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CHAPTER i

OFF-CAMPUS TEACHING
AT
SAN JOSE NATIONAL
HIGH SCHOOL

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Humble Beginning of San Jose National High School

San Jose National High School is located at barangay San Jose, almost six
kilometres north road of Puerto Princesa City. It is ideally situated in a titled lot, in a
feeder road 400 meters away from the National Highway. It is under Puerto Princesa
District II, with EBEIS ID NO.301793 and is a general secondary school. It has also
established an annex 5 kilometers away, that is, in Tagburos, the mother barangay of
San Jose.

Under the leadership of its Principal III, Mrs. Rosalinda A. Sipole, the school
offers K to 12 Basic Education Curriculum for Grades VII and VIII, and the 2010 Basic
Education Curriculum for Third and Fourth Years. The school also offers Dropout
Reduction Program as an Alternative Delivery Mode for students at risk of dropping out
because of work, illness and others.

To quote, “K to 12 BEC follows the spiral approach across subjects by building


on the same concepts developed in increasing complexity and sophistication, stating
from grade school”.

The general expectancies of K to 12 are articulated in terms of content standards


as benchmarks of knowledge and skills, and in terms of performance standards for
transfer of learning.

The 2010 Secondary Education Curriculum with Understanding by Design and


the 2002 Basic Education Curriculum are used in Third and Fourth years, respectively.
SEC with UbD use the three stages of learning, namely, Stage 1-Results/Desired
Outcomes, Stage 2- Assessment, and Stage 3- learning Plan.

Historically, San Jose National High School was established on March 4, 1972
after the approval of a Barrio Resolution passed by the Barangay Officials of San Jose,
City of Puerto Princesa headed by Punong Barangay Perfecto Gabuco, with technical
assistance from the Elamentary School Principal of Francisco Ubay Memorial
Elementary School n he person of Dr. Crispiniano R. Acosta Sr. he supervised and

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administered the barangay high sool duing the School Years 1972-1973 to 1974-1075,
with two teachers and with an initial population of 65 first year students housed in the
Barangay Hall and Health Center, as temporary buildings.

For the school year 1973-1974, the school had a Marcos Pre- Fab building at the
Barangay Site. The building was built by the CIBAC team of the Philippines Navy, that
school year, there was an increase in enrolment. In 976-1977, the school was
recommended for closure for lack of budgetary funds and support from the Parents
Teachers Association.

During the school year 1977- 1978, the school was absorbed by Palawan
Teacher’s College under College President Walfrido Ponce De Leon, and named San
Jose Development High School. The school was headed by Mr. Franklin Solita, who
was succeeded by Miss Aurora Betano, then passed on to Mr. Silveno Fermantes, and
later assumed by Prof. Vicente Esguerra. PTC’s administration lasted in school year
1984-1985. It ceased operation as development high school when a Letter of Instruction
1461 was invoked; hence, the high school was detached from PTC control.

In June 1985, upon the approval of a barangay resolution, the school was
recognized as San Jose Barangay High School, under the administration and
supervision of the Division of Palawan with Mrs. Elvira S, Abiog as Schools Division
Superintendent, the Teacher In Charge then was Mrs. Phebe R. Malolos, with six
teachers, namely, Mrs. Germina G.Suello, Mrs. Anelina T. Majid, Mr. Jose N. Javarez,
Mrs. Rogelia C. Reyes, Mr. Diosdado Evina and Mrs. Rosalinda A. Sipole. School
buildings were composd of three classrooms Marcos Pre- Fab and two classrooms PTA
building. Tables, chairs and shelves used were those left by the PTC.

In 1986, Mrs. Sipole was designated as Teacher In Charge by Dr. Belen H.


Magsino, former SDS of Palawan. During Mrs. Sipole’s position as TIC, the title for the
one hectare lot donated by the Apostolic Vicariae of Palawan, represented by Msrg.
Gregorio Espiga, O.A.R., was acquired.

The school was nationalized by May 1988 through Republic Act 6655, known as
“Free Public Secondary Education Act of 1988”.

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In 1989, by virtue of Republic Act 6765- n act integrating the Secondary Schools
in Southern Palawan, San Jose National High School was integrated to Palawan
National School. RA 6765 was authored by Speaker Ramon V. Mitra, and co-authored
by Congressman David Ponce De Leon of the first district of Palawan. The officer in
Charge during the integration was M. Eugenio J. Dela Cuesta. Such integration was
made possible through the help of the PTA, Barangay Council and Students
Government Organization’s pettions and resolutions under Mrs. Rosalinda Sipole as
TIC. Mrs. Rebecca T. Arquerro, replaced Mr. Dela Cuesta as OIC after his retirement
from the service.

Then, after 16 years, from 1989 to 2005, the school was disintegrated from PINS,
and turned over to the City DepEd.

In the last quarter of 1993, when the Japanese International Cooperating Agency
(JICA) offered school building constructions as part of its indemnity to the people of
Palawan, San Jose NHS was one of the first recipients due to having a Transfer
Certificate of Title of its own, which s a requirement of the JICA for school building
grants. The building has four classrooms and one Science Laboratory complete with
science equipment furniture and fixtures. Included in the package grant were electric
water pump and three restrooms for male, female and the handicapped. It was
inaugurated and turned-over in 1994.

During the school year 2009-2010, due to the increase of population in Barangay
San Jose, brought about by the proliferation of subdivision and housing projects, San
Jose NHS also increased its population, which brought shortage in classrooms. That is
why; SJNHS opened its annex at Barangay Tagburos. The annex has now (SY 2013-
2014) two sections each in all year levels. Under Mrs. Sipole’s administration, with the
help of a teacher in charge, Mrs. Magdalena L. Amorin, and other internal and external
stakeholders, the annex has now ten classrooms made of light materials.

