Nagagamit nang wasto ang pangngalan sa pagtukoy ng mga tao, lugar, bagay, at ...EDITHA HONRADEZ
https://www.youtube.com/watch?v=ZuBf4uSelxU
https://www.youtube.com/watch?v=vxlAFSTONGU&t=94s
https://samutsamot.com/wp-content/uploads/2013/06/kategorya-ng-pangngalan_1-1.pdf
Nagagamit nang wasto ang pangngalan sa pagtukoy ng mga tao, lugar, bagay, at pangyayari sa paligid
Nagagamit nang wasto ang pangngalan sa pagtukoy ng mga tao, lugar, bagay, at ...EDITHA HONRADEZ
https://www.youtube.com/watch?v=ZuBf4uSelxU
https://www.youtube.com/watch?v=vxlAFSTONGU&t=94s
https://samutsamot.com/wp-content/uploads/2013/06/kategorya-ng-pangngalan_1-1.pdf
Nagagamit nang wasto ang pangngalan sa pagtukoy ng mga tao, lugar, bagay, at pangyayari sa paligid
This lesson teaches students about adverbs of intensity and frequency. It defines adverbs of intensity as words that describe the degree or extent to which something is done or exists. Examples given are "very", "quite", and "too". Adverbs of frequency describe how often something occurs, and examples provided are "always", "sometimes", and "never". The lesson contains activities where students identify these adverbs in sentences and use them correctly in their own writing. Students learn to recognize and apply these adverb types to compose clear sentences.
This self-learning module provides instruction on interactions among living and non-living things in intertidal zones and estuarine ecosystems. It is divided into three lessons that cover abiotic factors, biotic factors, and feeding relationships. The lessons define key concepts and provide examples of organisms found in different habitats within intertidal zones and estuaries. Students are expected to identify abiotic and biotic factors, explain their effects, and demonstrate understanding of food chains and webs after completing the module.
This lesson teaches students about adverbs of intensity and frequency. It defines adverbs of intensity as words that describe the degree or extent to which something is done or exists. Examples given are "very", "quite", and "too". Adverbs of frequency describe how often something occurs, and examples provided are "always", "sometimes", and "never". The lesson contains activities where students identify these adverbs in sentences and use them correctly in their own writing. Students learn to recognize and apply these adverb types to compose clear sentences.
This self-learning module provides instruction on interactions among living and non-living things in intertidal zones and estuarine ecosystems. It is divided into three lessons that cover abiotic factors, biotic factors, and feeding relationships. The lessons define key concepts and provide examples of organisms found in different habitats within intertidal zones and estuaries. Students are expected to identify abiotic and biotic factors, explain their effects, and demonstrate understanding of food chains and webs after completing the module.
The document provides lessons on the different aspects of verbs including definitions, examples, and exercises. It begins with defining verbs and aspects of verbs. Aspect refers to the form or structure of the action, while tense refers to time. The simple, progressive, perfect, and perfect progressive aspects are then defined and examples are given of how to form verbs in each tense. Activities at the end require identifying verb aspects, using the appropriate verb form based on tense, and answering multiple choice questions to assess understanding.
This self-learning module provides lessons on protecting and conserving estuaries and intertidal zones. It contains background information on these ecosystems, ways for communities and individuals to conserve them, and activities for students to complete. The module is designed to help students improve their science skills and learn key concepts related to conservation of estuaries and intertidal zones.
This document appears to be a summative test for students in Grade 5 on the topics of science and health. It contains multiple choice questions, fill-in-the-blank, matching, and short answer questions that assess students' knowledge of topics like plants, photosynthesis, electricity, circuits, and environmental changes. The test is divided into several sections with varying question types and covers various science concepts taught in the 5th grade curriculum.
This document provides a summary of Module 8 on ratios from a mathematics curriculum. It contains 3 lessons: expressing ratios using colon and fraction form, expressing ratios in simplest form, and identifying and writing equivalent ratios. The module is designed to help students master ratios and be able to express them in different ways. It includes examples and activities for students to practice the concepts. The learning objectives are to express ratios using colons and fractions, express ratios in simplest form, identify equivalent ratios, and write equivalent ratios.
This document lists the 12 months of the year in order, with each month's name on its own line. It provides a straightforward listing of the months from January through December without additional details about each month.
1. The document describes several activities to teach students about how rocks break down into soil through weathering and erosion.
2. In Activity 1, students watch videos and discuss how lichens, temperature changes, water, and plant roots slowly break rocks down into soil.
3. Activity 2 has students label pictures of natural forces that break down rocks, such as water and wind.
4. In Activity 3, students observe how placing a water-filled plastic bottle in the freezer overnight causes the bottle to break down, relating this to how water breaks down rocks in nature.
1. The lesson plan describes a science lesson on processes that shape the Earth's surface through weathering and soil erosion.
