Republic of the

Philippines
Department of
COT School:
Teacher:
Aras-asan Elem. School
Eliza G. Cabañero
Grade//Section:
Learning Area:
VI
Mathematics
Education LESSO Date: September 19, 2023 Quarter: Second
Region VI- Western Time: 8:00-8:50 Checked by:
Visayas
N
Division of Antique PLAN
[Link]
[Link] The learners demonstrate understanding of volume
Standard: of solid figures and meter readings.
[Link] The learner is able to apply knowledge of volume of
Standard : solid figures and meter reading in mathematical
problems and real-life situation.
C. Learning Finding the v
Competencies
D. Values
Integration Speed and Accuracy
II. CONTENT Solving word problems involving sales tax,rate of
sales tax , and selling price. M6NS-IIe- 144
A. References 21st Century Mathletes 6 (Teacher’s Guide
pp. 81-85)
21st Century Mathletes 6 (Learners’ Material
pp. 135-142)
[Link] Learning Power Point Presentation,Video Clip
Resources
[Link] Show-me-boards,activity cards,chart
[Link] Tax Conscious ,Speed and Accuracy
[Link] Araling Panlipunan,Mapeh
[Link],Lo Local Names , Place
calization,Indigenizatio
n
III. PROCEDURES Teacher’s Activity Note
A. Reviewing 1. Math Song : Renaming Fractions to Percent
previous ( Music Integration )
lesson or (One-Fourth) 4x
Presenting (Twenty-five) 2x
the new (One-Fourth change to percent) 2x
lesson Twenty-five percent

One-half , three-fourths , two-fifths

2. Review : Finding the Rate, Base and

Percentage
Lucky Team Game
This time we will have our group activity. But
before that let us read the Standards for group
Objective #
activity.
5
Get along
Setting house
Respect Others
rules/guidelines
On Task
Use quiet voices
Participate
Stay in your group.
a. Teacher divides the class into 6 groups.
Each group is provided with a show-me-board,
chalk and eraser.
b. Teacher flashes a card with different
equations on finding the percentage ,base and
rate.
c. Each group solves and writes the answer on
 the illustration board provided.
d. When teacher say “boards up,”they raise
their boards up.
e. Whoever gives the correct answer, get 1
point for his/her group.
g. The group with the highest number of
points wins. (Wow! Great Job children.
The teacher will give 1 star for the group
who wins in the game)
Objective #
5
Praising the
learners/Giving
positive
feedback.
[Link] a 1. Motivation Objective #
Purpose for Present a video clip presentation. 9
thelesson. Then,ask the following questions: Used Video clip
What is the video clip presentation about?
What is tax?
Where are taxes came from?
Why is there a need for us to pay our taxes?

(Then show an example of a receipt with VAT)

[Link] Present a Story Problem CLI : Local

Examples/Instanc Irish intends to buy a cellphone at Place
es of new lesson. Gaisano Mall Antique. She thinks of the tax
the government imposes. She makes a
table showing the rate of sales tax imposed
as shown below.

Item Selling Price Rate Sales Tax Total

of Cost of
Sales the Item
Tax
Brand New Php 2 500 6% N
Cellphone
Slightly Php 1 900 N Php 95
Used
Cellphone
Second N 4% Php 20
Hand
Cellphone
D. Discussing new Asking Comprehension questions
concepts and 1. Who intends to buy a cellphone?
practicing new 2. What cellphones are offered to her?
skills #1. 3. What is the selling price and rate of sales tax
of a brand new cellphone?
4. What is the selling price and sales tax of a
slightly used cellphone?
5. What is the rate of sales tax and sales tax of a
second hand cellphone?

Discussion and Explicit Teaching

1. How much is the Sales Tax of a brand new
cellphone? How much is the total cost?
2. What is the rate of sales tax of a slightly Used Objective #
Cellphone? How much is the total Cost of the 1
Item? Instructional
3. How much is the selling price of a second hand materials
 cellphone? How much is the total Cost of the highlighting
second hand cellphone? mastery of
(The teacher discuss and solve the content and its
problem.) integration in
other subject
Asks: areas.
1. What does Irish consider in buying a cellphone ?
2. If you were Irish what will you decide?Why? Objective #
3
Lesson plans in
demonstration
teaching
highlighting
different
teaching
strategies that
develop critical
and creative
thinking and/or
other HOTS.
E. Discussing Think,Pair and Share Objective #
new concepts Solve the following problems: 5
and practicing 1. Melody needs to buy a book. The book costs Giving equal
new skills #2. 140.00 plus a sales tax of 6%? How much did opportunities to
she pay for a book? learners.
2. Noly Boy buys a set of school supplies with a
selling price of 300. What is the rate of sales
tax if the sales tax is 9?

F. Developing 1. A sales tax for a T-Shirt is 42 or 6%. How

Mastery ( Leads much is the selling price and the total cost
to Formative of the item?
Assessment)
Objective #
Any question or clarification on solving 5
for the Sales Tax,Rate of Sales Tax and Encouraging
selling price? learners to ask
questions.