At present, SJNHS has 10 buildings, 21 concrete and 11 made-of-light-material


classrooms, 5 faculty rooms and 1 H.E. semi-concrete building which has 1 bedroom
and a mess hall containing long tables and chairs, sinks and faucets, 19 comfort rooms,

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a functional canteen, with kitchen and sinks and faucets a library, a clinic, and a stage.
A six-classroom two-storey building from the Dep Ed is currently constructed in school
and shall be turned over by October 2013. It has a principal, a guidance counselor, a
bookkeeper, a disbursing officer, and 48 permanent teachers both in the main and in
the annex.

COMMUNITY PROFILE
SOCIO-CULTURAL

Before the outbreak of World War II, San Jose was only a Sitio of Tagburos. The
pioneers of the place where Cuyunon settlers who then acquired lands for themselves,
In spite of the war, the sitio grew as more people came and settle in the place.

It was after the liberation when the Sitio reached the 200 populace that they
decided to from a Barrio of their own. Petitions were made and passed to the Municipal
Council of Puerto Princesa and was unanimously approved on March 19, 1947. The
barrio was named San Jose after her patron saint, Saint Joseph whose Feast Day fell in
the same date when San Jose was founded.

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SCHOOL GOALS AND OBJECTIVES

CURRICULUM GOAL
To continue implementing the Basic Education Curriculum with Understanding by
Design as its core, in the third and fourth years, and to implement the K to 12 Basic
Education Curriculum in the Junior High School and continue up to the Senior High
School.

SCHOOL PERFORMANCE GOAL


To provide additional learning materials such as references, modules, ICT and
others and implement remedial and enhancement classes, conduct feeding programs,
in order to overcomes, increase participation rate, and decrease dropout rates.

PHYSICAL FACILITIES GOAL


To acquire/construct industrial arts shop, audio visual room, gymnasium,
classroom bookshelves for reading corners, purchase electric fans and other classroom
amenities.

RESOURCE MANAGEMENT GOAL


To maximize the utilization of MOOE, other grants, stakeholder’s donations and
other implementation of priority programs, projects and activities.

PERSONAL MANAGEMENT GOAL


To encourage teachers and staff to enrol in post-degree courses for them to be
reclassified or promoted, attend seminar-workshops, trainings and conferences, build
professional linkages with colleague, in order to improve their teaching skills, take pride
in their profession, and enhance their commitment and dedication to the service.

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CORE VALUES
ACCOUNTABILITY
Is the responsibility of the principal, teachers, parents, and community in
providing learning outcomes, facilities and guidance to students for them to finish
secondary education.

ADVANCEMENT AND LIFELONG LEARNING


Are the aspirations of learners for them to acquire knowledge, skills and values
that they can use even after school through the help of teachers, parents and
community.

ENVIRONMENTAL AWARENESS
Is the duty of all students, teachers, parents and stakeholders to protect their
environment through cleanliness, tree planting, beautification, recycling, information
dissemination and sustainability.

SCHOOL VISION AND MISSION


VISION

San Jose National High School, as a school of committed and dedicated teachers, will
provide basic education to the youth in the community of a fast-changing environment,
for them to become men of values, useful, concerned and productive citizens of the
community

MISSION

The San Jose National High School will deliver basic secondary education opportunities
and experiences; both for in- and out-of-school youth using interventions; through help,
support and cooperation of parents stakeholders and community.

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SAN JOSE NATIONAL HIGH SCHOOL
San Jose City of Puerto Princesa

PERFORMANCE PLEDGE

We, the teachers and staff of San Jose National High School,
adhering to our roles as educators of a secondary
school of the community,
do hereby pledge to:

Serve our learners by teaching and nurturing them with commitment and dedication;

Accept all enrollees seeking for enrolment; and (Attend/Act to request, transactions and
complaints filed right away)

Nurture the learners according to the vision and mission of DepEd and the school;

Jointly work with our external stakeholders in supporting the education of the youth;

Offer and maintain Alternative Delivery Mode of teaching to SARDOs;

Seek support from LGUs, NGOs, etc., to decrease dropout, increase participation,
completion, and Cohort-Survival rates;

Enhance students’ learning and achievement through appropriate interventions;

Help one another (teachers and staff) professionally, economically, emotionally, morally,
socially, and spiritually; and

Never accept bribery in the performance of our duties and responsibilities; and

(Negative environmental degration);

Speed our resources according to the circulars, rules and regulations mandated by
DepEd and its partner agencies.

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ADMINISTRATION AND STAFF

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SUMMARY OF EXPERIENCE

My Experience in Managing the Learning Environment

As I come to the end of all of these experiences, I realize just how much my own
philosophy has grown, becoming a solid foundation for me to build my own classroom
on someday in the near future. I want my students to understand that when they enter
my room, they are being welcomed into a safe community where all students work
together and show a mutual respect for one another. Here individuality is embraced,
students’ perspectives are broadened, hands-on learning is fostered, and student
interests are recognized and nurtured. There are many key factors that contribute to
implementing successful classroom management that will eventually produce that
enriching community of learners; these include establishing rapport with my students,
increasing motivation, creating consistent daily routines, teacher clarity, students’
engagement, positive feedback for students, and finally the use of rewards and
penalties. I have learned these things through actual experiences in my off-campus
teaching.

Building a positive rapport with my students is the first step toward building a safe
classroom community. One way to begin developing this relationship is by teaching
students efficient self-management skills for their own behaviors. Holding students
accountable for their actions gives them a certain amount of responsibility that makes
them feel like they are a part of their community. Assigning jobs to each student is a
way to show them that they play an equal role in our community and because of this a
mutual respect for me and fellow peers will begin to grow. I could also incorporate “Say
Anything” journals into my curriculum to earn the trust of my students while learning
more about them. In these unassisted journal activities my students could write entries
to me about feeling, thoughts, problems, or questions on topic they don’t feel
comfortable speaking publicly about. I would stress the confidentiality of these entries,
and responds by writing back to them in their journals. I see these journals as a huge
benefit for building rapport with my students as it will allow me to get to know every child
individually. Taking the time to read and respond to each one shows that I am interested

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in their thoughts, feelings and everyday life. The students will also have an opportunity
to read about my own interests that I choose to share with them so they can learn about
me on a more personal level. Finally, I would also like to have a “lunch bunch” where I
would have lunch with a small group of my students once a week or so. Receiving a
personal invitation to eat with the teachers is an honor in the eyes of a child, and having
this relaxed time with them would encourage a teacher-student relationship founded on
trust and respect.

