The document describes a Budget of Work (BOW) for teaching mathematics from Grade 1 to Grade 10. It merges the Most Essential Learning Competencies issued by the Department of Education with the BOW of DepEd CALABARZON. The BOW contains the quarterly learning domains, MELCs to be covered in each week, specific learning competencies for each MELC, and the number of days to devote to each competency. It is intended to be used as a reference for teachers in developing lesson plans and logs. The document provides an example of the BOW format and instructions for how teachers should use it.
This document discusses permutations and provides examples. The key points are:
- A permutation is an arrangement of items in a particular order, where order matters.
- There are three cases of permutations: 1) When an element must be placed in a specific position, 2) When two or more elements must be grouped together, and 3) When two or more elements must not be grouped together.
- To determine if a permutation contains a condition, identify phrases that specify restrictions on the arrangement like "two elements cannot be grouped together".
The document analyzes numeracy development and instruction at a mathematics department. It shows that math MPS increased from 56.95 to 71.56 between the first and second quarters but is still below the target of 75. A root cause analysis found that learners lack confidence and competence in numeracy skills, teachers fail to effectively plan lessons, and numeracy is not integrated across the curriculum. The priority improvement area is to address the low numeracy rate. The proposed solution is a "Make it Count" program that will develop numeracy skills through interactive technology, successful teaching strategies, collaborative play, and support for teachers in lesson planning.
This lesson plan teaches students how to read and construct line graphs using data about temperature readings, weight measurements, and school enrollment numbers. Students will practice plotting points, interpreting existing line graphs, gathering and presenting data in a graph of their own, answering questions about given line graphs, and defining what makes an effective line graph. The lesson aims to build students' cognitive, psychomotor and affective skills for accurately working with line graph data representations.
This document provides a summary of the Grade 3 mathematics curriculum guide from the Department of Education of the Philippines:
- It outlines the key concepts students should understand in numbers and number sense, measurement, geometry, patterns and algebra, and statistics and probability. It also describes the goals of developing critical thinking and problem solving skills.
- The guide explains that mathematics should be taught using learning theories like constructivism and inquiry-based learning. It also provides the standards and competencies students are expected to demonstrate in specific content areas over the school year.
- For the first quarter, the guide lists 22 learning competencies related to numbers and number sense that students should master, such as understanding place value in 4-5
Access to safe water, functional toilets and proper hygiene practice in schools creates the safe and conducive environment for children to optimally participate and achieve the learning outcomes. Thus, the need to ensure that water, sanitation and hygiene (WASH) facilities are adequate in number and well-maintained and the necessary hygiene and cleaning supplies are available in schools.
One of the instructional materials packaged out of the lessons as a result of the study entitled: "INQUIRY-BASED LESSONS IN PRE-CALCULUS FOR SENIOR HIGH SCHOOL"
The document describes a Budget of Work (BOW) for teaching mathematics from Grade 1 to Grade 10. It merges the Most Essential Learning Competencies issued by the Department of Education with the BOW of DepEd CALABARZON. The BOW contains the quarterly learning domains, MELCs to be covered in each week, specific learning competencies for each MELC, and the number of days to devote to each competency. It is intended to be used as a reference for teachers in developing lesson plans and logs. The document provides an example of the BOW format and instructions for how teachers should use it.
This document discusses permutations and provides examples. The key points are:
- A permutation is an arrangement of items in a particular order, where order matters.
- There are three cases of permutations: 1) When an element must be placed in a specific position, 2) When two or more elements must be grouped together, and 3) When two or more elements must not be grouped together.
- To determine if a permutation contains a condition, identify phrases that specify restrictions on the arrangement like "two elements cannot be grouped together".
The document analyzes numeracy development and instruction at a mathematics department. It shows that math MPS increased from 56.95 to 71.56 between the first and second quarters but is still below the target of 75. A root cause analysis found that learners lack confidence and competence in numeracy skills, teachers fail to effectively plan lessons, and numeracy is not integrated across the curriculum. The priority improvement area is to address the low numeracy rate. The proposed solution is a "Make it Count" program that will develop numeracy skills through interactive technology, successful teaching strategies, collaborative play, and support for teachers in lesson planning.
