E-PORFOLIO

Assessment Learning 2
 The author

RESHEL D. LADIO

Authors biography
Hi, I’m Reshel D. Ladio but you can call me “shel” Im 21 years
old.I was born on February 12,2000. I lived in Purok 16-A Budbud
Bunawan Davao City. We are six in the family, My mother’s name
is Agnes D. Ladio. My fathers name is Reymando E. Ladio Sr. I
have two brothers and one sister namely, Albert D. Ladio, Rey-
mando D. Ladio, Riza Mae D. Ladio.
I’m a working student since 2018 until now. I am working as a
service crew at a fast food industry which is the Jollibee this experi-
enced helps me a lot in terms of sustaining my needs financially. I
love eating, cooking and exploring new places. My religion is cath-
olic. I'm still studying at Gabriel Taborin College of Davao Inc. tak-
ing Bachelor of Secondary Education Major of Mathematics.
 Table of content
Dedication
Acknowledgement
Teachers prayer
Student prayer
School logo
GTCD MVGO
Objectives
Introductions
Code of ethics
Philosopy of education
Ideal teacher
Teachers creed
Things to remembered as a GTCD
Qualities of effective teacher
Characteristics of a good teaching
Teaching learning activities
Principles of classroom management.
Types blended learning
Online distance learning
Lesson plan
SUMMARY
REFLECTION
CONCLUSION
CURRICULUM VITAE
 Dedication
I would like to dedicate this e porfolio to my
instructor and adviser Mr. Abdul Jamara, for
giving this opportunity to express my self
through ths e-portfolio.Also i dedicate this e-
portfolio to my parents Mr. And Mrs. Rey-
mando E. Ladio, to my siblings,friends and
classmates who helped me morally, emo-
tionally and financially to accomplish this
project.
 Acknowledgment
I would like to express my deepest gratitude to my ad-
viser Mr. Abdul Jamara who gave me an opportunity to do this
e-portfolio project in line with my EDMS 3 subject that provid-
ed me an opportunity to showcase what I have gained and un-
derstand in the course of our discussion.

To my parents, for supporting me financially and never

failed to motivate me when I am down, thank you is an under-
statement. I would also like to appreciate the all-out support
of my classmates and closest friends for they too have ex-
tended their valuable time to help me accomplish this task.

Above all, I would like to acknowledge our Omnipotent

God for He have sustained me all through out my journey in
finishing this project. He
is my main source of motivation and inspiration. All of these
things will not be made possible without Him.

God bless us all.

 Teachers prayer

Gracious and loving father,Thank you lord for

the another day, Thank you for the blessings
that you giving to us.
Enable me to teach with wisdom, for I help to
shape the mind. Equip me to teach with truth,
for Ihelp to shape the conscience.
Encourage me to teach with vision, for I help
to shape the future. Empower me to teach with
love for I help to shape the world AMEN.
 Student prayer
Most gracious and loving father,
Lord thank you for this wonderful day. Thank you for the
blessings and another life. Thank you for the opportunity,
guidance and protection for me and for my family.
Lord guide us always and give us knowledge and wisdom.
Despite of this pandemic and struggles that we experienced
lord guide us always and give us the strenght in our daily
lives.
Cover us with your precious Blood. Thank you lord for eve-
rything. In jesus name with pray. Amen
Gabriel Taborin College of Davao Foundation, Inc.

VISION

Gabriel Taborin College of Davao Foundation, Inc., a Cath-

olic educational institution anchored on the spirituality of
the holy family, envisions a society that promotes the evan-
gelical values of peace, solidarity, fraternal relationship,
and respect of the environment.

MISSION

Gabriel Taborin College of Davao Foundation, Inc., com-

mits to form graduates who are academically competent,
technologically skillful, socially committed and spiritually
matured.
 Objectives
This e-porfolio aims to;
a. describe my personal matters
b. provide information about school mission, vision, goal and
school officials
c. value the importance of e-portfolio.

