(Enclosure to DepEd Order No.

42.s.2016)

School BBES Grade & Section TWO – MT. PULAG

Teacher MARIANNE MANALO- Learning Area MATHEMATICS
PUHI
Teaching Dates and January ____, 2018 Quarter Third Quarter –Ninth Week
Time

Monday Tuesday Wednesday Thursday Friday

I. Create 1. Explains the 1. Explains the 1. Identify simple
OBJECTIVES representations of differences between differences between flat repeating
1. recognizes shapes straight lines and surfaces and curved (shapes/numbers/lines)
that can tessellate curved lines surfaces patterns
2. tessellates a 2. Identifies straight 2. Identifies flat and 2. Extend and reproduce
surface using lines and curved lines curved surfaces in 3- simple repeating
triangles and squares dimensional objects (shapes/numbers/lines)
pattern
3. Explain how simple
repeating
(shapes/numbers/lines)
patterns are formed
A. Content A. Content Standards A.Content Standards A.Content Standards A.Content Standards
Standards demonstrates demonstrates demonstrates demonstrates
understanding of understanding of understanding of understanding of
straight and curved straight and curved straight and curved continuous patterns using
lines, flat and curved lines, flat and curved lines, flat and curved two attributes and
surfaces, basic surfaces, basic surfaces, basic shapes, mathematical sentences
shapes, symmetry in shapes, symmetry in a symmetry in a line, and involving multiplication
a line, and line, and tessellations tessellations using and division of whole
tessellations using using triangles and triangles and squares. numbers using 2, 3, 4, 5
triangles and squares. squares. and 10 only.
B. B.Performance B.Performance B.Performance B.Performance Standards
Performanc Standards Standards Standards is able to apply
e Standards is able to recognize is able to recognize is able to recognize knowledge of continuous
and construct straight and construct straight and construct straight patterns using two
and curved lines, flat and curved lines, flat and curved lines, flat attributes and number
and curved surfaces, and curved surfaces, and curved surfaces, sentences involving
basic shapes and basic shapes and basic shapes and multiplication and division
create simple designs create simple designs create simple designs using 2, 3, 4, 5 and 10 only
that show symmetry that show symmetry that show symmetry in a in various situations.
in a line and in a line and line and tessellation
tessellation using tessellation using using triangles and
triangles and squares. triangles and squares. squares.

C. Learning C. Learning C. Learning C. Learning C. Learning

Competen Competencies/ Competencies/ Competencies/ Competencies/
cies/ Objectives Objectives Objectives Objectives
recognizes shapes identifies straight lines explains the differences determines the missing
Objectives that can tessellate and curves, flat and between straight lines term/s in a given
M2GE-IIIh-8.1 curved surfaces in a and curved lines, flat continuous pattern using
tessellates a surface 3-dimensional object. surfaces and curved two attributes (any two of
using triangles and This is not reflected in surfaces. This is not the following: figures,
squares the performance reflected in the numbers, colors, sizes,
M2GE-IIIi-8.2 standards. performance standards. and orientations, etc.)
M2GE-IIIi-9 M2GE-IIIi-10 e.g.
1, A, 2,B,3,C,__,__
1 , 2 , 3 , 4 __
M2AL-IIIj-3
II. CONTENT Content: Square and Content: Straight Content: Flat and Content: Identity Simple
Triangle Tessellations Lines and Curved Curved Surfaces Repeating Patterns
Lines
III. K to12 Curriculum K to12 Curriculum K to12 Curriculum Guide K to12 Curriculum Guide
LEARNING Guide 2016 Guide 2016 2016 2016
Grade 2 – Grade 2 – Grade 2 – Mathematics Grade 2 – Mathematics
RESOURCES Mathematics page Mathematics page 46 pages 47 page 47
A. 46
References
1. Teacher’s 298-303 (softcopy) 303-307(softcopy) 308-311(softcopy) 311-321 (soft-copy)
Guide
Pages
2. Learner’s LM in Mathematics LM in Mathematics LM in Mathematics LM in Mathematics pages
Materials pages pages 215-216 pages -217-219 220-225
pages 211-214
3. Text book
pages
4. 1. Bond 1. Pencil 1. Illustration flat and 1. Cutout of different
Additional paper/Colored paper 2. Straight Edge / curved surfaces shapes
Materials 2. Pair of scissors 5. Ruler 2. Real objects with flat 2. Pocket chart
from Straight Edge / Ruler 3. Illustrations of and curved surfaces 3. Math Kit containing
Learning 3. Cutouts of straight and curved Lesson 91 different shapes and strips
Resources equilateral triangles lines containing names of the
and squares Lesson 90 strips
4. Pencil 4. Long and Short Sticks
5. Straight Edge / Lesson 92
Ruler
Lesson 89
B. Other laptop laptop laptop laptop
Learning

