TEACHING AND LEARNING: MY PERSPECTIVE

ANG PANATA NI SOLENG CHILDREN'S BOOK FREE DOWNLOAD

2024-06-28T21:45:00.000+08:00

WRITTEN BY MAYSHEL LOVE G. LASPINAS
ILLUSTRATED BY BRANDO P. BANGA

In a small tribal community nestled amidst rolling hills and ancient traditions, lived two sisters: Soleng, the younger sister, often felt overshadowed by her Ate, who was revered as the keeper of their tribe's stories. Ate's role meant she couldn't touch the ground or engage in everyday activities like attending school or playing freely. At first, Soleng harbored jealousy towards her elder sister's status and the attention she received, believing her own life to be mundane in comparison.

However, as time passed, Soleng began to grasp the weight of her Ate's responsibilities and the sacrifices she made for their community. She realized that while her Ate held a special role, she yearned for the simple joys of a normal life, envying Soleng's freedom. This newfound understanding bridged the gap between them, fostering empathy and mutual respect.

In a heartfelt conversation, Soleng and her Ate shared their deepest desires and dreams. They made a promise to support each other in achieving their individual aspirations – Soleng in pursuing her education and exploring the world beyond their tribe, and her Ate in finding moments of freedom and joy despite her duties. Their bond strengthened through honesty and acceptance, illuminating the power of sibling love and the importance of embracing one's unique path in life.

PLEASE USE THIS BOOK FOR EDUCATIONAL PURPOSES ONLY. NO PART OF THIS BOOK MUST BE USED FOR COMMERCIAL PURPOSES WHATSOEVER.

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AGAWAN BASE CHILDREN'S BOOK FREE DOWNLOAD

2024-06-28T18:21:00.004+08:00

WRITTEN BY JEZ MARTIN DE VEYRA

ILLUSTRATED BY JERICHO MORAL

"Inaabangan ng lahat ng ibon at insekto ang pagkakataong ito. ngayon malalaman kung sino ang maghahari sa buong buról. tabla ang puntos ng dalawang panig. nakasalalay sa huling palaro ang lahat.

“Agawan Base!” mungkahi ni Kulisap, ang lider ng mga insekto.

Sumang-ayon ang mga ibon. Pumili sila ng tig-isang puno para maging base ng bawat grupo. ang unang makahawak sa base ng kalaban ang mananalo."

PLEASE USE THIS BOOK FOR EDUCATIONAL PURPOSES ONLY. NO PART OF THIS BOOK MUST BE USED FOR COMMERCIAL PURPOSES WHATSOEVER.

PUBLISHED BY CANVAS.

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ANG DYIP NI MANG TOMAS CHILDREN'S BOOK FREE DOWNLOAD

2024-06-28T18:05:00.005+08:00

WRITTEN BY GENARO R. GOJO CRUZ

PAINTINGS BY ANTHONY E. PALOMO

"Ang lumang dyip ni Tatay ang kauna-unahang dyip sa Barangay Pastol. Sinasabing walang taga-Pastol ang ‘di nakakikilala at ‘di pa nakasasakay sa dyip ni Tatay.

Walang bata sa aming lugar ang bininyagan at magkasintahang nagkatuluyan at ikinasal na ‘di inihatid ng dyip ni Tatay sa simbahan. Walang nagtapos ng pag-aaral sa Barangay Pastol ang ‘di inihatid ng dyip ni Tatay sa paaralan."

PLEASE USE THIS BOOK FOR EDUCATIONAL PURPOSES ONLY. NO PART OF THIS BOOK MUST BE USED FOR COMMERCIAL PURPOSES WHATSOEVER.

PUBLISHED BY CANVAS.

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ANG MAHIWAGANG PATADYONG CHILDREN'S BOOK FREE DOWNLOAD

2024-06-28T17:40:00.008+08:00

WRITTEN BY MARYNELL L. OCLARES
ILLUSTRATED BY JAYLORD S. LOSABIA

In a quaint town where music filled the air like a sweet melody, there lived a girl named Daday. Though she possessed a voice that could rival the birds in their morning songs, Daday lacked the confidence to step onto that revered platform.

With a mixture of hope and trepidation, Daday joined a singing contest in her school. She decided to wear the enchanted cloth and participate in the singing contest. As she approached the stage, her heart pounded with nerves, but the moment she opened her mouth to sing, a wave of assurance washed over her. However, just before Daday was about to take her final bow, disaster struck – a fellow contestant accidentally tore her skirt, leaving her in tears and unable to perform.

Moved by compassion and empathy, Daday remembered the words of her grandmother about the cloth's true power lying in acts of kindness and selflessness. Without hesitation, she approached the distraught contestant and offered her the magical cloth to use as a replacement for her torn skirt. The contestant, overwhelmed by Daday's generosity, accepted the offer gratefully and took the stage with renewed confidence. Daday learned a valuable lesson about the importance of self-sacrifice, sharing, and the enduring strength found in true friendship. As the applause echoed through the hall, Daday smiled, knowing that sometimes the greatest victories come not from winning accolades, but from touching the hearts of others with a selfless gesture.

PLEASE USE THIS BOOK FOR EDUCATIONAL PURPOSES ONLY. NO PART OF THIS BOOK MUST BE USED FOR COMMERCIAL PURPOSES WHATSOEVER.

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A BRIDGE FOR SILAY CHILDREN'S BOOK FREE DOWNLOAD

2024-06-28T17:27:00.003+08:00

WRITTEN BY AGAY LLANERA
ILLUSTRATED BY RONSON CULIBRINA

Melted by fires deep in the earth

spewed out from its cracks as our rebirth

Cooling and hardening into land

Older than humanity, older than the island

The legend of Puente del Diablo or the "devil's bridge" of Talim Island in Binangonan, Rizal is also the story of a young woman, her village, and how they find their strength in each other.

PLEASE USE THIS BOOK FOR EDUCATIONAL PURPOSES ONLY. NO PART OF THIS BOOK MUST BE USED FOR COMMERCIAL PURPOSES WHATSOEVER.

PUBLISHED BY CANVAS.

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ANG HAPAG-KAINAN CHILDREN'S BOOK FREE DOWNLOAD

2024-06-28T17:09:00.005+08:00

WRITTEN AND ILLUSTRATED BY JAYLORD S. LOSABIA

For as long as she could remember, the dining table was more than just a piece of furniture—it was a vessel for cherished memories and heartfelt conversations. The table bore the marks of time and the stories of generations. Each morning, the family gathered around it, starting their day with shared laughter over plates of pancakes or bowls of oatmeal. The table witnessed their morning routines, from sleepy-eyed conversations about dreams to planning the day ahead.

Throughout the years, the dining table became a sanctuary where they not only ate but also shared their triumphs and troubles. After school or work, they'd reconvene, swapping stories about their day's experiences and seeking comfort in each other's presence. The table's significance extended beyond mere meals; it was a place where bonds were strengthened, where advice was given, and where problems were shared and solved together.

Reflecting on the table's rich history, it symbolized more than just a piece of family furniture. It held the essence of her family's unity and love—a tangible reminder of the laughter, tears, and endless conversations that shaped their lives. The memories embedded in the grain of the wood taught her that amidst life's challenges and changes, the warmth and connection shared around the dining table were treasures to be cherished forever.

PLEASE USE THIS BOOK FOR EDUCATIONAL PURPOSES ONLY. NO PART OF THIS BOOK MUST BE USED FOR COMMERICAL PURPOSES WHATSOEVER.

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SI KABOG ANG BATANG PANIKI CHILDREN'S BOOK FREE DOWNLOAD

2024-06-28T16:55:00.003+08:00

WRITTEN BY MARYNELL L. OCLARES

ILLUSTRATED BY JAYLORD S. LOSABIA

In a forest, there lived a bat named Kabog who yearned to belong. With his leathery wings and nocturnal habits, he felt out of place among the Marals, the birds that soared through the sky, and even the agile monkeys swinging from tree to tree. Kabog's earnest attempts to befriend them were met with polite indifference or outright dismissal, leaving him feeling increasingly dejected.

As the rain passed and his loneliness deepened, Kabog stumbled upon a group of creepy crawlies—Damang, Paka, and Igi—engaged in their daily routines. They welcomed him with open arms, embracing his differences rather than shunning them. Through their acceptance, Kabog began to understand a valuable lesson: true friendship cannot be forced. It stems from mutual respect and appreciation for each other's unique qualities.