Goals
 To guide students to a God-centered life.
 To strengthen human values through Christian education.
 To make the youth aware of their call to serve humanity and
build harmonious relationship with their fellow men.
 To promote a family atmosphere according to the school motto:
"In prayer , work and love , you find peace".
 To produce academically competent, and technologically skilful
graduates for dignified employment of the Philippines and
abroad by providing competent educators, state -of- the-art
facilities and updated laboratories.
 To educate the youth to become productive, effective and re-
sponsible citizen of the country.
 To equip the students with faith, knowledge, skills, charac-
ter ,inner strength, self-reliance and all proper skills to face
the challenges of the globalized world.
 To implement programs and advocacies on justice and peace
related concerns such as poverty reduction, engaged citizen-
ship, gender equality and environmental sustainability, inter-
faith/cultural solidarity, and good governance.
 Introduction
This e-porfolio shows about my self it includes about

my experience, likes and hobbies. This e-portfolio also in-

cludes the acknowledgement and dedication to my advis-

er,parents, friends, classmates and to our most gracious and

heveanly father the teachers and students prayer, the Gabri-

el Taborin College of Davao Inc. Mission, Vision and Core

Values, the Code of Ethics, the Philosophy of Education, my

ideal teacher, the teachers creed, the things to remember as

a GTCD student from the beginning up to present, qualities of

effective teacher, characteristics of a a good teaching, the

teaching learning activities, the principles of classroom

management, the types of blended learning, online distant

learning and lastly the lesson plan.

 CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Pursuant to the provisions of paragraph (e), Article 11, of R.A.

No. 7836, otherwise known as the Philippine Teachers Profes-
sionalization Act of 1994 and paragraph (a), section 6, P.D. No.
223, as amended, the Board for Professional Teachers hereby
adopt the Code of Ethics for Professional Teachers.

Preamble
Teachers are duly licensed professionals who possesses digni-
ty and reputation with high moral values as well as technical
and professional competence in the practice of their noble pro-
fession, and they strictly adhere to, observe, and practice this
set of ethical and moral principles, standards, and values.
 Article I: Scope and Limitations
Section 1. The Philippine Constitution provides that all educa-
tional institution shall offer quality education for all competent
teachers. Committed to its full realization, the provision of this
Code shall apply, therefore, to all teachers in schools in the
Philippines.

Section 2. This Code covers all public and private school

teachers in all educational institutions at the preschool, prima-
ry, elementary, and secondary levels whether academic, voca-
tional, special, technical, or non-formal. The term “teacher”
shall include industrial arts or vocational teachers and all oth-
er persons performing supervisory and /or administrative
functions in all school at the aforesaid levels, whether on full
time or part-time basis.

Article II: The Teacher and the State

Section 1. The schools are the nurseries of the future citizens

of the state; each teacher is a trustee of the cultural and edu-
cational heritage of the nation and is under obligation to trans-
mit to learners such heritage as well as to elevate national
morality, promote national pride, cultivate love of country, in
still allegiance to the constitution and for all duly constituted
authorities, and promote obedience to the laws of the state.
Section 2. Every teacher or school official shall actively help
carry out the declared policies of the state, and shall take an
oath to this effect.
Section 3. In the interest of the State and of the Filipino people
as much as of his own, every teacher shall be physically, men-
tally and morally fit.
Section 4. Every teacher shall possess and actualize a full
commitment and devotion to duty.