Almost all children benefit from structure in their learning environment. Structure
allows students to feel comfortable in the classroom because they know specifically
what is expected of them, and it alleviates the stress of anticipation or inconsistency in
what might happen next at school. Again, structure instills in students that sense of
personal responsibility so they can easily and efficiently self-manage their own
behaviors. Routines provide that certain amount of structure needed to build a safe
community.

Class routines should be modeled and implementing from the first day of school
and consistently carried out for the remainder of the year. Many of my routines will be
organized on posters will legible print hung around the room where the students can
easily view them. Some of these routines might include that day’s schedule with times;
poster outlining activities after completed seat-works; classroom rules (generated by the
students); classroom consequences ( created with help from the students); and student
names next to their job of the week. I would like to have one plastic drawer for each
subject stacked in the back of the room where students turn in homework first thing in
the morning to its respective subject drawer. After student turn in homework, they
should sit down at their desks and immediately begin copying the new assignments
(written on the front board) for that day into their assignment planners. The students
must have my initials in their planners by the end of the day. When I give my “special
signal” (which has not yet been determined and highly depends on what age group I
teach), students will give the signal back, face forward and look ready to listen. These
are just a few ideas for routines I think would be beneficial to learners in their classroom
environment. When routines are used correctly, instructional time and student time on-

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task are both significantly increased and severe or distracting behavioral issues are less
likely to occur.

Assessing and Evaluating My Students’ Learning experiences

Assessment and evaluation are essential components of teaching and learning in


English language arts. Without an effective evaluation program it is impossible to know
whether students have learned, whether teaching has been effective, or how best to
address student learning needs. The quality of the assessment and evaluation in the
educational process has a profound and well-established link to student performance.
Research consistently shows that regular monitoring and feedback are essential to
improving student learning. What is assessed and evaluated, how it is assessed and
evaluated, and how results are communicated results send clear messages to students
and others about is really valued what is worth learning, how it should be learned, what
elements of quality are most important, and how well students are expected to perform.

An important part of the assessment/evaluation process I learned in this field:


Student Teaching is the adjustment teachers make to their teaching as a result of
collecting and analyzing data. If the primary purpose of the evaluation process is to
promote optimal individual growth, it is crucial that teachers use assessment data to
inform their teaching. For example, information gained from a running record can help
teachers (and parents/caregivers) provide appropriate feedback to students when they
read. Examination of student’s writing products may lead to the teacher providing
instruction in specific area in the form of mini-lessons or conferences for individuals or
small groups of students. The assessment/evaluation process is not the end of the
learning.

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WORKING WITH STUDENTS

My assigned sections were Pisces and Aquarius. The students are many and
very noisy, when I entered to their room with my CT; they were behave because they
are afraid to my CT. I introduced myself to them and I start me lesson, I was happy
because they listened to our discussion and they got a good grade.

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WORKING WITH THE COOPERATING TEACHER

My cooperating teacher was Mrs. Manilyn D San Jose, teacher II in mathematics


subject. As I observed her, she is a simple teacher but have a strong personality. She
always checked my lesson plan before I taught the class and she taught me how to
apply my motivation to the class before I start the class she said that I must try to speak
in English, after that I felt nervous then I try to be calm in the class. Since the time will
go on, I learn to speak in English in front of the class. She taught me also how to
improve my teaching strategies.

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EVIDENCE

My Final Demo

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CULMINATING ACTIVITY

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CHAPTER Ii

PROFESSIONAL
READINGS

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Building Parent-Teacher Relationships
By: American Federation of Teachers

Effective communication is essential for building school-family partnerships. It


constitutes the foundation for all other forms of family involvement in education.

Parent Benefits
Positive parent-school communications benefit parents. The manner in which
schools communicate and interact with parents affects the extent and quality of parents'
home involvement with their children's learning. For example, schools that communicate
bad news about student performance more often than recognizing students' excellence
will discourage parent involvement by making parents feel they cannot effectively help
their children.
Parents also benefit from being involved in their children's education by getting
ideas from school on how to help and support their children, and by learning more about
the school's academic program and how it works. Perhaps most important, parents
benefit by becoming more confident about the value of their school involvement.
Parents develop a greater appreciation for the important role they play in their children's
education.

When communicating with parents, consider your remarks in relation to the three
categories that influence how parents participate. For example, are you communicating
about:
 Classroom learning activities?

 The child's accomplishments?

 How the parents can help at home with their child's learning?

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Student Benefits
Substantial evidence exists showing that parent involvement benefits students,
including raising their academic achievement. There are other advantages for children
when parents become involved — namely, increased motivation for learning, improved
behavior, more regular attendance, and a more positive attitude about homework and
school in general.

Teacher Benefits
Research shows that parental involvement can free teachers to focus more on
the task of teaching children. Also, by having more contact with parents, teachers learn
more about students' needs and home environment, which is information they can apply
toward better meeting those needs. Parents who are involved tend to have a more
positive view of teachers, which results in improved teacher morale.