Kabog was happier than he had ever been, reveling in the camaraderie of his newfound friends. They taught him that fitting in didn't mean conforming to others' expectations but rather embracing one's own identity. Knowing that he was valued not for how well he blended in, but for being exactly who he was meant to be—a bat who found his place by accepting himself and others around him.

PLEASE USE THIS BOOK FOR EDUCATIONAL PURPOSES ONLY. NO PART OF THIS BOOK MUST BE USED FOR COMMERCIAL PURPOSES WHATSOEVER.

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SI DINO AT SI DINA CHILDREN'S BOOK FREE DOWNLOAD

2024-06-28T16:35:00.006+08:00

WRITTEN BY JAYLORD S. LOSABIA and RAMINA C. GUEVARA
ILLUSTRATED BY JAYLORD S. LOSABIA

In the vibrant city of Iloilo, where the Dinagyang Festival brings the streets alive with music, dance, and vibrant costumes, two siblings, Dino and Dina, spent their weekend helping their dad sell balloons in the midst of the festive chaos. Despite the crowds and the scorching heat, Dino and Dina tackled their task with excitement, totally amazed by the explosion of colors and the electrifying atmosphere that engulfed the city during this annual celebration of faith and culture.

One special moment stood out during their weekend adventure: a visit to San Jose Church, where they took a pause to pray to Sto. Nino, for their mom who had been working in Manila for years. Holding hands in front of the fancy altar, amidst the flickering candles and swirling incense, they found comfort in their faith, hoping for her homecoming. This moment of calm reflection amidst the festival's hustle highlighted the siblings' resilience and the deep-rooted faith that kept them grounded during tough times.

As they got back to selling balloons, Juan and Maria couldn't help but notice the incredible diversity of people gathered for the festival—locals dressed in traditional garb, tourists captivated by the spectacle, and performers embodying dances that have been around for centuries. Through their interactions with customers and festival-goers, the siblings discovered the power of unity and cultural pride, realizing that Dinagyang wasn't just about having a good time, but also about preserving traditions and fostering a sense of community.

In the end, Dino and Dina's weekend at the Dinagyang Festival became a testament to their family's strength, their unwavering faith, and the beauty of celebrating Filipino culture amidst one of the country's most lively and colorful festivals.

PLEASE USE THIS BOOK FOR EDUCATIONAL PURPOSES ONLY. NO PART OF THIS BOOK MUST BE USED FOR COMMERCIAL PURPOSES WHATSOEVER.

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PANCIT MOLO CHILDREN'S BOOK FREE DOWNLOAD

2024-06-28T11:27:00.005+08:00

WRITTEN AND ILLUSTRATED BY JAYLORD S. LOSABIA

In Iloilo City, a lively town that blends old traditions with modern vibes, young Lito wasn't too keen on learning how to make Pancit Molo, a treasured family recipe of dumplings in delicious broth, from his Lola. But everything changed when Lola had a stroke, leaving Lito worried that her amazing cooking skills might be lost forever, and with them, the unique taste of their beloved dish.

As Lola slowly recovered, Lito's perspective shifted. He started realizing that her cooking meant so much more than just great flavors. Memories came rushing back of the fun times they had in the kitchen, filled with laughter and the tantalizing aroma of Lola's creations. Fueled by a newfound appreciation, he not only learned the intricate art of making Pancit Molo, but also understood the importance of preserving his family's culinary legacy.

Their time spent together in the kitchen became a bridge between generations, where stories were shared and traditions were upheld. Through cooking, Lito not only paid homage to his grandmother's love and dedication, but also discovered a profound sense of pride in carrying forward their family's cherished recipes for years to come.

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Please use this book for educational purposes only. No part of this book must be used for any commercial purposes whatsoever.

SI USA AT ANG LUGAR NA PINAKAMASAYA CHILDREN'S BOOK FREE DOWNLOAD

2024-06-28T10:35:00.009+08:00

WRITTEN AND ILLUSTRATED BY JAYLORD S. LOSABIA

Welcome, fellow learners and teachers! Today, we're about to embark on a delightful journey through the pages of a charming tale called "Si Usa at Ang Lugar na Pinakamasaya." This heartwarming story isn't just about a deer named Usa; it's also about friendship, discovery, and the search for happiness.

Meet Usa, a curious young deer with big, gentle eyes and a spirit filled with wonder. He calls the lush green forest, surrounded by towering trees and babbling brooks, his home. But despite the beauty of his surroundings, Usa often ponders, "Where can I find the happiest place?"

In a nutshell, "Si Usa at Ang Lugar na Pinakamasaya" is more than just a story. It serves as a gentle reminder that happiness doesn't always lie in material possessions or specific locations. Instead, it resides in the moments we hold dear with the people we care about. Through Usa's adventures, children learn about friendship, empathy, and the thrill of discovery.

So, dear readers, as you reach the final chapter of this enchanting tale, take a moment to look around and appreciate the happiness that surrounds you every day. Whether it's the laughter of friends, the beauty of nature, or the warmth of a hug, happiness is wherever you choose to find it.

Happy reading and exploring, young adventurers!

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Please use this book for educational purposes only. No part of this book must be used for any commercial purposes whatsoever.

7Es LESSON PLAN IN MATHEAMTICS 6 RATIO

2024-05-16T17:21:00.001+08:00

I. OBJECTIVES

Content Standards: The learner demonstrates understanding the order of operations, ratio and proportion, percent, exponent, and integers.

Performance Standards: The learner is able to apply knowledge of order of operations, ratio and proportion, percent, exponents, and integers in mathematical problems, and real-life situations.

Most Essential Learning

Competencies: The learner expresses one value as a fraction of another given their ratio and vice versa (M6NS-IIa-129)

Specific Objectives: a. Form ratio for groups of objects/numbers in colon, fraction and word form

b. Reduce ratio in lowest/simplest term

c. Maintain cleanliness of the school

II. SUBJECT MATTER

A. Understanding Ratio

B. K to 12 MELC, M6NS-IIa-129 p. 223

C. TV, pictures, slides presentation, models, graphic organizers

D. Cleanliness

III. PROCEDURE

A. ELICIT

Review on Fractions

· Post pictures of different garbage with fractions labeled on it.

· Let learners identify if the indicated fractions are in lowest/simplest terms or not.

· If the fraction is in lowest/simplest term, they need throw the garbage in the red trash bin.

· If the fraction is not in lowest/simplest term, they need to throw the garbage in green trash bin.

B. ENGAGE

Raise the following questions:

· What have you noticed with the garbage in the green trash bin?

In the red trash bin?

· Why do we need to throw our garbage properly? Integrate lessons in Science/TLE on waste management.

· What can you do to maintain cleanliness of our school?

C. EXPLORE

Group Task: Out of the Classroom Activity

· Divide the class in groups of 5-6 members.

· Each group will go out of the classroom and count the following around the school.

a) The number of classrooms in the Security Bank Building.

b) The number of classrooms in the JHS Building.

c) The number of flagpoles.

d) The number security guard.

e) The number of janitors/utility staff.

f) The number of Grade 6 teachers.

g) The number of coconut trees.

h) The number of sound horn.

i) The number of pillars in the gym.

j) The number of mushroom sheds.

· Each group will be given 10 minutes to finish the task. Have them strategize and collaborate to finish the task as quickly as possible.

· Remind groups to manage their noise as to not disturb other classes.

D. EXPLAIN

· Allow the groups to compare their answer. Present the table of the correct numbers/quantity to the class.

Units	Number
a) classrooms in the Security Bank Building	6
b) classrooms in the JHS Building	20
c) flagpoles	3
d) security guard	1
e) Janitors/utility staff	4
f) Grade 6 teachers	7
g) coconut trees
h) sound horn	2
i) pillars in the gym	8
j) mushroom sheds	2

· Discuss that quantities can be compared in the form of ratio. Provide the following examples using the following table:

· Relate that like fractions, ratios can be expressed in lowest/simplest terms.

Ratio	Colon Form	Fraction Form	Word Form
The ratio of the security guard and Grade 6 teachers	1:7	1/7	one to seven
The ratio of mushroom sheds to the pillars in the gym	2:8 or 1:4	2/8 or 1/4	one to four
The ratio of classrooms in the Security Bank Building to the JHS Building	6:20 or 3:10	6/20 or 3/10	three to ten
The ratio of sound horn to the mushroom sheds	2:2 or 1:1	2/2 or 1/1	one to one

D. ELABORATE

Dyad Activity: Guide learners to practice forming ratios by completing the table below based on the following picture.