Section 5. A teacher shall not engage in the promotion of any

political, religious, or other partisan interest, and shall not, di-
rectly or indirectly, solicit, require, collect, or receive any mon-
ey or service or other valuable material from any person or
entity for such purposes.
Section 6. Every teacher shall vote and shall exercise all other
constitutional rights and responsibility. Section
7. A teacher shall not use his position or official authority or
influence to coerce any other person to follow any political
course of action.
Section 8. Every teacher shall enjoy academic freedom and
shall have privilege of expounding the product of his research-
es and investigations; provided that, if the results are inimical
to the declared policies of the State, they shall be brought to
the proper authorities for appropriate remedial action.
 Article III: The Teacher and the Community
Section 1. A teacher is a facilitator of learning and of the develop-
ment of the youth; he shall, therefore, render the best service by
providing an environment conducive to such learning and growth.
Section 2. Every teacher shall provide leadership and initiative to
actively participate in community movements for moral, social, edu-
cational, economic and civic betterment.
Section 3. Every teacher shall merit reasonable social recognition
for which purpose he shall behave with honor and dignity at all
times and refrain from such activities as gambling, smoking, drunk-
enness, and other excesses, much less illicit relations.
Section 3. Before leaving his position, a teacher shall organize for
whoever assumes the position such records and other data as are
necessary to carry on the work.
Section 4. A teacher shall hold inviolate all confidential information
concerning associates and the school, and shall not divulge to any-
one documents which has not been officially released, or remove
records from files without permission.
Section 5. It shall be the responsibility of every teacher to seek cor-
rectives for what may appear to be an unprofessional and unethical
conduct of any associate. However, this may be done only if there is
incontrovertible evidence for such conduct.
Section 6. A teacher may submit to the proper authorities any justi-
fiable criticism against an associate, preferably in writing, without
violating the right of the individual concerned.
Section 7. A teacher may apply for a vacant position for which he is
qualified; provided that he respects the system of selection on the
basis of merit and competence; provided, further, that all qualified
candidates are given the opportunity to be considered.
Article VI: The Teacher and Higher Authorities in the Profession
Section 1. Every teacher shall make it his duty to make an hon-
est effort to understand and support the legitimate policies of
the school and the administration regardless of personal feel-
ing or private opinion and shall faithfully carry them out.
Section 2. A teacher shall not make any false accusations or
charges against superiors, especially under anonymity. Howev-
er, if there are valid charges, he should present such under
oath to competent authority.
Section 3. A teacher shall transact all official business through
channels except when special conditions warrant a different
procedure, such as when special conditions are advocated but
are opposed by immediate superiors, in which case, the teach-
er shall appeal directly to the appropriate higher authority.
Section 4. Every teacher, individually or as part of a group, has
a right to seek redress against injustice to the administration
and to extent possible, shall raise grievances within acceptable
democratic possesses. In doing so, they shall avoid jeopardiz-
ing the interest and the welfare of learners whose right to
learn must be respected.
Section 5. Every teacher has a right to invoke the principle that
appointments, promotions, and transfer of teachers are made
only on the basis of merit and needed in the interest of the ser-
vice.
Section 6. A teacher who accepts a position assumes a con-
tractual obligation to live up to his contract, assuming full
knowledge of employment terms and conditions.
 Article VII: School Officials, Teachers, and
Other Personnel
Section 1. All school officials shall at all times show profes-
sional courtesy, helpfulness and sympathy towards teachers
and other personnel, such practices being standards of effec-
tive school supervision, dignified administration, responsible
leadership and enlightened directions.
Section 2. School officials, teachers, and other school person-
nel shall consider it their cooperative responsibility to formu-
late policies or introduce important changes in the system at
all levels.
Section 3. School officials shall encourage and attend the
professional growth of all teachers under them such as rec-
ommending them for promotion, giving them due recognition
for meritorious performance, and allowing them to participate
in conferences in training programs.
Section 4. No school officials shall dismiss or recommend for
dismissal a teacher or other subordinates except for cause.
Section 5. School authorities concern shall ensure that public
school teachers are employed in accordance with pertinent
civil service rules, and private school teachers are issued
contracts specifying the terms and conditions of their work;
provided that they are given, if qualified, subsequent perma-
nent tenure, in accordance with existing laws.
 Article VIII: The Teachers and Learners

Section 1. A teacher has a right and duty to determine the aca-

demic marks and the promotions of learners in the subject or
grades he handles, provided that such determination shall be
in accordance with generally accepted procedures of evalua-
tion and measurement. In case of any complaint, teachers con-
cerned shall immediately take appropriate actions, observing
due process.
Section 2. A teacher shall recognize that the interest and wel-
fare of learners are of first and foremost concern, and shall
deal justifiably and impartially with each of them.
Section 3. Under no circumstance shall a teacher be prejudiced
or discriminate against a learner.
Section 4. A teacher shall not accept favours or gifts from
learners, their parents or others in their behalf in exchange for
requested concessions, especially if undeserved.
Section 5. A teacher shall not accept, directly or indirectly, any
remuneration from tutorials other what is authorized for such
service.
Section 6. A teacher shall base the evaluation of the learner’s
work only in merit and quality of academic performance.
Section 7. In a situation where mutual attraction and subse-
quent love develop between teacher and learner, the teacher
shall exercise utmost professional discretion to avoid scandal,
gossip and preferential treatment of the learner.
 Article IX: The Teachers and Parents
Section 1. Every teacher shall establish and maintain cordial rela-
tions with parents, and shall conduct himself to merit their confi-
dence and respect.
Section 2. Every teacher shall inform parents, through proper au-
thorities, of the progress and deficiencies of learner under him,
exercising utmost candour and tact in pointing out the learner's
deficiencies and in seeking parent’s cooperation for the proper
guidance and improvement of the learners.
Section 3. A teacher shall hear parent’s complaints with sympathy
and understanding, and shall discourage unfair criticism.