Good Two-Way Communication


Good two-way communication between families and schools is necessary for
your students' success. Not surprisingly, research shows that the more parents and
teachers share relevant information with each other about a student, the better
equipped both will be to help that student achieve academically.
Opportunities for two-way communication include:
 Parent conferences

 Parent-teacher organizations or school community councils

 Weekly or monthly folders of student work sent home for parent review and
comment

 Phone calls

 E-mail or school website

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Communication Strategies
Personal contact, including conferences, home visits, telephone calls, and
curriculum nights or open houses, seems to be the most effective form of
communication and may be among the most familiar. However, the establishment of
effective school-home communication has grown more complex as society has
changed. The great diversity among families means that it is not possible to rely on a
single method of communication that will reach all homes with a given message. It is
essential that a variety of strategies, adapted to the needs of particular families and their
schedules, be incorporated into an overall plan. Some strategies to consider include:
 Parent newsletters

 Annual open houses

 Curriculum nights

 Home visits (where applicable)

 Phone calls

 Annual school calendars

 Inserts in local newspapers

 Annual grandparents or "special persons" days

 Board of Education spokesperson or communications officer at PTA meetings

 Homework hotlines

 Annual field days

 Notices and handouts in local markets, clinics, churches, mosques, temples, or


other gathering sites

 Website for the school

 Workshops for parents

 Communications that are focused on fathers as well as mothers

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Effective communication strategies involve:
 Initiation: Teachers should initiate contact as soon as they know which students
will be in their classroom for the school year. Contact can occur by means of an
introductory phone call or a letter to the home introducing yourself to the parents
and establishing expectations.
 Timeliness: Adults should make contact soon after a problem has been identified,
so a timely solution can be found. Waiting too long can create new problems,
possibly through the frustration of those involved.

 Consistency and frequency: Parents want frequent, ongoing feedback about how
their children are performing with homework.

 Follow-through: Parents and teachers each want to see that the other will
actually do what they say they will do.

 Clarity and usefulness of communication: Parents and teachers should have the
information they need to help students, in a form and language that makes sense
to them.

Surprise a Parent
Parents are not accustomed to hearing unsolicited positive comments from
teachers about their children, especially in a phone call from the school. Imagine how
you would feel, as a parent, if you were contacted by a teacher or the school principal
and told that your son or daughter was doing well in school, or that your child had
overcome a learning or behavior problem. When you make calls to share positive
information with parents, be prepared for them to sound surprised-pleasantly surprised.
Research shows that school-home communication is greatly increased through
personalized positive telephone contact between teachers and parents. Remember,
when a phone call from school conveys good news, the atmosphere between home and
school improves. When you have good news to share, why wait? Make the call and
start a positive relationship with a parent.

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Phone Guidelines
Sometimes, as a new teacher, it's difficult to make the first call to a parent or
guardian. Preparing for the call will make it easier. Before making a call, write down the
reasons for the call. One reason can be simply to introduce yourself to the parent or
guardian. Here are several guidelines you can use as you prepare:
 Introduce yourself

 Tell the parents what their child is studying

 Invite the parents to an open house and/or other school functions

 Comment on their child's progress

 Inform them of their child's achievements (e.g., "Student of the Week")

 Inform them of their child's strengths or share an anecdote

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CHAPTER IiI
APPENDICES

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DAILY LESSON PLAN

Semi Detailed Lesson Plan in Mathematics


Prepared by: Adonis P. Almanon
I. Objective
In this lesson, you are expected to:
a. Add Rational numbers in Fraction and Decimal Form
b. Solve problems involving addition and subtraction of rational numbers

II. Subject Matter


Topic: Addition of Rational Numbers in Fraction and Decimal Form
Reference: Grade 7 Math Learning Guide (Pp 47-51); Elementary Algebra
Materials: Manila paper, Printed Materials, Chalkboard

III. Procedure
A. Preparation
Prayer
Greetings

B. Motivation
If you ate 1/8 of pizza and after two hours you ate another 3/8 of it, what is the
sum of pizza that you ate?

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C. Discussion

Addition of Rational Numbers in Fraction Form


Recall that we added whole numbers by using objects in a set.
Using linear or area models, find the sum of the following. (Answer key)
3 1 10 3 4 2
a. + 5 = ____ c. 11 +11 = ____ a. 5 c. 111
5
1 5 6 2 3 1
b. +8 = ____ d.3 7 + 17 = ____ b. 4 d. 57
8

Without using models, how would you get the sum?


Consider the following examples:
1 1 1 3 4 2
1. + 2 = 6 + 6 = 6 or 3
6
6 2 18 14 4
2. + - 3 = 21 + - 21 = 21
7
4 1 20 3 23 8
3. - 3 + - 5 = - 15 + - 15 = - 15 or -1 15
1 1 5 3 8
4. 22 + 12 = 2 + 2 = 2 or 4
1 1 1 3 4
5. +3=9+9=9
9

Important to remember
To add fraction
 With the same denominator
If a, b and c denoted integers, and b ≠ 0, then.
𝑎 𝑐 𝑎+𝑐
+𝑏=
𝑏 𝑏
𝑎 𝑐
 With different denominators, 𝑏 and 𝑑, where b ≠ 0 and d ≠ 0

If the fractions to be added are dissimilar


 Rename the fractions to make them similar whose denominator is
the least common multiple of b and d
 Add the numerators of the resulting fractions.
 Write the result as a fraction whose numerator is the sum of the
numerators and whose denominator is least common multiple of b
and d

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Examples:
3 2 3+2 5
a. +7= =7
7 7
2 1
b. +4
5

LCM/LCD of 5 and 4 is 20
2 1 8 5 8+5 13
+4= + 20 = = 20
5 20 20

Addition of Rational Numbers in Decimal Form

There are two ways of adding decimals.


1. Express the decimal numbers in fraction then add as described earlier.
Example:

Add: 2.3 + 7.21

3 21
210 + 7100
30 21
2100 + 7100
30+21
(2+7) + 100
51
9 + 100 or 9.51

2. Arrange the decimal numbers in a column such that the decimal points are
aligned, and then add as with whole numbers.
Example:
Add 2.3 + 7.21
2.3
+ 7.21
9.51

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IV. Evaluation
a. Perform the indicated operations and express your answer in simplest
form.

