1) The document appears to be a math exam from Espoir School of Life Inc. in the Philippines containing 40 multiple choice and short answer questions testing students on fractions.
2) The exam is divided into 7 sections testing students on skills like finding quotients, writing fraction symbols and names, comparing and ordering fractions, adding/subtracting fractions, and identifying whether sets of fractions are similar or dissimilar.
3) The exam provides space for students to write their name, date, grade, section, and score.
Kindly check na lang po, ito po yung ginamit ko noong nakaraang panuruang taon 2015. (not completed kase naibigay ko na yung lesson plan ko sa friend ko)
This document provides information about Module 5 on quadrilaterals, including:
1) An introduction focusing on identifying quadrilaterals that are parallelograms and determining the conditions for a quadrilateral to be a parallelogram.
2) A module map outlining the key topics to be covered, including parallelograms, rectangles, trapezoids, kites, and solving real-life problems.
3) A pre-assessment to gauge the learner's existing knowledge of quadrilaterals through multiple choice and short answer questions.
mathematics 4 with complete TOS from Curriculum GuideFeiry Nasol
The document outlines the specifications for a second periodical test in mathematics IV. It includes 19 objectives to be assessed covering topics in numbers, fractions, decimals, and word problems. A total of 45 days were spent teaching the objectives. The test will contain 40 multiple choice items and 5 word problems. It will assess remembering, understanding, applying, analyzing, evaluating, and creating levels of learning. The test will be divided into two sections with Section I containing multiple choice questions and Section II containing word problems.
This document contains a 50 question multiple choice math test covering topics like coordinate geometry, linear equations, functions, and logic. The questions require students to identify properties of linear equations and functions, determine if statements are true or false, identify parts of logical arguments, and choose answers involving math concepts like slope, solutions to inequalities, and properties of shapes. Scripture is included between questions.
This learner's module discusses about the topic Variations. It also discusses the definition of Variation. It also discusses or explains the types of Variations. It also shows the examples of the Types of Variations.
This document provides a mathematics activity sheet on determining the conditions that make a quadrilateral a parallelogram and using properties to find measures of angles, sides, and other quantities involving parallelograms. It discusses the different types of quadrilaterals and defines a parallelogram. It then lists the six conditions that make a quadrilateral a parallelogram: having both pairs of opposite sides be congruent; having both pairs of opposite angles be congruent; having both pairs of consecutive angles be supplementary; having the diagonals bisect each other; having each diagonal divide the parallelogram into two congruent triangles; and having one pair of opposite sides be both congruent and parallel. The activity sheet provides
1. The document provides directions for drawing and cutting a triangle, then shading one of the resulting pieces. It defines the midline theorem and has students complete statements about the equal lengths of lines in a bisected triangle.
2. The document tests students on applying the midline theorem by having them calculate unknown line lengths based on given lengths. It also includes true/false questions and word problems about triangles.
3. The final problem asks students to calculate the new perimeter of a triangular farm if an adjacent lot is purchased that doubles the length of two sides of the original triangle.
1) The document appears to be a math exam from Espoir School of Life Inc. in the Philippines containing 40 multiple choice and short answer questions testing students on fractions.
2) The exam is divided into 7 sections testing students on skills like finding quotients, writing fraction symbols and names, comparing and ordering fractions, adding/subtracting fractions, and identifying whether sets of fractions are similar or dissimilar.
3) The exam provides space for students to write their name, date, grade, section, and score.
Kindly check na lang po, ito po yung ginamit ko noong nakaraang panuruang taon 2015. (not completed kase naibigay ko na yung lesson plan ko sa friend ko)
This document provides information about Module 5 on quadrilaterals, including:
1) An introduction focusing on identifying quadrilaterals that are parallelograms and determining the conditions for a quadrilateral to be a parallelogram.
2) A module map outlining the key topics to be covered, including parallelograms, rectangles, trapezoids, kites, and solving real-life problems.
3) A pre-assessment to gauge the learner's existing knowledge of quadrilaterals through multiple choice and short answer questions.
mathematics 4 with complete TOS from Curriculum GuideFeiry Nasol
The document outlines the specifications for a second periodical test in mathematics IV. It includes 19 objectives to be assessed covering topics in numbers, fractions, decimals, and word problems. A total of 45 days were spent teaching the objectives. The test will contain 40 multiple choice items and 5 word problems. It will assess remembering, understanding, applying, analyzing, evaluating, and creating levels of learning. The test will be divided into two sections with Section I containing multiple choice questions and Section II containing word problems.
This document contains a 50 question multiple choice math test covering topics like coordinate geometry, linear equations, functions, and logic. The questions require students to identify properties of linear equations and functions, determine if statements are true or false, identify parts of logical arguments, and choose answers involving math concepts like slope, solutions to inequalities, and properties of shapes. Scripture is included between questions.
