The document discusses the Early Language Literacy and Numeracy (ELLN) program implemented in schools in the Division of Tuguegarao City. The objectives of the ELLN program are to develop literacy and numeracy skills in kindergarten to grade 3 students to lay the foundation for lifelong learning. Some best practices implemented under ELLN include home visits by teachers, one-on-one tutoring for at-risk students, daily reading time, and parental involvement. A directory provides details on ELLN coordinators and mentors in different districts and schools. Assessment results indicate that the ELLN program is helping to improve reading and numeracy levels among early grade students in the division.
This document provides information to parents on the early years literacy and numeracy curriculum. It includes:
- An overview of teaching phonics, blending, key words, reading story books, reading scheme books, and guided reading.
- Details on pre-writing skills, handwriting formation, and encouraging writing at home.
- An explanation of how numeracy is taught through numbers, shape, and measures, both through play and directed lessons.
- Suggestions for reinforcing mathematical ideas and language at home through games, songs, and everyday activities.
- Information on homework packs and workshops to engage parents in their child's learning.
The document provides examples of calculating combinations using the formula nCr = n!/(r!(n-r)!). It evaluates combinations such as 7C4, 15C3, 30C3, 6C2, and 42C6 to determine the number of ways of choosing groups of objects from a larger set. The key examples are counting the number of ways teachers can be chosen for a conference, handshakes in a group, and possible bets in a lottery game by finding the combinations of each using the formula.
- Probability is a numerical measure of the likelihood of an event occurring, ranging from 0 to 1. Near 0 means unlikely, near 1 means almost certain.
- In statistics, experiments involve probability and outcomes may differ even if the experiment is repeated the same way. Statistical experiments are sometimes called random experiments.
- An experiment's sample space consists of all possible outcomes. The probability of an event is the sum of probabilities of outcomes in that event.
This document discusses different measures of central tendency including mode, median, and mean. It provides definitions and examples of calculating each measure. The mode is the most common value, the median is the middle value, and the mean is the average. The appropriate measure depends on the type and shape of the distribution. Considerations for choosing a measure include whether the variable is nominal, ordinal, or interval/ratio, and whether the distribution is symmetrical or skewed.
The document discusses measures of central tendency (mean, median, mode) and variation (range, interquartile range, standard deviation) used in statistics. It provides examples of calculating these values from data sets and identifying outliers. The mean is the average value, the median is the middle value, and the mode is the most frequent value. Variation measures describe how spread out the data is, with standard deviation being the most common measure of spread from the mean. Outliers are extreme values more than 3 standard deviations from the mean that can skew the mean and standard deviation.
This lesson plan discusses arithmetic sequences. It begins with an introduction that defines an arithmetic sequence as a sequence where each term differs from the preceding term by a constant value called the common difference. The lesson then provides examples of arithmetic sequences and teaches students how to determine the nth term using the general term formula: an = a1 + (n - 1)d, where a1 is the first term, d is the common difference, and n is the term being solved for. Students practice finding common differences and nth terms. Real-life word problems involving arithmetic sequences are also used. The lesson concludes by having students recall and apply the key concepts and formula for arithmetic sequences.
Solving Problems Involving Measures of Position (Quartiles).docxNelsonNelson56
The document provides a detailed lesson plan on teaching students about quartiles. It includes objectives, subject matter, procedures, and evaluation. The lesson plan involves illustrating quartiles, calculating specified quartiles of data sets, solving problems involving quartiles, and interpreting quartiles. Example problems are provided to find the Q1, Q2, and Q3 values of data sets. Students practice finding quartiles of individual data and grouped data using formulas. The lesson aims to help students understand what quartiles are and learn the key terms and processes for measuring quartiles.
The document discusses the Early Language Literacy and Numeracy (ELLN) program implemented in schools in the Division of Tuguegarao City. The objectives of the ELLN program are to develop literacy and numeracy skills in kindergarten to grade 3 students to lay the foundation for lifelong learning. Some best practices implemented under ELLN include home visits by teachers, one-on-one tutoring for at-risk students, daily reading time, and parental involvement. A directory provides details on ELLN coordinators and mentors in different districts and schools. Assessment results indicate that the ELLN program is helping to improve reading and numeracy levels among early grade students in the division.
This document provides information to parents on the early years literacy and numeracy curriculum. It includes:
- An overview of teaching phonics, blending, key words, reading story books, reading scheme books, and guided reading.
- Details on pre-writing skills, handwriting formation, and encouraging writing at home.
