Republic of the Philippines

Department of Education
Region IV-A CALABARZON
City Schools Division of Bacoor
City of Bacoor, Cavite

TEACHING GUIDE
K to 12 Basic Education Curriculum
Technology and Livelihood Education
Information and Communication Technology
Grade 6

Week 1

Grade Level Standard

At the end of Grade 6, the learner is expected to demonstrate enhanced

and expanded knowledge in entrepreneurship and ICT, agriculture, home
economics, and industrial arts toward the improvement of the family’s economic
life and the community.

Learning Competencies
 Identifies the sellers and buyers
 Produces simple products
 Buys and sells products based on needs
 Sells products based on needs and demands in school and community

Content Standard
The learner demonstrates knowledge and skills that will lead to one
becoming an ideal entrepreneur.

Performance Standard
The learner sells products based on needs and demands.

I. INTRODUCTION

At the early age, learners are very conscious about new things
around them especially in unique and catchy products found in the
market. As facilitator of learning, it is your responsibility to inculcate the
fundamental steps in creating and innovating simple products to produce
or even sell.
This lesson aims to develop the holistic knowledge, values and
skills of the learner to be an ideal entrepreneur. These will served as their
 weapon to start a simple business despite of the competition on the real
world.

II. OBJECTIVES

Guided by the teacher and learner’s materials, the learner is expected to:
a. identify sellers and buyers
b. produce simple products
c. buy and sell products based on needs
d. market the products based on needs and demands in school and
community

III. PRE-TEST

A 20-item pre-test is given in every week to determine the knowledge of

learners in terms of the competencies they need to develop.

MATCHING TYPE TEST

Ask the learners to use separate sheet of paper or quiz notebook for their
answers.

Direction: Match column A with column B. Choose the letter of the correct
answer.

A B
1. Goods a. money equivalent to the quality of the
goods paid for
2. Buying b. the quality of a good or product that is
suited to the purpose for it will be used
3. Sell c. one who buys in large quantity from
manufacturers and producers
4. Profit d. one who converts raw materials into
finished goods or products
5. Seller e. also known as vendor
6. Buyer f. one who acquires goods in exchange for a
sum of money
7. Manufacturer g. money earned from a sale
8. Wholesaler h. a business deal between a seller and a
buyer
9. Right quality i. a plan of action to buy quality goods for a
reasonable price
10. Right price j. also called products or merchandise
ESSAY TYPE TEST

Direction: Explain. (10 Points)

1. How can you determine a good buyer?

2. Why is it important to know the needs and demands before introducing
or selling new products?

IV. PARTS OF THE LESSON

Day 1
Lesson 1: Identifying Sellers and Buyers

Know

You may present the following key concepts using powerpoint or Manila
Paper

Unlocking the Meaning of Difficult Words

Study the meaning of each word below.

1. marketing transaction – an exchange deal between two persons
such as a buyer and seller
2. products – goods or merchandise produced or manufactured
3. services – that which is performed by one in accordance to his
profession, specialization or expertise
4. profit – income earned from a business
5. big bulk – in large quantity
6. sound buying program – a buying program based on wise decisions
7. principle – a statement used as guide
8. demand – that which is needed by a target group of consumers

Identifying Sellers and Buyers

The Seller – He/She is the owner of the store or business establishment.

He/She offers goods, products, or services to those who need it. He/She
is also known as a vendor.

The Buyer – He/She is the person who buys the goods or services from
the seller. He/She is the costumer who makes use of the goods to meet
his/her needs or wants.
The Seller as a Buyer – A seller is also a buyer because he/she needs to
buy the goods or products he/she will sell. He/She buys these goods
either from the manufacturer or the producer of the goods, or from
wholesales or middlemen.

Guide to Sound Buying- Buy goods from the right source at the right
quality and quantity, at the right time and at the right price.

Process

GROUP ACTIVITY: Using Simulation Technique

Students will be grouped into four groups. Each group will observe the
school cafeteria by taking photos and notes on the type of snack sold during
break time. Have the learners ask the seller about their product by asking: What
sells the most and the least? Who are their buyers mostly? Why does the product
sell? How do they prepare their products?