Ratio	Colon Form	Fraction Form	Word Form
The ratio of banana peel to apple core
The ratio of tin can to plastic bag
The ratio of green bottle to soda can.
The ratio of spring to box
The ratio of paper to bottle cap

E. EVALUATE

Formative Assessment: Independent Task

· Direction: Answer the following ratio problems. Write your answer in colon, fraction and word form. Write in lowest/simplest terms if needed.

1. For every 2 cups of milk, 3 cups of cream are needed for fruit salad. Write the ratio.

2. There are 5 kites to seven boys.

3. There are 10 buses at a station. If each bus has 6 wheels, what is the ratio of buses to wheels?

4. Every quarter each student submits 2 projects in EPP. Give the ratio of projects to quarters.

5. There are 3 caimito trees and 4 mango trees in Mang Tino’s orchard. Write the ration of caimito trees to mango trees.

F. EXTEND

Assignment

· Direction: Create 2 problems/math scenarios that involve ratios. Write this in one half sheet (crosswise) pad paper.

7ES LESSON PLAN IN MATHEMATICS 6 DIVIDING SIMPLE FRACTIONS

2023-11-03T08:34:00.002+08:00

LESSON PLAN IN MATHEMATICS 6

I. OBJECTIVES

Content Standards: The learner demonstrates understanding of the four fundamental operations involving fractions.

Performance Standards: The learner is able to apply the four fundamental operations involving fractions in mathematical problems and real- life situations

Most Essential Learning

Competencies: The learner divides simple fractions and mixed fractions (M6NS-Ic-96.2)

Specific Objectives: a. Divide simple fractions

b. Formulate the steps in dividing fractions

c. Express the importance of world peace

II. SUBJECT MATTER

A. Dividing Fractions

B. K to 12 MELC, M6NS-Ic-96.2, p. 222; BEAM LG Grade 6, Module 10

C. TV, pictures, slides presentation, models, graphic organizers

D. Peace

III. PROCEDURE

A. ELICIT

Drill/Review of Division Facts

· Review division facts by letting learners choose a flag of different countries. For each flag, there is a division fact that they need to answer. Discuss the concept of division (partitive and quotative) as learners give their answers.

6 ÷ 3 10 ÷ 5

8 ÷ 2 9 ÷ 9

15 ÷ 1 0 ÷ 7

· Ask: What countries do these flags represent?

B. ENGAGE

· Relate that the flags presented where the flags of Allied and Axis Powers during World War II. This resulted to the creation of United Nations on October 24, 1945. The Philippines is one of the 51 founding members and one of only four Asian nations that signed the UN Charter.

· Ask: Do you think it is important to have the United Nations? Why? Why not?

· Integrated the value of peace in the discussion.

C. EXPLORE

· Share that the UN Headquarters is located in New York, USA. With this, let learners read the following problem:

The Philippine Airlines’ flies directly from Manila to New York.

It consumes 1/4 of its fuel tank in a single trip.

If its fuel tank is 1/2 full, how many single trips can Philippine Airlines fly?

· Discuss the problem using STAR Strategy

S-earch the problem.

What is asked?

What are the given facts/data?

T-ranslate the problem.

What is the mathematical expression?

A-nswer the problem.

Hands-on Activity: Visualize dividing fractions using paper strips.

Let learners focus on the concept of quotative concept of division:

“How many can fit in ?”

Two s can fit in .

Therefore, Philippine Airlines can fly 2 single trips going to New York.

R- eview the solution.

x = x = =

D. EXPLAIN

Group Activity: Concept Attainment Strategy

· Divide the class in groups with 4-5 members. Explain that dividing fractions can be solved abstractly.

· Provide the following comparison chart and guide learners to brainstorm and discover the steps in dividing fractions.

· Remind learners with the proper conduct during group activity.

MULTIPLYING FRACTIONS

DIVIDING FRACTIONS

Example 1:

X =

Example 2:

X =

Example 3:

X = =

Example 1:

÷ = x = =

Example 2:

÷ = x =

Example 3:

÷ = x =

· Let them show their findings using the given graphic organizer.

· Depending on the remaining time, encourage at least 3 groups to volunteer and present their discoveries in class.

· Those groups who opted not to present will verify and share their findings during discussion.

· After the discussion, share the steps in dividing fractions using the mnemonic device KFC.

K-eep the first fraction (dividend)

F-lip the second fraction (divisor)to its reciprocal

C-hange the operation from divide to multipl

D. ELABORATE

Dyad Activity: Guide learners to practice dividing simple fractions using KFC.

1. ÷

2. ÷

3. ÷

4. Mrs. Lopez has yard of cloth. She needs yard of cloth to sew one handkerchief. How may handkerchiefs can she sew?

E. EVALUATE

Formative Assessment: Independent Task

· Direction: Answer the following questions.

1. ÷

2. ÷

3. ÷

4. A pitcher has liters of calamansi juice. How many glasses can it fill with -liter glass?

F. EXTEND

Assignment

· Direction: Create 2 problems/math scenarios that involve dividing of fractions. Write this in one half sheet (crosswise) pad paper.

Prepared by:

JAYLORD S. LOSABIA

Master Teacher I Checked by:

LAURA M. MILAN, PhD, REB

Principal II

5Es Lesson Plan in Mathematics VI Experimental Probability

2023-08-05T10:01:00.002+08:00

LESSON PLAN IN MATHEMATICS 6

I. OBJECTIVES

Content Standards: Demonstrates understanding of pie graphs and experimental probability

Performance Standards: Is able to create and interpret representations of data (tables and pie graphs) and apply experimental probability in mathematical problems and real-life situations

Most Essential Learning

Competencies: makes simple predictions of events based on the results of experiments

Specific Objectives: a. Define experimental probability

b. Differentiate experimental and theoretical probability

c. Solve problems involving experimental probability

d. Collaborate in accomplishing the task

II. SUBJECT MATTER

A. Solid Figures

B. K to 12 MELC, M6GE-IIIa-28, p. 224; 21^st Century Mathletes, pp. 341-350

C. TV, slides presentation, graphic organizers

D. Wise decision-making, Cooperation

III. PROCEDURE

A. ELICIT

Review learners on probability using Spin-A-Wheel.

Learners will be randomly chosen to spin the wheel and answer the question about probability. If the learner gets the question right, he/she will receive the prize on the wheel.

a. What is the probability that the spinner will stop to Arroz Caldo?

b. What is the probability that the spinner will stop to Donut?

c. What is the probability that the spinner will stop to something sweet?

d. What is the probability that the spinner will stop to something soft?

e. What is the probability that the spinner will stop to something dry?

B. ENGAGE

Film Showing

· Show a videoclip of “How It’s Made: Cookie Sandwiches”.

Ask: How does the factory assure the quality of their product?

Do you think they need to taste all the products to check their quality?

Why or why not?

C. EXPLORE

Cooperative Work/Group Activity

· Divide the class in groups of 5-6 members. Remind them of proper decorum during group activity. Emphasize cooperation to successfully accomplish the given task.

· Each group will be assigned a product that they need to try and experiment on.

Group Number	Product	Question
1	Mixed Nuts	What is the probability of getting a green pea?
2	Cheese Ring	What is the probability of getting a crispy cheese ring?
3	Chocolates	What is the probability of getting a strawberry chocolate?
4	Crackers	What is the probability of getting a soft cracker?
5	Sweet Corn	What is the probability of getting a crispy sweet corn?

· Allow the group to tally/encode their data using the sample table below:

Example:

Expected Outcome	Tally	Frequency	Probability
Crispy
Not Crispy/Soft
Total Number of Trials

D. EXPLAIN

Class Reporting/Presentation

· Allow each group representative to present their answers to the class. Remind them of proper decorum during group reporting/presentation.

· Facilitate discussion and sharing of ideas.

· After the presentation of each group, present the Venn Diagram to differentiate Theoretical and Experimental Probability.

D. ELABORATE

· Show a picture of Guimaras and Manggahan Festival. Discuss that Guimaras mango is famous as one of the sweetest if not the sweetest mango in the world.