- An explanation of how numeracy is taught through numbers, shape, and measures, both through play and directed lessons.
- Suggestions for reinforcing mathematical ideas and language at home through games, songs, and everyday activities.
- Information on homework packs and workshops to engage parents in their child's learning.
The document provides examples of calculating combinations using the formula nCr = n!/(r!(n-r)!). It evaluates combinations such as 7C4, 15C3, 30C3, 6C2, and 42C6 to determine the number of ways of choosing groups of objects from a larger set. The key examples are counting the number of ways teachers can be chosen for a conference, handshakes in a group, and possible bets in a lottery game by finding the combinations of each using the formula.
- Probability is a numerical measure of the likelihood of an event occurring, ranging from 0 to 1. Near 0 means unlikely, near 1 means almost certain.
- In statistics, experiments involve probability and outcomes may differ even if the experiment is repeated the same way. Statistical experiments are sometimes called random experiments.
- An experiment's sample space consists of all possible outcomes. The probability of an event is the sum of probabilities of outcomes in that event.
This document discusses different measures of central tendency including mode, median, and mean. It provides definitions and examples of calculating each measure. The mode is the most common value, the median is the middle value, and the mean is the average. The appropriate measure depends on the type and shape of the distribution. Considerations for choosing a measure include whether the variable is nominal, ordinal, or interval/ratio, and whether the distribution is symmetrical or skewed.
The document discusses measures of central tendency (mean, median, mode) and variation (range, interquartile range, standard deviation) used in statistics. It provides examples of calculating these values from data sets and identifying outliers. The mean is the average value, the median is the middle value, and the mode is the most frequent value. Variation measures describe how spread out the data is, with standard deviation being the most common measure of spread from the mean. Outliers are extreme values more than 3 standard deviations from the mean that can skew the mean and standard deviation.
This lesson plan discusses arithmetic sequences. It begins with an introduction that defines an arithmetic sequence as a sequence where each term differs from the preceding term by a constant value called the common difference. The lesson then provides examples of arithmetic sequences and teaches students how to determine the nth term using the general term formula: an = a1 + (n - 1)d, where a1 is the first term, d is the common difference, and n is the term being solved for. Students practice finding common differences and nth terms. Real-life word problems involving arithmetic sequences are also used. The lesson concludes by having students recall and apply the key concepts and formula for arithmetic sequences.
Solving Problems Involving Measures of Position (Quartiles).docxNelsonNelson56
The document provides a detailed lesson plan on teaching students about quartiles. It includes objectives, subject matter, procedures, and evaluation. The lesson plan involves illustrating quartiles, calculating specified quartiles of data sets, solving problems involving quartiles, and interpreting quartiles. Example problems are provided to find the Q1, Q2, and Q3 values of data sets. Students practice finding quartiles of individual data and grouped data using formulas. The lesson aims to help students understand what quartiles are and learn the key terms and processes for measuring quartiles.
This document provides information about a mathematics module on solving problems involving permutations and combinations. It includes notes for teachers, learners, and parents/guardians. The module contains 4 lessons that teach learners about permutations of n taken r at a time, permutations of n distinct objects arranged in a circle, distinguishable permutations, and combinations of n taken r at a time. Each lesson includes learning objectives, assessments, and examples to help learners understand the concepts and solve related problems. The module aims to help learners develop skills in basic counting techniques for solving permutation and combination problems.
- The document provides three word problems involving circles and their circumferences and areas.
- The first problem asks for the amount of braid needed around a circular mat. The second finds the distance around a shape made by removing a semicircle. The third calculates the distance around a table top made of a semicircle and quadrant.
- Formulas for circumference, semicircle arcs, and areas are provided and used to solve the problems, rounding to varying degrees of precision as requested.
1. A central angle is an angle whose vertex is at the center of a circle. The measure of a central angle is equal to the measure of its intercepted arc.
2. The measure of an inscribed angle is equal to half the measure of its intercepted arc. If two inscribed angles intercept the same arc, then the angles are congruent.
3. The interior angle theorem states that the measure of an angle formed by two intersecting chords is equal to half the sum of the measures of the intercepted arcs. The exterior angle theorem states that the measure of an angle formed by two secants or tangents from outside the circle is equal to half the difference of the intercepted arcs.
The document discusses the nature of roots of a quadratic equation and how it relates to the discriminant. It begins by recalling the quadratic formula and defining the discriminant. It then describes the three cases for the nature of roots based on the discriminant:
1) If the discriminant is greater than 0, there are two unequal real roots.
