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OFF-CAMPUS TEACHING

AT

SAN JOSE NATIONAL

HIGH SCHOOL

1

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.

on the same concepts developed in increasing complexity and sophistication, stating

from grade school”.

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

transfer of learning.

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

2

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.

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”.

3

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.

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,

4

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.

5

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.

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.

To acquire/construct industrial arts shop, audio visual room, gymnasium,

classroom bookshelves for reading corners, purchase electric fans and other classroom

amenities.

To maximize the utilization of MOOE, other grants, stakeholder’s donations and

other implementation of priority programs, projects and activities.

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.

6

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.

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.

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.

7

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;

Seek support from LGUs, NGOs, etc., to decrease dropout, increase participation,

completion, and Cohort-Survival rates;

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

Speed our resources according to the circulars, rules and regulations mandated by

DepEd and its partner agencies.

8

ADMINISTRATION AND STAFF

9

SUMMARY OF EXPERIENCE

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

10

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-

11

task are both significantly increased and severe or distracting behavioral issues are less

likely to occur.

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.

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.

12

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.

13

WORKING WITH THE COOPERATING TEACHER

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.

14

EVIDENCE

My Final Demo

15

CULMINATING ACTIVITY

16

CHAPTER Ii

PROFESSIONAL

READINGS

17

Building Parent-Teacher Relationships

By: American Federation of Teachers

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?

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

18

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 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

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

comment

Phone calls

19

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

Curriculum nights

Phone calls

Homework hotlines

other gathering sites

20

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.

21

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

22

CHAPTER IiI

APPENDICES

23

DAILY LESSON PLAN

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

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?

24

C. Discussion

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

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

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

25

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

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

Example:

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

26

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

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

27

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

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.

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

28

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

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

29

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:

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

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

30

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

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.

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

31

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.

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

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?

32

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

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).

33

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)

1.

5m

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

4m

= (3x4x5) x (m x m x m)

3m

= 60m3

2.

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

= 20m3

4m

3m

34

Exercise 1:

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

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:

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

35

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?

1 𝑚𝑖𝑙𝑙𝑖𝑜𝑛 𝑐𝑢𝑏𝑖𝑐 𝑐𝑒𝑡𝑖𝑚𝑒𝑡𝑒𝑟

ii. 27m3 x =27 million cm3

1𝑐𝑢𝑏𝑖𝑐 𝑚𝑒𝑡𝑒𝑟

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 = 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)

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.

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

37

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

38

BEST LESSON PLAN

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.

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:

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.

4.

Dangerous, Poisonous

5.

They give us warning.

40

Do we need to follow them? Yes.

to disobey them? smoking sign, we will be punished

especially when we are in the public

places because of the law.

parking sign, we might have some

penalty.

in the proper area, we might get some

road accident.

given priority treatment, failed to do this

will reflect your values.

will ignore it, it may take your life.

E. Lesson Proper

Video. Listen carefully and

understand what it is all about.

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.

polynomials by using the FOIL

pattern.

O- stands for Outer

I- stands for Inner

L- stands for Last

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.

give you 5 minutes to finish the

task. You will write your solution in

the mini-board.

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

the product of two binomials? FOIL method

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

45

OBSERVATION CHECKLIST

46

47

48

STUDENTS WORK & FEEDBACK

49

50

FORM 148

51

52

DepEd FORMS

53

54

55

CERTIFICATES

56

JOURNAL ENTRIES

07/13/15

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

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

07/15/15

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.

57

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.

58

REFLECTION

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.

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.

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.

59

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.

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:

Portfolio (40%) =

Grade in Actual Teaching (50%) =

(On-campus and Off-campus Teaching)

Attendance/Participation (10%) =

60

COMMENTS OF THE FACULTY

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______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

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______________________________________________________________________

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______________________________________________________________________

______________________________________________________________________

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61

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