RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: Maria Francia B. Delos Santos_____ DATE SUBMITTED: April 11, 2022______
RATER: Maria Antonia P. Borromeo__________ SUBJECT & GRADE LEVEL: Mathematis 8

DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the questions/prompts provided. Use any local
or official language that you are comfortable with. Use extra sheets if needed. Please limit your response to 500 words.

OBJECTIVE 9
Designed, adapted and implemented teaching strategies that are
responsive to learners with disabilities, giftedness and talents

PROMPT #1
Context: Clara is often seen restless or unfocused in class. She also has troubles following instructions and skips
activities when left unsupervised.
Action Taken: You had a conference with her parents and found out from them that Clara was diagnosed with a
learning disability.

How will you modify the instructions for Clara to keep her focus on classroom activities? Write your reflections in
this form. Mention in your reflections a specific learning disability that you are familiar with or have researched on.

MY REFLECTIONS

Based on my research, a learning disability is a neurological condition which affects the

brain’s ability to send, receive, and process information. A child with a learning disability may have
difficulties in reading, writing, speaking, listening, understanding mathematical concepts, and with general
comprehension. Learning disabilities include a group of disorders such dyslexia, dyspraxia, dyscalculia
and dysgraphia. Each type of disorder may coexist with another. (Learning Disability in Children: Causes,
Signs & Treatment/White Swan Foundation).
From the definition above, I understand having a learning disability causes great
hindrance on a child’s learning process. And according to Clara’s parents, she was diagnosed to know a
certain disability so the first thing that I will do is ask for a copy of her doctor’s diagnosis to know what
exactly Clara’s learning disability is. After identifying it, I will start to craft a lesson plan for her or try to
research what activities are suited for her to help her from being unfocused, restless and skipping
activities in the class.
Since she is restless, I will also, give her task suitable for her condition based on the
diagnosis she has. I will make sure that her chair and desk is appropriate for her heights so she could
rest somehow. I will use multi-sensory strategies so she will not get bored in my Math class. Also, I will
always model the behavior that I expect her to see and give her an escape route or visual cue. For
example, if I raise “Silence Please” card, it means that she needs to be calm until she gets used to this
method.
To avoid her behavior about skipping activities, I will prepare differentiated instructions
RPMS SY 2021-2022
suited for each in every student that I have in my class including her. Also, I will monitor what activity she
loves to do the most and I will stick to it until she adjusted.
Regarding her problem about following instructions, I will establish eye contact before
giving any instructions to her. This is to make sure that she is listening. I will read the instruction alone to
her and also try to ask other students to repeat the instructions for her because this method according to
a study gives the student more than one opportunity to “tune in” to the directions.
 TEACHER REFLECTION FORM (TRF)
TEACHER I-III

TEACHER: Maria Francia B. Delos Santos_____ DATE SUBMITTED: April 11, 2022______
RATER: Maria Antonia P. Borromeo__________ SUBJECT & GRADE LEVEL: Mathematis 8

DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the questions/prompts provided. Use any local
or official language that you are comfortable with. Use extra sheets if needed. Please limit your response to 500 words.

OBJECTIVE 9
Designed, adapted and implemented teaching strategies that are
responsive to learners with disabilities, giftedness and talents

PROMPT #2
Design a lesson plan for the gifted and talented learners based on your idea on how they may be addressed in
your class. Your strategies for the gifted and talented learners must be highlighted and annotated in this form.
Attach your lesson plan here.