· Present the following real-life scenario:

3 out of first 10 mangoes in a basket tasted sour. If this trend continues, how many sour mangoes are expected in the basket of 60 mangoes?

· Provide differentiated ways to solve the problem

a. Pictorial Approach (Block Model)

60 mangoes

P(sour)= 3/10

1 block = 6 3 blocks = 18

b. Abstract Approach (Algorithm)

x 60 = x = = 18

Therefore, there are 18 sour mangoes expected to be in the basket.

· Let the learners solve the following problem in pairs. They may choose pictorial or abstract approach in finding the solution.

In a doll factory, the experimental probability of having a doll with broken leg is 2 out of 10. If the factory produces 50 dolls, how many of these are expected to have a broken leg?

E. EVALUATE

Formative Assessment

· Direction: Accomplish independently.

The spinner was spun 20 times. Use the results to complete the table.

Expected Outcome	Frequency	Probability
BLUE	2
RED	5
YELLOW	9
GREEN	1
ORANGE	3

F. EXTEND

Assignment

· Direction: Create your own problem on experimental probability. You may create problems relating to other subjects like Science, AP or TLE.

Prepared by:

JAYLORD S. LOSABIA

Master Teacher I

6E Lesson Plan in Mathematics Solid Figures

2023-04-13T15:28:00.001+08:00

LESSON PLAN IN MATHEMATICS 6

I. OBJECTIVES

Content Standards: Demonstrates understanding of solid figures

Performance Standards: Is able to construct and describe the different solid figures: cube, prism, pyramid, cylinder, cone, and sphere

Most Essential Learning

Competencies: Visualizes and describes the different solid figures:

cube, prism, pyramid, cylinder, cone, and sphere using concrete and pictorial models

Differentiate solid figures from plane figures (M6GE-IIIa-28)

Specific Objectives: a. Identify different solid figures

b. Describe the characteristics of different solid figures

c. Differentiate solid figures from plane figures

d. Work cooperatively in groups

II. SUBJECT MATTER

A. Solid Figures

B. K to 12 MELC, M6GE-IIIa-28, p. 224; 21^st Century Mathletes, pp. 186-199

C. TV, pictures, slides presentation, models, graphic organizers

D. Cooperation

III. PROCEDURE

A. ELICIT

Physical Response Task: Who Am I?

· Review the different plane figures using the following riddles. Let learners respond using the sign language for A ( ), B ( ) and C ( ).

1. I am a three-sided figure. I can be equilateral, isosceles, or scalene.

Who am I?

A. Rectangle B. Triangle C. Square

2. I am a four-sided figure. My sides are all congruent. I have four right angles.

Who am I?

A. Trapezoid B. Triangle C. Square

3. I am a quadrilateral. I have opposite sides parallel and of equal length. I also have four right angles

Who am I?

A. Circle B. Square C. Rectangle

4. I am a quadrilateral with two parallel sides but not equal in length.

Who am I?

A. Trapezoid B. Triangle C. Square

5. I am a plane figure with no edges or vertices. I am formed by tracing a curve that is always the same distance from the center.

Who am I?

A. Circle B. Square C. Rectangle

B. ENGAGE

Film Showing

· Show a videoclip of 2-Dimensional (2D) and 3-Dimensional (3D) animation.

· Ask: What do you think are differences between the two animations?

· Present a semantic web to gather ideas.

· Relate that in geometry, there are 2-dimensional figures called plane figures and 3-dimensional figures called solid figures.

· Compare and contrast plane and solid figures using Venn Diagram.

C. EXPLORE

Cooperative Work/Group Activity

· Divide the class in groups of 4-5 members. Remind them of proper decorum during group activity. Emphasize cooperation to successfully accomplish the given task.

· Each group will be assigned to explore a solid figure. Let them accomplish the following data retrieval chart to guide with their observation and presentation. Let them create their own definition about the solid figure.

Name of Solid Figure	Shape of the Base	Number of Faces	Number of Edges	Number of Vertices	Real-Life Examples

Unlocking of Difficulties: Vocabulary Development

· Provide the definition of the following words to avoid confusion among groups.

a) BASE-the face on which the figure rests

b) FACE-the flat surfaces of a solid figure

c) EDGE- the line segment where two faces meet

d) VERTEX- the corner formed when two or more edges meet in a point

· Monitor and facilitate the discussion within groups.

D. EXPLAIN

Class Reporting/Presentation

· Allow each group representative to present their answers to the class. Remind them of proper decorum during group reporting/presentation.

· Facilitate discussion and sharing of ideas.

· After presentation of each group, present the chart with complete answers.

Name of Solid Figure	Shape of the Base	Number of Faces	Number of Edges	Number of Vertices	Real-Life Examples
Rectangular Prism	Rectangle	6	12	8	aquarium wood block
Triangular Prism	Triangle	9	9	6	roof, tent
Cube	Square	6	12	8	Rubik’s cube, ice cube
Cylinder	Circle	2	0	0	can, glass, etc
Triangular Pyramid	Triangle	4	6	4	Pyramids of Giza, roof
Cone	Circle	1	1	1	ice cream cone, hat
Sphere	None	0	0	0	ball, globe

· Raise the following questions for critical thinking:

Why does cylinder have 0 vertex? Why does sphere have 0 face?

D. ELABORATE

Travel Time with Solid Figures

· Using slide presentation, show different landmarks locally and around the world. Let them identify what solid figures resemble these landmarks.

a. Pison Chimney in Mandurriao, Iloilo City

b. Foremost Milling in Lapuz, Iloilo City

b. Mayon Volcano in Legazpi, Albay

c. Mall of Asia Globe in Pasay, Metro Manila

d. Leaning Tower of Pisa in Pisa, Italy

e. Louvre Museum in Paris, France

E. EVALUATE

Formative Assessment

· Direction: Answer the following questions. Choose the letter of the correct answer.

1. Which is not a solid figure?

a) Pyramid

b) Triangle

c) Cone

d) Prism

2. Why are solid figures different from plane figures?

a) Solid figures are hard objects.

b) Solid figures have height, thickness, or depth.

c) Solid figures have length and width.

d. Solid figures are difficult to draw.

3. This solid figure has no base, no face, no vertices, and no edges.

a) Sphere

b) Cylinder

c) Cone

d) Pyramid

4. Which best describes a cube?

a) It has triangular base.

b) It has 8 edges.

c) It has 6 faces.

d) It has 12 vertices.

5. Which of the following best illustrates a cylinder?

a) A slice of cake

b) A drum

c) A block of soap

d) A mountain

F. EXTEND

Assignment

· Direction: Draw or take a photo of objects or landmarks within your community that resemble any of the solid figures. Put your photo/drawing in a short-sized bond paper.

Prepared by:

JAYLORD S. LOSABIA

Master Teacher I

4As LESSON PLAN IN MATH VI Integrated with SCIENCE and ESP TYPHOON ODETTE

2022-02-11T09:41:00.002+08:00

I. Objectives

Content Standards: Demonstrates understanding of the four fundamental operations involving fractions and decimals.

Performance Standards: Is able to apply the four fundamental operations involving

fractions and decimals in mathematical problems and real-life situations.

Most Essential Learning Multiplies simple fractions and mixed fractions

Competencies: Solves routine or non-routine problems involving

multiplication without or with addition or subtraction of fractions and mixed fractions using appropriate problem solving strategies and tools

Specific Objectives A. Multiply fractions with whole numbers

B. Solve word problems involving multiplication of fractions and whole numbers

C. Extend help to those in need

II. Subject Matter

A. Multiplication of fractions with whole numbers

B. M6NS-Ib-90.2; M6NS-Ib-92.2; Enjoying Mathematics Workbook p. 88; Soaring 21st Century Mathematics pp 85-88

C. pictures, chart, video clip

D. Helpfulness/Charity

III. Procedure

A. Preparatory Activities

1. Review (Fast-Talk)

· Give the products of the following:

a. 1/2 x 1/3 b. 3/4 x 1/5 c. 6/8 x 2/3 d. 3/4 x 1/6 e. 5/6 x 1/3

2. Motivation (Video Presentaion)

· Show a short video clip about Typhoon Odette.

· Ask:

What is the video all about?

What do you know about typhoons? Integrate/Remind learners of their lesson in Science.

What did you do when Typhoon Odette passed by Panay Island? What should we do if there is a typhoon?