Resources
IV.
PROCEDURE
S
A. INSTRUCTIONAL INSTRUCTIONAL INSTRUCTIONAL INSTRUCTIONAL
Reviewing PROCEDURE PROCEDURE PROCEDURE PROCEDURE
previous Preparatory Activities Preparatory Activities Preparatory Activities Preparatory Activities
lesson or Pre-Assessment Pre-Assessment Pre-Assessment 1. Pre-Assessment
presenting The teacher may The teacher asks the The teacher may do Pre-assessment
the new forgo pre-assessment pupils to draw lines, without the pre- The teacher will show
lesson line segments and assessment different cutouts of
rays. He/she takes shapes and strips
note of those who containing names of
draw these figures these shapes. Ask the
without using a pupils to recall and
straight edge. identify its corresponding
Somehow, these shapes or vice versa.
pupils may not be Using the Pocket Chart,
aware of the model a repeating
necessity of drawing pattern. Display the
 a line straight. following as sample:

Ask the pupils to identify

the pattern. Then ask
them to make their own
pattern.
(Possible answer: one is to
one simple repeating
pattern or AB sequence)
(The teacher may use
classroom objects to help
students understand the
word pattern. Point to
things in the room, such
as seat arrangement,
floor tiles, cabinet
designs, row of window,
or boarder design around
a bulletin board. As you
identify patterns, say: This
is a pattern. Show other
objects to the pupils to
make sure that they really
understand the pattern
by Asking the “Is this a
pattern?” and let them
respond “This is a pattern”
or “This is NOT a pattern”)