Article X: The Teacher and Business

Section 1. A teacher has the right to engage, directly or indirectly,
in legitimate income generation; provided that it does not relate to
or adversely affect his work as a teacher.
Section 2. A teacher shall maintain a good reputation with respect
to the financial matters such as in the settlement of his debts and
loans in arranging satisfactorily his private financial affairs.
Section 3. No teacher shall act, directly or indirectly, as agent of, or
be financially interested in, any commercial venture which furnish
textbooks and other school commodities in the purchase and dis-
posal of which he can exercise official influence, except only when
his assignment is inherently, related to such purchase and dispos-
al; provided they shall be in accordance with the existing regula-
tions; provided, further, that members of duly recognized teachers
cooperatives may participate in the distribution and sale of such
commodities.
 Article XI: The Teacher as a Person
Section 1. A teacher is, above all, a human being endowed with life
for which it is the highest obligation to live with dignity at all times
whether in school, in the home, or elsewhere.
Section 2. A teacher shall place premium upon self-discipline as
the primary principle of personal behaviour in all relationships
with others and in all situations.
Section 3. A teacher shall maintain at all times a dignified person-
ality which could serve as a model worthy of emulation by learn-
ers, peers and all others.
Section 4. A teacher shall always recognize the Almighty God as
guide of his own destiny and of the destinies of men and nations.

Article XII: Disciplinary Actions

Section 1. Any violation of any provision of this code shall be suffi-
cient ground for the imposition against the erring teacher of the
disciplinary action consisting of revocation of his Certification of
Registration and License as a Professional Teacher, suspension
from the practice of teaching profession, or reprimand or cancel-
lation of his temporary/special permit under causes specified in
Sec. 23, Article III or R.A. No. 7836, and under Rule 31, Article VIII,
of the Rules and Regulations Implementing R.A. 7836.

Article XIII: Effectivity

Section 1. This Code shall take effect upon approval by the
Professional Regulation Commission and after sixty (60)
days following its publication in the Official Gazette or any
newspaper of general circulation, whichever is earlier.
 Philosophy of Education

To have a successful education, students and

teachers must work together to build a compati-
ble relationship. Education must be fair for all
students, and it must be accessible to all stu-
dents, rich and poor. Teachers should be able to
teach their students in a way that engages and
interacts with them.
 Ideal Teacher

The teacher should always set a good example. The teacher

should be fair and just. Teachers need to be familiar with
their students and have a close bond with one another. A
teacher who inspires students will make them work hard in
class. Teachers should help students to see that following
rules and obligations are important. Teachers should make
students feel as comfortable as possible. An ideal teacher is
someone who motivates their students to work hard in
school. The teacher will always be encouraging and support-
ive; they will always be encouraging and supportive. The
teacher should make students feel comfortable in a way that
makes a positive environment.
 TEACHER'S CREED
I believe I have been called by God to teach. I believe in children,
young and old, black and white, rich and poor, each in need of learn-
ing. I believe in blackboards, chalk dust, textbooks, and computers for
each has a part in imparting knowledge. I believe the love I give to my
students will someday be reflected in their lives.
I believe the gift of teaching is not measured simply by marks, enrol-
ment, or the end of the school year.
It is in the witness I give and the fullness of the life lived by those I
teach.
I believe I have the power to lead those in need of learning to the
threshold of their own minds.
I believe in my giftedness to use each of the tools available no matter
how new or old. For the light of knowledge in the eyes of another is
my goal.
I believe teaching is more than tests, diplomas, paperwork, and fund-
raising.
It is the values I breathe daily into another...slowly.
It is in the faith I share in Jesus...ever changing and growing...never
ending.
I believe my success today goes unnoticed...until those I teach and
touch can stand alone and say "in my life I have learned..."
I believe if I have taught and touched one person...in God's name...I
have used my gift to me justly. And can humbly say...
I believe in teaching....
I AM A TEACHER!!
 Things to remembered as a
GTCD student

1. Respect all teacher, student and school adminis-

trator
2. Comply all activities
as a student.
3. Take time for duties
in school and class.
4. Be careful as we
should take pride in
representing our in-
stitution.
5. Celebrate and embrace the perspective of every-
 QUALITIES OF EFFECTIVE
TEACHER

 Teachers want to help their students.

