ST.

PAUL UNIVERSITY DUMAGUETE

BASIC EDUCATION DEPARTMENT – JHS
AY: 2019 – 2020

QUARTER: FIRST QUARTER GRADE LEVEL: GRADE 7

PERFORMANCE STANDARDS
The learners should be able to:
a) illustrate the union and intersection of sets and the difference of two sets;
b) use Venn Diagrams to represent sets, subsets, and set operations;
c) solve problems involving sets.
SUBJECT AREA PERFORMANCE TASK TIME POINTS FOR CORE VALUES/SPECIFIC
TABLE ALIGNMENT/ BEHAVIOR TARGET
INTEGRATION
MATHEMATICS 7 Set Preference Survey 4 weeks  Obtaining Paulinian Core Values:
TITLE
informative  Community
 Group Work (three members) Survey Results  Charism
through scientific
Procedures for the students:
inquiry.
1.) Select one type of categorical set
 Visualizing survey 21st Century Skills
(e.g., brands of car, kinds of plants,
classification of animals, …) then results by making Foundational Literacies:
determine three corresponding
an innovative  Numeracy
subsets (e.g., Set C = Set of Car
Brands: Toyota, Hyundai, and Venn Diagram  Scientific Literacy
Mitsubishi)
with
 ICT Literacy
2.) Survey 50 people/respondents mathematical
about their preferred subset with
implications.
either of the modalities:

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 Actual or Online. 21st Century Skills
Competencies:
Printout Format:
 Problem - Solving
Name of Respondent:
 Creativity
Date Surveyed:
 Communication

Set Legend (sample):  Collaboration

S = {Suzuki Car}
Y = {Yamaha Car}
M = {Mitsubishi Car} 21st Century Skills
Character Qualities:
Set Preference (sample):
You can select by checking as much  Curiosity
as you want; and in any other way,
 Social Awareness
you can also select none.

S Y M

Online Survey Format:

Good Day! In line with our

Mathematics 7 Performance Task
about Set Theory, we would like to
ask your preference/s about *Name of
the Category* based on the following
subsets below:

*List of the three subsets*

Note: You can select as much as you

want; or in any other way, you can
also select none.

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 3.) Identify the eight cardinalities of
the intersection/singularity of the sets.

Set Cardinalities (sample):

n (S ∩ Y ∩ M) = 1

n (S ∩ Y) = 3

n (S ∩ M) = 2

n (Y ∩ M) = 1

n (S) = 5

n (Y) = 4

n (M) = 2

{}=1

4.) Base on the collation of

cardinalities; create a Venn Diagram
that would represent the overall set
preference survey on a ¼ illustration
board.

PERFORMANCE PRODUCT

 The students will be able to obtain informative Survey Results.

 The group will be able to visualize those survey results by creating an innovative Venn Diagram.

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 STANDARD FOR EVALUATION

ANALYTIC RUBRICS

PERFORMANCE – LEVEL INDICATORS

CRITERIA 25 POINTS 20 POINTS 15 POINTS 10 POINTS
All necessary data are well Most of the necessary data Some of the necessary Minimal necessary data
evident. The survey results are well evident. The data are evident. The are evident. The survey
CONTENT are very informative and survey results are survey results are results are indicated and
Venn Diagram informative and Venn indicated and Venn Venn Diagram
representation is well Diagram representation is Diagram representation is representation is
constructed. constructed. constructed. constructed.
The survey results are The survey results are The survey results are The survey results are
reliable and authentic. reliable and authentic. reliable. Most collation of reliable. Minimal collation
Collation of cardinalities and Collation of cardinalities cardinalities and Venn of cardinalities and Venn
VALIDITY Venn Diagram construction and Venn Diagram Diagram construction are Diagram construction are
are illustratively accurate construction are accurate accurate with the survey accurate with the survey
with the survey results. with the survey results. results. results.
Data compilation and Data compilation and Data compilation and Data compilation and
ORDERLINESS presentation is well presentation is well presentation is slightly presentation is not
organized. Neatness of the organized. Neatness of the organized. Neatness of the organized. Neatness of the
product is apparent, product is acceptable product is acceptable. product is acceptable.
The Venn Diagram The Venn Diagram The Venn Diagram The Venn Diagram
CREATIVITY representation is well representation is well representation is representation is fairly
constructed & innovative. constructed & innovative. conveniently constructed. constructed. The design is
The design is excellent. The design is satisfactory. The design is average. colorless.