This lesson plan teaches students how to read and construct line graphs using data about temperature readings, weight measurements, and school enrollment numbers. Students will practice plotting points, interpreting existing line graphs, gathering and presenting data in a graph of their own, answering questions about given line graphs, and defining what makes an effective line graph. The lesson aims to build students' cognitive, psychomotor and affective skills for accurately working with line graph data representations.
This document provides a summary of the Grade 3 mathematics curriculum guide from the Department of Education of the Philippines:
- It outlines the key concepts students should understand in numbers and number sense, measurement, geometry, patterns and algebra, and statistics and probability. It also describes the goals of developing critical thinking and problem solving skills.
- The guide explains that mathematics should be taught using learning theories like constructivism and inquiry-based learning. It also provides the standards and competencies students are expected to demonstrate in specific content areas over the school year.
- For the first quarter, the guide lists 22 learning competencies related to numbers and number sense that students should master, such as understanding place value in 4-5
Access to safe water, functional toilets and proper hygiene practice in schools creates the safe and conducive environment for children to optimally participate and achieve the learning outcomes. Thus, the need to ensure that water, sanitation and hygiene (WASH) facilities are adequate in number and well-maintained and the necessary hygiene and cleaning supplies are available in schools.
One of the instructional materials packaged out of the lessons as a result of the study entitled: "INQUIRY-BASED LESSONS IN PRE-CALCULUS FOR SENIOR HIGH SCHOOL"
The document is a textbook for grade 3 on the subject of smart science. It contains information on the human body, animals, plants, matter, energy, force, motion, earth, and the sun. It is copyrighted material from 2009 by DIWA Learning Systems Inc. and was reviewed by Dr. Marina Balce, who has degrees in biology education and science education.
The document provides objectives, examples, and practice problems for calculating the area of composite figures made up of basic shapes like triangles, squares, rectangles, circles, and semicircles. It begins with the class objectives of finding and solving problems involving the area of composite figures. Examples are then provided to demonstrate calculating areas of individual shapes and composite figures. The document concludes with routine and non-routine practice problems for students to solve.
This document is a lesson plan for grade 5 students on visualizing and representing numbers from 100,001 to 10,000,000 using number discs. The lesson introduces number discs of 100,000s, 10,000s, 1,000s, 100s, 10s and 1s to visualize larger numbers. Students practice forming numbers with discs and representing given numbers. The lesson concludes with an evaluation and assignment for students to draw number discs for given numbers up to 10,000,000.
The document defines and describes different types of quadrilaterals including squares, rectangles, rhombus, trapezoids, and parallelograms. It provides characteristics of each shape such as the number of sides, angles, and whether the sides are equal in length or parallel. A variety of activities are presented to help students identify, compare, and classify the different quadrilaterals.
This document contains information about parallel, intersecting, and perpendicular lines. It provides examples of each type of line and activities for students to identify and describe parallel, intersecting, and perpendicular lines. Some key activities include forming different lines based on instructions, identifying lines in pictures and maps, describing lines in words and song, and drawing examples of each type of line. The document aims to teach students to properly identify and distinguish between parallel, intersecting, and perpendicular lines.
This document contains a daily lesson log for an English class taught to Grade 3 students. It outlines the objectives, content, learning resources, and procedures for each class from May 15-19. The focus was on interpreting simple maps, signs, symbols, pictographs, graphs and tables. On Monday the class learned about maps, on Tuesday about maps and signs, and Wednesday-Friday about pictographs, graphs and tables showing information like trees planted, snacks eaten at school, and face masks donated. Assessment involved drawing a simple map and answering questions about maps, graphs and pictographs. The teacher reflected on the lessons and assignments.
Fractions represent equal parts of a whole or a collection.
