Karen Mae M.

Manggob
BSED – MATHEMATICS 4
Module 2: Learners’ Motivation
Lesson 1: Learners’ Motivation and Its Dimensions

Learning Outcomes:
1. Describe learners’ motivation to learn;
2. Distinguish intrinsic from extrinsic motivation;
3. Explain the Dimensions of Learners’ Motivation through students’ perspectives.

Introduction:
Greetings,
Welcome to Lesson 1. In this lesson, you are expected to observe learners and ask them
about their motivation to learn. You must delve into students’ perspectives to understand their
interests and what keeps them engaged in the class. You are provided with tables and
instructions to guide you in gathering information from the learners. In order to process your
feelings and thoughts together with linking it to practice, series of questions and situations are
provided for you to answer.
Enjoy!

Objectives:
I must be able to observe students in class and interview them about their motivation
to learn.
ACTIVITY:

Observation Guide
A. Observe a class. Spend some time observing their teaching-learning
interactions. Focus your attention on the students self-determined
participation and eagerness to learn the lesson. Interview random
students after class on what motivates them to learn. Fill-in the
diagram bellow.

Parents

To travel around
the world Grades

Money or to get To satisfy their

rich someday curiosity.

My Top 5 Motivators
 Observation Guide
B. Group students’ motivators into the following categories:
a. Extrinsic- the desire to do or achieve something not so much
for the enjoyment of the activity itself, but because it will
produce a certain result.
b. Intrinsic- the desire to do or achieve something because one
truly wants to and takes pleasure or sees value in doing so.

Extrinsic Motivators Intrinsic Motivators

Grades To travel around the world

Money or to become rich To satisfy their curiosity
Parents

Other comments:
So far, most students want to learn because they want to finish their studies, achieve
their dreams, have a stable job, and earn enough money to repay their parents' efforts and
travel around the world.

ANALYSIS:
Based on the students’ responses, try to classify their motivators into the Four Dimensions of
Motivation.

Competence Autonomy Value Relatedness

Grades To satisfy his/her Parents To travel around the

curiousity world
Money or to become
rich
 1. How similar or different are the motivation of learners you observed and interview
on your own motivation to learn?
We share interests, such as the desire to make my parents proud, to obtain a
stable job, and to become wealthy. These are the things that motivate me to learn and
complete my studies.
2. What do you think are the reason behind these learners’ motivation? Why?
For me, the motivation of these students is that they want to learn because they
want to have a comfortable life in the future, and learning is one of the keys to
success and becoming a better person living in this world.
3. Do you think that these students’ motivations can somehow be shaped by the teacher
or the school?
Of course, yes. The teacher is one of the main reasons why there are so many
professionals in this country. Teachers are the ones who taught the students so that
they could learn and gain valuable knowledge for the future.
4. How can learners motivate themselves based on Self-Determination theory?
Self-determination theory can help us understand what motivates a particular
individual's behavior. There are numerous factors that motivate students, and each of
these factors falls under the scope of the self-determination theory.
5. Based on the learners’ motivation, describe the four dimensions of motivation.

Autonomy is when a student feels in control because there is a clear link

between his or her actions and the outcome, but he or she still has some level of
autonomy because they have some say in whether or how the work is completed.
When a student is somewhat interested in or recognizes the value of an
assignment, this is referred to as value. Relatedness is completing the assignment earns
the student social benefits such as inclusion in the class or other desirable social group
or acceptance from others. Competence is where the student feels capable of completing
the task.

ABSTRACTION:

Linking Theory to Practice

Here’s a quick review quiz to see how much you have learned about Self-Determination theory
and the Four Dimensions of Motivation. The questions are designed to get you thinking about
how the theory applies to your classroom. Encircle the letter of the correct answer.
1. Teacher Ann always see to it that every achievement of her students will be
rewarded. She prepares stickers, fancy applauses and a lot of praises to give
whenever a student get a correct answer in class. Which concept of Self-
Determination Theory is being observe by Teacher Ann?
a. Autonomy
 b. Relatedness
c. Competence
d. Value
2. Based on Self-Determination Theory, humans are naturally driven to achieve self-
organization and what?
a. Purpose
b. Growth
c. Comfort
d. Affection
3. Coach Kiko hold an initiation rite to those who would wish to join the proud
varsity team, which dimension of motivation is being tapped by coach Kiko?
a. Relatedness
b. Competence
c. Control
d. Interest
4. Teacher Rajeb teaches his students how to sew using an electric sewing machine.
He then ask the students to make their own face masks. The students are eager to
do the task given by Teacher Rajeb, some students say that they will make mask
for them and their families to use. Which dimension of motivation is observed in
Teacher Rajeb’s students?
a. Relatedness
b. Competence
c. Control
d. Interest
5. Teacher Corrie is an ICT teacher, she ask her students to create a Vlog and upload
it using her selected online platform. The students are excited and have multiple
ideas for the Vlog’s content and design. What dimension of motivation manifested
by the students of Teacher Corrie?
a. Relatedness
b. Competence
c. Autonomy
d. Interest
APPLICATION:

AS A FUTURE TEACHER

1. Describe how you are going to

motivate learners’ in your
class.

You just
2. Make finished Plan
a Lesson Lessonthat
1. Get ready for the next Task!
will
motivate your learners to learn
your lesson.

1. Describe how you are going to motivate learners’ in your class.

I will provide verbal recognition for successful progress or accomplishment.
Students should be given individual attention. When it is immediately useful, provide
informative, helpful feedback. Provide motivating feedback (praise) immediately after
task completion.

School Davao Oriental State Grade Level Grade 8

University
Teacher Karen Mae M. Learning Area M8GE90- IVb-1
Manggob
GRADES 1 to 12
DAILY LESSON PLAN Teaching Quarter 4th quarter
Dates and
Time

I. OBJECTIVES

A. Content Standards Demonstrates understanding of key concepts of inequalities in a triangle, and parallel
and perpendicular lines.
B. Performance is able to communicate mathematical thinking with coherence and clarity in
Standard formulating, investigating, analyzing, and solving real-life problems involving triangle
inequalities, and parallelism and perpendicularity of lines using appropriate and
accurate representations.
C. Learning
Applies theorem on triangle inequalities. M8GE90- IVb-1
Competencies
CONTENT Triangle Inequalities
III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide
pages
2. Learners Material
pages
3. Textbook pages
4. Additional Self Learning Module, Mathematics Quarter 4- Module 2
materials
B. Other Learning Laptop, Mobile Phones, Projector
Resource

IV. PROCEDURES
A. Reviewing In our study about triangles in the previous modules, we only discussed the
previous lesson conditions which states that two segments are in equal lengths, or two angles are in
or presenting equal measures which is a description of an isosceles triangle.
the new lesson
We have discovered the following theorems on triangle inequalities:

Inequalities in One Triangle:

Triangle Inequality Theorem 1 (Ss → Aa)

If one side of a triangle is longer than a second side, then the angle opposite the
first side is larger than the angle opposite the second side.

Triangle Inequality Theorem 2 (Aa → Ss)

If one angle of a triangle is larger than a second angle, then the side opposite
the first angle is longer than the side opposite the second angle.

Triangle Inequality Theorem 3 (S1 + S2 > S3)

The sum of the lengths of any two sides of a triangle is greater than the length
of the third side.

Exterior Angle Inequality Theorem

The measure of an exterior angle of a triangle is greater than the measure of
remote interior angle.

Inequalities in Two Triangles:

Hinge Theorem or SAS Inequality Theorem

 If two sides of one triangle are congruent to two sides of another triangle, but
the included angle of the first triangle is greater than the included angle of the
second, then the third side of the first triangle is longer than the third side of the
second.

B. Establishing a At the end of 60-minute period, the students will be able to to learn the application
purpose for the theorems on triangle inequalities,
lesson
C. Presenting Geometry means “earth’s measure”. It is field of mathematics that has been
examples/insta widely used in science, engineering and even arts. The uniqueness of Geometry is
nces of the present everywhere, in our environment and even in structures.
new lesson.
To understand better some of the theorems on triangle inequalities, you will have to
answer the activity below.