2) If the discriminant is equal to 0, there is one double real root.
3) If the discriminant is less than 0, there are no real roots.
Some examples are provided to illustrate each case. Finally, it summarizes that the value of the discriminant determines the nature of the roots, which also corresponds to the number of x-
The absolute value of a number represents the distance of that number from zero on the number line. It is always positive or zero. Addition of integers can be done using number lines, signed tiles, or rules. When integers have like signs, add the numbers and keep the common sign. When they have unlike signs, subtract the numbers and use the sign of the number with the greater absolute value.
This document discusses determining defective tools and equipment according to operation manuals for agricultural crop production. It begins with a pre-test to assess the learner's prior knowledge. Then, it explains that maintaining agricultural equipment properly is important to avoid delays and keep to production timelines. The roles of planned and unplanned maintenance are described. The types of assets maintained on farms are listed, including tractors, seed drills, and harvesters. It notes that maintenance is often done by farmers themselves or specialized farm workers. Examples of 11 different forms used in maintenance inspections are provided, such as housekeeping schedules, inspection checklists, and equipment maintenance schedules. The purpose is to teach learners about properly inspecting and documenting the maintenance of farm
This document provides information about a mathematics module on solving problems involving permutations and combinations. It includes notes for teachers, learners, and parents/guardians. The module contains 4 lessons that teach learners about permutations of n taken r at a time, permutations of n distinct objects arranged in a circle, distinguishable permutations, and combinations of n taken r at a time. Each lesson includes learning objectives, assessments, and examples to help learners understand the concepts and solve related problems. The module aims to help learners develop skills in basic counting techniques for solving permutation and combination problems.
- The document provides three word problems involving circles and their circumferences and areas.
- The first problem asks for the amount of braid needed around a circular mat. The second finds the distance around a shape made by removing a semicircle. The third calculates the distance around a table top made of a semicircle and quadrant.
- Formulas for circumference, semicircle arcs, and areas are provided and used to solve the problems, rounding to varying degrees of precision as requested.
1. A central angle is an angle whose vertex is at the center of a circle. The measure of a central angle is equal to the measure of its intercepted arc.
2. The measure of an inscribed angle is equal to half the measure of its intercepted arc. If two inscribed angles intercept the same arc, then the angles are congruent.
3. The interior angle theorem states that the measure of an angle formed by two intersecting chords is equal to half the sum of the measures of the intercepted arcs. The exterior angle theorem states that the measure of an angle formed by two secants or tangents from outside the circle is equal to half the difference of the intercepted arcs.
The document discusses the nature of roots of a quadratic equation and how it relates to the discriminant. It begins by recalling the quadratic formula and defining the discriminant. It then describes the three cases for the nature of roots based on the discriminant:
1) If the discriminant is greater than 0, there are two unequal real roots.
2) If the discriminant is equal to 0, there is one double real root.
3) If the discriminant is less than 0, there are no real roots.
Some examples are provided to illustrate each case. Finally, it summarizes that the value of the discriminant determines the nature of the roots, which also corresponds to the number of x-
The absolute value of a number represents the distance of that number from zero on the number line. It is always positive or zero. Addition of integers can be done using number lines, signed tiles, or rules. When integers have like signs, add the numbers and keep the common sign. When they have unlike signs, subtract the numbers and use the sign of the number with the greater absolute value.
This document discusses determining defective tools and equipment according to operation manuals for agricultural crop production. It begins with a pre-test to assess the learner's prior knowledge. Then, it explains that maintaining agricultural equipment properly is important to avoid delays and keep to production timelines. The roles of planned and unplanned maintenance are described. The types of assets maintained on farms are listed, including tractors, seed drills, and harvesters. It notes that maintenance is often done by farmers themselves or specialized farm workers. Examples of 11 different forms used in maintenance inspections are provided, such as housekeeping schedules, inspection checklists, and equipment maintenance schedules. The purpose is to teach learners about properly inspecting and documenting the maintenance of farm
1. 1
1
This tool was dev eloped through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
f rom the Australian Government
This tool was dev eloped through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
f rom the Australian Government
RPMS SY 2021-
2022
TEACHER REFLECTION FORM
(TRF)
TEACHER
I-III
TEACHER: NELSON B. AQUINO DATE SUBMITTED: JUNE 1, 2022
RATER: LORETA G. UDAUNDO SUBJECT & GRADE LEVEL: TLE 10-ICT TD
DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the questions/prompts provided. Use
any local or official language that you are comfortable with. Use extra sheets if needed. Please limit your response to
500 words.