B. B. Establishing a B. Establishing a B. Establishing a B. Establishing a purpose

Establishing purpose purpose purpose for the lesson
a purpose for the lesson for the lesson for the lesson 2. Motivation
for the 2. Motivation – 2. Motivation 2. Motivation - Say: Class, today we will
lesson ( “Class, do you know The teacher poses “Class, do you know be having a field trip. (It
Motivation) that bees are masters the question, “Which how much water there could be inside the
of navigation, can reach a is on the surface of the campus/school or even
communication and destination faster, an earth?” Water covers inside the classroom.) All
engineering? Bees airplane or a car? seventy-one percent of you have to do is to look
can fly 3 kilometers in Why?” Pupils are the earth’s surface. That for the objects/things
search of nectar and expected to answer is equivalent to almost around the
pollen and can return “airplane” as it is the three pails of water to school/campus/classroo
to the exact location faster of the two. The only one pail of soil. m that represent shapes.
where it came from. teacher then asks, “If Water is so important Write on a piece of paper
This is equivalent to a a car can run as fast that all known forms of the shapes and where
human traveling as an airplane flies, life cannot exist without you can find it.
hundreds if not would they reach the it. However, are you The teacher together with
thousands of same destination at also aware that, with the pupils will walk
kilometers. Even if the same time? Some that much water we around the school and
there were several pupils may still have on earth, only see how many shapes
beehives in the consider the plane three percent is potable can be found. The pupils
vicinity, bees would arriving earlier (suitable for drinking). If will point out the objects
always come to the because of road you can put all the and identify the shapes
right beehive. They traffic and other water on earth in 100 they see. (Encourage
can do this by obstructions. The glasses, only three them to name the shapes
orienting themselves teacher poses the glasses of water are they see.) After returning
with the sun. That is same question but drinkable. to the classroom, discuss
why they usually fly with an added Unfortunately, 99% of what the pupils have
from mid-morning to condition, “If a car is these 3 glasses of water recorded.
mid-afternoon.” as fast as an airplane are either frozen or Did you enjoy our field
and nothing on the underground. So what is trip?
road can delay its available to us for What are the objects you
progress, do you think drinking? Only a few found in the campus?
it can travel the same drops. That’s why water Can you name the shape
distance within the is so precious we have that it represents?
same period as an to conserve every drop
“If bees found a food airplane could? This is of it.
source, they have to the point where
communicate its pupils may be
location to other divided in their
bees. Unfortunately, answers or, possibly,
bees are deaf and would all agree. The
cannot teacher draws a map
communicate by on the board by
means of sound. They locating two points
inform other bees by
 dancing. Each representing the
movement the bee point of origin and
makes means the point of
something to the destination. He/she
other bees – the connects them by a
location of the food curved line that
source, its distance would represent a
and even its winding road. “If this
abundance.” (The teacher traces
“Finally, they are the curved line with
good engineers. Has his/her finger.)
anyone seen a represents the road
honeycomb?” (It the car would travel
would be worthwhile along, how would
if the teacher you represent the
brought a picture or path an airplane
an illustration of a would take? The
honeycomb.) A pupils should realize
honeycomb is a that a straight line
place in their nest would represent the
that contains their path of the airplane
larvae, pollen and and would be the
honey. Do you shorter distance
remember the shape between the two.
of each cell forming Some questions may
the honeycomb? be needed to lead
Such shape is called them to this
a hexagon.” (The conclusion.
teacher draws a
regular hexagon on
the board.) “All these
hexagons are
identical and
scientists today can
only speculate how
the bees can
achieve this feat of
engineering.”
C. Posing a Task Posing a Task Posing a Task: Posing a Task
Presenting C. Presenting C. Presenting C. Presenting Examples C. Presenting Examples
Examples / Examples / Examples / instances /Instances of new lesson /Instances of new lesson
instances instances of new of new lesson( 2.Presentation Presentation
of new lesson( Presentation) Presentation) The teacher may Say: Today we will discuss
lesson “Today, our lesson, Technically, a curve is introduce this lesson different kinds of patterns.
( just like honeycombs, a geometric figure using a variety of Patterns are shapes,
Presentatio has something to do which may include objects. He/she lets the numbers, size, colors
n) with creating designs both straight and pupils hold the objects orientation that repeat in
using specific shapes. curved lines. When a and asks them to a systematic way, but we