Group 1: Will take photos and notes on turon

Group 2: Will take photos and notes on biscuits/cookies
Group 3: Will take photos and notes on puto
Group 4: Will take photos and notes on yema

The learners will refer to the given Rubric for performance and
accomplish the task.

Reflect and Understand

ESSAY

Direction: Read the statement very carefully. In not less than 5 sentences,
the learners will answer the questions based on their understanding about
the role of seller and buyer.

What is meant by the right quality and right quantity at the right time and at
the right price?
 TRANSFER

 Classroom-Based Activity in Identifying Sellers and Buyers

Student will be grouped into 5. Each group plans and makes a
presentation showing the roles and responsibilities of sellers and buyers.
They can present:

1. How a seller offers his/her goods to the buyer.

2. How a seller deals with a buyer in a transaction.
3. How a buyer behaves in a marketing transaction.
4. How a buyer selects the goods suited to his/her purpose.
5. How a buyer determines the right price for the goods he/she buys.

GROUP 1: Skit
GROUP 2: Debate
GROUP 3: Game
GROUP 4: TV Program
GROUP 5: Panel Discussion

The learners will refer to the given Rubric for Performance and accomplish the
Project Plan

 Home Activity in Identifying Sellers and Buyers

Learners will take photos and notes on the type of goods or product sold
in mini store near their place with proper documentation. Have them ask the
seller about their product by asking. What sells the most and the least? Who are
their buyers mostly? Why does the product sell? How do they prepare their
products?
Have them write down the answers in their notebook.

Day 2
 Lesson 2: Producing Simple Products

Know

You may present the following key concepts using powerpoint or Manila
Paper

Unlocking the Meaning of Difficult Words

Study the meaning of each word below.

1. creative – constructive
2. inventive – to invent or devise
3. resourceful – quick in planning; one who resorts to help or supply
4. observant – attentive; one who takes notice
5. potential entrepreneur – one who has the possibility or power to
become a businessperson
6. survey – make an examination or inspection
7. repack – to bundle goods in smaller quantity or amount
8. retailing – to sell in small quantities

 plan simple products to sell;

 produce simple products to sell; and
 cite examples of goods and services in different production areas.

PROCESS

GROUP ACTIVITY:

I. Individual Activity
Below are examples of production areas. Think of what goods and
services can be made from each production. The first production area is
answered for you.

A. Arts and Crafts

Production Goods Services
1. Beadwork purse, bag, toy, key put up a small industry at
chain, bracelet home, work as a worker in
the cottage industry
2. Leatherwork _____________________ _______________________
3. Crocheting _____________________ _______________________
 4. Knitting _____________________ _______________________
5. Embroidery _____________________ _______________________
6. Paperwork _____________________ _______________________
7. Woodwork _____________________ _______________________

B. Food
Goods Services
1. Nuts _____________________ _______________________
2. Dairy/Milk _____________________ _______________________
3. Sugar _____________________ _______________________
4. Coconut _____________________ _______________________
5. Fruits _____________________ _______________________
6. Vegetables _____________________ _______________________
7. Meat _____________________ _______________________
8. Eggs _____________________ _______________________
9. Flour _____________________ _______________________
10. Fish _____________________ _______________________
11. Coffee _____________________ _______________________
12. Chocolate _____________________ _______________________
13. Butter _____________________ _______________________

II.Group Activity

Students will be grouped into five groups. Each group will make a simple
survey between two similar products: for example, simple snacks such as
banana cue and turon. Both have banana as ingredient.

Create two versions of survey, printed and online. Conduct a survey

among your classmates and schoolmates using the printed survey, and post the
online survey on your social media account and tag your friends.

Tally the results separately, and observe which of the two types of survey
garnered a substantial amount of responses. Combine the results of the two
surveys and use the information to develop your product to sell.

Reflect and Understand

ESSAY

Direction: Read the statement very carefully. In not less than 5 sentences,
the learners will answer the questions based on their understanding about
producing simple products.