Fraction of a whole: When we divide a whole into equal parts, each part is a fraction of the whole.
5. english teacher s guide grade 3 (2nd quarter)Kate Castaños
The document outlines the daily lessons and objectives for Unit 2 Week 1 of an elementary literacy program. It includes:
- An overview of the lesson parts and objectives for each of the 5 days, focusing on developing comprehension skills like using questions and graphic organizers, and decoding words with consonant digraphs.
- The materials needed each day including stories, word cards, and pictures to support the objectives.
- The procedures for each lesson, which involve activities like reading passages aloud, discussing events, practicing word decoding, and using action words in sentences. The lessons aim to build skills in comprehension, fluency, and written expression.
This document provides information about developing a Table of Specification (TOS). It discusses:
- The purpose of a TOS is to map out test objectives, content, cognitive levels, item distribution, and format to ensure alignment between learning outcomes, assessments, and instruction.
- The general steps to develop a TOS include determining test objectives and content coverage, calculating topic weights, determining the number of test items, and allocating items to topics.
- TOS can have different formats, including one-way (focusing on content only), two-way (adding cognitive levels), or three-way (further specifying learning objectives). The two-way and three-way formats provide more detailed information but are
This ppt of mine was created during my classroom observation.Using this powerpoint presentation, the learners will easily understand about pie graph. This will also help the teachers for them to have more time in doing other activities related to teaching.
The document outlines a table of specification for an 8th grade mathematics exam covering measures of central tendency and variability for ungrouped and grouped data. It lists 4 topics that will be assessed, including finding and describing measures of central tendency like mean, median, and mode for ungrouped and grouped data. It also covers calculating and describing measures of variability such as range, standard deviation, and variance for ungrouped and grouped data. The table specifies the number of questions that will be asked at different difficulty levels for each topic area and competency. A total of 35 questions will be included on the exam.
This document outlines a learning module on angles of elevation and depression that was created by Richard B. Paulino. The module includes a PowerPoint presentation, additional activities, outputs from two classes (Goldfish and Grouper), an analysis of results from the Goldfish class, and discussions of challenges encountered and solutions implemented. The module is designed to illustrate angles of elevation and depression and can be integrated into subjects like physics, fish capture, and technical drawing.
This lesson plan aims to teach students how to calculate the volume of a rectangular prism in 60 minutes. The lesson begins with reviewing the formula for volume (V=l×w×h) and identifying the dimensions of a rectangular prism. Students then work in groups to solve volume problems and build a jigsaw puzzle as a group activity. The lesson demonstrates solving multiple volume problems step-by-step and discusses how working as a team helps students succeed. Students are then assigned additional practice problems to solve for homework.
The document is a textbook for grade 3 on the subject of smart science. It contains information on the human body, animals, plants, matter, energy, force, motion, earth, and the sun. It is copyrighted material from 2009 by DIWA Learning Systems Inc. and was reviewed by Dr. Marina Balce, who has degrees in biology education and science education.
The document provides objectives, examples, and practice problems for calculating the area of composite figures made up of basic shapes like triangles, squares, rectangles, circles, and semicircles. It begins with the class objectives of finding and solving problems involving the area of composite figures. Examples are then provided to demonstrate calculating areas of individual shapes and composite figures. The document concludes with routine and non-routine practice problems for students to solve.
This document is a lesson plan for grade 5 students on visualizing and representing numbers from 100,001 to 10,000,000 using number discs. The lesson introduces number discs of 100,000s, 10,000s, 1,000s, 100s, 10s and 1s to visualize larger numbers. Students practice forming numbers with discs and representing given numbers. The lesson concludes with an evaluation and assignment for students to draw number discs for given numbers up to 10,000,000.
The document defines and describes different types of quadrilaterals including squares, rectangles, rhombus, trapezoids, and parallelograms. It provides characteristics of each shape such as the number of sides, angles, and whether the sides are equal in length or parallel. A variety of activities are presented to help students identify, compare, and classify the different quadrilaterals.