I will be distributing curve is drawn in only describe how the will focus first on lines,
cutouts of squares one direction such objects feel to the shapes and numbers.
and triangles and that no curvature touch. The pupils may CPA
you will try to create (bend, arc) can be give several answers The teacher will distribute
your own design. Try found along its path, (smooth, rough, hard, different cutouts/shapes,
to make your designs the figure formed is a soft, etc.) The teacher short and long sticks to
in the way bees straight line. A curved then explains that what represent lines and
create their line, on the other they touched and felt is numbers (circle, triangle,
honeycomb. hand, is a smoothly- the surface of the rectangle, square and
flowing line that object. other shapes) to the
bends gradually at pupils or s/he can ask the
some point/s. This pupils to create their own
bending changes the cutouts/shapes with
direction of the line. different shapes. On the
However, a curved board, s/he will draw the
line is different from a shapes several times in a
jagged line where particular order to create
the change in the a pattern. (This will serve
direction of the line is as his/her pictorial) Model
sharp. an ABC pattern using
shapes, numbers and
The surface of an
lines (repeated many
object is its exterior or
times).Ex:
upper and lower
boundaries and, for
purposes of this lesson, is
classified into flat and Say: Class this is a pattern.
curved surfaces. The This is also called AB
table top and a ball sequence. Ask the pupils
(basketball, volleyball) what is being repeated.
may be used initially to Explain to the pupils that
 explain how these you are making a pattern
surfaces differ from one of rectangle, circle,
another. To do this, the rectangle, circle,
teacher asks pupils to rectangle, circle over
place their hands and over.
(palm-face down) on
top of the table.
“Is there any part of
your hand not on the Say: This is an ABC
table?” sequence. What is being
(“Every part is on the repeated in the pattern?
table, ma’am!) (circle, triangle, square,
With their hands still circle, triangle, square)
flattened, the teacher
asks them to place their
hands on the ball.
“Is there any part of Say: This is an ABB
your hand not on the sequence. What is being
ball?” repeated in the pattern?
The teacher must be “Yes, ma’am!” (one circle, two squares)
careful on the use of “What do you have to
the terms curve, do so that your entire
straight line and hand touches the ball?” Say: This is an ABC
curved line. In normal “We have to curl our sequence using numbers.
language, curves are fingers, ma’am!” What is being repeated in
not straight but, in The teacher repeats the the pattern? (one, two,
mathematics, a same activity using three, one, two, three)
The teacher groups straight line is also a other pairs of objects
the pupils into four (4) curve. Moreover, for like book – drinking
and distributes many, the word “line” glass, blackboard – Say: This is an AAB
cutouts of square would always mean bowl, etc. Afterwards, sequence using numbers.
and equilateral a straight line and he/she asks the pupils to What is being repeated in
triangle. Cutouts of would consider the identify which objects the pattern? (one, one,
one kind should be all term, “curved line” as have similar surfaces two, one, one, two)
identical. Members of an incorrect based on the activity.
the group should terminology. “Class, surfaces like
divide themselves those of tables, floors,
into two (2) where books, and blackboard
Say: This is also a pattern.
one group works on a are called flat surfaces.
What is being repeated in
design using squares Balls, drinking glases the pattern? (the rule is
and the other using and bowls have constantly adding one to
equilateral triangles. surfaces called curved the preceding number.
The teacher asks the surfaces. Explain to the pupils that
groups to create “Another way by which this is an example of
designs using at least we can distinguish flat growing pattern – a
twelve (12) tiles only. surfaces from curved pattern in which
Later in the activity, surfaces is by using the successive elements grow
the teacher asks top of a table which we according to a rule.)
each group to already know as a flat
compare their work surface. If an object is
with the design of the Unfortunately, in placed on top of the
honeycomb. He/she mathematics, curved table and there are no
lines would always Say: This is a pattern.
asks members of the spaces between the
have special names What is being repeated in
group how their table’s surface and the
like parabola, arc, the pattern? (the rule is
design is similar or object’s, the latter’s
spiral, etc. This lesson, constantly adding three
different to that of surface is a flat surface.
however, does not to the preceding number.
the honeycomb. The Otherwise, the surface is
discussion should cover those a curved surface.”
revolve around the terminologies. For the
three basic rules on mean time, the pupils
tessellation. may be introduced
When shapes of one to curves by simply Say: This is also a pattern.
type or a few types using the terms What is being repeated in
are arranged “straight line” and the pattern? (the rule is
repetitively on a flat “curved line”. Using constantly subtracting