TOTAL POINTS:

Date: Prepared by: Checked by: Approved by:

August 3, 2019 MR. KARLSTEIN F. DIAO MR. KENNETH PAUL C. DURAN SR. EMELITA S. ALVAREZ, SPC
MATHEMATICS 7 TEACHER ATL - MATHEMATICS BASIC EDUCATION PRINCIPAL

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 ST. PAUL UNIVERSITY DUMAGUETE
BASIC EDUCATION DEPARTMENT – JHS
AY: 2019 – 2020

QUARTER: SECOND QUARTER GRADE LEVEL: GRADE 7

PERFORMANCE STANDARDS
The learners should be able to:
a) illustrate what it means to measure;
b) approximate the measures of quantities;
c) solve real-life problems involving measurements such as perimeter, area, and volume/capacity.
SUBJECT AREA PERFORMANCE TASK TIME POINTS FOR CORE VALUES/SPECIFIC
TABLE ALIGNMENT/ BEHAVIOR TARGET
INTEGRATION
MATHEMATICS 7 My Solid Model 3 weeks  Constructing a Paulinian Core Values:
TITLE
huge three –  Christ-centeredness
 Group Work (by pair) dimensional  Community
figure artistically.  Charism
Procedures for the students:
 Exhibiting a solid
1.) Randomly pick a rolled paper.
model that is
Written on the paper may be one of
the following solid figures: useful in the 21st Century Skills
cultural aspect of Foundational Literacies:
o Cube
o Rectangular Prism the people.  Numeracy
o Triangular Prism  Illustrating and
o Cylinder  ICT Literacy
describing the
o Cone  Cultural and Civic
solid
o Sphere
mathematically. Literacy
o Square Pyramid

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 o Triangular Pyramid  Relating the solid 21st Century Skills
model to Mary as Competencies:
2.) Create an innovative and large-
sized three-dimensional/solid model our mother and  Critical Thinking
based on the corresponding figure model of our
that you picked.  Creativity
Pauline  Communication
3.) Provide a printed description and spirituality.
illustration of the solid’s:  Collaboration

a. Actual perimeter, area, and volume,

with the respective units of 21st Century Skills
measurement; Character Qualities:
b. Volume formula and its derivation;
c. Real - life applications, implications  Initiative
and contributions to the cultural
 Social and Cultural
aspect.
Awareness
4.) Prepare for an oral presentation
and recitation of your solid model.

PERFORMANCE PRODUCT

 The students will be able to construct a huge innovative Three - Dimensional Figure.

 The pair will be able to exhibit a Solid Model to the community.

 The pair will be able to make an Descriptive Printout about the solid.

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 STANDARD FOR EVALUATION

ANALYTIC RUBRICS

PERFORMANCE – LEVEL INDICATORS

CRITERIA 25 POINTS 20 POINTS 15 POINTS 10 POINTS
The size dimensions of the The size dimensions of the The size dimensions of the The size dimensions of the
solid are at least 1 foot. The solid are at least 1 foot. solid are less than 1 foot. solid are less than 1 foot.
AUNTHENTICITY figure accurately mirrors the The figure satisfactorily The figure averagely The figure slightly mirrors
corresponding solid to be mirrors the corresponding mirrors the corresponding the corresponding solid to
made. solid to be made. solid to be made. be made.
All necessary formulas and Most of the necessary Some of the necessary Some of the necessary
CONTENT solutions are well evident. formulas and solutions are formulas and solutions are formulas and solutions are
Real – life descriptions are well evident. Real – life evident. Real – life evident. Real – life
very apparent. descriptions are apparent. descriptions are apparent. descriptions are limited.
The solid model is devised The solid model is devised The solid model is devised The solid model is devised
INNOVATIVENESS creatively. It exactly creatively. It moderately satisfactorily. It moderately averagely. It unlikely
resembles the object being resembles the object being resembles the object being resembles the object being
portrayed. portrayed. portrayed. portrayed.