Answer key
2 3 1 2
1. +9+9 =3
9
6 3 4 13
2. +5+5 =
5 5
2 7 11 1
3. + = or 1
5 10 10 10
1 2 239 15
4. 84 + 7 = or 8 28
28
1 2 11
5. 34 +6 3 = 9 12

b. Perform the indicated operation.


Answer key
1. 1, 902 + 21.36 + 8.7 = 1,932.06
2. 45.08 + 9.2 + 30. 545 = 84.825
3. 900 + 676.34 + 78.003 = 1654.343
4. 0.77 + 0.9768 + 0.05301 = 1.79981
5. 34.095 + 8.68 = 42.775

V. Assignment

Research about Subtraction of Rational Numbers in Fraction and Decimal Form

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Semi Detailed Lesson Plan in Mathematics
Prepared by: Adonis P. Almanon
I. Objective
In this lesson, you are expected to:
a. subtract Rational numbers in Fraction and Decimal Form
b. solve problems involving subtraction of rational numbers

II. Subject Matter


Topic: Subtraction of Rational Numbers in Fraction and Decimal Form
Reference: Grade 7 Math Learning Guide (Pp 47-51); Elementary Algebra
Materials: Manila paper, Chalkboard

III. Procedure
D. Preparation
Prayer
Greetings

E. Review
-What was our lesson yesterday?
-Can you give me an example of addition of Rational Numbers in Fraction and
Decimal Form?

F. Discussion
Subtraction of Rational Numbers in Fraction Form
Recall that we added whole numbers by using objects in a set.

Using linear or area models, find the sum of the following.


10 3 7 1 3 5
a. - 11 = 11 c.- 3 - 4 = - 12
11
6 2 4 3 3 3
b. 37 - 17 =27 d.10 4 - 28 = 88

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Without using models, how would you get the sum?
Consider the following examples:
2 2 4
6. -5 = 15
3
3 5 3
7. - 2 - 4 = -2 4
3 1 4
8. – [- 5 ] =5
5
5 4 1 5
9. -3-3 = - 12
4
1 1 2
10. 9 - 3 =-9

Important to remember
To Subtract Fraction
 With the same denominator
If a, b and c denoted integers, and b ≠ 0, then.
𝑎 𝑐 𝑎−𝑐
-𝑏=
𝑏 𝑏
𝑎 𝑐
 With different denominators, 𝑏 and 𝑑, where b ≠ 0 and d ≠ 0

If the fractions to be added are dissimilar


 Rename the fractions to make them similar whose denominator is
the least common multiple of b and d
 Add the numerators of the resulting fractions.
 Write the result as a fraction whose numerator is the sum of the
numerators and whose denominator is least common multiple of b
and d

Examples:
5 2 5−2 3
c. -7= =7
7 7
4 1
d. -
5 4

LCM/LCD of 5 and 4 is 20
4 1 16 5 16−5 11
- = - = = 20
5 4 20 20 20

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Subtraction of Rational Numbers in Decimal Form

Arrange the decimal numbers in a column such that the decimal points are
aligned, and then add as with whole numbers.
Example:

Subtract: 9.6 – 3.25


9.6
- 3.25
6.35

IV. Evaluation
a. Perform the indicated operations and express your answer in simplest
form.
Answer key
3 1 2
1. -9 =9
9
6 3 3
2. - =
5 5 5
2 7 3
3. - = - 10
5 10

b. Perform the indicated operation.


Answer key
1. 5.44 – 4.97 = 0.47
2. 700 – 678.891 = 21.109
3. 51.005 – 21.005 = 30

V. Assignment
Solve the following problems:
a. Helen had ₱7500 shopping money. When she got home, she had ₱132.75 in her
pocket. How much did she spend for shopping?
Ans. = ₱ 7,367.25
b. Ryan said, “I’m thinking of a number N. if I subtract 10.34 from N, the difference
is 1.34.” What was Ryan’s number?
Ans. =11.68

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Semi Detailed Lesson Plan in Mathematics
Prepared by: Adonis P. Almanon
I. Objective
In this lesson, you are expected to:
a. solve problems involving addition and subtraction of rational numbers

II. Subject Matter


Topic: Addition and Subtraction of Rational Numbers in Problem Solving
Reference: Grade 7 Math Learning Guide (Pp 50-51)
Materials: Printed materials, Chalkboard

III. Procedure
G. Preparation
Prayer
Greetings
H. Activity
Instruction: Group yourself into 10, each group will be given a problem and
answer it in your cartolina and present it in front of your classmates. I will give
you 10 minutes to finish your work.

This is our criteria:


Rubric
Speed Accuracy Cooperation
5 Finish the task Answer the All members
before or on time problem correctly cooperate
4 Finish the task after Slightly mistake Most members
on time to 2 minutes cooperate
Finish the task for Not get the correct Some members
3 more than 2 minutes answer cooperate
late

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1. Michelle and Corazon are comparing their heights. If Michelle’s height is
3 1
1204 cm. and Corazon’s height is 963 cm. What is the difference in their

heights?
3 1 2
2. Angel bought 64 meters of silk, 32 meters of satin and 85 meters of velvet.

How many meters of cloth did she buy?


1 1
3. Arah needs 104 kg. of meat to serve 55 guests, if she has 32 kg chicken, a
3 1
24 kg of pork, and 44 kg of beef, is there enough for 55 guests?
2
4. Mr. Tan has 135 liters of gasoline in his car. He wants to travel far so he
1
added 162 liters more. How many liters of gasoline is in the tank?
3 2
5. After boiling, the 174 liters of water was reduced to 93 liters. How much

water has evaporated?