This document contains information about parallel, intersecting, and perpendicular lines. It provides examples of each type of line and activities for students to identify and describe parallel, intersecting, and perpendicular lines. Some key activities include forming different lines based on instructions, identifying lines in pictures and maps, describing lines in words and song, and drawing examples of each type of line. The document aims to teach students to properly identify and distinguish between parallel, intersecting, and perpendicular lines.
This document contains a daily lesson log for an English class taught to Grade 3 students. It outlines the objectives, content, learning resources, and procedures for each class from May 15-19. The focus was on interpreting simple maps, signs, symbols, pictographs, graphs and tables. On Monday the class learned about maps, on Tuesday about maps and signs, and Wednesday-Friday about pictographs, graphs and tables showing information like trees planted, snacks eaten at school, and face masks donated. Assessment involved drawing a simple map and answering questions about maps, graphs and pictographs. The teacher reflected on the lessons and assignments.
Fractions represent equal parts of a whole or a collection.
Fraction of a whole: When we divide a whole into equal parts, each part is a fraction of the whole.
5. english teacher s guide grade 3 (2nd quarter)Kate Castaños
The document outlines the daily lessons and objectives for Unit 2 Week 1 of an elementary literacy program. It includes:
- An overview of the lesson parts and objectives for each of the 5 days, focusing on developing comprehension skills like using questions and graphic organizers, and decoding words with consonant digraphs.
- The materials needed each day including stories, word cards, and pictures to support the objectives.
- The procedures for each lesson, which involve activities like reading passages aloud, discussing events, practicing word decoding, and using action words in sentences. The lessons aim to build skills in comprehension, fluency, and written expression.
This document provides information about developing a Table of Specification (TOS). It discusses:
- The purpose of a TOS is to map out test objectives, content, cognitive levels, item distribution, and format to ensure alignment between learning outcomes, assessments, and instruction.
- The general steps to develop a TOS include determining test objectives and content coverage, calculating topic weights, determining the number of test items, and allocating items to topics.
- TOS can have different formats, including one-way (focusing on content only), two-way (adding cognitive levels), or three-way (further specifying learning objectives). The two-way and three-way formats provide more detailed information but are
This ppt of mine was created during my classroom observation.Using this powerpoint presentation, the learners will easily understand about pie graph. This will also help the teachers for them to have more time in doing other activities related to teaching.
The document outlines a table of specification for an 8th grade mathematics exam covering measures of central tendency and variability for ungrouped and grouped data. It lists 4 topics that will be assessed, including finding and describing measures of central tendency like mean, median, and mode for ungrouped and grouped data. It also covers calculating and describing measures of variability such as range, standard deviation, and variance for ungrouped and grouped data. The table specifies the number of questions that will be asked at different difficulty levels for each topic area and competency. A total of 35 questions will be included on the exam.
This document outlines a learning module on angles of elevation and depression that was created by Richard B. Paulino. The module includes a PowerPoint presentation, additional activities, outputs from two classes (Goldfish and Grouper), an analysis of results from the Goldfish class, and discussions of challenges encountered and solutions implemented. The module is designed to illustrate angles of elevation and depression and can be integrated into subjects like physics, fish capture, and technical drawing.
This lesson plan aims to teach students how to calculate the volume of a rectangular prism in 60 minutes. The lesson begins with reviewing the formula for volume (V=l×w×h) and identifying the dimensions of a rectangular prism. Students then work in groups to solve volume problems and build a jigsaw puzzle as a group activity. The lesson demonstrates solving multiple volume problems step-by-step and discusses how working as a team helps students succeed. Students are then assigned additional practice problems to solve for homework.
W7.1 collects data on one variable using existing records
G3 4 th quarter w8 infers and interprets data presented in different kinds
1. 8.2. infers and interprets data
presented in different kinds of
bar graphs (vertical/ horizontal).
8.3. solves routine and non-
routine problems using data
presented in a single-bar graph.
