In recent years, Filipino families have been grappling with the growing financial difficulties caused by the escalating cost of living. Rising costs have imposed a heavy burden on households, necessitating our immediate attention and action. By understanding the underlying causes of this issue and implementing empowering strategies, we can support and uplift Filipino families as they confront these financial obstacles. This editorial delves into the urgent matter of rising costs and presents practical solutions to empower Filipino families.

The impact of rising costs has been fueled by rapid economic growth and global inflation, contributing to an increasingly high cost of living in the Philippines. Families throughout the nation are struggling to cope with the soaring prices of essential goods, education, healthcare, and housing. Low-income households, in particular, bear the brunt of these financial burdens.

To provide strong supporting evidence, recent data from the Philippine Statistics Authority (PSA) reveals that the country's inflation rate surged to a staggering 4.5% in 2022, surpassing the government's target range. This rise in prices directly hampers the purchasing power of Filipino families, forcing them to make difficult choices and sacrifices to meet their basic needs. Additionally, a 2021 survey conducted by the Social Weather Stations (SWS) indicates that 52% of Filipino families consider themselves poor, underscoring the significant impact of rising costs on households.

To address the financial challenges faced by Filipino families amidst rising costs, a comprehensive approach is essential. Several key strategies can empower families to overcome these obstacles:

Financial Education: Offering acces

Financial Education: It is crucial to provide accessible financial literacy programs to equip Filipino families with the necessary knowledge and skills to effectively manage their finances. Educating individuals on budgeting, saving, and investment strategies can go a long way in mitigating the impact of rising costs and empowering families to make informed financial decisions.
Social Support Programs: Collaboration between the government and non-governmental organizations is essential in developing comprehensive social support programs. These initiatives can include targeted subsidies for essential commodities, such as food and utilities, as well as healthcare assistance and education grants. Such interventions alleviate the financial burden on vulnerable households and provide them with a safety net during challenging times.
Sustainable Economic Growth: Efforts to promote sustainable economic growth are paramount in combating rising costs in the long run. Government policies should focus on creating an enabling environment for businesses to thrive, attracting investments, and generating employment opportunities. This approach would increase income levels and improve the overall financial stability of Filipino families.
Entrepreneurship and Skills Development: Encouraging entrepreneurship and skills development initiatives can empower individuals to create their own livelihoods and enhance their income-generating potential. Providing training programs, mentorship, and access to microfinance can enable aspiring entrepreneurs to establish successful businesses, contributing to the overall economic growth and resilience of Filipino families.

The rising costs in the Philippines have presented significant financial challenges for Filipino families, particularly those with limited resources. However, through a combination of financial education, social support programs, sustainable economic growth, and entrepreneurship development, families can overcome these obstacles. By implementing these strategies, we can create a future where Filipino families are equipped with the knowledge, resources, and opportunities needed to thrive in the face of rising costs, ultimately building a stronger and more resilient nation.

GRADE 3- 4TH QUARTERLY TEST

FOURTH QUARTERLY TEST IN MTB-MLE 3

Name: ______________________________________

I. Panuto. Lagyan ng tsek (/) kung ang pahayag ay nararapat na isama sa banghay at (x)naman kung hindi.

Mag-ingat sa COVID-19 Virus Ano ang COVID-19 Virus?

________1. Isang nakahahawang sakit na sanhi ng isang bagong natuklasang virus

________2. Karamihan sa mga taong nahahawahan ng virus na COVID-19 ay nakararanas ng banayad hanggang katamtamang hirap sa paghinga

________3. Kumakalat ito sa pamamagitan ng mga patak ng laway at sipon

________4. Hindi ito nagagamot

Pag-iwas na mahawa ng COVID-19

_______5. Magsuot ng face mask at face shield

_______6. Mamasyal sa mall tuwing weekend

_______7. Dumalo sa mga kasiyahan at pagdiriwang

_______8. Palaging mag-obserba ng social distancing

_______9. Hangga’t maari, manatili sa loob ng bahay

II. Pagsunud-sunurin ang mga hakbang sa paglalaba. Isulat ang Una, Ikalawa, Ikatlo, Ikaapat at Panghuli sa patlang. Gawin ito sa iyong sagutang papel.