B. Developmental Activities

1. ACTIVITY

· Let learners watch another video clip on the aftermath and relief operations in areas affected by Odette.

· Ask: What can we do to help the typhoon victims? Integrate ESP to the learners by emphasizing the value of charity and helpfulness.

· Present the following problem:

15 learners of Grade VI- Aquino plan to donate relief goods to help those who were affected by typhoon Odette. 2/5 of these learners will donate noodles while the rest will give canned goods. How many pupils will donate noodles?

How many will give canned goods?

2. ANALYSIS

· Analyse the problem using STAR Strategy

Search the Problem:

What is asked in the problem? What are the given facts? What operations should be used?

Translate the Problem:

What is the mathematical sentence/equation?

Answer the Problem:

What is the answer/solution to the problem?

Review the Solution:

Does the answer make sense? Does it answer the problem?

3. ABSTRACTION AND COMPARISON

· Discuss the solution using pictorial (block model) and abstract (algorithm) approach.

15 learners

a. Pictorial Approach

(noodles)

(canned goods)

b. Abstract Approach

1. noodles 2. canned goods

15 x = x = = 6 15 x = x = = 9

Therefore, 6 learners will donate noodles while 9 learners will give canned goods.

· Review if the answers are correct:

6 learners + 9 learners = 15 learners in all

· Discuss another problem.

36 sacks of rice will be delivered to the affected towns of Typhoon Odette. 1/6 of these will be delivered to Negros Occidental. How many sacks of rice will be delivered to Negros Occidental?

4. APPLICATION (PAIR-SHARE ACTIVITY)

· Work together to solve the following problems:

a. There are 45 volunteers in relief operations. If 7/9 of them are boys, how many volunteers are boys?

b. Shelly has an allowance of P50. She gave 2/5 of it as her contribution to typhoon victims. How much was Shelly’s contribution?

c. A school has 32 teachers. 3/4 of them donated in cash while the remaining teachers donated in kind. How many teachers donated in cash? In kind?

GENERALIZATION:

How do we multiply fraction with a whole number?

IV. Evaluation

Solve independently.

1. 1/3 x 27

2. 2/8 x 16

3. 1/12 x 48

4. Anjo donated 50 cans of sardines and tuna. If 4/10 of these are cans of tuna, how many cans of tuna did Anjo donate?

5. 1/4 of the volunteers are women. If there are a total of 20 volunteers, how many women volunteers are there? Men volunteers?

V. Assignment

a. Create a poster campaigning for help in relief operations to the victims of Typhoon Odette.

b. Bring relief goods (e.g. noodles, canned goods, rice, etc) to be donated to the typhoon victims.

Prepared by:

JAYLORD S. LOSABIA

Master Teacher I

A. Bonifacio Integrated School

4A Lesson Plan in Mathematics 6 Finding Percentage Pandemic

2021-09-02T09:36:00.005+08:00

I. OBJECTIVES

Content Standard: Demonstrates understanding of order of operations, ratio and proportion, percent, exponents and integers

Performance Standard: Is able to apply knowledge of order of operations, ratio and proportion, percent, exponents and integers in mathematical problems and real-life situations

Most Essential Learning Competency: Find the percentage or rate or percent in the given problem (M6NS-IId-142)

II. SUBJECT MATTER

A. Finding the Percentage

B. Self-Learning Resource in Mathematics Quarter II p. 12-15

C. projector, laptop, chart, activity sheets, metacards, slide presentation, video clip

D. Value for Health/Resilience

III. PROCEDURE

A. PREPARATORY ACTIVITIES

1. DRILL/REVIEW

Physical Response Task:

Identify if the highlighted item in the following statements is percentage, rate or base. Do the following physical responses:

PERCENTAGE: Raise your left hand.

RATE: Stand up.

BASE: Give a thumbs up.

1. 20% of 40 is 8.

2. 50 is 25% of 200.

3. In a class of 40 pupils, 60% are boys. There are 24 boys.

4. 5 is 50% of 10

5. 25 percent of 16 is N.

2. MOTIVATION

Film Showing (Science and Values Integration)

Ask: How are you this pandemic? Do you think this will end? Why or why not?

Show a video clip of vaccination rollout of the government in the city of Iloilo.

Remind learners on proper conduct during film showing activity. They may take notes if necessary.

Integrate the lesson in Science about immune system and the history of vaccines as well as Values Education in the importance of health and resilience in times of pandemic.

Ask: Do you think vaccines are important? How do they protect us and our families from sicknesses like COVID19?

B. DEVELOPMENTAL ACTIVITIES

1. ACTIVITY: Cooperative Learning Activity (Groups with 5-6 members)

Story Scenario (Literacy Integration)

Allow each group to read and discuss the following news article:

Barangay Tanza Esperanza reported a total of 300 residents who have registered for COVID19 vaccines as of May 2021. Of this number, 40% had a complete shot of SINOVAC vaccine, 30% had completed Astrazenica vaccine while 20% of the registered residents received Pfizer vaccine. On the other hand, the rest of the registered residents are yet to be vaccinated as the Iloilo City government awaits the new batch of vaccines to be delivered soon.

Discuss to the class the following comprehension questions:

1. What barangay was featured in the news article?

2. How many residents have registered for COVID19 vaccines?

3. What brand of vaccine was the most received among the registered residents?

4. What percent of the registered residents have not been vaccinated yet?

5. Why some registered residents have not received the vaccines yet?

2. ANALYSIS (Integration with competency M6ME-IVf-4.6)

Present the following pie chart and allow learners to study and discuss among their groups.

Allow learners to discuss among the group and let them complete the following matrix.

BASE RATE PERCENTAGE

SINOVAC 300 120

ASTRAZENECA 30%

PFIZER 20%

UNVACCINATED 300 30

Let learners report and share their ideas in class. Elicit learners’ ideas and ask if they can see a pattern. Facilitate the discussion toward solving and finding the percentage.

Ask: Based on the matrix, how did we find the percentage?

3. ABSTRACTION AND COMPARISON

(Abstract Approach)

Present another matrix with complete answers to elaborate that percentage can be solved by multiplying the base and the rate. Present the following formula:

PERCENTAGE = BASE X RATE

BASE x RATE = PERCENTAGE

SINOVAC 300 x 40% or 0.4 = 120

ASTRAZENECA 300 x 30% or 0.3 = 90

PFIZER 300 x 20% or 0.2 = 60

UNVACCINATED 300 x 10% or 0.1 = 30

Review learners that the rate must be changed to decimal form before multiplying it to the base.

(Pictorial Approach)

Relate percentage to fractions by using pictorial/block model approach.

a. SINOVAC= 40% or 40/100 or 4 /10

b. ASTRAZENECA= 30% or 30/100 or 3 /10"4

4. APPLICATION

Pair-Share Activity

Let learners find a partner and solve the following problems in finding percentage. Emphasize that they can use abstract or pictorial approach in finding the percentage to suit their individual learning preferences.

There are 150 residents of Barangay Tanza Bonifacio who participated in the vaccine rollout of the city. 70% of these are male while the rest are female. How many male residents attended the rollout?

200 shots of vaccines were given to the residents of Barangay Tanza Baybay. 25% of these were Astrazeneca and the rest were Sinovac. How many shots of Sinovac vaccines were given?

38% percent of the total population of Barangay Tanza Timawa was fully vaccinated. How many residents were vaccinated?

GENERALIZATION:

How do we solve for the percentage?

Why is it important to get vaccinated?

REINFORCEMENT ACTIVITY:

Create a pie chart out of the following scenario:

Rizal Estanzuela has a total of 200 registered individuals for vaccination this June 2021. 30% of these are aged 21-30, 60% are aged 31-59 and the rest are senior citizens. How many individuals per age group have registered for vaccination?

IV. EVALUATION

Solve for the percentage independently.

BASE RATE PERCENTAGE

1. 150 20%

2. 500 45%

3. 800 75%

4. 12% out of 250 persons who registered for vaccination have comorbidities. How many of those who registered have comorbidities?

5. There are 50 persons who got the vaccine shot at Barangay Rizal Pala-Pala. 85% of these are working adults while the rest are senior citizens. How many senior citizens receive the shot?

V. ASSIGNMENT

Using your Facebook or Messenger, ask how many parents or relatives of your classmates or friends who are already vaccinated. Group your respondents according to vaccine brand. We will be using the data you collected in our next lesson.

