribed circle is 15.5cm?
A rectangle wrapping cloth has a length of 26inches and a width of 24
inches. Two circular cloth with a diameter of 8 inches will be cut from it.
How much cloth will be left?
 Group Activity:
How much material is required to make a circular skirt if the waist hole has a
G. Finding practical
circumference of 60.5 cm. and the diameter of the circular skirt is 12.5cm?
applications of concepts
and skills in daily living

How do you solve routine and non-routine problems involving area of composite
figures formed by any two or more of the following: triangle, square, rectangle,
H. Making generalizations
circle, and semi-circle?
and abstractions about
the lesson

Solve each problem. Provide illustration if necessary.

I. Evaluating learning (21st Century Mathletes textbook, page 270)

J. Additional activities for

application or
remediation
(Assignment)

V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
of the formative
assessment
B. No. of learners who
require additional
activities for
remediation

GRADES 1 to 12 School: TOMAS EARNSHAW ELEM. Grade Level: VI

Teacher: JAMES G. GINDAP Learning Area: MATHEMATICS
DAILY
Teaching Dates
LESSON LOG and Time: MARCH 23, 2023 Quarter: 3rd QUARTER
THURSDAY

I. OBJECTIVES The learner…..

demonstrates understanding of rate and speed, and of area and surface area of plane
A. Content Standards
and solid/space figures.
is able to apply knowledge of speed, area, and surface area of plane and solid/space
B. Performance Standards
figures in mathematical problems and real-life situations
solves routine and non-routine problems involving area of composite figures formed
C. Learning
by any two or more of the following: triangle, square, rectangle, circle, and semi-
Competencies/
circle
Objectives M6ME-IIIh-90
Measurement
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 21ST Century Mathletes, p.103-107
pages
2.Learner’s Materials 21st Century Mathletes 6
 pages
3.Textbook pages 21st Century Mathletes 6
4.Additional Materials
from Learning
Resources (LR) Portal
B. Other Learning Mathletes 6 textbook, video clip, power point presentation
Resources
IV. PROCEDURE
Draw the given figure with its dimension. Write the formula in finding its area then
solve:
A. Reviewing previous 1) a rectangle whose length is 15 cm and its width is 10 cm
lessons or 2) a square whose side is 3.5 m
presenting the new 3) a circle whose radius is 5.2 dm
lesson 4) a trapezoid whose bases are 15 in and 12 in. Its height is 17 in.
5) a parallelogram whose base is 20 cm and the height is 25.5 cm.

B. Establishing a purpose
for the lesson

Most of the outdoor basketball court was already repainted green. The only part left
to redo was the brown key. The painters need to know the total area of the space
remaining in order to buy enough paint.

Given the dimensions shown below, what area should the workers use to calculate
their supplies?

C. Presenting
examples/instances of
the new lesson
First, find the area of the rectangle.
The area of the rectangle is 192 square feet.
Next, recognize that you have been given a diameter and need to divide that by 2 to
get the radius. The problem states that the diameter of the circle is the same as the
width of the rectangle, 3 feet.
The area for a full circle is approximately 113 square feet.
Then, remember that you have a semi-circle and divide this area by 2.
The area of the semi-circle is 56.5 square feet.
Add the two areas together.
The workers will need to by enough paint to cover 248.5 sq. ft.
D. Discussing new Find the area of each combined figure.
concepts and practicing A rectangle and a semi-circle. The rectangle has a length of 9 inches and a width of
new skills #1 4.5 inches. The diameter of the circle matches the length.
A rectangle and a semi-circle. The rectangle has a length of 7 feet and a width of 4
feet. The diameter of the circle matches the length.
A rectangle and a semi-circle. The rectangle has a length of 5.5 feet and a width of
3.5 feet. The diameter of the circle matches the width.
Ans:
72.29 sq. in.
 . 47.23 sq. ft. 3
. 24.06 sq. ft.

E. Discussing new Show a video of “Area of Composite Shapes:

concepts and practicing
new skills #2
Find the area of each combined figure.
A square and a semi-circle. The square has a side length of 11 mm. The diameter of
the circle matches the square’s side.
2.A square and a semi-circle. The square has a side length of 8.5 inches. The
diameter of the circle matches the square’s side.
F. Developing Mastery
3.A square and a semi-circle. The square has a side length of 7.25 inches. The
diameter of the circle matches the square’s side.
Answers 1. 168.49 sq. mm
2. 100.61 sq. in.
3. 73.19 sq. in.
Find the area of each combined figure.

1.A triangle and a semi-circle. The triangle has a base of 5 inches and a height of 4
inches. The diameter of the circle matches the base of the triangle.
2.A triangle and a semi-circle. The triangle has a base of 7 inches and a height of 6
inches. The diameter of the circle matches the base of the triangle.
G. Finding practical 3.A triangle and a semi-circle. The triangle has a base of 5.5 inches and a height of 4
applications of concepts inches. The diameter of the circle matches the base of the triangle.
and skills in daily living Ans:
1. 19.81 sq. in
2. 40.23 sq. in.
3. 22.87 sq. in

How do you solve routine and non-routine problems involving area of composite
H. Making generalizations
figures formed by any two or more of the following: triangle, square, rectangle,
and abstractions about
circle, and semi-circle?
the lesson
Find the area of each combined figure.
1..A square and a semi-circle. The square has a side length of 13 feet. The diameter
of the circle matches the square’s side.
2..A square and a semi-circle. The square has a side length of 15.5 feet. The diameter
of the circle matches the square’s side.
3.A rectangle and a semi-circle. The rectangle has a length of 8 feet and a width of 5
feet. The diameter of the circle matches the width.
I. Evaluating learning 4.A rectangle and a semi-circle. The rectangle has a length of 8.5 feet and a width of
6 feet. The diameter of the circle matches the width.
Ans.:
1. 235.33 sq. ft.
2. 334.55 sq. ft. 3
3. 49.81 sq. ft. 4
4. 65.13 sq. ft.