_______10. Ihanda ang mga gamit panlaba tulad ng sabon, batya, timba, at tubig.

_______11. Kusutin ang mga damit sa tubig na may sabon hanggang matanggal ang dumi.

_______12. Ilagay ang mga damit sa batyang may tubig at sabon. Unahin palagi ang puti bago ang may kulay.

_______13. Banlawan ang mga damit upang matanggal ang sabon.

_______14. Isampay upang matuyo.

III. Lagyan ng tsek (/) ang bawat pangungusap kung ang mga salita o pariralang may salungguhit ay pang-abay na pamamaraan at ekis (x) naman kung hindi .

_______15. Napakasarap ng buko pie sa Laguna.

_______16. Niyakap siya ng kanyang nanay nang mahigpit.

_______17. Nagluluto si nanay ng pagkain.

_______18. Mas matamis ang lansones ng Laguna kaysa ibang bayan.

_______19. Nagmamadaling pumunta si Lowell sa bahay ng kanyang kapatid upang kumustahin ito.

IV. Tukuyin ang angkop na pang-abay upang mabuo nang maayos ang pangungusap. Piliin ang angkop na pang-abay sa panaklong. Gawin ito sa iyong sagutang papel.

20. Kailangang magsagot ni Pia ng modyul kaya gumising siya nang (maaga, tanghali, gabi) ngayong araw na ito.

21. Ang mga mag-aaral ay (maaga, mabilis, mas mabilis) magsumite ng kanilang proyekto kaysa nakaraang taon.

22. (Mabagal, Mas Mabagal, Pinakamabagal) magsepilyo si Johne sa lahat ng kanyang mga pinsan.

23. Si Allen ay (mahina, masaya, malakas) na tumawa sa biro ng kanyang kapatid.

24. Kami ay (malungkot, masiglang, masipag) pupunta sa parke.

V. Sa iyong sagutang papel, lagyan ng tsek (/) kung ang mga salita o parirala ay pang-ukol at ekis (x) naman kung hindi.

__________ 25. sa gitna ________31. masarap

__________ 26. masipag ________32. sa isang buwan

__________ 27. Kina ________33. kay

__________ 28. para kay ________34. masaya

__________ 29. sa mga ________ 35. Bukas

__________ 30. Bukas

Soft copy:

GRADE 3 -4TH Q EXAM

Daily Lesson Log (DLL) for Grade 3 Quarter 4 Week 8

DAILY LESSON: MATHEMATIC S/4^TH QUARTER /JUNE 13-16, 2023 (WEEK 8)


I OBJECTIVES
Content Standard	Understanding natural objects in the sky affects one’s daily activities.
Performance Standard	Able to list down activities that affect their daily activities
Learning Competency /s	Describe the natural objects that are found in the sky during daytime and nighttime. S3ES – Ivg – h - 6
II CONTENT	Moon
III. LEARNING RESOURCES
*A. References*
1. Teacher’s Guide Pages	CG p.21 of 64
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning Resources
*B. Other Learning Resources*
*IV. PROCEDURES*
A. Reviewing the previous lesson or presenting the new lesson	Sun
B. Establishing a purpose for the lesson	What can you see in the sky at night that shines all living things on Earth?
C. Presenting Examples/instances of new lesson	Graphic organizers about the moon.
D. Discussing new concepts and practicing new skills #1	- What things are made up on the moon? - How do you describe it?
E. Discussing new concepts and practicing new skills #2
F. Developing mastery (Leads to Formative Assessment)
G. Finding Practical applications of concepts and skills	Divide the pupils into a group. I – Draw the moon. II – List down the things that are found in it III – Sketch a plan for how you reach the moon.
H. Making generalizations and abstractions about the lesson	What is the moon?
I. Evaluating Learning	Put a check if the statement says it is right, and cross if it is not. 1. Moon is the only satellite on Earth. 2. Moon can be a place to live in. 3-5.etc.
J. Additional activities for application or remediation	Cut pictures of a moon. Describe why the moon appears different the other day.
*V. REMARKS*

Click the Subjects below to download the softcopy:

QUARTER 4- WEEK 8 DLL

Pag-unawa sa binasa : Ang Maliit na Kuting

Pamagat ng Kwento: Ang Maliit na Kuting

(lenzchiofficial.blogspot.com)

Isang araw, may isang maliit na kuting na naglakad-lakad sa labas ng kanilang tahanan. Ang kuting ay kulay puti at may maliliit na mukhang tila hugis-puso sa kanyang mga mata. Siya ay matalino at masayahin na kuting na laging handang maglaro.