OBJECTIVE 9
Designed, adapted and implemented teaching strategies
that are responsive to learners with disabilities, giftedness and talents
PROMPT #1
Context: Clara is often seen restless or unfocused in class. She also has troubles following instructions and skips
activities when left unsupervised.
Action Taken: You had a conference with her parents and found out from them that Clara was diagnosed with a
learning disability.
How will you modify the instructions for Clara to keep her focus on classroom activities? Write your reflections in
this form. Mention in your reflections a specific learning disability that you are familiar with or have researched on.
YOUR REFLEC TION S
Teachers assist students to aspire to becom e produc tive members of the comm unity and
contribute to the public good in. with the collabora tion of parents, teachers are responsible for
each student to achieve his/her amazing and genius potential.
A teacher is respon sible to know and discov er his/her students and find some ways to be use d on
how to cater to every learne r that has learning disabilitie s.
Learning disabilities or learning disorders are any terms for a wide variety of learning problem s. This
means that a learner has difficulties in learning. One example of learning disabilities is Dysgraphia.
Dysgraphia, a learning disorder that has trouble converting their thoughts into writing or drawing. Poor
handwriting is a hallmark of dysgraphia but is far from the only symptom. Sufferers struggle to translate
their thoughts into writing, whether in spelling, grammar, vocabulary, critical thinking, or memory.
To keep Clara focuse d on classro om activities, I will find a way how to manage or counteract her
learning disability, I’m going to searc h for teaching strategies and make study if she is improving.
I’m going to evalua te her perform anc e thru valid asses sm ents if her skills and thinkin g are
responding positively.
After careful evalua tion of Clara’s streng ths and weakn ess es, I can now plan effectively the
strategies and instructions to be used during the class and give Clara modifie d learning materials,
hand s-on activities, and other activity sheets other that cope with her abilities.
Furtherm ore, all given learning materials and perform anc e tasks are simple and concise, in other
word s, she has more time, and fewer difficulties in accom plishing all the activities.
2. 1
2
This tool was dev eloped through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
f rom the Australian Government
This tool was dev eloped through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
f rom the Australian Government
To help Clara perform well in class, prom pt a constant reminder to focus and work on her given
tasks. Used peer teaching strateg y to guide her in their activitie s.
After-that, by providing positive feedback it may help me update the status and performance of
Clara and be a way to establish a firm connection with both parent and student. As a result I will
communicate with her parent on a frequent basis and collaborate with them to fulfill the
learner’sneeds with learning disability.
3. This tool was dev eloped through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
f rom the Australian Government
This tool was dev eloped through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
f rom the Australian Government
RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
TEACHER: NELSON B. AQUINO DATE SUBMITTED: JUNE 1, 2022
RATER: LORETA G. UDAUNDO SUBJECT & GRADE LEVEL: TLE 10-ICT TD
DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the questions/prompts provided. Use
any local or official language that you are comfortable with. Use extra sheets if needed. Please limit your response to
500 words.
OBJECTIVE 9
Designed, adapted and implemented teaching strategies
that are responsive to learners with disabilities, giftedness and talents
PROMPT #2
Design a lesson plan for the gifted and talented learnersbased on your idea on how they may be addressed in
your class. Your strategies for the gifted and talented learners must be highlighted and annotated in this form.
Attach your lesson plan here.
YOUR ANNOTATIO NS
4. This tool was dev eloped through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
f rom the Australian Government
This tool was dev eloped through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
f rom the Australian Government
5. This tool was dev eloped through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
f rom the Australian Government
This tool was dev eloped through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
f rom the Australian Government
RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
TEACHER: NELSON B. AQUINO DATE SUBMITTED: JUNE 1, 2022
RATER: LORETA G. UDAUNDO SUBJECT & GRADE LEVEL: TLE 10-ICT TD
DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the questions/prompts provided. Use
any local or official language that you are comfortable with. Use extra sheets if needed. Please limit your response to
500 words.
OBJECTIVE 10
Adapted and used culturally appropriate teaching strategies
to address the needs of learners from indigenous groups
PROMPT #1
Below is an assessment activity for a class of 30 learners, five of which belong to an indigenous peoples (IP) group.
Evaluate the appropriateness of the activity to your learners. Write your response in this form.
Directions: For your assessment, research on the following roles in your community by asking your parents or
anyone with knowledge on these roles. Choose from Set A and Set B. Explain why these are important roles.