TOTAL POINTS:

Date: Prepared by: Checked by: Approved by:

October 7, 2019 MR. KARLSTEIN F. DIAO MR. KENNETH PAUL C. DURAN SR. EMELITA S. ALVAREZ, SPC
MATHEMATICS 7 TEACHER ATL - MATHEMATICS BASIC EDUCATION PRINCIPAL

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 ST. PAUL UNIVERSITY DUMAGUETE
BASIC EDUCATION DEPARTMENT – JHS
AY: 2019 – 2020

QUARTER: THIRD QUARTER GRADE LEVEL: GRADE 7

PERFORMANCE STANDARDS
The learners should be able to:
a) differentiate between constants and variables in a given algebraic expression;
b) evaluate algebraic expressions for given values of the variables;
c) add and subtract polynomials.
SUBJECT AREA PERFORMANCE TASK TIME POINTS FOR CORE VALUES/SPECIFIC
TABLE ALIGNMENT/ BEHAVIOR TARGET
INTEGRATION
MATHEMATICS 7 Algebra Tiles, the Making 3 weeks  Researching on Paulinian Core Values:
TITLE
the methodology  Charism
 Individual Work of Algebra Tiles.  Charity
 Producing an
Procedures for the students:
innovative video
1.) Research about the concept,
about the 21st Century Skills
methodology, and importance of
Algebra tiles in evaluating algebraic algebraic Foundational Literacies:
expressions.
manipulative.  Numeracy
2.) Record a video of yourself making  Integrating  Scientific Literacy
the Algebra Tiles at home, applying
technological
the time-lapse effect.  ICT Literacy
effects on the
3.) Explain and elaborate the
video.
homemade Algebra Tiles in the video.

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 4.) Make and display five algebraic  Making the 21st Century Skills
expressions; evaluate each
manipulative to Competencies:
expression using the Algebra Tiles.
help evaluating  Problem - Solving
5.) Edit the video by using visual,
algebraic  Creativity
musical and transitional effects.
expressions.  Communication
6.) Once the video is finalized, store it
in a USB flash drive for submission.
21st Century Skills
7.) Put the actual Algebra Tiles inside
a sealed container for submission as Character Qualities:
well.  Curiosity
 Initiative
 Adaptability

PERFORMANCE PRODUCT

 The student will be able to create useful Algebra Tiles in evaluating algebraic expressions.

 The student will be able to produce a graphic video in making, explaining, and elaborating the homemade Algebraic

Manipulative.

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 STANDARD FOR EVALUATION

ANALYTIC RUBRICS

PERFORMANCE – LEVEL INDICATORS

CRITERIA 25 POINTS 20 POINTS 15 POINTS 10 POINTS
All necessary tasks in the All necessary tasks in the Only some necessary Only few necessary tasks
video were preeminently video were executed. The tasks in the video were in the video were
CONTENT executed. The sequence of sequence of the executed. The sequence of executed. The sequence of
the presentation is smooth. presentation is smooth. the presentation is the presentation is less
modulated. modulated.
The methodology of the The methodology of the The methodology of the The methodology of the
algebra tiles is properly algebra tiles is properly algebra tiles is fairly algebra tiles is fairly
VALIDITY understood and applied. The understood and applied. understood and applied. understood and applied.
solutions of the examples The solutions of the The solutions of the The solutions of the
are all correct and verified. examples are all correct. examples are mostly examples are less correct.
correct.
Visual, musical, and Visual, musical, and Visual, musical, and Visual, musical, and
TECHNOLOGY transitional effects are well transitional effects are well transitional effects are transitional effects are
INTEGRATION evident. Other video styles evident. satisfactorily applied. slightly applied.
and functions are utilized.
The manipulative is The manipulative is The manipulative is fairly The manipulative is poorly
WORKMANSHIP excellently made with satisfactorily made with made. The usability of the made. The usability of the
creativity. The usability of the creativity. The usability of product is apparent. product is apparent.
product is apparent. the product is apparent.