Sa kanyang paglalakad, nakita niya ang isang malaking bola na nag-uumapaw ng mga bulaklak. Sobrang natuwa siya at gusto niyang makipaglaro sa mga bulaklak. Sinubukan niyang hawakan ang bola ngunit ito ay masyadong malaki para sa kanya.

Dahil sa kagustuhan ng kuting na makipaglaro sa mga bulaklak, naghanap siya ng paraan upang makuha ang atensyon ng mga bulaklak. Kumuha siya ng isang maliit na dahon at sinulatan ng maikling liham. Sinabi niya sa mga bulaklak na gusto niyang makipaglaro at maging kaibigan.

Nang makita ng mga bulaklak ang liham, natuwa sila at nagsilbing kalaro ng maliit na kuting. Nagtampisaw sila sa bulaklak at nagpaligsahan sa kanilang pagiging maganda at malalanghap na amoy.

Mga Tanong:

Ano ang kulay ng maliit na kuting?

a. Dilaw b. Puti c. Asul

Ano ang hugis ng mga mata ng kuting?

a. Bilog b. Hugis-puso c. Tatsulok

Ano ang ginawa ng kuting upang makipag-ugnayan sa mga bulaklak?

a. Kumanta ng isang awit

b. Sinulatan ng liham

c. Umakyat sa puno

Ano ang nilagay ng kuting sa liham na ibinigay niya sa mga bulaklak?

a. Mga salita ng pagbati

b. Mga bilang at letra

c. Mga palarawan ng mga bulaklak

Ano ang nangyari sa kuting at sa mga bulaklak sa dulo ng kuwento?

a. Naglakad sila ng magkasama sa ibang lugar

b. Nagtampisaw sila sa bulaklak at nagpaligsahan

c. Umuwi ang kuting at iniwan ang mga bulaklak

Daily Lesson Log (DLL) for Grade 3 Quarter 4 Week 7

DAILY LESSON: MATHEMATIC S/4^TH QUARTER / JUNE 5-9, 2023 (WEEK 7)


I OBJECTIVES
Content Standard	The learner demonstrates an understanding of time, standard measures of length, mass and capacity linear, mass and capacity measures, and area of square and rectangle.
Performance Standard	The learner is able to apply knowledge of continuous and repeating patterns and number sentences involve
Learning Competency /s	Creates problems involving the area of rectangles and squares. M3ME IVf - 47
II CONTENT	Measurement
III. LEARNING RESOURCES
*A. References*
1. Teacher’s Guide Pages	CG page 76 of 213
2. Learner’s Materials pages	311 - 314
3. Text book pages	299 - 303
4. Additional Materials from Learning Resources
*B. Other Learning Resources*
*IV. PROCEDURES*
A. Reviewing the previous lesson or presenting the new lesson	Find the area of the following figure.
B. Establishing a purpose for the lesson	Group the pupils. Ask them to make a rectangle 12 meters long and 6 meters wide. Who can give the area of the rectangle?
C. Presenting Examples/instances of new lesson	Do you have a garden plot at home? How long is it? How wide is it? What is its area?
D. Discussing new concepts and practicing new skills #1	Who can solve the problem using the formula; Area = Length x Width A = L x W What is the area of your plot?
E. Discussing new concepts and practicing new skills #2	What are the things to be considered in creating problems in areas of rectangles and squares?
F. Developing mastery (Leads to Formative Assessment)	Group activity: Look for rectangular objects inside the classroom. Measure length and the width. Create a problem out of the facts.
G. Finding Practical applications of concepts and skills	Pair Activity: Create a problem on the area of a square. Call a classmate to solve.
H. Making generalizations and abstractions about the lesson	To solve problems involving the area of a square, multiply the side by another side. The product is expressed in square units.
I. Evaluating Learning	Create a problem involving the area of a square. Show your solution.
J. Additional activities for application or remediation	Create a problem involving the area of a rectangle or a square. Be able to explain to the class how to get the answer.
*V. REMARKS*
*VI. REFLECTION*
A. No. of learners who earned 80% on the formative assessment
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 worked well? Why did these work?
F. What difficulties did I encounter that my principal or supervisor can help me solve?
G. What innovation or localized materials did I use/discover that I wish to share with other teachers?