1. mayor
Set A Set B
1. datu/chieftain
2. councilors
3. medical officers
2. community elders
3. healers
YOUR REFLEC TION S
Indigenous cultural values were respected,the curriculum and practices were designed
to be relevant for this population, the institution took responsibilityin providing
equitable learning environment with various support system and achieved reciprocity
for students to engage with their unique values, as well as to be able to provide cultural
competent care out in the community.
Every learner is an individual who learns and develops in their own unique ways. Each of them has unique
experiences that have shaped their identities. There are no two learners who are the same in their abilities, interest,
and capabilities.
Teachers in these classrooms play key roles in the preparation of students not only in
terms of their academic and career readiness but also in their understanding of how to
socially navigate communities.
Inside the classroom, teachers usually encounter and succeed in how every learner shows their own identity and
abilities, and being a teacher, it is very challenging to have a learner who belongs to an indigenous group. Regarding
that, the teacher must know how to treat and engage with them, most importantly he/she must know how to cater to
and fulfill their special needs. Also, be familiar with the background, traditions, and culture of these learners.
6. This tool was dev eloped through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
f rom the Australian Government
This tool was dev eloped through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
f rom the Australian Government
To avoid certain discrimination or being bullied by the other learners, the teacher must discuss (as one of the
teacher’s role) also inside the class some factors that can help the other learners realize that every learner, all of them
were all the same thus everyone must be accepted and be respected.
The situation given above is one of my assessments given to my 30 learners inside the class and there were 5
indiginous people (IP). For me, you have to consider each learner’s group and able to prevent any scenariois that are
against their culture and belief. I will gave them freedom to choose from the two sets (Set A and Set B) of people in
the community and let them ask their parenats ao anyone with a knowledge about the role of people that had been
choosen. Allowing the learners to choose from the set of people whom they knew and were familiar with is giving
them the chance and helping them to easily accomplish the given task.
The mentioned scenarios shows that each learner whether they belong to IP or not is able to do the given task since
they have the freesom to select and ask help for the knowledgeable people. As a teacher, explain to them the
importance and distinctions of the people mentioned from the given sets of people. Also, mentioned the reason for
letting them to select from the sets they felt most comfortable answering. For the result, I am expecting that each
learner will have diffirent responses to submit since they were provided different tasks and each of them has various
ways to reason out.
Moreover, I will always put in mind that being a teacher, it is our duty to protect evryone’s right to live freely and show
themselves as whom they are. Everyone deserves to be treated with respect, compassion, and equality. Our status,
culture, beliefs, or groups amy not be a basis for how weach of us will be treated and accepted in the society. We
must understand that each of us is diffirent and unique.,
Establishing programs and activities for the purpose of the community in developing their potentials, skills,
knowledge, abilities and capabilities to be productive individuals – fully alive and sharing their lives – is what it is
all about. It is about bridging the gap between Indigenous Peoples and local society, and thus, giving the former
the opportunity to be emotionally, physically, mentally, spiritually, and economically stable so they can be
confident and relate with society. With the close coordination, participation and engagement of different
individuals and organizations, this human development can be realized. It’s a matter of getting involved and
living within their means.
7. This tool was dev eloped through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
f rom the Australian Government
This tool was dev eloped through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
f rom the Australian Government
8. This tool was dev eloped through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
f rom the Australian Government
This tool was dev eloped through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
f rom the Australian Government
RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
TEACHER: NELSON B. AQUINO DATE SUBMITTED: JUNE 1, 2022
RATER: LORETA G. UDAUNDO SUBJECT & GRADE LEVEL: TLE 10-ICT TD
DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the questions/prompts provided. Use
any local or official language that you are comfortable with. Use extra sheets if needed. Please limit your response to
500 words.
OBJECTIVE 10
Adapted and used culturally appropriate teaching strategies
to address the needs of learners from indigenous groups
PROMPT #2
Design a lesson plan for your class that integrates aspects of indigenous peoples(IP) culture using national
mandates on indigenous peoples education (IPEd) as reference:
• Republic Act No. 8371 or the Indigenous People’s Rights Act of 1997
• DepEd Order No. 62, S. 2011 or the Adopting the National Indigenous Peoples (IP) Education Policy
Framework
• DepEd Order No. 32, S. 2015 or the Adopting the Indigenous Peoples (IP) Education Curriculum Framework
The integration of IP culture in the lesson plan must be highlighted and annotated in this reflection form.
Attach your lesson plan here.
YOUR ANNOTATIO NS
9. This tool was dev eloped through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
f rom the Australian Government
This tool was dev eloped through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
f rom the Australian Government