I. OBJECTIVES
At the end of the lesson the students should be able to (M8GE-IIId-e-1)
(MELC) Most Essential - identify corresponding parts of two triangles
Learning Competencies - Illustrate the SSS, SAS, ASA congruence postulate
- determine the necessary parts to show triangle congruence
II. CONTENT ILLUSTRATING THE SSS, SAS, ASA CONGRUENCE POSTULATES
III. LEARNING
RESOURCES
A. References Mathematics 8 Learner’s Materials
1. Teacher’s Guide
pages
2. Learner’s Material Quarter 3 Learners Activity Sheet no. 4
pages
3. Textbook pages.
4. Additional Materials Visual Aid, paper and pen, ppt
from Learning
Resource (LR)
portal
A. Other learning
Resources
IV. PROCEDURES
A. Reviewing previous Checking of attendance and the prescribed seating arrangement.
lesson or presenting the Reminders for the safety protocols.
new lesson Review Correspondence and Triangle Congruence
B. Establishing a Correspondence simply means pairing and matching (↔)
purpose for the lesson
Two triangles are congruent if and only if their vertices can be paired so that the corresponding
sides are congruent and corresponding angles are congruent. ( ≅ )
CPCTC – Corresponding Parts of Congruent Triangles are Congruent

Objective 9: Designed, adapted, and implemented teaching strategies that are

responsive to learners with disabilities, giftedness, and talents.
 Annotation: The teacher conducted the activity to determine what gifted and talented
students in the classroom know about a subject.
C. Presenting examples/ Postulates – statement that is assumed true without proof.
Instances of the new Theorem – true statement that can be proven
lesson We will discuss the Triangle Congruence Postulates

D. Discussing new Discuss the triangle congruence postulates and provide examples for each.
concepts and practicing 1. SSS – “If three sides of one triangle are congruent to the corresponding sides of another triangle
new skills 1 then the two triangles are congruent”.

2. SAS - “If two sides and the included angle of one triangle are congruent respectively to
the two sides and the included angles of another triangle, then the two triangles are
congruent.”
3.

included side of one triangle are congruent respectively to the two angles and the
included side of another triangle, then the two triangles are congruent.”
Objective 9: Designed, adapted, and implemented teaching strategies that are
responsive to learners with disabilities, giftedness, and talents.

Annotation: The teacher’s example will be told to her students that they are all part of the
activity. With that, the students with disabilities, giftedness, and talents will not feel being
isolated from the normal students since they are part and pertain as part of the circle.

E. Discussing new
concepts and practicing
new skills 2
F. Developing mastery The class will be divided into 3 groups
(Leads to Formative to perform differentiated activity. There
Assessment) will be rubrics for this.
 Activity: Corresponding congruent parts are marked. Indicate the additional corresponding parts
needed to make the triangles congruent by using the specified congruence postulates. Discuss the
answer to the class.

Objective 9: Designed, adapted, and implemented teaching strategies that are

responsive to learners with disabilities, giftedness, and talents.

Annotation: The activities presented enabled gifted and talented learners to work
together in groups. It boosts their academic achievement and benefits other students in
the classroom as well. When gifted students work together, they challenge themselves in
unexpected ways. They bounce ideas off one another ang take a peer’s idea to a new
place.

G. Finding practical How can we apply these different postulates in our daily lives?
applications
Congruent triangles are used in the construction to reinforce the structure. This ensures that the structures are
strong and rigid. Thus, they do not buckle or bend under strong winds or other weather anomalies.
A truss bridge is formed by equilateral triangles on both sides. All these triangles are congruent under the
SSS criteria. This is because the truss bridge needs to have equal weight controlling lengths to keep the
structure intact so that it doesn’t fall.
Geodesic Dome - This is common playground equipment. The necessary angles and side lengths must be
created so that all the triangles involved are congruent under the ASS rule. One miscalculation in terms of
angle, side length, or congruence can be fatal to a child playing on this structure.
H. Making 1. How are we going to identify corresponding parts of two triangles?
generalization and 2. What are the congruence postulates that were going to use to illustrate triangle congruences?
abstractions about the 3. How will we determine the necessary parts to show triangle congruence
lesson
I. Evaluating Learning
Part 1. State the postulate/theorem that can be used to conclude that the triangles are congruent.
 J. Additional activities
for application or
remediation

Congruent Triangles – Explanation & Examples (storyofmathematics.com)

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional
activities for remediation.
C. Did the remedial lessons work? No. of
learners who have caught up with the lesson.