 The teacher should let
the students express
their ideas. The teacher
should appreciate their
works.
 The teacher should val-
ue their effort.
 The teacher should also give the students
some consideration.
 The teacher should be responsible for the
tasks they assign to students.
 Characteristic of a Good
Teaching

One set of characteristics of good teaching, extracted

from research studies and summarized from the individu-
al lecturer’s point of view(Ramsden,2003) includes;
 A desire to share your love of the subject with stu-
dents
 Ability to make the material being taught stimulating
and interesting
 A facility of engaging with students at their level of
understanding principles of classroom management
 Know what you want and what you don’t want.
 Show and tell your students what you want
 When you get what you what acknowledgement it.
Teaching - learning activities

Brain-writing - For each student, time is given to come

up with their own ideas individually before sharing them
out loud or posting them to an online whiteboard or oth-
er shared platform.
Peer review - Students swap drafts of their essays, pro-
posals or lab reports, and then each other's feedback to
improve their work.
Empathy mapping - The ability to slow down and im-
merse yourself in a different perspective is valuable. In
design thinking, empathy maps help designers create
products that are more appropriate for people.
 Principles of Classroom
Management
1. Use your students' names
2. Establish simple classroom rules
3. Establish areas of your room for classroom supplies
4. Identify common times for classroom disruptions
5. Prevent cheating
6. Get commitments from your students
7. Choose participation carefully
8. Differentiate your teaching strategies
9. Keep your passion alive
10. Keep yourself happy and healthy
11. Take time for yourself when you need it
 Types blended learning
Online: Instruction occurs via an online platform, with pe-
riodic face-to-face meetings.

Rotation: Student rotates between self-paced online

learning and face-to-face instruction. Schedules are fixed
but flexible.

Flex: Most instruction is delivered online, with teachers

providing as needed support in small-group settings.

Personalized blend: Teacher designs face-to-face and

anywhere, anytime learning options that straddle the
physical classroom and virtual spaces. Learning is the
constant and time is the variable.

Online lab: Instructions takes place in a brick and mortar

lab. Delivered by an online teacher and supervised onsite
by paraprofessionals.

Students learn differently, and teaching methods should

reflect that by designing teaching programs that reach visu-
ally, audibly, and kinetically-inclined students. With the inte-
gration of technologies, we can expect improvements in
teaching, information retention, engagement, responsibility,
and enjoyment. Students never outgrow their learning
styles, meaning that blended learning is more important
than ever, no matter what the industry is, from schools to
corporations, from all walks of life.
 Online distance learning

Online courses involve setting deadlines and goals

and monitoring progress. Online courses can give you in-

formation that you would not otherwise be able to find on

your own. Technology has added new animations to help

people learn and communicate.

Distance learning is a way to learn from anywhere.

Whenever you have different groups in the same room,

they might not be able to meet if the teacher uses a cer-

tain method. Learning on the internet is harder than

learning without the internet.

 LESSON PLAN IN MATHEMATICS 10

Lesson 1: Arithmetic Sequence

Content Standard: The learner demonstrate understanding of key concepts of sequences, polynomials
and polynomial equations.
Performance Standards: The learner is able to formulate and solve problems involving sequences, pol-
ynomials and polynomials equations in different disciplines through appropriate and accurate represen-
tations.

Learning Competency: The learner generates patterns.

Competency: List the next few terms of a given sequence.
I. Objectives
List the new terms of a given sequence
II. Subject Matter
Topic. Listing terms of a given sequence
Reference: Intermediate Algebra, J. G. Bernabe, pp. 179-180 Mathematics 10 Learners Mod-
ule
Materials: text book, notebook

III. Strategies
Routine Activities

Checking of Assignment
ii. Recall: Sequence
iii. Motivation
° In A sub n= 5 sub n, can we give the first five terms of this sequence?
Lesson Proper

° The first five terms of a sequence suggested by A sub n=5 sub n are :
A sub 1= 5. A sub 2=10. A sub 3=15. A sub 4=20 A sub 5=25

Activity List the first 3 terms of the following:

y=4x
y=2x²
y=3x
 Analysis
° What did you observe about givinh the first five terms?

Abstraction
°How to list down the next few terms of the given sequenve given its rule?