6. Helen had ₱7500 for shopping money. When she got home, she had
₱132.75 in her pocket. How much did she spend for shopping?
7. Ken contributed ₱69.25, while john and Hanna gave ₱56.25 each for their
gift to Teacher Daisy. How much were they able to gather altogether?
8. Ryan said, “I’m thinking of a number N. If I subtract 10.34 from N, the
difference is 1.34. “What was Ryan’s number?
9. Agnes said, “I’m thinking of a number N. If I increase my number by 56.2,
the sum is 14.62. “What was Agnes number?
10. Kim ran the 100-meter race in 135.46 seconds. Tyron ran faster by 15.7
seconds. What was Tyron’s time for the 100-meter dash?

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Semi Detailed Lesson Plan in Mathematics
Prepared by: Adonis P. Almanon
I. Objective
In this lesson, you are expected to:
a. Estimate or approximate measures of weight/mass and volume
b. Use appropriate instruments to measure weight/mass and volume
c. Convert weight/mass and volume measurements from one unit to another,
including the English system
d. Solve problems involving weight/mass and volume capacity

II. Subject Matter


Topic: Measuring Weight/Mass and Volume
Reference: Learner’s Material Grade 7 Math Quarter 2; Elementary Algebra
Materials: Manila paper, Printed Materials, Chalkboard

III. Procedure
I. Preparation
Prayer
Greetings

J. Motivation/Review
Ask the students what was the topic or what they learned from last topic.

K. Discussion
VOLUME
Volume is the amount of space an object contains or occupies. The volume of a
container is considered to be the capacity of the container. This is measured by the
number of cubic units or the amount of fluid it can contain and not the amount of space
the container occupies. The base SI unit for volume is the cubic meter (m3). Aside from
cubic meter, another commonly used for metric unit for volume of solids is the cubic
centimeter (cm3 or cc) while the commonly used metric units for volume of fluids are the
liter (L) and the milliliter (mL).

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Hereunder are the volume formulae of some regularly-shaped objects:
Cube: Volume = edge x edge x edge (V= e3)
Rectangular Prism: Volume = length x width x height (V=lwh)
Triangular Prism: Volume = ½ x base of triangular base x height of the triangular
base x height of triangular prism [V= (½ bh) H]
Cylinder: Volume = 𝜋 x (radius)2 x height (V= 𝜋r2h)

Other commonly regularly-shaped objects are the different pyramids, the cone
and the sphere. The volumes of different pyramids depend on the shape of its base.
Here are their formulae;
Square-based pyramids: Volume = 1/3 x (side of base)2 x height of pyramid
(V=1/3 S2h)
Rectangular-based pyramid: Volume = 1/3 x ½ x base of the triangle x height of
the triangle x height of the pyramid [V = 1/3(½bh) H]
Cone: Volume = 1/3 x 𝜋 x (radius)2 x height (V= 1/3 𝜋r2h
Sphere: Volume = 4/3 x 𝜋 x (radius)3 (V= 4/3 𝜋 r2)

Here are some examples:

1.

5m
V = lwh = 3m x 4m x 5m
4m
= (3x4x5) x (m x m x m)
3m
= 60m3

2.

5m V= 1/3 lwh = 1/3 x 3m x 4m x 5m


= (1/3 x 3 x 4 x 5) x (m x m x m)
= 20m3

4m

3m

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Exercise 1:

Instructions: answer the following items and show your solution.


1. How big is a Toblerone box (triangular prism) if its triangular side has a base
of 3 cm and a height of 4.5 cm and the box’s height is 25 cm?
Answer = 168.75 cm3
2. How much water is in a cylindrical tin can with a radius of 7 cm and a height
of 20 cm if it is only a quarter full?
Answer = 769.69 cm3

3. Which of the following occupies more space, a ball with a radius of 4 cm or a


cube with an edge of 60mm?
Ans = [Vsphere = 268.08 cm3] & [Vcube= 216 cm3]
Since Vball >Vcube, then the ball occupies more space than the cube.

Volume (continued)
The English system of Measurement also has its own units for measuring
volume or capacity. The commonly used English units for volume are cubic feet
(ft3) or cubic inches (in3) while the commonly used English units for fluid volume
are the pint, quart or gallon.
Hereunder are some of the conversion factors which would help you
convert given volume units into the desired volume units:

1m3 = 1 million cm3 1 gal = 3.79L


1 ft3 = 1,728 in3 1 gal = 4quartz
1in3 =16.4 cm3 1 quart = 2 pints
1m3 = 35.3 ft3 1 pint = 2 cups
1 cup = 16 tablespoons
1tablespoon = 3 teaspoons

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Since the formula for volume only requires length measurements, another
alternative to converting volume from one unit to another is to convert the
object’s dimensions into the desired unit before solving for the volume.

For example:
1.) How much water, in cubic centimeters, can a cubical water tank hold if
it has an edge of 3 meters?

Solution 1 (using a conversion factor):

i. Volume = e3 =(3m)3 =27m3


1 𝑚𝑖𝑙𝑙𝑖𝑜𝑛 𝑐𝑢𝑏𝑖𝑐 𝑐𝑒𝑡𝑖𝑚𝑒𝑡𝑒𝑟
ii. 27m3 x =27 million cm3
1𝑐𝑢𝑏𝑖𝑐 𝑚𝑒𝑡𝑒𝑟

Solution 2 (converting dimensions first):


100𝑐𝑚
i. 3m x 1𝑚 = 300cm
ii. Volume = e3 = (300cm)3 = 27 million cm3

Mass/Volume
In common language, mass and weight are used interchangeably although
weight is the more popular term. Often times in daily life, it is the mass of the given
object which is called its weight.
The base SI unit for weight is the kilogram (kg) which is almost exactly equal to
the mass of one liter of water. Some of the more common metric units are the gram (g)
and the milligram (mg) while another commonly used English unit for weight is ounces
(oz). Here are some of the conversion factors for these units.

1kg = 2.2 lb 1g = 1,000 mg 1 metric ton = 1,000 kg


1kg = 1,000 g 1lb = 16 oz

Use these conversion factors to convert common weight units to the desired
units.