D. No. of learners who continue to require

remediation
E. Which of my teaching strategies work well?
Why did this work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?

G. What innovation or localized materials did I

used/discover which I wish to share with other
teachers?
 RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III

TEACHER: Maria Francia B. Delos Santos_____ DATE SUBMITTED: June 11, 2022______
RATER: Maria Antonia P. Borromeo__________ SUBJECT & GRADE LEVEL: Mathematis 8

DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the questions/prompts provided. Use any local
or official language that you are comfortable with. Use extra sheets if needed. Please limit your response to 500 words.

OBJECTIVE 10
Adapted and used culturally appropriate teaching strategies to
address the needs of learners from indigenous groups

PROMPT #1
Below is an assessment activity for a class of 30 learners, five of which belong to an indigenous peoples (IP) group.
Evaluate the appropriateness of the activity to your learners. Write your response in this form.

Directions: For your assessment, research on the following roles in your community by asking your parents or
anyone with knowledge on these roles. Choose from Set A and Set B. Explain why these are important roles.

Set A Set B
1. mayor 1. datu/chieftain
2. councilors 2. community elders
3. medical officers 3. healers

MY REFLECTIONS

According to United Nations, Indigenous People (IPs) are inheritors and practitioners of unique cultures and ways
of relating to people and the environment. They have retained social, cultural, economic and political
characteristics that are distinct from those of the dominant societies in which they live. They are also entitled to a
well-rounded education.

In the given scenario, me as a teacher is aware that five of my students belong to the IP group. So I will be
very much considerate of including the important roles of (1) datu/ chieftain, (2) community elders, and (3) healers
where in fact these are the leaders that are present in the community and at the same time, they can really seek
help from their parents and even to their neighbors for gathering the information.

This only shows that me as a teacher is knowledgeable of my students’ background and aside with that I am
practicing an engaging and equally involvement of students that meet their needs and ensure that they have
access to the quality of education that they need and they are not left behind.
 RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: Maria Francia B. Delos Santos_____ DATE SUBMITTED: April 11, 2022______
RATER: Maria Antonia P. Borromeo__________ SUBJECT & GRADE LEVEL: Mathematis 8

DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the questions/prompts provided. Use any local
or official language that you are comfortable with. Use extra sheets if needed. Please limit your response to 500 words.

OBJECTIVE 10
Adapted and used culturally appropriate teaching strategies to
address the needs of learners from indigenous groups

PROMPT #2
Design a lesson plan for your class that integrates aspects of indigenous peoples (IP) culture using national
mandates on indigenous peoples education (IPEd) as reference:
• Republic Act No. 8371 or the Indigenous People’s Rights Act of 1997
• DepEd Order No. 62, S. 2011 or the Adopting the National Indigenous Peoples (IP) Education Policy Framework
• DepEd Order No. 32, S. 2015 or the Adopting the Indigenous Peoples (IP) Education Curriculum Framework

The integration of IP culture in the lesson plan must be highlighted and annotated in this reflection form. Attach
your lesson plan here.

I. OBJECTIVES
At the end of the lesson the students should be able to (M8GE-IIId-e-1)
(MELC) Most Essential - identify corresponding parts of two triangles
Learning Competencies - Illustrate the SSS, SAS, ASA congruence postulate
- determine the necessary parts to show triangle congruence
II. CONTENT ILLUSTRATING THE SSS, SAS, ASA CONGRUENCE POSTULATES
III. LEARNING
RESOURCES
A. References Mathematics 8 Learner’s Materials
5. Teacher’s Guide
pages
6. Learner’s Material Quarter 3 Learners Activity Sheet no. 4
pages
7. Textbook pages.
8. Additional Materials Visual Aid, paper and pen, ppt
from Learning
Resource (LR)
portal
B. Other learning
Resources
IV. PROCEDURES
A. Reviewing previous Checking of attendance and the prescribed seating arrangement.
lesson or presenting the Reminders for the safety protocols.
new lesson Review Correspondence and Triangle Congruence

Objective 10: Adapt and use culturally appropriate teaching strategies to address
the needs of learners from indigenous groups.