 Why are creativity and resourcefulness important in producing

products to sell?
 Why is there a need to find out the demands of your potential
customers?
 Transfer

 Classroom-Based Activity in Producing Simple Products

Student will be grouped into 5. Each group will choose at least two
recipes and two arts and crafts. Have the learners work on these and
present their finished products to their teacher and one other teacher for
evaluation. Based on the teachers/ evaluation, they can improve or refine
their products following the teachers’ suggestions.

Maja Mais Pichi-Pichi Siomai Turon

Quick Puto Chinese Butchi Cheese Cup Cake
Polvoron Yema Towel Holder
Lace Basket Children’s Headband Children’s Hairclip

The learners will refer to the given Rubric for Performance and accomplish the
Project Plan

 Home Activity in Producing Simple Products

Have the class create a “teaser” advertisement of your product. A teaser

is a type of advertisement that introduces a product without giving away too
much information or revealing what it is. Have them cccompany the ad with a
clever one-line slogan.
Tell your learners to use different forms of medium in their teaser such as
video, slide presentation, or graphic file. Let them share their teaser with class
by posting it on their e-group and tagging as many people as they can.
 Day 3

Lesson 3: Buying and Selling the Product

PARTS Know

You may present the following key concepts using powerpoint or Manila
Paper

Unlocking the Meaning of Difficult Words

Study the meaning of each word below.

1. sound – strong founded on truth and right
2. principle – a rule or law of conduct or action
3. needs– that which is of necessity or urgent
4. stock – kept supplies
5. competitors – rivals who are in the same business
6. buying capacity– one who can afford to buy within his/her
resources
7. reasonable– that which is fair or equitable
8. predict – to foretell or declare a future happening
9. competent – qualified or able
10. profitability – that which can bring profit or gains

 describe how a seller buys his/her products;

 describe what is require in effective selling;
 enumerate the duties of a salesperson;
 explain how to compute the selling price of a product based on
cost, markup, and profit.

Process

GROUP ACTIVITY:

A. Form groups in class with three members each. Have the groups create a
video advertisement starring the salesperson showcasing the product
being sold. The video should not be as 30 seconds. Have them use video
editing software to add effects and sounds to the video.
 Have them share their video advertisement with the class by
posting it on their e-group and tagging as many of their classmates and
school mates as they can.
Have them determine the best video advertisement by counting
the most likes for each post.

B. Have them compute thecost, markup, and profit of their product

using an electronic spreadsheet.
Have them incorporate the formula for adding the percentage for
makeup profit by typing it in the electronic spreadsheet.

Reflect and Understand

ESSAY

Direction: Read the statement very carefully. In not less than 5 sentences,
the learners will answer the questions based on their understanding about
producing simple products.

 When is the dictum “The customer is always right” not followed? Cite
situations when the store manager or salesperson decides that the
customer is not always right.

TRANSFER

 Classroom-Based Activity in Producing Simple Products

Student will be grouped into fives or sixes. Have them plan and rehearse
a skit on good salesmanship. Allow them to discuss products/goods and
the reasons why he/she buys there.

The learners will refer to the given Rubric for Performance and accomplish the
Project Plan

 Home Activity in Producing Simple Products

Have the class interview their neighborhood sari-sari store owner. Have
them inquire where he/she buys the products/goods and the reasons why he/she
buys there.
 Day 4

Lesson 4: Marketing the Product

PARTS
y4
Know

You may present the following key concepts using powerpoint or Manila
Paper

Unlocking the Meaning of Difficult Words

Study the meaning of each word below.

1. wholesaler – often referred to as middlemen
2. retailer – one who engaged in such method of sale
3. sari-sari store – it consists of a variety of merchandise for sale
4. mail-order selling – various goods sold by a firm are attractively
portrayed in its catalog and orders for goods are filled by mail
5. house-to-house selling – salesmen go to the homes or offices
of customers to sell their products.
6. profit motif – the desire to work for profit
7. raw materials– include products of agriculture and industries
like mining, forestry, and fishery
8. capital goods – manufactured items that are used to produced
other goods
9. labor – efficient workmen are indispensable in a manufacturing
establishment
10.management – final responsibility for production as well as for all
other areas of business activities

 selling the products;

 forms of promotion;
 promotional strategies;
 Process

GROUP ACTIVITY:

A. Using the groupings in the class with fives or sixes members each of the
learners will write the steps in making products (example: yema, turon,
polvoron and etc.) based on their task given last session.