36
For example:
Convert 190 lb to kg
1𝑘𝑔
= 190 lb x 2.2𝑙𝑏 = 86.18 kg

L. Application
Materials Needed:
Ruler / Steel tape measure
Different regularly-shaped objects (brick, cylindrical drinking glass,
balikbayan box)

Instruction: Go to your assigned group and answer the activity


Determine the dimension of the following using the specified metric
units only. Record your results in the table below and compute for each
object’s volume using the unit used to measure the object’s dimensions.
Complete the table by expressing/converting the volume using the specified
units.

Brick Cylindrical Balikbayan box


drinking glass

l w h r H l w h
Unit Used
Measurement
cm3
Volume m3
in3
ft3

Rubrics
Speed Accuracy Cooperation
5 finish the task Answer the task All members
before or on time correctly cooperate
4 Finish the task late Three mistakes Some members did
for two minutes not cooperate
3 Finish the task for More than three Most of the members
more than two mistakes did not cooperate
minutes late

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IV. Evaluation
Answer the following items. Show your solution.
i. Convert 10 m3 to ft3
ii. Convert 12 cups to ml
iii. A cylindrical water tank has a diameter of 4 feet and a height of 7 feet
while a water tank shaped like a rectangular prism has a length of 1
meter, a width of 2 meters and a height of 2 meters. Which of the two
tanks can hold more water? By how many cubic meters?

V. Assignment

Research about Measuring Angels, Time and Temperature

38
BEST LESSON PLAN

Detailed Lesson Plan in Mathematics VII

I. OBJECTIVES:
At the end of a 60-minute discussion, the students of Grade VII-Aquarius
are expected to do the following with at least 75% proficiency level:

a. find the product of two binomials using the FOIL method; and
b. relate the lesson in real life situation.

II. SUBJECT MATTER:


Topic: Special Product: Product of Two Binomials Using the FOIL Method
Reference: Learner’s Material Grade 7 Math Quarter 2, pp.145-147
Internet
Materials: LCD Projector, Printed Teaching Materials, Pop sheet, Mini-board,
Laptop

III. PROCEDURES:

Teacher’s Activity Student’s Activity

A. Greetings
B. Prayer
C. Checking of Attendance
D. Motivation
Class, let’s play; Boys vs. Girls.
I will show some warning signs, tell
me what it’s meaning. The group
that can give more correct answers
will have their reward.

39
Are you ready? Yes, sir!

1. No Smoking.

2. No Parking.

3. Pedestrian Crossing.

Person with Disability


4.

Dangerous, Poisonous
5.

What did the pictures tell us?


They give us warning.

40
Do we need to follow them? Yes.

What will happen if we are going If we are going to disobey the no


to disobey them? smoking sign, we will be punished
especially when we are in the public
places because of the law.

If we are going to disobey the no


parking sign, we might have some
penalty.

If we are not going to cross the street


in the proper area, we might get some
road accident.

The PWD lane means that they will be


given priority treatment, failed to do this
will reflect your values.

Dangerous sign means danger. If you


will ignore it, it may take your life.

E. Lesson Proper

Class, I want you to watch this


Video. Listen carefully and
understand what it is all about.

What do you think our lesson for


today? Sir, our lesson for today is
Multiplication of Two Binomials using
FOIL method.

41
Some pairs of binomials have
special products
When multiplied, these pairs of
binomials always follow the same
pattern.
By learning to recognize these
pairs of binomials, you can use
their multiplication patterns to find
the product quicker and easier.

We can also multiply


polynomials by using the FOIL
pattern.

F- stands for First


O- stands for Outer
I- stands for Inner
L- stands for Last

This is the general formula for


the product of two binomials,
(a + b) (c + d) = ac + ad + bc + bd

Example:
1. (x – 3) (x – 2)
= x(x) + x(-2) +(-3)(x) + (-3)(-2)
= x2 – 2x – 3x + 6
= x2 – 5x + 6

42
2. (x – 2) (x + 3)
= x(x) + x(3) + (-2)x + (-2)(3)
= x2 + 3x – 2x – 6
= x2 + x – 6

3. (4 + x) (5 – x)
= (4)(5) + 4(-x) + x(5) + x(-x)
= 20 – 4x + 5x – x2
= 20 + x – x2

4. (x + 4) (x + 5)
= x(x) + x(5) + (4)x+ (4)(5)
= x2 + 5x + 4x + 20
= x2 + 9x + 20

5. (2x + 3) (3x – 5)
= 2x(3x) + 2x(-5)+ 3(3x) + 3(-5)
= 6x2 – 10x + 9x – 15
= 6x2 – x – 15

F. Fixing skills
Since you already know how to
solve the product of two binomials
using FOIL method, let’s have a
group activity.

Find your group mates and I will


give you 5 minutes to finish the
task. You will write your solution in
the mini-board.

You will be graded according to


this rubric.

43
Rubric
Score Speed Accuracy Cooperation
5 Finish the task on Find the product All members
orbefore time correctly cooperate
4 Finish the task 1 to Find the product Some members did
2 minutes after the with one error not cooperate
time committed
Finish the task more Find the product Most of the
3 than 2 minutes after with two or more members did not
the time errors committed cooperate

Given answer
Group 1. (x + 7)(x – 3) Answer key: x2 – 4x - 21
Group 2.(x - 2) (x – 2) Answer key: 4x2 – 4x + 4
Group 3.(6 – y) (5 + y) Answer key:30 + y – y2
Group 4. (x + 8) (x – 5) Answer key: x2 +3x – 40
Group 5. (x + 1) (x – 10) Answer key: x2 – 9x – 10

G. Generalization

What method did you use to find


the product of two binomials? FOIL method

What is the general formula in


finding the product of two
binomials? (a + b) (c + d) = ac + ad + bc + bd

44
H. Valuing
How can you relate our topic to
real life situation? Sir, if you follow the rules of life like the
FOIL method, you can avoid committing
mistake often.
You are the special product of
your parent’s love. They give
you rules, rules to be followed
not to make your life miserable.
Following these rules, you will
reach your goal in life.