Application
° List the first three terms of the following sequences.
A sub n= -n
A sub n= 3

IV. Assessment
To be written on a ½ sheet of paper
List the first three termz of the following sequences.
° a sub n= 4n+5
° a sub n= 3n-7

V. Assignment
° To be written in a ½ sheet of paper
° List the first three terms of the following sequences.
A sub n= ½n+10
A sub n= n²-9

Prepared by:

Resher Ladio

Teacher
 LESSON PLAN IN MATHEMATICS 10

Lesson : Arithmetic Sequence

Content Standards: The learner demonstrates understanding of key concepts of se-
quences, polynomials, and polynomial equations.
Performance Standards: The learner is able to formulate and solve problems involving
sequences, polynomials and polynomials equations in different disciplines through appropriate
and accurate representations.
Competency: Demonstrate knowledge and skill related to arithmetic sequence and apply
these in problem solving
Objectives
Find the unknown term/s or values in a given sequence
State the pattern used in a given sequence
Define a mathematical sequence

Learning Content
Subject Matter: Mathematical Sequence- Listing the Terms in a Sequence
Reference: BEC/PSSLC Prototype Lesson Plan pp. 155-158
Intermediate Algebra Textbook, Jose-Dilao, et, al., pp. 178-180
Skill: Finding pattern/s in a sequence given several consecutive terms

Learning Experiences/Procedure
Routine Activities
Review
° Students will be refreshed on problems involving joint variation.
Motivation
° Students will be presented with a picture of a kangaroo. The presentation will then
be followed by a trivia about kangaroo.
° Situation: If a kangaroo could reach 2 meters in just one jump, how many meters
that a certain kangaroo will reach after its 5th jump?
Unlocking of Difficulties
° The following words are to be defined:
Pattern
Sequence
Presentation of the Lesson
Many situations in the field of science and mathematics involve numbers arranged in
a definite order or sequence which are related to each other, such as minutes, in
an hour, successive powers of 10, squares of integers, and others.
Lesson Proper
° Activity
Activity sheets will be distributed
 2. Analysis
On sequence number 1, what is the 3 numbers next to 11?
How did you arrive to such value?
On number 2, what is the number between 1 and – 7?
What is the pattern used in number 2?
What is the pattern used in number 3?
Based on the given example, what is the thing to be considered in finding the
unknown term?

3. Abstraction
How will you define a mathematical sequence?

4. Application
“Think, Pair, and Share”- Students will be encourage of thinking a sequence of their
own and wilk be letting his/her partner find the pattern and vice versa.

5. Valuing
In life, just like Mathematics, there are likewise a lot of patterns, those patterns will be
of good and bad.
Students will be asked of what is/are their desired pattern/s to have in their life. They
are to be asked why so?

IV: Assessment
To be written on a ½ sheet of paper
By following the pattern, list the next three terms in the sequenve and cite the pattern.
y, y², y³, y³, _____, _____, ____-
Pattern:____________________
x, x+y, x+2y,x+3y,___________
Pattern:____________________

Assignment
To be written in a ½ sheet of paper
By following the pattern, list the next three terms in the sequence and cite the pattern.
3a,4b,5c___________
Pattern:____________
2,4,16,____,_____,_____
Pattern:_________________

Prepared by:
Reshel Ladio
Teacher
 LESSON PLAN IN MATHEMATICS 10

Lesson: Finding Zeroes of a Polynomial Functions

Competency:
Find the zeroes of polynomial functions of degree greater than 2 by Factor Theorem.

I. Objective:
At the end of the lesson, the students should be able to:
Use the Factor Theorem to find zeroes of the polynomial function of degree greater
than 2.

II. Subject Matter

Topic: Finding Zeroes of a Polynomial Function
References: Advanced Algebra, Trigonometry, and Statistics Functional Approach, 35-36 Ad-
vanced Algebra
III. Materials: Manila paper, pentel pen, activity sheets

Learning Procedure:
Review:
Factor the following:
1.)
a.) 4y-24 c.) 4(y-6)
b.) y²+18y+81. d.) (y+9)²
2. Given f(x) =4x+2, find the zero of the function.
A. 4x+2=0
B. 4x= - 2
C. X= - ½

