29. Lesson Component 5: Speed Questions (5minutes)
Bong Bong Marcos
Ferdinand “Bongbong” Marcos Jr., commonly
referred to by the initials PBBM or BBM, is a Filipino
politician who is the 17th and current president of the
Philippines.
30. Perform the following to know more about BBM. The word or
phrase next to the correct answer will complete the statement.
Bong Bong Marcos
1. 3-3 = ___
President Ferdinand Romualdez Marcos Jr. was born on
September 13, 1957, at ___________________, Philippines.
a. 1 Laoag City, Ilocos Norte
b. -1 Batac, Ilocos Norte
c. 0 Santa Mesa, Manila
Santa Mesa, Manila
31. Perform the following to know more about BBM. The word or
phrase next to the correct answer will complete the statement.
Bong Bong Marcos
2. ___ - 2 = 3
BBM has been in the public service for over ___________ and
achieved a distinguished career in serving the government.
a. 5 25 years
b. 6 20 years
c. 7 15 years
25 years
32. Perform the following to know more about BBM. The word or
phrase next to the correct answer will complete the statement.
Bong Bong Marcos
3. 7 - ___ = 4
Bongbong took up his master’s in business administration in
Wharton School of Business, University of Pennsylvania in
____________, USA.
a. -3 Miami
b. 3 Philadelphia
c. 4 Houston
Philadelphia
33. Perform the following to know more about BBM. The word or
phrase next to the correct answer will complete the statement.
Bong Bong Marcos
4. 1 + 4 = ____
President BBM was married to a _____________ Louise Araneta-Marcos with
whom he has 3 sons: Sandro, Simon and Vincent.
a. 3 Actress
b. 4 Teacher
c. 5 Lawyer
Lawyer
34. Perform the following to know more about BBM. The word or
phrase next to the correct answer will complete the statement.
Bong Bong Marcos
5. __ - 3 = 4
BBM went to La Salle Green hills in Manila where he obtained his
__________________ education.
a. 7 Elementary
b. 4 High School
c. 3 College
Elementary
35. .
Lesson Component 6
(Lesson Conclusion – Reflection/Metacognition on Student Goals)
Time: 5 minutes
Addition is a method of combining
numbers. We use addition to know the
total amount of things.
Subtraction is subtracting a number or
numbers to find how many are left when
we take away something.
44. .
Lesson Component 7: Game (5 minutes)
5 17 23 10 18 0 8 14 20 11 12 6 15 1 19
Choose 9 of the numbers below and write each in a square anywhere in your grid. Your grid should
have all squares filled with 9 different numbers from the list below. Cross off the numbers in the
grid if they answer a given question. Call out “Bingo” if you have 3 answers crossed out in a row
(down, across or diagonally in the grid).
Editor's Notes
Teacher states:
We can use what we have learnt about representing sets in Venn diagrams to help us find solutions to real-world problems. Today we will employ Venn diagrams in finding solutions to some problems.
The teacher models fluent reading of the stem first. Then let the learners read, study and understand the stem.
The teacher facilitates student reflection and discussion, that addresses such questions.
Component 5 is designed to offer a learner-focused wrap-up to the main intentions of the lesson. The focus for Component 5 is on the whole lesson. In particular, the focus is about helping learners reflect on their progress, achievement (or partial achievement) of goals (lesson intention) and their performance and understanding during the lesson. It builds on comments from Component 2 about teacher expectations. There is the chance here to confirm learner progress during the lesson.
Component 5 has a high metacognitive aspect for learners – learners thinking about their own thinking – which can be further enhanced by teacher modelling. A teacher may use a diagram or picture to facilitate a discussion about Component 4 as a catalyst to stimulate learner discussion and reflection.
The teacher facilitates student reflection and discussion, that addresses such questions.
Component 5 is designed to offer a learner-focused wrap-up to the main intentions of the lesson. The focus for Component 5 is on the whole lesson. In particular, the focus is about helping learners reflect on their progress, achievement (or partial achievement) of goals (lesson intention) and their performance and understanding during the lesson. It builds on comments from Component 2 about teacher expectations. There is the chance here to confirm learner progress during the lesson.
Component 5 has a high metacognitive aspect for learners – learners thinking about their own thinking – which can be further enhanced by teacher modelling. A teacher may use a diagram or picture to facilitate a discussion about Component 4 as a catalyst to stimulate learner discussion and reflection.
The teacher models fluent reading of the stem first. Then let the learners read, study and understand the stem.
This involves a set of questions associated with the stem. Learners need to refer to the stem as they prepare to answer the set of questions. They write down responses or attempts at each question.
Remember it is OK for learners to make errors. This provides important information to teachers on the learning needs of the learners.
When the learners are finished, or sufficient time has been allocated, learners provide answers to the questions. Time should be used to have learner discussion, explanation, reasoning, etc. about the answers.
This involves a set of questions associated with the stem. Learners need to refer to the stem as they prepare to answer the set of questions. They write down responses or attempts at each question.
Remember it is OK for learners to make errors. This provides important information to teachers on the learning needs of the learners.
When the learners are finished, or sufficient time has been allocated, learners provide answers to the questions. Time should be used to have learner discussion, explanation, reasoning, etc. about the answers.
This involves a set of questions associated with the stem. Learners need to refer to the stem as they prepare to answer the set of questions. They write down responses or attempts at each question.
Remember it is OK for learners to make errors. This provides important information to teachers on the learning needs of the learners.
When the learners are finished, or sufficient time has been allocated, learners provide answers to the questions. Time should be used to have learner discussion, explanation, reasoning, etc. about the answers.
This involves a set of questions associated with the stem. Learners need to refer to the stem as they prepare to answer the set of questions. They write down responses or attempts at each question.
Remember it is OK for learners to make errors. This provides important information to teachers on the learning needs of the learners.
When the learners are finished, or sufficient time has been allocated, learners provide answers to the questions. Time should be used to have learner discussion, explanation, reasoning, etc. about the answers.
This involves a set of questions associated with the stem. Learners need to refer to the stem as they prepare to answer the set of questions. They write down responses or attempts at each question.
Remember it is OK for learners to make errors. This provides important information to teachers on the learning needs of the learners.
When the learners are finished, or sufficient time has been allocated, learners provide answers to the questions. Time should be used to have learner discussion, explanation, reasoning, etc. about the answers.
This involves a set of questions associated with the stem. Learners need to refer to the stem as they prepare to answer the set of questions. They write down responses or attempts at each question.
Remember it is OK for learners to make errors. This provides important information to teachers on the learning needs of the learners.
When the learners are finished, or sufficient time has been allocated, learners provide answers to the questions. Time should be used to have learner discussion, explanation, reasoning, etc. about the answers.
This involves a set of questions associated with the stem. Learners need to refer to the stem as they prepare to answer the set of questions. They write down responses or attempts at each question.
Remember it is OK for learners to make errors. This provides important information to teachers on the learning needs of the learners.
When the learners are finished, or sufficient time has been allocated, learners provide answers to the questions. Time should be used to have learner discussion, explanation, reasoning, etc. about the answers.