surface forming a the word “curve” five to the preceding
The teacher places
pattern, the process is when referring to number. Explain to the
some objects with
called tessellation curved lines should pupils that this is an
identified flat and
(tiling).” (The teacher be avoided. The example of decreasing
curved surfaces on the
writes the word teacher may start the pattern – a pattern in
table and asks the
“tessellation” and lesson by posing a which successive
pupils to observe where
“tiling” on the board.) situation. Two boys elements decrease
the surface of the table
“There are several took different roads in according to a rule.)
and the surface of the
kinds of tessellations going to town. Both
object are in contact.
but we would only be saw the same
The teacher shows the
concerned with buildings ahead. Say: This is also a pattern.
images at the right.
regular and semi- However, after What is being repeated in
regular tessellations. walking for an hour, the pattern? (the rule is
the first boy ended drawing vertical lines and
There are three (3) up at Rizal street horizontal lines
basic rules to observe while the second, at repeatedly)
when tessellating. Bonifacio street. The
First, the tessellation teacher then asks the
must cover an infinite pupils to give possible Say: This is also a pattern.
surface with no explanations for this What is being repeated in
overlaps and gaps. event. the pattern? (the rule is
We are not going to The teacher shows a “Which of these two do drawing lines repeatedly
cover an endless map of the town. you think has a flat (slanting to the right and
surface. It only means He/she asks some surface? a curved to the left))
that IF the surface pupils to draw surface? Can you guess Using the same figures,
was extended, we representations of the what lines (curves) can s/he will show samples on
can continue to paths taken by each be drawn on these how to extend the
cover it with our boy. The teacher asks surfaces?” patterns. S/He will ask the
pattern. Second, the the pupils to describe The teacher presents pupils what would be the
shapes must be each representation. the images at the right. next shapes if the pattern
regular polygons and The teacher presents He/she asks the pupils is to be extended and
identical. In our case, other representations to describe the lines on why?
we would only be of straight and both surfaces. The
using triangles with curved lines as pupils should come up
sides of equal lengths separate illustrations. with the conclusion that
(equilateral) and flat surfaces may
squares.” (In regular contain purely straight Say: Since the pattern is
tessellations, four (4) lines without curved rectangle, circle,
regular polygons can lines while curved rectangle, circle,
be used – equilateral surfaces would always rectangle, circle or AB
triangles, squares, contain curved lines. sequence, then the next
hexagons (6 sides) shape is therefore
and dodecagons [12 He/she asks the pupils rectangle. (Then do the
sides].) “Third, the if they can group same thing on the rest of
“vertex” (the corner each figure the samples.) Ask: Can
where the shapes according to their you draw/extend the
meet) should appear similarity and pattern to two or more
the same. difference. numbers/figures/lines?
When teaching pupils To prevent pupils (You may give additional
how to tessellate, it from developing patterns.)
would be ideal to use misconceptions
tiles (cutouts of about curved and
triangles and jagged lines, he/she
may do the same
squares) rather than activity using curved
drawing them. After and jagged lines.
a brief introduction of
tessellations, the class
may spend the
remaining time for
making tiles. If the grouping was
Tessellations would done successfully, the
be interesting for teacher asks the
children if the tiles pupils how each line
have different colors. may be
It would also be differentiated from
helpful if the tiles one another. He/she
were made of stiff accepts all plausible
paper. Due to time answers and explains
constraints, pupils why a certain
may be engaged in description would not
tile making as a qualify for a
home activity. particular type of
A regular tessellation curve. Some pupils
is a pattern made by may differentiate by
using only one comparing curves
regular polygon. with real life objects
Since hexagons and which may be
dodecagons are not accepted or not by
included in this the teacher as the
lesson, only two (2) case may be.
regular tessellations
can be made as
shown below.
For regular
tessellations, the
pattern is identical at
each vertex. The
pattern formed is
used to name a
tesselation with
reference to the
number of the
polygon’s sides and
the number of
polygons that forms a
vertex (number of
sides x number of
polygons forming a
vertex). Since squares
have four (4) sides
and four (4) squares
make up the vertices,
the tessellation is
called “4.4.4.4”. In
the case of
equilateral triangles, it
is called “3.3.3.3.3.3”.
As can be observed,
the tessellations
followed the 3 rules.
Semi-regular
tessellations are
made using more
than one regular
polygon. Again, since
hexagons and
dodecagons would
not be included, only
two (2) semi-regular
tesselations can be
produced using
triangles and squares.