TOTAL POINTS:

Date: Prepared by: Checked by: Approved by:

January 4, 2020 MR. KARLSTEIN F. DIAO MR. KENNETH PAUL C. DURAN SR. EMELITA S. ALVAREZ, SPC
MATHEMATICS 7 TEACHER ATL - MATHEMATICS BASIC EDUCATION PRINCIPAL

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 ST. PAUL UNIVERSITY DUMAGUETE
BASIC EDUCATION DEPARTMENT – JHS
AY: 2019 – 2020

QUARTER: FOURTH QUARTER GRADE LEVEL: GRADE 7

PERFORMANCE STANDARDS
The learners should be able to:
a) classify algebraic expressions which are polynomials according to degree and number of terms;
b) multiply and divide polynomials;
c) use models and algebraic methods to find the product of two polynomials.
SUBJECT AREA PERFORMANCE TASK TIME POINTS FOR CORE VALUES/SPECIFIC
TABLE ALIGNMENT/ BEHAVIOR TARGET
INTEGRATION
MATHEMATICS 7 The Lattice Board 2 weeks  Probing Paulinian Core Values:
TITLE
alternative  Charism
 Individual Work methods in
multiplying 21st Century Skills
Procedures for the students:
polynomials. Foundational Literacies:
1.) Find the product of two
 Solving for the  Numeracy
polynomials using the distributive
property of real numbers. product of  Scientific Literacy
polynomials using
2.) Alternatively, find the product of
the two polynomials using lattice Lattice Method. 21st Century Skills
method.
 Setting a Competencies:
o Study about the Lattice thematic design  Critical Thinking

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 Method on your book; discover of the product.  Creativity
how this method makes
multiplication of polynomials at  Communication
ease.

3.) Compare the answers from the 21st Century Skills

two methods of multiplying Character Qualities:
polynomials.
 Initiative
4.) On a ¼ Illustration Board,  Persistence
creatively write the solutions of the
Lattice Method and emphasize the  Adaptability
yielded product.

5.) Add color and thematic design to

the output; cover the board with
plastic cover to make it look neat.

PERFORMANCE PRODUCT

 The student will be able to discover an alternative method in multiplying polynomials; producing a thematic Lattice Board.

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 STANDARD FOR EVALUATION

ANALYTIC RUBRICS

PERFORMANCE – LEVEL INDICATORS

CRITERIA 20 POINTS 15 POINTS 10 POINTS 5 POINTS
The answer is correct. The answer is correct. The answer is correct. The answer is not correct.
CORRECTNESS Solutions are well indicated Solutions are only Solutions are less evident. Solutions are less evident.
to justify the correct answer. indicated.
The sample multiplication The sample multiplication The sample multiplication The sample multiplication
process is valid. Lattice process is valid. Lattice process is valid. Lattice process is invalid. Lattice
RELIABILITY method on multiplying method on multiplying method on multiplying method on multiplying
polynomials is given great polynomials is given numerals is given numerals is given
emphasis. emphasis. emphasis. emphasis.
Thematic design is excellent. Thematic design is Thematic design is Thematic design is not
ARTISTRY Creative style and satisfactory. Creative style satisfactory. Creative style enough. Creative style and
orderliness of the output is and orderliness of the and orderliness of the orderliness of the output is
well evident. output is evident. output is less evident. poorly evident.

TOTAL POINTS:

Date: Prepared by: Checked by: Approved by:

March 2, 2020 MR. KARLSTEIN F. DIAO MR. KENNETH PAUL C. DURAN SR. EMELITA S. ALVAREZ, SPC
MATHEMATICS 7 TEACHER ATL - MATHEMATICS BASIC EDUCATION PRINCIPAL

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