Annotation: The teacher made sure that from the start of her class, she used a respectful
tone of verbal and non-verbal communication to appreciate the challenges and
adjustments of the indigenous people.

B. Establishing a Correspondence simply means pairing and matching (↔)

purpose for the lesson
Two triangles are congruent if and only if their vertices can be paired so that the corresponding
sides are congruent and corresponding angles are congruent. ( ≅ )
CPCTC – Corresponding Parts of Congruent Triangles are Congruent

Objective 10: Adapt and use culturally appropriate teaching strategies to address the needs
of learners from indigenous groups.

Annotation: The teacher translated some words in Tagalog / Bikol in the introductory task in order
for the Indigenous group to be hook in the lesson.

C. Presenting examples/ Postulates – statement that is assumed true without proof.

Instances of the new Theorem – true statement that can be proven
lesson We will discuss the Triangle Congruence Postulates

D. Discussing new Discuss the triangle congruence postulates and provide examples for each.
concepts and practicing 4. SSS – “If three sides of one triangle are congruent to the corresponding sides of another triangle
new skills 1 then the two triangles are congruent”.

5. SAS - “If two sides and the included angle of one triangle are congruent respectively to
the two sides and the included angles of another triangle, then the two triangles are
congruent.”
6. ASA -
“If two
angles
and the

included side of one triangle are congruent respectively to the two angles and the
included side of another triangle, then the two triangles are congruent.”
Objective 10: Adapt and use culturally appropriate teaching strategies to address the needs
of learners from indigenous groups.

Annotation: Upon the presentation of triangle congruence postulates where it is said that in
The Bermuda Triangle videos, and some illustrative examples of postulates and these
 are the different postulates or styles used to state that two triangles are congruent, and
with that the teacher will ask about, “How do they tell if two triangles are congruent
in their community?” or where they can relate it to their community?
With that the IP group can be able to share their ideas and experiences about it.
During the discussion, the teacher put some translated words in the presentation
for a better understanding both of the non-IP and IP students.

E. Discussing new
concepts and practicing
new skills 2
F. Developing mastery The class will be divided into 3 groups to perform an activity. There will be rubrics for this.
(Leads to Formative
Assessment)

Activity: Corresponding congruent parts are marked. Indicate the additional corresponding parts needed to
make the triangles congruent by using the specified congruence postulates. Discuss the answer to the class.

G. Finding practical How can we apply these different postulates in our daily lives?
applications
Congruent triangles are used in the construction to reinforce the structure. This ensures that the structures are
strong and rigid. Thus, they do not buckle or bend under strong winds or other weather anomalies.
A truss bridge is formed by equilateral triangles on both sides. All these triangles are congruent under the
SSS criteria. This is because the truss bridge needs to have equal weight controlling lengths to keep the
structure intact so that it doesn’t fall.
Geodesic Dome - This is common playground equipment. The necessary angles and side lengths must be
created so that all the triangles involved are congruent under the ASS rule. One miscalculation in terms of
angle, side length, or congruence can be fatal to a child playing on this structure.
H. Making 1. How are we going to identify corresponding parts of two triangles?
generalization and 2. What are the congruence postulates that were going to use to illustrate triangle congruences?
abstractions about the 3. How will we determine the necessary parts to show triangle congruence
lesson
 I. Evaluating Learning
Part 1. State the postulate/theorem that can be used to conclude that the triangles are congruent.

Part 2.

J. Additional activities
for application or
remediation

Congruent Triangles – Explanation & Examples (storyofmathematics.com)

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional
activities for remediation.
C. Did the remedial lessons work? No. of
learners who have caught up with the lesson.

D. No. of learners who continue to require

remediation
E. Which of my teaching strategies work well?
Why did this work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?

G. What innovation or localized materials did I

used/discover which I wish to share with other
teachers?