Prepared by:

JAYLORD S. LOSABIA

Master Teacher I

A. Bonifacio Integrated School

MESSAGE FROM THE AWARDEES VIRTUAL GRADUATION PANDEMIC

2021-07-04T13:04:00.005+08:00

Good day everyone! I am truly honoured and thankful to share this achievement with our family, friends and fellow Batch 2021 graduates.

Losing the last of our elementary year to the pandemic was not what we had planned. It is certainly an experience that will impact our lives forever and a memory that we will never, ever forget. Studying and learning new lessons is challenging enough with the help of our wonderful teachers. With the added responsibilities of helping at the house, and other circumstances that come with being at home, it seemed impossible to keep up with the modules. We had to face a multitude of barriers. But with our unrelenting will to succeed, despite all of the setbacks and obstacles, our drive, our perseverance, and our will power to endure are stronger than any obstacles that come our way.

These uncertain times have brought challenges for us, but they have also brought us important lessons, far more than those from the modules and activity sheets. Although this pandemic has taken many things from us, it has also given us the opportunity to highlight what is truly important. The change to focus on appreciation, gratitude, support and collaboration. We are the batch that started a crusade that expressed a heightened appreciation for teachers, healthcare professionals, and all essential workers who risk their lives everyday so we can stay safe and healthy.

To our family, friends, and teachers, words are not enough to express our appreciation and gratitude during this school year. As long as you are here for us, and with the grace of God, we can surpass everything and can move mountains.

To my fellow graduates, we all deserve to celebrate and be proud of ourselves. It is saddening that we cannot have a traditional graduation ceremony and we cannot control the circumstances that we face today. But what we can do is choose how we respond to it as we take these next steps in life. It can be hard to imagine what life could look like as time progresses. The only certainty we have is that time goes on. We can use the pandemic as an excuse for why we can't move on in life, or we can use it as a motivator to find our purpose.

All of the things that we have been through up to this point make us who we are, and the best part is, we are not done yet. We will continue to experience things and make memories every day that mold us to who we truly are and who we are meant to become.

Now, as we step into the next stage and start to reach our goals, there will be harder challenges to overcome. But our willpower has been proven irrevocable. Never forget fellow graduates, that as long as we keep our diligence and determination, we are an unstoppable force.

Move forward Batch 2021! Together, we will survive this pandemic.

Congratulations to all of us!

Disclaimer: The contents of this sample were stitched and adapted from various authors from the internet. You may modify this based on your context. Intellectual credits are given to the rightful owners/authors.

PRAYER VIRTUAL GRADUATION PANDEMIC

2021-07-04T13:03:00.002+08:00

Almighty God:

We are thankful for Your never-ending blessings and protection

As we are about to celebrate our achievement for this school year.

We celebrate your presence in our lives

through the love and support of our family;

our parents, siblings and relatives who guided us;

Our dear teachers, who may be physically distant,

have always made their presence felt;

And our classmates and friends

who supported us during this journey

We are grateful for all who have made this moment possible.

God,

We pray for our teachers, principal, school authorities and staff

In their vocation as educators, they continue the teaching ministry of Christ.

We pray for your blessings over their lives, their work, and their families.

Guide them with your wisdom.

May they be empowered by your Spirit

to continue seeing the needs of their learners

and inspiring those under their care.

We pray for our parents, guardians, and relatives.

They faced this new and unprecedented challenge

of teaching us in our homes.

They have to make decisions that require your wisdom,

understanding and insight.

When they feel overwhelmed, be present in their lives.

Strengthen them from within,

so that they may be a source of strength,

confidence, and hope for us.

God,

As we pursue education in the midst of the pandemic, enlighten our minds.

May we grow in grace and wisdom.

In areas we lack, provide us knowledge, understanding,

counsel, and fortitude.

Keep us safe from all illnesses and protect us all from harm.

We ask you to continue giving us strength

as we journey into unknown futures complicated by pandemic.

We pray for protection, for your covering,

that you would surround our lives with your Holy Shield.

Our world is currently anxious, fearful and uncertain.

We pray that you will fill us with courage and strength,

that we may also bring light to our family,

friends and neighbors in this uncertain time.

We ask all these things,

through Christ our greatest teacher.

AMEN

WELCOME REMARKS FOR VIRTUAL GRADUATION PANDEMIC

2021-07-04T13:02:00.001+08:00

Honored guests, teachers, parents, friends, my fellow ABIS learners, a pleasant day to all of us. On behalf of Batch 2021, it is with great pleasure to welcome you in our very first Virtual Closing Exercises.

Let me start by wishing everyone the best of health and safety in these difficult times. I would also like to express my utmost gratitude to all our front liners who are serving selflessly in this global health crisis.

At the start of the school year, we honestly do not know how this year will unfold. This new learning set-up was very new; for us learners, for our parents, and even for our teachers. We had to learn with our teachers not physically being there for us. Our parents, who were preoccupied with the typical family chores, had to face this new challenge of teaching us in our homes. And at times, we had to learn our lessons on our own. These challenges we faced amidst this pandemic only signifies the need for diligence and perseverance on our part. And this moment testifies all our hard work and determination. That in spite all the odds, we survived this school year.

Like all of you, I also miss the usual face-to-face graduation ceremony this year. And we are not alone. Across the world, this pandemic has forced learners to be out of school. For most of us, we are hopeful that this is just temporary. And we will overcome this. This pandemic is only a stumbling block of our journey but we must continue going forward. We will continue our education and follow our dreams.

Our heartfelt appreciation to our parents, guardians and relatives who are celebrating with us in this momentous occasion. Thank you for letting us feel how important we are and for valuing our education. Thank you for guiding us to the extent of your knowledge and capability.

Thank you too, to our teachers at A. Bonifacio Integrated School. What a brilliant, dedicated group of people who put us, their learners, first. Thank you for doing the extra step to contact us and our parents, to help us solve a problem, to accomplish activities in the modules, and to keep in touch and make connections. We hope that you feel how much we care and value your help to us.

To my fellow graduates and completers, we have made it through a school year with challenges and changes that we never could have imagined. We all have learned a lot about ourselves in the past ten months — and those lessons will be important for our future. I hope that we will keep this resilience, flexibility, and willingness as we continue to embark our educational journey in these uncertain times. May we remain committed to continue learning, and be patient in making the very best out of this unexpected and challenging scenario.

Congratulations A. Bonifacio Integrated School Batch 2021!

Once again, welcome to this virtual closing ceremony and a blessed day to all of us.

4As LESSON PLAN IN MATH VI: Meter Reading

2021-05-23T13:27:00.001+08:00

I. OBJECTIVES

Content Standard:

· demonstrates understanding of volume of solid figures and meter reading.

Performance Standard:

· is able to apply knowledge of volume of solid figures and meter reading in mathematical problems and real-life situations

Learning Competency:

· reads and interprets electric and water meter readings (M6ME-IVd-100)

Specific Objectives:

After 50-minute period, the learners are expected to:

a) Interpret electric meter

b) Solve problems involving electric consumption

c) Provide ways to save electricity

II. SUBJECT MATTER

A. Reading and Interpreting Electric Meter

B. K to 12 Curriculum Guide Math 6 p. 12

C. TV, chart, pictures, activity sheet, chalkboard

D. Saving Electricity

III. PROCEDURE

A. Preparatory Activities

1. Motivation (Pick-up Lines)

a) Divide the class into groups of 5.

b) Each group will be provided a picture of an electric appliance.

c) Each group must think of a pick-up line related to the appliance to be shared to the class.

(Example: TV ka ba? Kasi ikaw ang nagpapaligaya sa akin.)

· After the activity, raise the following questions:

a) Do you have these appliances at home?

b) What makes these appliances work?

c) How much electricity do you think your family consumes in a month?

B. Developmental Activities

1. ACTIVITY

· Let learners watch a video clip on electric meter reading.

· Have them note on the following guide questions:

a. What is kilowatt?

b. How is dial electric meter different from digital electric meter?

c. How do we read a dial electric meter?

· Discuss their answers after the watching the video clip.

· Let them practice reading analog electric meter.

2. ANALYSIS

· Show a sample electric bill.

· Let learners focus on the Present and Previous Reading and Electric Consumption.

· Let them analyze and discuss among themselves the following question:

How do we solve electric consumption?