J. Additional activities for

application or
remediation
(Assignment)

V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
of the formative
assessment
B. No. of learners who
require additional
activities for
remediation

GRADES 1 to 12 School: TOMAS EARNSHAW ELEM. Grade Level: VI

Teacher: JAMES G. GINDAP Learning Area: MATHEMATICS
DAILY
Teaching Dates
LESSON LOG and Time: MARCH 24, 2023 Quarter: 3rd QUARTER
FRIDAY

I. OBJECTIVES The learner…..

demonstrates understanding of rate and speed, and of area and surface area of plane
A. Content Standards
and solid/space figures.
is able to apply knowledge of speed, area, and surface area of plane and solid/space
B. Performance Standards
figures in mathematical problems and real-life situations
solves routine and non-routine problems involving area of composite figures formed
C. Learning
by any two or more of the following: triangle, square, rectangle, circle, and semi-
Competencies/
circle
Objectives M6ME-IIIh-90
Measurement
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 21ST Century Mathletes, p.103-107
pages
2.Learner’s Materials 21st Century Mathletes 6
pages
3.Textbook pages 21st Century Mathletes 6
4.Additional Materials
from Learning
Resources (LR) Portal
B. Other Learning Mathletes 6 textbook, video clip, power point presentation
Resources
IV. PROCEDURE
 Draw the given figure with its dimension. Write the formula in finding its area then
solve:
A. Reviewing previous 1) a rectangle whose length is 15 cm and its width is 10 cm
lessons or 2) a square whose side is 3.5 m
presenting the new 3) a circle whose radius is 5.2 dm
lesson 4) a trapezoid whose bases are 15 in and 12 in. Its height is 17 in.
5) a parallelogram whose base is 20 cm and the height is 25.5 cm.

B. Establishing a purpose
for the lesson

Most of the outdoor basketball court was already repainted green. The only part left
to redo was the brown key. The painters need to know the total area of the space
remaining in order to buy enough paint.

Given the dimensions shown below, what area should the workers use to calculate
their supplies?

C. Presenting
examples/instances of
the new lesson
First, find the area of the rectangle.
The area of the rectangle is 192 square feet.
Next, recognize that you have been given a diameter and need to divide that by 2 to
get the radius. The problem states that the diameter of the circle is the same as the
width of the rectangle, 3 feet.
The area for a full circle is approximately 113 square feet.
Then, remember that you have a semi-circle and divide this area by 2.
The area of the semi-circle is 56.5 square feet.
Add the two areas together.
The workers will need to by enough paint to cover 248.5 sq. ft.
Find the area of each combined figure.
A rectangle and a semi-circle. The rectangle has a length of 9 inches and a width of
4.5 inches. The diameter of the circle matches the length.
A rectangle and a semi-circle. The rectangle has a length of 7 feet and a width of 4
feet. The diameter of the circle matches the length.
D. Discussing new
A rectangle and a semi-circle. The rectangle has a length of 5.5 feet and a width of
concepts and practicing
3.5 feet. The diameter of the circle matches the width.
new skills #1 Ans:
72.29 sq. in.
. 47.23 sq. ft. 3
. 24.06 sq. ft.

E. Discussing new Show a video of “Area of Composite Shapes:

concepts and practicing
new skills #2
F. Developing Mastery Find the area of each combined figure.
A square and a semi-circle. The square has a side length of 11 mm. The diameter of
 the circle matches the square’s side.
2.A square and a semi-circle. The square has a side length of 8.5 inches. The
diameter of the circle matches the square’s side.
3.A square and a semi-circle. The square has a side length of 7.25 inches. The
diameter of the circle matches the square’s side.
Answers 1. 168.49 sq. mm
2. 100.61 sq. in.
3. 73.19 sq. in.
Find the area of each combined figure.

1.A triangle and a semi-circle. The triangle has a base of 5 inches and a height of 4
inches. The diameter of the circle matches the base of the triangle.
2.A triangle and a semi-circle. The triangle has a base of 7 inches and a height of 6
inches. The diameter of the circle matches the base of the triangle.
G. Finding practical 3.A triangle and a semi-circle. The triangle has a base of 5.5 inches and a height of 4
applications of concepts inches. The diameter of the circle matches the base of the triangle.
and skills in daily living Ans:
1. 19.81 sq. in
2. 40.23 sq. in.
3. 22.87 sq. in

How do you solve routine and non-routine problems involving area of composite
H. Making generalizations
figures formed by any two or more of the following: triangle, square, rectangle,
and abstractions about
circle, and semi-circle?
the lesson
Find the area of each combined figure.
1..A square and a semi-circle. The square has a side length of 13 feet. The diameter
of the circle matches the square’s side.
2..A square and a semi-circle. The square has a side length of 15.5 feet. The diameter
of the circle matches the square’s side.
3.A rectangle and a semi-circle. The rectangle has a length of 8 feet and a width of 5
feet. The diameter of the circle matches the width.
I. Evaluating learning 4.A rectangle and a semi-circle. The rectangle has a length of 8.5 feet and a width of
6 feet. The diameter of the circle matches the width.
Ans.:
1. 235.33 sq. ft.
2. 334.55 sq. ft. 3
3. 49.81 sq. ft. 4
4. 65.13 sq. ft.

J. Additional activities for

application or
remediation
(Assignment)

V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
of the formative
assessment
B. No. of learners who
require additional
activities for
remediation