2. It includes objectives, materials, and procedures for the lesson involving a presentation, video, pictures and discussion of various types of weathering and erosion.
3. The lesson will teach students about physical and chemical weathering, different agents of erosion like water, wind and glaciers, and how these processes create landforms and affect soil.
The document lists objectives for recognizing the months of the year in order and being able to trace and write them. It then asks a series of questions about the days of the week, dates, holidays and birthdays to help meet those objectives.
1. GRADE 5 PERFORMANCE TASK IN ARALING PANLIPUNAN #1
2nd
QUARTER
Pangalan: _________________________ Petsa: _____________
Pananakop ng Bansa at ang Epekto ng Kolonisasyon
Lagyan ng bunga ang puno sa pamamagitan ng pagsulat ng mga epekto
ng kolonisasyon sa hugis bilog na papel .Idikit ito sa puno.
2. GRADE 5 PERFORMANCE TASK IN ARALING PANLIPUNAN #2
2nd
QUARTER
Pangalan: _________________________ Petsa: _____________
Paraan ng Pananakop
3. GRADE 5 PERFORMANCE TASK IN ARALING PANLIPUNAN #3
2nd
QUARTER
Pangalan: _________________________ Petsa: _____________
Paraan ng Pananakop
Sang-ayon ka ba sa sistema ng encomienda? Bakit? Bakit hindi? Bigyang
katwiran ang iyang sagot.
4. GRADE 5 PERFORMANCE TASK IN ARALING PANLIPUNAN #4
2nd
QUARTER
Pangalan: _________________________ Petsa: _____________
Paraan ng Pananakop
Gumuhit ng mga imprastrakturang bunga ng Polo o servicio o sapilitang
paggawa.
5. GRADE 5 PERFORMANCE TASK IN ARALING PANLIPUNAN #5
2nd
QUARTER
Pangalan: _________________________ Petsa: _____________
Naiuugnay ang mga layunin ng Espanyol sa paraan ng
pananakop nito sakatutubong populasyon
Ano ang epekto sa mga katutubo ang pagpapatupad ng tributo at bakit?
6. GRADE 5 PERFORMANCE TASK IN ARALING PANLIPUNAN #6
2nd
QUARTER
Pangalan: _________________________ Petsa: _____________
Naiuugnay ang mga layunin ng Espanyol sa paraan ng
pananakop nito sakatutubong populasyon
Gumawa ng sanaysay tungkol sa naging epekto ng sapilitang paggawa sa
mgakatutubong Pilipino.
7. GRADE 5 PERFORMANCE TASK IN ARALING PANLIPUNAN #7
2nd
QUARTER
Pangalan: _________________________ Petsa: _____________
Natatalakay ang konsepto na Patronato Real at ang Implikasyon
nito sa pananakop ng mga Espanyol
Sa lima (5) hanggang pito(7) pangungusap , sumulat ng sariling opinion
hinggil sa kasalukuyang sitwason ng ating simbahan at pamahalaan
ngayon.
8. GRADE 5 PERFORMANCE TASK IN ARALING PANLIPUNAN #8
2nd
QUARTER
Pangalan: _________________________ Petsa: _____________
Nasusuri ang nagging reaksyon ng mga Pilipino sa
Kristiyanismo
Isulat ang naging reaksyon ng mga Pilipino sa Kristiyanismo sa
pamamagitan ng mga sumusunod:
Gawain A1:Gumawa ng isang maikling kwento tungkol sa mga reaksyon
ng mga Pilipino sa pagtatag ng Katolisismo
Gawain A2:- Bumuo ng awitin sa mga Pilipinong nakipaglaban sa mga
Espanyol
Worksheet A3: Gumuhit ng larawan sa mga Pilipinong nakipaglaban sa
mga Espanyol
Workshee A4: Gumawa o sumulat ng maikling tula tungkol sa mga
reaksyon ng mga Pilipino sa pagtatag ng Katolisismo.
9. GRADE 5 PERFORMANCE TASK IN ARALING PANLIPUNAN #9
2nd
QUARTER
Pangalan: _________________________ Petsa: _____________
Ang mga Pilipinong nagpahayag ng di- pagsang-ayon sa
mapang-aping polisiya ng mga Espanyol
Iguhit sa ibaba ang inyong emosyon sa mga pangyayari na naganap sa
mga katutubo sa mga kamay ng Espanyol.
10. GRADE 5 PERFORMANCE TASK IN ARALING PANLIPUNAN #10
2nd
QUARTER
Pangalan: _________________________ Petsa: _____________
Ang mga Pilipinong nagpahayag ng di- pagsang-ayon sa
mapang-aping polisiya ng mga Espanyol
Gumawa ng collage na nagpapahayag ng damadamin sa leksyong
tinalakay tungkol sa pagpapahalaga ng mga Pilipinong nagpapahayag ng
di-pagsang-ayon sa mapag aping Polisiya ng mga Espanyol
