This brilliant presentation was made by my two friends Gorakhnath Gangane and Mahesh Babu after returning from Cambridge University Regional Training College, London, having done their CELTA from there, getting a CELTA degree that is the most prestigious one in the whole world. The presentation is about ELT, EFL and ESL and ELL and is brilliant in its accuracy. It also has some suggestion and structural inputs from me.. Gorakhnath and Mahesh are language instructors in Jazan University Saudi Arabia, and I am an Assistant Professor here.
This brilliant presentation was made by my two friends Gorakhnath Gangane and Mahesh Babu after returning from Cambridge University Regional Training College, London, having done their CELTA from there, getting a CELTA degree that is the most prestigious one in the whole world. The presentation is about ELT, EFL and ESL and ELL and is brilliant in its accuracy. It also has some suggestion and structural inputs from me.. Gorakhnath and Mahesh are language instructors in Jazan University Saudi Arabia, and I am an Assistant Professor here.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. GRADES 1 to 12
DAILY LESSON LOG
School: ALIAGA CENTRAL SCHOOL Grade Level: IV
Teacher: SHARMAIN A. CORPUZ Learning Area: MATHEMATICS
Teaching Dates and
Time:
JANUARY 4 – 6, 2023 (WEEK 7) Quarter: 2ND QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard 1. Demonstrates understanding of factors and multiples and addition and subtraction of fractions
2. Demonstrates understanding of improper fractions and mixed numbers
B. Performance Standard 1. Is able to apply knowledge of factors and multiples, and addition and subtraction of fractions in mathematical problems and real-life situations.
2. is able to recognize and represent improper fractions and mixed numbers in various forms and contexts
C. Learning
Competencies/Objectives
Write the LC code for each.
Solve word problems
involving addition of
fractions
Solve word problems involving
addition of fractions
Solve word problems involving
subtraction of fractions
Create problems involving
addition of fractions
Create problems involving
subtraction of fractions
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages TG PP. 160-163 TG PP. 164-167 TG PP. 164-167
2. Learner’s Material pages Learner’s Materials p. 127-129 Learner’s Materials p. 130-131 Learner’s Materials p. 130-131
3. Textbook pages
4. Additional Material from
Learning Resource (LR) Portal
B. Other Learning Resources Activity carts, charts of word
problems, flash cards
Activity Cards, flashcards, place
value chart
Activity Cards, flashcards, place
value chart
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
Review on changing dissimilar
fractions to similar fractions
Review problem solving steps
and strategies.
Review problem solving steps
and strategies.
B. Establishing a purpose for the
lesson
Song Talk about fruits and vegetables
grown in the farm.
Talk about fruits and vegetables
grown in the farm.
C. Presenting Examples/ instances
of the new lesson
Present the problem
Jeff jogged 5/8 km while Jonathan
jogged 7/12 km . Who jogged
longer? By how many kilometre?
Present the table to the class
The table below shows the
number of kg of vegetables
harvested by Cyryll and Cyrus.
Present the table to the class
The table below shows the
number of kg of vegetables
harvested by Cyryll and Cyrus.
D. Discussing new concepts and
practicing new skills #1
Discuss the presentation
Do Explore and Discover pp 127
Study Explore and Discover on
LM p.130
Study Explore and Discover on
LM p.130
2. LM
E. Discussing new concepts and
practicing new skills #2
Do Get Moving pp 128 LM Ask the pupils to do exercises
under Get Moving pp 131 LM
Ask the pupils to do exercises
under Get Moving pp 131 LM
F. Developing mastery
(Leads to Formative Assessment 3)
Solve Keep Moving pp 128 LM For further Practice, ask the
pupils to work exercises under
Keep Moving on LM p.131
For further Practice, ask the
pupils to work exercises under
Keep Moving on LM p.131
G. Finding practical applications of
concepts and skills in daily living
Do Apply Your Sills p 129LM Do Apply Your Skills on p. 131 of
LM
Do Apply Your Skills on p. 131 of
LM
H. Making generalizations and
abstractions about the lesson
Lead the pupils to generalize the
following:
What are the steps in solving word
problems?
How do we solve word problems?
Lead the pupils to generalize the
following:
How do you create problems
involving addition of fractions?
Lead the pupils to generalize the
following:
How do you create problems
involving addition of fractions?
I. Evaluating learning Read and understand the problem
then solve:
Elena shared 3/9 of her chocolate
to Lilia. What part was left of
Elena’s chocolate if the original
size of the chocolate is 15/18?
Original File Submitted and
Formatted by DepEd Club Member
- visit depedclub.com for more
Using the data below create,
One step word problem
involving addition of fractions
Name fruits Quanti
ty
Sharon banana 1/4
Tony apple 3/4
Create,One step word problem
involving subtraction of
fractions
1. Paul – ¾ m
2. James – ½ m
J. Additional activities for
application or remediation
Joseph walked 5/8 km in going to
school while Michael walked 4/16
km . Who walked longer and by
how many kilometre?
Create word problem using
addition of fractions
1. Chito – 2/3 m
2. Tony – 1/6 m
Create word problem using
subtraction of fractions
1) Mike – 2/5 m
2) Eli – 6/8 m
V.REMARKS
VI.REFLECTION
A..No. of learners who earned 80% in
the evaluation
B..No. of learners who require
additional activities for remediation
who scored below 80%