This learner's module discusses about the topic Variations. It also discusses the definition of Variation. It also discusses or explains the types of Variations. It also shows the examples of the Types of Variations.
This document provides a mathematics activity sheet on determining the conditions that make a quadrilateral a parallelogram and using properties to find measures of angles, sides, and other quantities involving parallelograms. It discusses the different types of quadrilaterals and defines a parallelogram. It then lists the six conditions that make a quadrilateral a parallelogram: having both pairs of opposite sides be congruent; having both pairs of opposite angles be congruent; having both pairs of consecutive angles be supplementary; having the diagonals bisect each other; having each diagonal divide the parallelogram into two congruent triangles; and having one pair of opposite sides be both congruent and parallel. The activity sheet provides
1. The document provides directions for drawing and cutting a triangle, then shading one of the resulting pieces. It defines the midline theorem and has students complete statements about the equal lengths of lines in a bisected triangle.
2. The document tests students on applying the midline theorem by having them calculate unknown line lengths based on given lengths. It also includes true/false questions and word problems about triangles.
3. The final problem asks students to calculate the new perimeter of a triangular farm if an adjacent lot is purchased that doubles the length of two sides of the original triangle.
The document outlines a Learning Action Cell (LAC) session plan for guidance advocates at Gonzalo Gatchalian National High School. The plan spans October 2023 to June 2024 and includes 9 monthly sessions addressing topics such as the roles and responsibilities of advocates, monitoring at-risk students, intervention strategies, bullying prevention, decision making, and career awareness. Each session has objectives and an identified strategy or activity. The plan aims to support advocates, teachers, and students through collaborative professional development and guidance services.
The guidance program has 3 main goals: 1) To develop self-directed students who can cope with problems from school and family during the pandemic. 2) To help students explore their abilities and interests to achieve self-understanding and actualization through counseling. 3) To help students develop physically, socially, psychologically, and spiritually.
The program consists of orientation, individual inventories, counseling, placement and career services, testing, and a homeroom guidance program. It aims to inform students of rules and their rights, identify guidance services, gather student data, assist students, and assess learning. Homeroom guidance includes developing a program, training advisers, orienting parents, and monitoring implementation. The program also
This document contains a daily log of lesson plans for Edukasyon sa Pagpapakatao 10 (EsP 10) for the first quarter at Las Piñas National High School-Gatchalian Annex. It lists the daily objectives, learning competencies, references, and activities from August 22 to August 26. The objectives focus on identifying the proper use of thought and will, and recognizing weaknesses in decision making. References include the Teacher's Guide and textbook. Activities include initial reading and making slogans about appropriate behaviors. Remarks note the number of students at the mastery level and needing remediation.
The document provides an overview of applied behavior analysis (ABA), including definitions of core concepts like behavior, target behaviors, functional assessment and behavior intervention plans. It discusses how to identify the function of problematic behaviors and use functional assessment data to develop interventions that teach new skills to replace problem behaviors and promote lasting behavior change. Common behavior issues seen in school settings are also addressed.
The document is a letter requesting permission to conduct a webinar series on mental health for students, parents, and teachers at OIC – LPNHS Gatchalian Annex. The letter provides details on the objectives, dates, expected outcomes, and implementation plan for the webinar series titled "#CopingWithCOVID". The webinar series aims to promote mental well-being and coping strategies during the COVID-19 pandemic. It will take place over three sessions in November 2021, December 2021, and January 2022. The letter includes an action plan outlining the organization, schedule, roles of the technical working group, and expected number of participants for the webinar series.
This document outlines the annual gender and development (GAD) action plan and budget for the Las Piñas National High School-Gatchalian Annex for fiscal year 2020. It identifies key gender issues such as low awareness of GAD issues among students and teachers. It then lists objectives, activities, and budgets to address these issues. Activities include seminars on GAD mandates and laws, home visits to identify issues affecting student performance, and poster-making to raise awareness. The total GAD budget is 52,012.50 pesos from the school's budget, aimed at promoting understanding of GAD and addressing issues facing both students and teachers.
1. BAITANG 9
DETAILED LESSON
LOG
Paaralan
Mataas na Paaralang Nasyonal ng Las Piñas-
Gatchalian Annex Baitang
9
Guro Andrelyn E. Diaz
Asignatura Edukasyon sa
Pagpapakatao
Petsa ng
Pagtuturo
Oras
Hulyo 13, 2017
2:50-3:50 (Rizal) 4:10-5:10 (Bonifacio)
5:10-6:10 (Luna) 6:10-7:10 (Mabini)
Markahan
Una
Ikatlong Sesyon
I. LAYUNIN
A. Pamantayang
Nilalaman
Naipamamalas ng mag-aaral ang pag-unawa sa lipunang
ekonomiya.