3. If f(x) = x²+3x-10, find the zeroes of the function.

x²+3x-10=0
(x+5)(x-2)=0
X= - 5; x=2
The zeroes of the function are – 5 and 2
IV. Motivation:
Mathematics offers various kinds of functions. What kind of functions have you studied so
far? Why are they called so? (Linear first degree function and quadratic second degree function)
Activity: “Theorem Test”
Ask the students to work the following exercises with a partner. Distribute to each pair the
task.
 Task A: Find the zeroes of the polynomial function.
P(x) = x³-x²-10x-8. (-2,4-1)
P(x)= x³-4x²+x+6. (2,3,-1)
P(x)= x⁴-2x³-7x²+8x+12 (2,-2,3,-1)

Task B. Find the remaining zeroes of the polynomial function.

P(x) =x³+5x²-2x-24
P(x)= x⁴-4x³-x²+16x-12

Analysis
What is the degree of the function in #s 1,2 and 3 in task A? In task B, what is the
degree in #s 1 and 2?
How many zeros are there in #s 1,2 and 3 in task A? What about jn task B in #s 1
and 2?

Abstraction
How is the degree of a polynomial function related to the number of zeros?

Application
Find the zeros of the function.
P(x) = x³+6x²+11x+6. (-1,-2,-3)
P(x)= x⁴-2x³-7x²+8x+12. (3,-2,-1,2)

V. Assessment:
½ sheet of paper
Find the zeros of the function.
P(x) =x³-x²-10x-8. (-2,4,1)
P(x)= x³+2x²-9x-18. (-3,3-2)
P(x)= x²+4x-21. (-7,3)

VI. Assignment:
½ sheet of paper
Find the zeros of the function.
x³-x²-x+1. (-1,1,1)
x⁴-2x³-3x²+4x+4. (2,2,-1,-1)

Prepared by:
Reshel Ladio
Teacher
Summary
In this electronic portfolio it shows the information
about myself, as well as my family, my work experi-
ence, my hobbies etc. This e-portfolio also provides
the Teachers creed, the school mission, vision, goal
and core values, the school motto as well as the
Philosophy of Education.
This electronic portfolio also emphasize the quali-
ties of an effective learner, characteristic of a good
teacher, the principle of classroom management,
the classroom arrangement, types of blende learn-
ing and online distance learning then lastly the Les-
son plan.
Reflection:
I am so glad that we have given the chance to
make this electronic portfolio because it was
really helpful to me as well to my classmates.
While making this electronic portfolio it teach
us how to be creative in such particular way, it
also teach us how to organize our works, like
written task, assignments, projects and lesson
plan. This electronic portfolio serve’s as our
guide that we can use to our next journey.
Conclusion:
This was my first making an electronic portfo-
lio. I enjoy the fact that we are able to improve our
self like how to be creative and used our skills in
doing this. We have a lot of fun doing all the activi-
ties and we’ve learned a lot of matters while doing
this like in compiling something is that it should be
organize to make it presentable to the readers.
As we all know this electronic portfolio really
enhance our others skills and we are so thankful
to that kind of matter.
APPENDICES
 RESHEL D. LADIO
reshelladio12@gmail.com
Mobile no. : 09952133549

Address: Prk.16-A Bud-bud, Bunawan, Davao City, Philippines 8000

WORK OBJECTIVE:
To work with competence and to obtain a senior crew position that enables me to make a
positive contribution to company by utilizing my skills to their fullest potential.

PERSONAL DATA:
Age: 21 year’s old Date of birth: February 12, 2000
Place of birth: Davao City Gender: Female
Height: 5’5 Weight: 54
Civil Status: Single Nationality: Filipino
Religion: Roman Catholic Language Spoken: Bisaya, Tagalog, English

EDUCATIONAL BACKGROUND:
Primary:
Buhisan Elementary School Tibungco, Davao City
2007-2012
With Honors
Secondary:
Francisco Bustamante National High Sch Tibungco, Davao City
2013-2016
With Honors

Tertiary:
Gabriel Taborin College of Davao Inc. Lasang, Davao City
2019
Dean’s List
CHARACTER REFERENCE:
Sir. Brylle P. Maghari
Teacher at Gabriel Taborin College of Davao Inc.

SKILLS & INTEREST:

• Good communication skills, flexible and can work under pressure.

I hereby certify that above information furnished by me is true and correct to the best of
my knowledge and it may serve as the basis of my development.

RESHEL D. LADIO
Applicant