IV. EVALUATION
Instruction: Get ¼ sheet of paper and find the product of the following using the
FOIL method.
1. (x + 2) (x – 8) answer key: x2 – 6x – 16
2. (x – 3) (x – 5) answer key: x2 – 8x + 15
3. (x – 10) (x + 2) answer key: x2 – 8x – 20
4. (x + 1) (x – 6) answer key: x2 – 5x – 6
5. (6 + x) (6 + x) answer key: 36 + 12x + x2

V. ASSIGNMENT
Find the product of the following: answer key:
1.) (3x + 8) (2x + 5) 1. 2x2 + 31x + 40
2.) (x – 25) (5x – 10) 2. 5x2 – 135x + 250
3.) (y + 15) (2y – 7) 3. 2y2 + 23y - 105
4.) (2x – 3) (100x + 5) 4. 200x2 – 290x – 15
5.) (x + 5)2 5. x2 + 10x + 25

Prepared by:
ADONIS P. ALMANON

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OBSERVATION CHECKLIST

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STUDENTS WORK & FEEDBACK

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50
FORM 148

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52
DepEd FORMS

53
54
55
CERTIFICATES

56
JOURNAL ENTRIES

07/13/15

Our professor brought us on San Jose National School to introduce in the


principal, the principal would divide us according to our major, we, the math major
proceed to the head teacher of math and this HT deployed us to our cooperating
teacher. In this time I felt nervous and full excitement because this is my first time to be
a teacher.

07/14/15

I woke up this morning with full of excitement, my cooperating teacher introduced


me and Mantal to grades 7 students because this is the section we were assigned.

07/15/15

I observed my cooperating teacher the way how she taught.

07/20/15

I woke up early in the morning to attend flag raising ceremony at 7:00. After flag
ceremony, I felt nervous because this is my first time to teach. After I the lesson, the
comment of my cooperating teacher to me was I need to load my voice.

07/21/15

I prepared my lesson plan and IM’s for teaching; my CT checked my lesson plan
and she correct some mistakes of my lesson plan.

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08/19/15

This day is Buwan na Wika. In this day we participated in the program and we
danced. It was very difficult to me because I don’t like dance.

08/27/15

This day is intramurals meet; I came to school to watch and assess the students.

09/15/15

This day, I felt nervous again because many days that I couldn’t teach, but when
I start to teach, the butterfly in my chest was gone.

09/28/15-10/03/15

This week is the intramurals of Fullbright College, we played football but we lost
to our fight maybe because of lock of practice. We don’t set a practice game because
our priority is practice teaching.

10/13/15

This day is my final demonstration. I felt excitement and sadness because finally,
it is the end of our practice teaching and I miss my students.

I started my final demo with full of joy and energy, and I finish my final demo with
a good result. I was sad because my mentor was not attended.

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REFLECTION

Teaching is a complex process in the sense that learning, as embodied in one of


its objectives, was a decision that a learner makes himself. Without the learner’s full
involvement, the teaching is futile; thus the most important learning principle: “Learning
is a self-activity” (Dewey). This is what I have learned. As a future teacher, I should
apply all the appropriate specific teaching learning theories and principles, and use true
and testified methods, while at the same time being able to innovate. And of course to
see to it that the teaching-learning process of the learner’s nature and needs are being
met. My ability to interpret correctly and apply appropriate theories, principles, strategies
and approaches in teaching methods make a sense. On the other hand, my ability to
translate them into effective teaching methods makes teaching an art. Thus, the cliché:
“Teaching is both science and art” and according to Aristotle “Music is to discipline the
mind and Gymnastics to discipline the body”. As a Social Studies teacher I adhere to
these great thoughts. This was also the manifestation of the so called “interdisciplinary
approach”, being able to connect different subjects into one great learning experience.

Student teaching requires a full-time commitment on my part. Normally, there are


no courses taken during this period of time, 24 hours is not enough for us practice
teachers. In addition, participation in the total education activities of my cooperating
school is regarded as an integral part of the student teaching experiences and not as
optional or supplemented. I remember the times that I’ am doing non-teaching services,
I go home at 8:30-9:00 in the evening. It’s hard and sometimes painful but I cherish
every moment and the learning I have gotten through those experiences.

I miss my students, my cooperating teacher, and cooperating school. How my


heart wish to be with them for a long time. My heart aches when I remember our
bonding moments and activities done together, I didn’t expect that I will feel this.

My journey starts here, and I don’t know where would be the end. The thing that I
only know is I am a teacher. I love my students and I will never be tired of what I am
doing because this is my profession and my mission as God’s perfect creation.

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RUBRIC FOR PORTFOLIO

SUMMARY SHEET
Mentee: Almanon, Adonis P.
Directions: Tick (/) the box below the score that best describes the indicator. The legend
below gives the description of each score.

LEGEND: 4 – Outstanding 3 – Very Satisfactory 2 – Fair


1- Needs Improvement

CRITERIA 4 3 2 1
A. VISUAL APPEAL (20%)
1. Cover
2. Lay-out
3. Tone/Mood
4. Creativity
5. Resourcefulness
6. Neatness

B. ORGANIZATION (20%)
1. Order of Entries
2. Coding Technique
3. Readability of Entries
4. Correction of Forms
(e.g. grammar)

C. CONTENT (30%)
1. Statement of Purpose
2. Completeness of
Entries
3. Diversity of Selection

D. REFLECTIONS (30%)
1. Depth of Understanding
2. Application of Ideas

FINAL RATING:

FINAL PRACTICE TEACHING GRADE


Portfolio (40%) =
Grade in Actual Teaching (50%) =
(On-campus and Off-campus Teaching)
Attendance/Participation (10%) =

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COMMENTS OF THE FACULTY

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