The same rule applies

in naming semi-
regular tessellations.
However, since 2
polygons are
involved, we count
the number of sides
starting with the
polygon with the
least number of sides.
D. Performing the Task Performing the Task Performing a Task Performing the Task
Discussing Ask: What do you Ask: What is a straight Ask: What is a surface? Ask : What did you
new mean by line? and curved What do you mean by observe in the pattern?
concepts tessellations? regular line? flat and curved What kind of patterns are
and tessellations? semi- surfaces? they?
practicing regular tessellations? Is it a repeating pattern?
new skills #1 Or not a repeating
( Modeling) pattern? Why?
Can you make your own
patterns?
What are the rules in
making a pattern?
Describe your pattern.
What is the next term in
the pattern? (Extend the
pattern)
Allow time for discussion
and let the pupils share
their ideas.
E. E. Discussion of new E. Discussion of new E. Discussion of new E. Discussion of new
Discussing concepts and concepts and concepts and concepts and practicing
new practice of new skills practice of new skills practicing new skills new skills #2(Guided
concepts #2(Guided Practice) #2(Guided Practice) #2(Guided Practice) Practice) Refer to the LM -
and Refer to LM 89 Refer to the LM 90- Refer to the LM 91- 92 Gawain1 pahina 220
practicing Gawain 1-A pahina Gawain 1 A pahina Gawain 1 pahina 217 Iguhit ang mga hugis
new skills #2 Magdikit ng tiles ayon 215 sa LM Isulat sa salungguhit ayon sa pagkakasunod-
(Guided sa hugis at nais na Gawain 1 kung ang drowing sa sunod. Punuan ang para
Practice) kulay. Gawin ito sa Isulat ang ngalan ng ibaba ay nagpapakita sa bilang 7, 8 at 9 at
bukod na papel. mga bagay na binuo ng flat surface o curved ipaliwanag kung paano
gamit ang straight surface. Gumamit ng natukoy ang mga ito.
lines at curved lines. bukod na papel para Gawin ito sa iyong
Gumamit ng bukod sa pagsasagot. sagutang papel.
na papel para sa
pagsasagot.
F. F. Developing F. Developing F. Developing mastery F. Developing mastery
Developing mastery mastery ( Independent Practice) ( Independent Practice)
mastery ( Independent ( Independent Refer to the LM 91 ) Refer to the LM page
( Practice) Practice) Gawain 2 pahina 218 223
Independe Gawain 2 Gawain 2, pahina Isulat sa mga Gawain 2
nt Practice) Kulayan ang mga 216 salungguhit kung ang Iba’t ibang linya ang
pattern ayon sa kulay Isulat sa salungguhit surfaces ng mga nasa makikita sa larawan.
na nakasaad. Gawin kung straight line o ibaba ay flat surface o Isulat ang uri ng linya
ito sa bukod na curved line ang curved surface. ayon sa pagkakasunod-
papel. sumusunod. Gumamit Gumamit ng bukod na sunod. Gawin ito sa
ng bukod na papel papel para sa inyong papel.
para sa pagsasagot. pagsasagot.
G. Finding G. Finding Practical G. Finding Practical G. Finding Practical G. Finding Practical
Practical applications of applications of applications of applications of concepts
application concepts and skills ( concepts and skills ( concepts and skills ( and skills ( Application /
s of Application / Application ) Application / Valuing)
concepts Valuing) The teacher asks the Valuing Iguhit sa papel ang
and skills ( Gawin ang pupils to draw on a Draw 5 objects with flat kasunod na hugis o
Application tessellation na nasa piece of paper 5 surfaces and another bilang upang mabuo
/ ibaba. Magdikit ng straight lines and 5 set of 5 objects with ang pattern.
mga tiles sa isang curved lines. curved surfaces.
Valuing) bond paper gamit
ang mga nais na
kulay. Hintayin ang
mga karagdagang
tagubilin ng iyong
guro.
H. Making H. Making H. Making H. Making H. Making generalizations
generalizati generalizations and generalizations and generalizations and and abstractions about
