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1. CLASSROOM OBSERVATION FOR TEACHERS COT #2
School Cansilayan Farm School Grade Level Grade 8-STE
Name of Teacher Joanne Camille R. Pacite Learning Area Creative Technology
CLASSROOM OBSERVATION #: 2
DATE: January 18, 2024 QUARTER : 2nd Quarter
I. OBJECTIVES ANNOTATION
Learning
Competency/
Objectives
Develop an ordered series of instructions for
solving a similar problem or for doing a task.
A. Content
Standards
The learner demonstrates understanding of
computational thinking, underlying principles and
related concepts.
B. Performance
Standard
The learner independently performs
computational thinking in solving a real-world
issues, scenarios, system or situation.
C. Code SSP_TLE-CT8CP-IIa-c-2.5
D. Specific
Objectives
At the end of the lesson, students are able to:
1. define what is algorithm;
2. create a simple algorithm given a specific
task or problem; and
3. appreciate the importance of algorithm in
resolving a task or a problem not only in the
field of programming but in everyday life.
II. CONTENT
Subject Integrated “Within the Curriculum”
TLE-HE: Code: TLE_HECK9PA-Ic- (Prepare
range of Appetizers)
“Across the Curriculum”
 MATHEMATICS: Code: M6NS-IIf-149
(Order of Operation: perform two or

2. more different operations on whole
numbers with or without exponents and
grouping symbols)
III. LEARNING
RESOURCES
References  Learners Module (LAS 2 – week 6) pp. 1-4
 Computational Thinking: Thinking
Logically and Algorithmically
(http://www.google.com/edu/computation
al-thinking)
 C++ Programming Fundamentals (Leonardo
M. Torres Jr.)
 Teachyourkids.com
 TLE-AF curriculum guide, Lesson: Perform
plant care and management (code:
TLE_AFoa9-12oVIIIa-j-Iva-j-1/Science 7
curriculum guide, Lesson: Scientific
Investigation/Method (code: s7MT-Ia-1)
 Google images
 Mathematic k-12 curriculum guide
 Instructional
Materials
Powerpoint Presentation, Visual Aids, Ingredients
in Canape
IV. PROCEDURE
A. TEACHER’S ACTIVITY STUDENT’S
ACTIVITY
Prayer, Greetings, Checking of Attendance
(Provide students that are absent a Learning
Materials or handouts and extend his/her
submission in order to cope up with the topics or
lesson.)
B. Review Teacher will flash the questions on the
Television:
a. What was our lesson last time? -Computational
Thinking

3. b. What is Computation Thinking?
c. What are the Different Elements of
Computational Thinking?
-it’s the process of
breaking down a
problem into
simple steps to
solve a specific
task.
-abstraction
-pattern
recognition
-decomposition
-algorithm
C. Motivation Video Presentation
The teacher will show to the class a
video presentation.
What have you noticed in watching the
video?
-student’s answer
may vary
D. Presentation
Presentation of the Topic:
- What do you think is our topic this morning?
-Our topic this afternoon is all about Algorithm.
-Algorithm

4. * Unlocking of
Difficulties
Unlocking of Difficulties
 Mise en place- prepare ingredients ahead.
 Garnish -added to a food to enhance its
appearance or taste.
 Dressing - sauce for salads.
1. Activity
Given tasks:
 The teacher will divide the class into 2
groups.
 The goal of the group is to create a simple
algorithm in answering the mathematical
problem involving order of operation.
 Each group will present their work in front
of the class.
Group 1.
Group 2.
-student’s will do
their activity
Indicator #1. Applied knowledge of
content within and across
curriculum teaching areas.
Mathematics 6 lesson: Order of
Operation: perform two or more
different operations on whole
numbers with or without exponents
and grouping symbols,
Code: M6NS-IIf-149
Indicator #2: Used a range of
teaching strategies that enhance
learner achievement in literacy
and/or numeracy skills.

5. Rubrics given:
Criteria Outstandi
ng
5
Good
3
Poor
1
Delivery
Accuracy
of the
answer
Presentati
on of the
Topic
Teamwork
2. Analysis Challenge question:
1. Have you encountered this lesson before?
2. In what grade level and Subject?
3. What have you noticed in solving this kind
of problem in Mathematics?
*Teacher will flash the step-by-step process
in performing mathematical operations
(order of operation/PEMDAS) in an
algorithm/algorithm design
1. Yes
2.Student’s
answer may vary
3. There is a step
by step process on
how to solve the
mathematical
problem.
Indicator #9: Used strategies for
providing timely, accurate and
constructive feedback to improve
learner performance.

6. 3. Abstraction
1. In your own words, what is Algorithm? -it is the step by
step process to
solve a specific
problem or task.
Indicator #3: Applied a range of
teaching strategies to develop
critical and creative thinking, as well
as other higher -order thinking skills.
START PROBLEM PARENTHESIS
EXPONENT
MULTIPLICATION/
DIVISION
ADDITION/ SUBTRACTION ANSWER

7. 2. How would you resolve a task if your goal
was not met in your output?
3. What is the importance of an algorithm in
our daily life?
4. What will happen if we do not follow a
specific way of solving tasks and problems?
5. Why is following step-by-step process
important in solving tasks and problems in
our lives?
- student’s answer
may vary
4. Application The students will create a simple algorithm by
making an appetizer. The teacher will ask for a
volunteer to do the task.
FITA CANAPE
Procedures:
1. Mise en place all the ingredients and
materials.
2. Place your fita on your plate.
3. Put your tuna which will serve as your body.
4. Add cheese/ tomatoes that will serve as
your garnish.
5. Finally serve it with joy!
-student’s will
volunteer.
Indicator #1. Applied knowledge of
content within and across
curriculum teaching areas.
“Within the Curriculum”
TLE-HE: Code: TLE_HECK9PA-Ic-
(Prepare range of Appetizers)
Indicator # 7: Established a learner-
centered culture by using teaching
strategies that respond to their
linguistic, cultural, socio-economic
and religious backgrounds.

8. 5. Assessment/
Evaluation
A. Direction: In a 1 whole piece of paper.
Create a simple algorithm showing a step-
by-step process in proper handwashing.
Minimum of 5 steps.
-Student’s will do
their work.
START
Mise en
place
Fita/Base
Tuna/Base
Mayonnaise/
Dressing
Cheese/
Garnish
Fita Canape

9. Prepared by: Checked by:
JOANNE CAMILLE PACITE LALAINE N. DAIRO
TLE TEACHER PRINCIPAL I
Criteria Observable
(2 points)
Non-
observable
(1 point)
Input
specified
Output
specified
Clear
instructions
Finite
sequence of
steps
6. Assignment/
Enrichment
Direction: In a ½ piece of paper. Define The
following programming terms:
(5points each)
a. C++
b. Coding
c. Scripts
-Student’s will do
their work.
V. REMARKS
A. Mastery Level
B. Instructional
Decision