Grade 3 Quarter 4 Week 8
3. Pag aralan ang bar graph
Nagtala ng survey ang mga mag-aaral na nasa Ikatlong
Baitang tungkol sa mga hayop o pet na inaalagaan nila.
PAGLALAHAD
4. 1) Alin sa mga alagang hayop ang may
pinakakaunting bilang ng mga mag-aaral na
pumili?
2) Alin naman sa mga alagang hayop ang
pinakagusto ng mga mag-aaral?
3) Ilang mag-aaral ang nag-aalaga ng aso?
4) Ilan naman ang nag-aalaga ng isda?
Ang hayop na may pinakakaunting bilang ay
ang Kuneho.
Ang hayop na pinakagusto ng mga mag-aaral ay aso.
Mayroong 15 na mag-aaral na nag-aalaga ng
aso.
Mayroong 9 na mag-aaral na nag-aalaga ng isda.
6. 1) Ilang tao ang nagsabi na tsokolate ang paboritong
flavor nila?
2) Anong flavor naman ang pinili ng 25 tao?
3) Anong flavor naman ang pinakagusto ng mga tao?
55 na tao ang nagsabi na tsokolate ang
favorite flavor nila.
Corn flavor ang pinili ng 25 na tao.
Tsokolate ang flavor na pinakagusto ng mga
tao
7. 4) Ilan ang nagsabi na cheese ang paborito nilang
flavor?
5) Alin namang flavor ang may pinakakaunting
bilang ng taong may gusto?
6) Ano naman ang difference ng bilang ng taong
may gusto ng chocolate at cheese?
40 na tao ang nagsabi na cheese ang favorite
flavor nila.
Nuts flavor ang flavor na may
pinakakaunting bilang ng taong may gusto
15 ang difference sa bilang ng taong
may gusto ng chocolate at cheese.
8. 7) Mas marami ba ang may gusto ng mangga kaysa sa
ube?
8) Ilang tao ang mas gusto ang mangga kaysa sa nuts?
9) Kung pagsasamahin mo ang bilang ng mga tao na
may gusto ng cheese at chocolate, ilan lahat sila?
10) Anong flavor ang gusto ng 35 tao ayon sa survey?
Mas marami ang may gusto ng mangga kaysa
ube.
20 na tao ang mas gusto ang mangga kaysa nuts.
95 na tao ang may gusto ng cheese at chocolate.
Ayon sa survey, Mango flavor ang gusto ng 35 tao.
10. 1) Kung pagsasamahin ang bilang ng mga bata na
may gusto kay Darna at Pedro Penduko, ilang
bata ang may gusto sa kanila?
2) Anong character ang may pinakakaunting
bilang ng mga bata na may gusto?
3) Ilang bata ang nagsabi na si Pedro Penduko ang
paborito nilang character?
55 na bata ang may gusto kay Darna at Pedro
Penduko.
Kristala ang may pinakakaunting bata na may
gusto.
35 na bata nag nagsabi na paborito nila si
Pedro Penduko.
11. 4) Ilan namang bata ang nagsabi na si Darna
ang paborito nilang character?
5) Anong character ang pinili ng 45 bata?
6) Ilan lahat ng bata ang sumagot sa survey?
7) Sino ang pinakapaborito mong character sa
survey? Bakit?
20 na bata nag nagsabi na paborito nila si Darna.
Juan Dela Cruz ang pinili ng 45 na bata.
150 na bata ang sumagot sa survey.
12. PAGLALAHAT
Binabasa natin at iniintindi ang
bar graph sa pamamagitan ng
pagkilala ng pamagat at x at y
axis
Paano natin binabasa at iniintindi
ang bar graph?
13. Panuto: Gamitin ang datos na nasa graph. Sumulat ng
limang pangungusap na tumatalakay dito tungkol sa
graph. Isulat ang sagot sa inyong papel.
Halimbawa: Isang oras ang ginugugol ni Ana
sa panonood ng TV.
APLIKASYON