ons and abstractions about abstractions about abstractions about the the lesson
abstractions the lesson ( the lesson lesson (Generalization)
about the Generalization) (Generalization ) How (Generalization ) Ask: What is a pattern?
lesson ( Tesselation which is is a straight line Surface is the the What is a repeated
Generalizati also called tiling is the different from a exterior or upper and pattern? How do we form
on) arrangement of one curved line? lower boundaries of a patterns? When do we
type of shape or a body or object. say that objects follow a
combination of two Surfaces may be flat or pattern?
or more types. curved. One can draw 1. Patterns are lines,
Regular tesselations purely straight lines on shapes, numbers, colors
make use of one type flat surfaces which is not size, orientation that
of regular polygon. true with curved repeat in a systematic
Semi-regular surfaces. Curved way.
tesselations combine surfaces would always 2.Repeating pattern – a
two or more types of contain curved lines type of pattern in which
regular polygons. although straight lines elements repeat in a
Three rules have to may also exist on it as in simple manner. (ex.: boy,
be followed in the case of cylinders. girl, boy, girl, boy, girl)
making tesselations. Flat surfaces can be 3. Growing/Decreasing
First, the tessellation covered entirely by a pattern – a type of
can be extended on another larger pattern in which
an infinite surface flat surface. Spaces successive elements
without overlaps and exist between flat and grow/decrease
gaps. Second, only curved surfaces when in according to a rule
regular polygons that contact.
are identical may be
used. Third, the
vertices should be
the same. Naming
tessellations uses the
 number of regular
polygons that make
up a vertex and the
number of sides of
each of these
polygons
I. Evaluating I. Evaluation I.Evaluation I.Evaluation I.Evaluation
Learning Lagyan ng tsek (√) Isulat sa salungguhit Isulat sa tapat ng salita Identify the next shape to
ang mga kahon kung kung straight line o kung ito ay may flat o be used in the given
nagpapakita ng curved line ang curved surface. patterns to complete
tessellation at ekis (X) sumusunod. Gumamit Gumamit ng bukod na them. Draw the shapes
kung hindi. Gumamit ng bukod na papel papel para sa on the space provided:
ng bukod na papel para sa pagsasagot. pagsasagot. Iguhit sa papel ang
para sa pagsasagot. kasunod na hugis o
bilang upang mabuo
ang pattern
J. J. Additional activities J. Additional J. Additional activities J. Additional activities for
Additional for application or activities for for application or application or
activities for remediation application or remediation remediation
application ( Assignment) remediation ( Assignment) ( Assignment)
or Gawaing Bahay ( Assignment) List 5 objects at home A. Iguhit sa kuwaderno
remediation Refer to Activity No. The teacher asks the with flat surfaces and ang kasunod na hugis
( 16 pupils to draw 5 real another set of 5 objects upang mabuo ang
Assignment) To help the pupils in life objects using with curved surfaces. pattern.
doing the task, the straight and/or
teacher may provide curved lines
photocopied papers
with grid lines where
the whole tessellation
would be located
exactly at the
middle. The design
contains 21 squares B. Gumuhit ng isang
by 21 squares. Short larawan sa
bond papers have pamamagitan ng
dimensions of 8.5 in x paggamit ng mga hugis.
11 in. In a regular Halimbawa
ruler, one inch would
have 16 divisions.
Everything would be
measured in term of
these divisions. A
square cell/a tile
measures 6 divisions.
Margins at the left
 and right measure 5
divisions each.
Margins at the top
and bottom measure
25 divisions each. The
activity may take
several days to
accomplish.