B. Pamantayan sa
Pagganap
Nakatataya ang mag-aaral ng lipunang ekonomiya sa isang
baranggay/pamayanan, at lipunan/bansa gamit ang
dokumentaryo o photo/video journal (hal.YouScoop).
C. Mga Kasanayan sa
Pagkatuto
Pangkaalaman:
Nakikilala ang mga katangian ng mabuting ekonomiya
Pangkasanayan:
Nakapagsusuri ng maidudulot ng magandang ekonomiya
Pang-unawa:
Ang mabuting ekonomiya ay iyong napauunlad ang lahat –
walang taong sobrang mayaman at maraming mahirap.
Pagsasbuhay:
Nakatataya ng lipunang ekonomiya sa isang baranggay/
pamayanan, at lipunan/bansa gamit ang dokumentaryo o
photo/video journal (hal.YouScoop)
II. NILALAMAN Modyul 3: LIPUNANG EKONOMIYA
KAGAMITANG PANTURO
A. Sanggunian
1. Mga Pahina sa
Gabay ng Guro
Gabay ng guro pahina 21-28
2. Mga Pahina sa
Kagamitang Pang-
mag-aaral
Modyul ng Mag-aaral Pahina 36-49
3. Karagdagang
kagamitan mula sa
portal ng Learning
Process
Video clips, Graphic organizer
B. Iba pang Kagamitang
Panturo
Lapel, speaker
III. PAMAMARAAN
2. A. Balik-aral sa nakaraang
aralin at /o pagsisimula
ng bagong aralin
Anong mahalagang konsepto na nahinuha mula sa nagdaang
gawain. Gamit ang graphic organizer, ipakita ang kabuuan ng
lipunang pulitikal kasama ang mga konseptong bumubuo dito
upang maabot ang tunguhin na kabutihang panlahat.
B. Pagsasabuhay ng mga
pagkatuto
Pagganap
Manonood ng video clip
Ano ang magagawa ng isang kabataan sa pagkamit
ng mabuting ekonomiya?
Pagninilay
Ipapagawa ang Gawain 6 (Pang isahang Gawain)
Anu-ano ang
konsepto at
kaalaman na
pumukaw sa akin?
Ano ang aking
pagka-unawa at
reyalisasyon sa
bawat konsepto at
kaalamang ito?
Ano-ano ang
hakbang na aking
gagawin upang
mailapat ko ang
mga pang-unawa at
reyalisasyong ito sa
aking buhay?
1. Tungkol sa
pagkapantay
-pantay
2. Tungkol sa
pagiging
patas
3. Tungkol sa
Lipunang
Pang-
ekonomiya
4. Iba pa
Pagsasabuhay
Gawain 7, ipapagawa bilang takdang aralin
Gawain 8, ipapagawa bilang proyekto
C. Pagtataya ng Aralin
PROPOSAL
PROYEKTO: Lipunang Pang-ekonomiya
Pangalan ng Proyekto:_________________________________
Deskripsyon: ___________________________________________
3. D. Karagdagang Gawain
para sa takdang
aralin/remediation
IV. MGA TALA
V. PAGNINILAY
A. Bilang ng mag-
aaralnanakakuha ng
80% sa pagtataya.
___Bilang ng mag-aaral na nakakuha ng 80% pataas
B. Bilang ng mag-aaral na
nangangailangan ng
iba pang Gawain para
sa remediation.
___ Bilang ng mag-aaral na nangangailangan ng iba pang
gawain para sa remediation
C. Nakatulong baa ng
remedial? Bilang ng
mag-aaral na
nakaunawa sa aralin.
____ OO ____HIINDI
____ Bilang ng mga mag-aaral na nakaunawa sa aralin
D. Bilang ng mag-aaral na
magpapatuloysa
remediation?
____ Bilang ng mag-aaral na nagpatuloy sa remediation
E. Alin sa mga
istratehiyang pagtuturo
ang nakatulong ng
lubos? Paano ito
nakatulong?
____ Pagsasadula
____ Kolaboratibong pagkatuto
____ Iba’t-ibang pagtuturo
____ Lektyur
____ Pangkatan
Iba pa ___________________________________________________
F. Anong aralin ang aking
naranasan na
solusyonan sa tulong
ng aking punong-guro
at superbisor?
____ Bullying sa pagitan ng nga nag-aaral
____ Pah-uugali/Gawi ng mga pag-aaral
____ Masyadong kulang sa IMs
____ Kakulangan sa kagamitang panteknolohiya
____ Kompyuter
____ internet
Iba pa ____________________________________________________
G. Anong kagamitang
panturo ang aking
nadibuho na nais kong
ibahagi sa mga kapwa
____ Lokal na bidyo
____ Resaykel na kagamitan
Iba pa ___________________________________________________