· Have them accomplish the following table.

Present Reading	Previous Reading	Electric Consumption (kwh)
Example: 4570	4550	20
1) 3456	3424
2) 1125	1120
3) 2355	2200
4) 7845	7799
5) 6120	6101

3. ABSTRACTION and COMPARISON

· Based on their answers, let them create the formula in solving electric consumption.

Electric Consumption = Present Reading – Previous Reading

· Each group will present their discovery and answers to the class.

4. APPLICATION

· Solve the following problems:

a) Dalisay Family’s present reading is 4567 while their previous reading is 4434. What is the electric consumption of Dalisay Family for that month?

b. Mrs. Sotto kept a record of her family’s electric consumption. In March, the electric meter reads 3456. In April, the electric meter reads 3588. What is their electric consumption during this period?

Value Focus:

· Let learners reflect on the following questions:

a) Why is electricity important?

b) Why do we need to save electricity?

c) How can we save electricity?

5. Generalization

Ask:

How do we read/interpret electric meter?

How do we solve electric consumption?

What is the unit of measurement for electric consumption?

IV. EVALUATION

A. Read the following electric meters:

B. Solve the following problems:

4. What is the electric consumption of a family with Present Reading of 1569 and Previous Reading of 1421?

5. Lopez Family’s electric meter reads 7456 in November. In December, the electric meter reads 7623. What is their electric consumption during this period?

V. ASSIGNMENT

· Have learners do the following:

If you are a scientist, what would you invent in order to generate electricity? Draw your ideas in a short bond paper to be shared in class next meeting.

Prepared by:

JAYLORD S. LOSABIA

Master Teacher I

A. Bonifacio Integrated School

4As Banghay-Aralin sa Filipino 11: Pagsulat ng Tekstong Argumentatibo

2021-05-23T13:24:00.008+08:00

Banghay Aralin sa Filipino 11

I. Layunin

Pamantayang Pangnilalaman:

· Nasusuri ang iba’t ibang uri ng binasang teksto ayon sa kaugnayan nito sa sarili, pamilya, lomunidad, bansa at daigdig.

Pamantayan sa Pagganap:

· Nasusuri ang kalikasan, katangian at anyo ng iba’t ibang teksto.

Mga Kasanayang Pampagkatuto:

Natutukoy ang paksang tinalakay sa iba’t ibang tekstong binasa (F11PB-IIIa-98)

Batayang Kasanayan:

· Nalilinang ang ksanayan at kaalaman sa proseso ng pagsulat

· Nakasusulat ng isang payak at masining na tekstong argumentatibo

· Nauunawaan ang mga pamantayan sa pagsulat ngtekstong argumentatibo’

· Naiuugnay ang mga kaisipang nakikita at napakinggan sa sariling karanasan

II. Paksang-Aralin

A. Pagsulat ng Tekstong Argumentatibo

B. Dayag, Alma M., del Rosario, Mary Grace G.(2016). Pinagyamang Pluma. Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik. QC:Phoenix Publishing House,

pp. 89-111

C. Chart, TV, Laptop, Manila paper

D. Pagtutulungan/Paggalang sa Opinyon ng Iba

III. Pamaraan

A. Panimulang Gawain

1. Pagganyak

Laro: Charade

· Pangkatin ang mga lalake at babae.

· Ang dalawang pangkat ay pipili ng isang miyembro na bubunot ng papel kung saan nakasulat ang mga isyung panlipunan (korapsyon, aborsyon, atbp) na maaring maging paksa sa pagsulat ng tekstong argumentatibo.

· Bawat pangkat ay bibigyan ng isang minuto upang iarte ang nabunot na paksa.

· Ang pangkat na may pinakamaraming tamang sagot ay siyang panalo sa laro.

· Pagkatapos ng laro talakayin ang mga sumusunod na tanong:

1. Ano-ano ang mga salitang pinahuluaan sa laro?

2. Mahalaga ba itong pag-usapan at bigyang-pansin bilang mag-aaral? Bakit?

3. Kung ikaw ay nasa kinauukulan, ano-ano ang maaring gawin sa mga maiinit na paksang ito?

B. Panlinang na Gawain

1. Gawain (ACTIVITY)

a. Paglalahad ng Aralin: Video Presentation

· Ipanood sa kanila ang isang video na may pamagat “Paggamit ng mga Hayop sa Pananaliksik ng Makabagong Gamot”.

· Pagkatapos ng video ay ipanood ang isang slide presentation ukol sa paksang pinanood na naglalahad ng tekstong argumentatibo.

2. Pagsusuri (ANALYSIS)

· Talakayin:

a) Ano-ano ang nilalaman ng video at ng lathain na nabasa?

b) Paano napanindigan ng video/lathain ang nais nitong mapabatid sa manonod?.

c) Ano-ano ang mga datos o impormasyon na ibinigay upang mahikayat ang manood/mambabasa?

d) Bakit mahalaga ang pagbibigay ng datos o impormasyon upang mahikayat ang mambabasa/manonod?

· Ipaliwanag na ang tekstong napanood/nabasa ay halimbawa ng tesktong argumentatibo.

3. Paghahalaw at Paghahambing (ABSTRACTION AND COMPARISON)

Magpakita ng Venn diagram na naglalahad ng ugnayan Tekstong Argumentatibo at Tekstong Persuweysib.

Itanong:

Batay sa Venn diagram, ano ang tekstong arguemntatibo?

4. Paglalapat (APPLICATION)

Pangkatang Gawain:

Balikan ang mga paksang ginamit sa pagganyak.

· Bawat pangkat ay magkakaroon ng brainstorming upang makapagsulat ng isang tekstong argumentatibo.

· Maaring silang bigyan ng outline sa magiging bahagi ng kanilang tekstong argumentatibo tulad ng nasa sa ibaba.

· Ipaalala ang mga dapat tandaan sa isang pangkatang gawain tulad ng pagtutulungan at paggalang sa opinyon ng kapwa miyembro. Panatilihin din ang kaayusan at kalakasan ng boses habang nagtatalakayan.

Paksa/Pamagat:
Unang Talata	Panimula
Ikalawang Talata	Kaligiran
Ikatlong Talata	Ebidensiyang susuporta sa posisyon. ( Maaring magdagdag ng maraming talata kung maraming ebidensya.)
Ikaapat na Talata	Counter-Argument (Ilahad ang lohikal na dahilan na sasagot sa mga hindi sasang-ayon sa iyong argumento)
Ikalimang Talata	Unang Konklusyon
Ikaanim na Talata	Ikalawang konklusyon na sasagot sa tanong na, “E ano ngayon kung ‘yan ang iyong posisyon?”

· Bawat pangkat ay pipili ng reporter na magbabasa ng kanilang naisulat na tekstong argumentatibo.

· Bigyang ang mga mag-aaral ng pagkakataon na magbigay ng puna o suhestiyon sa mga nabasang teksto.

5. Paglalahat (Generalization)

Itanong:

· Ano ang tekstong argumentatibo?

· Bakit sinabing hindi nagkakalayo ang tekstong argumentatubo at tekstong persuwaysib?

· Bakit mahalaga ang mga tekstong argumentatibo sa mga usaping panlipunan?

IV. Pagtataya

Ibigay ang mga sumusunod na paksa at hayaan ang mga mag-aaral na pumili ng isa upang gawan ng tekstong argumentatibo.

Diborsyo

NCoV

Fake News

Paghahanda sa Kalamidad

Teenage Pregnancy

V. Kasunduan

Mangalap sa mga lumang diyaryo na may mga tekstong argumentatibo at basahin ito sa susunod na pagkikita.

Inihanda ni:

MARYNELL L. OCLARES

SST-III

Iloilo City National High School

Inaprobahan ni:

MA. MAE S. ALMINAZA’

Asst. Principal II

Iloilo City National High School

Guidelines for Effective Grading

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Describe grading procedures to students at the beginning of instruction
Clarify that course grade will be based on achievement only
Explain how other factors (effort, work habits, etc.) will be reported
Relate grading procedures to intended learning outcomes
Obtain valid evidence (test, etc.) for assigning grades
Try to prevent cheating
Return and review all test results as soon as possible
Properly weight the various types of achievements included in the grade
Do not lower an achievement grade to tardiness, weak effort or misbehavior
Be fair. Avoid bias. When in doubt , review the evidence. If still in doubt, give the higher grade.