“ENOUGH IS ENOUGH”

Materials Needed: clean broom sticks or straws, manila paper scissors, and
ruler.
Procedures:

1. Cut pieces of clean sticks into the following lengths in inches:

1 inch, 2 inches, 3 inches, 4 inches, 5 inches.

2. With each set of sticks with its measure, try to form triangle ABC.

D. Discussing the The teacher will conduct the following activity.

new concepts
and practicing Title of the Activity: THINK-PAIR-SHARE
new skills #1
E. Discussing the Procedure: The teacher will present a powerpoint presentation with an activity, and
new concepts each student will respond to it. After 20 minutes, each student will find his or her
and practicing partner and share their response. Students will be called at random by the teacher to
new skills #2 write their answers on the board.

F. Developing Directions: In your house, have you seen triangles? What are those? Name it and draw
mastery at least five (5) things/structures that looks like triangles in your house.
(Leads to
formative
assessment 3)

DRAW IT HERE

After the acivity, the teacher will provide feedback by asking the following questions:

1. What pattern did you observe when you compared the sum of the lengths of
the two shorter sticks with the length of the longest stick?
2. What pattern did you observe with the sets of sticks which do not form a
triangle?

The teacher will present the following key concepts and examples:

You have just applied the Triangle Inequality Theorem in terms of sides in
constructing a triangle. This theorem states that,

The sum of the lengths of any two sides of a triangle is greater than
the length of the third side.
 The sum of the measures of any two sides of a triangle is greater than
the measure of the thirdside.

Model: Symbols:
a+b>c
a+c>b
b+c>a

G. Finding The teacher will conduct the following activity:

practical
application of Travel Distances: You and your friend are flying separate planes. You leave the airport
concepts and and fly 120 miles due west. You then change the direction that is 30N for 70 miles. (W
skills in daily 30° N indicates a north-west direction that is 30° north of due west). Your friend leaves
living the airport and flies 120 miles due east. She then changes direction and flies E 40° for
70 miles. Eacg of you has flown 190 miles, but which plane is farther from the airport?

H. Making The teacher summarizes the mathematical skills or principles used to recognize the
generalization traingle inequality theorems and apply it in real life.
and
abstraction 1. What did you do to arrive at the answer?
about the 2. How will you apply each theorem related to inequalities triangle?
lesson
I. Evaluating The teacher lets the students answer the items below:
learning
1. CRANES
In the diagram, a crane is shown lifting an object to two different heights. The length
of the red arm of the crane is fixed. Which is shorter 𝑀𝑁 ̅̅̅̅̅ or 𝑅𝑆
̅̅̅̅ ? Explain your
reasoning.

J. Additional Multi-step Problem: Use the diagram of the tank cleaning system’s expandable arm
activities for shown below.
 application or
remediation

a. As the cleaning system arm expands, ̅̅̅̅̅

𝐸𝐷 gets longer. As ̅̅̅̅
𝐸𝐷 increases, what
happens to m∠EBD? What happens to m∠𝐷𝐵𝐴?

b. Name a distance that decreases as ̅̅̅̅

𝐸𝐷 gets longer.

V. REMARKS

VI. REFLECTION

 No. of learners __No. of learners who earned 80% in the evaluation

who earned
80% in the
evaluation
 No. of learners __No. of learners who require additional activities for remediation who scored below
who require 80%
additional
activities for
remediation
who scored
below 80%
 Did the Did the remedial lesson worked? __No. of learners who have caught up with the lesson
remedial
lesson
worked? No.
of learners
who have
caught up with
the lesson
 No. of learners __No. of learners who continue to require remediation
who continue
to require
remediation
 Which of my Strategies that worked well were as follows:
teaching  Repetition
strategies  Math Games
worked well?  Group collaboration
Why did this  Timed-Testing
work?  PowerPoint Presentation
Why did this work?
 Materials' Availability
 Student’s Cooperation
 What  Student’s Behavior
difficulties did  Student’s Family Problems
I encounter  Bullying
which my  Student’s Readiness
principal or
supervisor can
help me solve?
 What  Video Presentation where I can show or present my lectures to my students
innovation or and video presentation is one of the good materials to encourage students to
localized learn about my lessons.
material did I
use/discover
which I wish
to share with
other
teachers?