B. Making a product and creating a promotional strategy (advertisement

through e-group, commercials, etc.) to promote the products.

Reflect and Understand

ESSAY

Direction: Read the statement very carefully. In not less than 5 sentences,
the learners will answer the questions based on their understanding about
marketing the product.

 How can promotional strategies help to market the product? What

did you do to make it profitable?

TRANSFER

 Classroom-Based Activity in Producing Simple Products

Student will be grouped into fives or sixes. Have them make a video of
conversation from a store/canteen agent on how to market the product.
Emphasize that the video should be not less than 30 seconds. Have them
note the important details.

The learners will refer to the given Rubric for Performance and accomplish the
Project Plan

 Home Activity in Producing Simple Products

Have the class market the products to their neighborhood. Tell them to
note all the comments and suggestions that they have gathered.
 V. SUMMARY

The knowledge and skills acquired by the learners in selling and buying will
lead them to become an ideal entrepreneur, augment personal income and
become productive individuals. Upon learning the fundamental concepts,
knowledge and skills, they are now ready to a business and succeed.
The competencies of the ideal entrepreneur can provide the learner the
knowledge and skills needed to conquer unemployment.

VI. GLOSSARY

marketing transaction – an exchange deal between two persons such as a

buyer and seller

products – goods or merchandise produced or manufactured

services – that which is performed by one in accordance to his profession,

specialization or expertise

profit – income earned from a business

big bulk – in large quantity

sound buying program – a buying program based on wise decisions

principle – a statement used as guide

demand – that which is needed by a target group of consumers

creative – constructive

inventive – to invent or devise

resourceful – quick in planning; one who resorts to help or supply

observant – attentive; one who takes notice

potential entrepreneur – one who has the possibility or power to become

a businessperson

survey – make an examination or inspection

repack – to bundle goods in smaller quantity or amount

retailing – to sell in small quantities

sound – strong founded on truth and right

principle – a rule or law of conduct or action

needs– that which is of necessity or urgent

stock – kept supplies

competitors – rivals who are in the same business

buying capacity– one who can afford to buy within his/her

resources
reasonable– that which is fair or equitable

predict – to foretell or declare a future happening

competent – qualified or able

profitability – that which can bring profit or gains

wholesaler – often referred to as middlemen

retailer – one who engaged in such method of sale

sari-sari store – it consists of a variety of merchandise for sale

mail-order selling – various goods sold by a firm are attractively portrayed

in its catalog and orders for goods are filled by mail

house-to-house selling – salesmen go to the homes or offices

of customers to sell their products.
profit motif – the desire to work for profit

raw materials– include products of agriculture and industries

like mining, forestry, and fishery
capital goods – manufactured items that are used to produced
other goods
labor – efficient workmen are indispensable in a manufacturing
establishment
management – final responsibility for production as well as for all other
areas of business activities
 VII. KEY TO CORRECTIONJS

I. Pre Test
1. j
2. i
3. h
4. g
5. f
6. e
7. d
8. c
9. b
10. a

VIII. RESOURCES

Books

Leonora David-Basbas, Ph. D.: Learning and Living in the 21st Century 6
Revised Edition, Worktext in Home Economics and Livelihood
Education. Rex Book Store

https://www.youtube.com/watch?v=GrthdxAP35Y

https://www.youtube.com/watch?v=Pt9Wl42MYAk

https://www.youtube.com/watch?v=funs-jIqiZE

https://www.youtube.com/watch?v=XQVB6OzXATU

https://www.youtube.com/watch?v=0Aklcn72IDc

https://www.youtube.com/watch?v=gYPgBjxdGao

https://www.youtube.com/watch?v=ntR_uZbTGBM

https://www.youtube.com/watch?v=T384poglQu0

https://www.youtube.com/watch?v=c4cxdtJDAAM