Developing of a Grading and Reporting System

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Achievement reports should be separate from effort expended
Should be developed cooperatively (parents, students, school personnel) in order to ensure a more adequate and understandable system

Grading and Reporting System should be…

based on clear statement of learning objectives
consistent with school standards
based on adequate assessment
based on the right level of detail
provided with parent-teacher conference

Assigning Letter Grades and Computing Grades

Grades assigned to students must include only achievement
If achievement and effort and combined in some way, grades would mean different things for different individuals
Grades reflected on report cards are numbers or numerical quantities arrived at after several data on the students’ performance are combined

Types of Grading

1. Norm-Referenced Grading

Reflects relative performance (i.e. score compared to other students)
In this system,
Grade (like a class rank) depends on what group the student is in, not just his own performance
Typical grade may be shifted up or down, depending on group’s ability
Widely-used because much classroom testing is norm-referenced

In norm-referenced grading….

An outside person can decide which student in that group performed best
Takes into account circumstances beyond the student’s control such as poor teaching, bad tests etc. since these would affect all the students equally, so all performance would drop but relative standing would stay the same
An outside evaluator has little additional information about what a student actually knows since this will vary with class
Assumes sufficient variability among student performance that the difference in learning between them justifies giving different grades

2. Criterion-Referenced Grading

Reflects absolute performance (i.e. score compared to specified performance standards)

In this system,

Grade does not depend on what group the student is in, but only on his own performance compared to a set of performance standards
Grading is a complex task because grades must clearly define the domain, justify the performance standards and be based on criterion-referenced assessment
Conditions are hard to meet except in complete mastery learning settings

In criterion-referenced grading…

An outside evaluator knows only that the student has reached a certain level or set of objectives
The grade will always mean the same thing and will not vary from class to class
Outside factors might influence the entire class and performance may drop
No way to tell from the grading who the best students are, only that certain students have achieved certain levels
Criteria are known from the beginning that allows student to take responsibility

3. Learning Ability or Improvement Performance Grading

Reflects ability or improvement performance (i.e. score compared to learning potential or past performance

In this system,

Grade are inconsistent with a standard-based system because each child is his/her own standard
Reliably estimating learning ability is very difficult
Cannot reliably measure change with classroom measures
Should only be used as a supplement

Giving and Reporting Learners' Grades

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One of the more frustrating aspects of teaching since there are so many factors to consider and so many decisions to be made
The main aim is to provide results in brief, understandable form for varied users

Questions usually asked:

What should I count- just achievement or effort, too?
How do I interpret a student’s score?
Do I compare it to other student’s score, a standard of what they can do, or some estimate of what they can do?
What should my distribution of grades be, and how do I determine it?
How do I display students progress or strengths and weaknesses, to students and their parents?

Functions of Grading and Reporting Systems

Enhancing students’ learning

clarifying instructional objectives for them showing students’ strengths and weaknesses
providing information on personal-social development
enhancing students’ motivation
indicating where teaching might be modified

Reports to parents/ guardians

Inform parents and guardians of students on the progress of their wards
Communicate how well objectives were met so parents can better plan

Administrative and guidance uses

Help to decide

promotion
graduation,
honors
athletic eligibility
reporting achievement to other schools or to employers
providing input for realistic educational, vocational and personal counseling

Grades and report cards should promote and enhance learning rather than frustrate and discourage students

Parent-teacher conferences are encouraged to effectively function as motivation for further learning

Types of Grading and Reporting Systems

Traditional letter-grade system

Students’ performance are summarized by means of letters
Is easy to understand
It is of limited value when used as the sole report because they end up being a combination of achievement, effort, work habits and behavior
Do not indicate patterns of strengths and weaknesses

Pass-Fail

Utilizes a dichotomous grade system
Either a student has complied and reached certain standards, which case he passed, or he failed to do so, and gets a failing mark
It does not provide much information
Students tend to work to the minimum (just to pass) and no grades are reflected until the mastery threshold is reached

Checklist of Objectives

Objectives of the course are enumerated and students’ level of achievement is indicated: Outstanding, Very Good, Good, Fair or Poor
A very detailed reporting system and tends to more informative for the parents and pupils
Very time consuming to prepare
A potential problem is keeping the list manageable and understandable

Letters to Parents/Guardians

Are useful supplement to grades
Very time-consuming to prepare, the accounts of weaknesses are often misinterpreted by parents and guardians, and they are not characterized as systematic nor cumulative

Portfolios

A set of purposefully selected work, with commentary by student and teacher
Are useful for showing student’s strength and weaknesses, illustrating range of students’ work, showing progress over time or stages of a project, teaching students about objectives/standards they are to meet

Parent-Teacher Conferences

Requires parents of pupils come for a conference with the teacher to discuss the pupil’s progress
Are useful for a two-way flow of information and getting more information and cooperation from the parents

STATISTICAL CONCEPTS IN ASSESSMENT OF LEARNING

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Statistical Techniques allow to describe the performance of our students and make proper scientific inferences about their performance

A. Measures of Central Tendency

Numerical values which describe the average or typical performance of given group in terms of certain attributes
Basis in determining whether the group is performing better or poorer than the other groups

The Mean

The mean is a single numerical measure of the typical or average performance of a group of students
Is defined as the sum of observations divided by the number of observations

The Median

The middlemost score
Is unaffected by extreme examination scores
is not necessarily one of the actual scores
The median is the most appropriate average to calculate when the data result in skewed distributions

The Mode

The most frequent score

B. Measures of Variability

While measures of central tendency are useful statistics for summarizing the scores in a distribution, they are not sufficient. Two distributions may have identical means and medians, for example, yet be quite different in other ways.

For example, consider these two distributions:

GROUP A: 19, 20, 25, 32, 39
GROUP B: 2, 3, 25, 30, 75
Indicate or describe how spread the scores are
The larger the measure of variability, the more spread the scores are, the group is said to be heterogeneous
The smaller the measure of variability, the less spread the scores are, the group is said to be homogeneous

The Range

Represents the distance between the highest and lowest scores in a distribution.
Because it involves only the two most extreme scores in a distribution, the range is but a crude indication of variability.

The Standard Deviation

The most useful index of variability.
It is a single number that represents the spread of a distribution
Measure of average deviation or departure of the individual scores from the mean
The more spread out scores are, the greater the deviation scores will be and hence the larger the standard deviation.
The closer the scores are to the mean, the less spread out they are and hence the smaller the standard deviation.

Quartile Deviation or Semi-interquartile Range

Defined as one half the difference between quartile 3 (75th percentile) and quartile 1 (25th quartile) in a distribution
Counterpart of the median
Used when the distribution is skewed

B. Measures of Relative Position

Standard Scores

use a common scale to indicate how an individual compares to other individuals in a group.
These scores are particularly helpful in comparing an individual’s relative position on different instruments.
The two standard scores that are most frequently used in educational research are z scores and T scores.

z Scores

the simplest form of standard score
expresses how far a raw score is from the mean in standard deviation units

T Scores

are z scores expressed in a different form.
To change a z score to a T score, simply multiply the z score by 10 and add 50.
T = 10z + 50

Percentile Ranks

A percentile in a set of numbers is a value below which a certain percentage of the numbers fall and above which the rest of the numbers fall.
The median is the 50th percentile.
Other percentiles that are important are the 25th percentile, also known as the first quartile (Q1 ), and the 75th percentile, the third quartile (Q3 ).
To solve for percentile rank, add the number of students scoring below the value and the number of students scoring equal to the value divided by the total number of test takers.

Stanine Scores

Tell the location of a raw score in a specific segment in a normal distribution which is divided into 9 segments
Stanines 1, 2 and 3 reflect below average performance; 4, 5 and 6 reflect average performance; and 7, 8 and 9 reflect above average performance

SHAPES, DISTRIBUTIONS, and DISPERSION OF DATA

A. Shape

Normal Distribution
Rectangular Distribution
U-Shaped Curve

B. Kurtosis

Leptokurtic
Mesokurtic
Platykurtic

C. Unimodal, Bimodal and Multimodal Distributions of Test Scores

Unimodal – one most common score
Bimodal – two most common score
Multimodal – more than two most common scores

D. Skewness

Positively Skewed Distribution (mean > median > mode
Negatively Skewed Distribution ( mode > median > mean)