[Link] Group Activity :This time we will have our Objective #

practical group activity. But before that let us read the 5
applications of Standards for group activity and Rubrics for Ensuring
concepts and Problem Solving. learner’s active
skills in daily Go to your group quietly. Grab member of each participation.
living group get your envelope here. Inside the
envelope is the problem that you need to
answer. Each group will write their answer in a
Manila Paper and post their answer on a board.
Then one member will report their output.

Rubrics for Problem Solving

CATEGORY 4 Points 3 Points 2 Points 1 Point
Mathematical Explanation Explanation Explanation Explanation
Concepts shows complete shows shows some shows very
understanding substantial understanding limited
of the understanding of the understanding
mathematical of the mathematical of the
concepts used to mathematical concepts underlying
solve the concepts used to needed to solve concepts
problem(s). solve the the problem(s). needed to solve
problem(s). the problem(s)
OR is not
 written.
Almost all (85-
90-100% of the Most (75-84%)
89%) of the More than 75%
steps and of the steps and
steps and of the steps and
Mathematical solutions have solutions have
solutions have solutions have
Errors no no
no mathematical
mathematical mathematical
mathematical errors.
errors. errors.
errors.
Neatness and The work is The work is The work is The work
Organization presented in a presented in a presented in an appears sloppy
neat, clear, neat and organized and
organized organized fashion but may unorganized. It
fashion that is fashion that is be hard to read is hard to know
easy to read. usually easy to at times. what
read. information
goes together.
Student was an
engaged
Student was an
partner, Student
engaged partner
listening to cooperated with
but had trouble Student did not
Working with suggestions of others, but
listening to work effectively
Others others and needed
others and/or with others.
working prompting to
working
cooperatively stay on-task.
cooperatively.
throughout
lesson.
Explanation is
difficult to
Explanation is a
understand and
Explanation is little difficult to
Explanation Explanation is is missing
detailed and understand, but
/Reporting clear. several
clear. includes critical
components OR
components.
was not
included.

Group 1- A T-shirt is worth Php 450 with a 6 % Objective #

sales tax. How much is the sales tax? 2
Group 2- A food item has a sales tax of Php 30 Instructional
or 8 %. How much is the selling price of the materials
item? highlighting
Group 3- The sales tax for an item is Php 20. learner-centered
The cost is 1 000. What is the rate of sales tax? strategies that
Group 4 - A lady’s bag worth Php 1 500 has a promote literacy
sales tax of 6%.How much will a buyer pay for and/or
the bag? numeracy skills.

Group 5 – Complete the table

Item Selling Rate of Sales Tax Total
Price Sales Tax Cost
Shoes Php 2 400 5% N N

Group 6 – Complete the table

Item Selling Rate of Sales Tax Total
Price Sales Tax Cost
School N 6% Php 36 N
Bag
[Link] How do you solve for the sales tax?
generalizations How do you solve for the rate of sales tax?
and abstractions How do you solve for the selling price?
about the lesson. (Elicits answers from the pupils)
[Link] Solve the following problems.
Learning. 1. Freya bought a bag worth Php 250 with 4% sales
tax. How much is the sales tax?
2. An item has a sales tax of Php 30 or 6 %. How
much is the selling price of the item?
3. The sales tax of the item is Php 40. The selling
price is Php 160. What is the rate of sales tax?
4. James bought a book worth Php 300 with 5%
sales tax. How much is the sales tax?

[Link] Ask sample receipt from your parents and try to

solve for the sales tax or VAT of the amount paid.
IV. REMARKS
V. REFLECTION
A. No. of learners who earned ___Lesson carried. Move on to the next objective.
80% on the formative ___Lesson not carried.
assessment _____% of the pupils got 80% mastery
B. No. of learners who require ___Pupils did not find difficulties in answering their lesson.
additional activities for ___Pupils found difficulties in answering their lesson.
remediation ___Pupils did not enjoy the lesson because of lack of knowledge, skills and interest about the
lesson.
___Pupils were interested on the lesson, despite of some difficulties encountered in answering
the questions asked by the teacher.
___Pupils mastered the lesson despite of limited resources used by the teacher.
___Majority of the pupils finished their work on time.
___Some pupils did not finish their work on time due to unnecessary behavior.

C. Did the remedial lessons ___ of Learners who earned 80% above
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue ___ of Learners who require additional activities for remediation
to require remediation

E. Which of my teaching ___Yes ___No

strategies worked well? Why ____ of Learners who caught up the lesson
did these work?
F. What difficulties did I ___ of Learners who continue to require remediation
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized Strategies used that work well:
materials did I use/discover● ___Metacognitive Development: Examples: Self assessments, note taking and studying
which I wish to share with techniques, and vocabulary assignments.
other teachers?
● ___Bridging: Examples: Think-pair-share, quick-writes, and anticipatory charts.
●
● ___Schema-Building: Examples: Compare and contrast, jigsaw learning, peer teaching, and
projects.
●
● ___Contextualization:
● Examples: Demonstrations, media, manipulatives, repetition, and local opportunities.
●
● ___Text Representation:
● Examples: Student created drawings, videos, and games.
● ___Modeling: Examples: Speaking slowly and clearly, modeling the language you want students to
use, and providing samples of student work.

Other Techniques and Strategies used:

___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
 ___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson

Prepared by :

ELIZA G. CABAÑERO
Teacher I
Aras-asan Elementary School

Observed by:

OLIVE JOY A. CALANOY