V.
REFLECTION
A..No. of ___ of Learners who ___ of Learners who ___ of Learners who
___ of Learners who
learners earned 80% above earned 80% above earned 80% above
earned 80% above
who earned
80% in the
evaluation
B.No. of ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
learners require additional require additional require additional require additional
who activities for activities for activities for activities for
require remediation remediation remediation remediation
additional
activities for
remediation
who scored
below 80%
C. Did the ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
remedial
lessons ____ of Learners who ____ of Learners who ____ of Learners who ____ of Learners who
work? caught up the lesson caught up the caught up the lesson caught up the lesson
No. of lesson
learners
who have
caught up
with
the
lesson
D. No. of ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
learners continue to require continue to require continue to require continue to require
who remediation remediation remediation remediation
continue to
require
remediation
E. Which of Strategies used that Strategies used that Strategies used that Strategies used that
my work well: work well: work well: work well:
teaching ___ Group ___ Group ___ Group collaboration ___ Group
strategies collaboration collaboration ___ Games collaboration
worked ___ Games ___ Games ___ Solving ___ Games
well? Why ___ Solving ___ Solving Puzzles/Jigsaw ___ Solving
did these Puzzles/Jigsaw Puzzles/Jigsaw ___ Answering Puzzles/Jigsaw
work? ___ Answering ___ Answering preliminary ___ Answering
preliminary preliminary activities/exercises preliminary
activities/exercises activities/exercises ___ Carousel activities/exercises
___ Carousel ___ Carousel ___ Diads ___ Carousel
___ Diads ___ Diads ___ Think-Pair-Share ___ Diads
___ Think-Pair-Share ___ Think-Pair-Share (TPS) ___ Think-Pair-Share
(TPS) (TPS) ___ Rereading of (TPS)
___ Rereading of ___ Rereading of Paragraphs/ ___ Rereading of
Paragraphs/ Paragraphs/ Poems/Stories Paragraphs/
Poems/Stories Poems/Stories ___ Differentiated Poems/Stories
___ Differentiated ___ Differentiated Instruction ___ Differentiated
Instruction Instruction ___ Role Playing/Drama Instruction
___ Role ___ Role ___ Discovery Method ___ Role
Playing/Drama Playing/Drama ___ Lecture Method Playing/Drama
___ Discovery Method ___ Discovery Why? ___ Discovery Method
___ Lecture Method Method ___ Complete IMs ___ Lecture Method
Why? ___ Lecture Method ___ Availability of Why?
___ Complete IMs Why? Materials ___ Complete IMs
___ Availability of ___ Complete IMs ___ Pupils’ eagerness to ___ Availability of
Materials ___ Availability of learn Materials
___ Pupils’ eagerness Materials ___ Group member’s ___ Pupils’ eagerness
to learn ___ Pupils’ Cooperation in to learn
___ Group member’s eagerness to learn doing their tasks ___ Group member’s
Cooperation in ___ Group Cooperation in
doing their tasks member’s doing their tasks
F. What __ Bullying among Cooperation
__ in pupils
Bullying among __ Bullying among pupils __ Bullying among
difficulties pupils doing their
__ Pupils’ __ Pupils’ pupils
did I __ Pupils’ tasks
behavior/attitude behavior/attitude __ Pupils’
encounter behavior/attitude __ Colorful IMs __ Colorful IMs behavior/attitude
which my __ Colorful IMs __ Unavailable __ Unavailable __ Colorful IMs
principal or __ Unavailable Technology Technology __ Unavailable
supervisor Technology Equipment (AVR/LCD) Equipment Technology
can help Equipment __ Science/ Computer/ (AVR/LCD) Equipment
me solve? (AVR/LCD) Internet Lab __ Science/ Computer/ (AVR/LCD)
__ Science/ __ Additional Clerical Internet Lab __ Science/
Computer/ works __ Additional Clerical Computer/
Internet Lab works Internet Lab
__ Additional Clerical __ Additional Clerical
works works

G. What Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:

innovation __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
or localized __ Making big books __ Making big books from __ Making big books __ Making big books
materials from views of the locality from from
did I views of the __ Recycling of plastics views of the locality views of the locality
use/discove locality to be used as __ Recycling of plastics __ Recycling of plastics
r which I __ Recycling of Instructional Materials to be used as to be used as
wish to plastics to be used __ local poetical Instructional Materials Instructional Materials
share with as Instructional composition __ local poetical __ local poetical
other Materials composition composition
teachers? __ local poetical
composition

Prepared and Checked and

Submitted by: Inspected by:

Adviser Principal

Thank you and

God bless you!!!mpuhi