CWabsroom ObservationAeA Se COT-RPMS ar) [NAME OF THE TEACHER OBSERVED: 2 Nincalares sunra porto aver ee er St cesenvanion 10 22% [DIRECTIONS FORTHE OBSERVERS: Discus with the other observers your reasons for rating in each ndcator. Incase of diferent ratings come up with final rating The final ating Is NT an average tsa ating Based on reasoned and consensual judgment. Indicate this rating on the column fr Final Rating. Not thatthe Ratee gets NO (Not Observed) nan indicator, write 3s the Fina Rating. 1. Apply krowedge of content within and cross cain teaching areas iG “ZPand dliver eaTing sags tae responsive ote spedal educational needs oleate ‘Gia creurstances inuding- geographic cation: chronic ness; displacement due to armed confi urban resetlement or ssters child abuse ad child labor practices 3) Select. develop, organize and use appropriate aching and learing resources, inchuding IC, to address 4 Jearring goals COMMENTS:w COT-RPMS OBSERVATION NOTES FORM copserver: LOL - BRNG/ pare: OF - 9-2, TEACHER OBSERVED: no B. a ste staareo;_ 3/00 sussecta crave Level Tkucer. [44: tes ‘TIME ENDED: cosservaion 10) 22 DIRECTIONS FOR THE OBSERVERS: \Wrte your observations onthe teachers dassroom performance onthe space provided. Use additional sheets whenever necessary. a ae Loe 7a 0 ! Name of he Observer “ola des ane epee anor oo ae Ei OOfe ee’ COT-RPMS OBSERVATION NOTES FORM ee ne, Vacofres pare.__Of- 18-202) TEACHER OBSERVED:. Ly “TIME STARTED: 9.00 SUBJECT & GRADE LEVEL TAUGHT: a ‘TIME ENDED: opsenvanion 10 22" DIRECTIONS FOR THE OBSERVERS: \Wrte your ebservations onthe teacher's closroom performance on the space provided, Use additional sheets whenever necessary. Arta We Legon Whee: Quadii lateral Aapehee- Rib. ae : fp als Peay ots Sats ts Daas , wie aS eed Weivind Ae wad Sete OF blac Led Trterckin » Guamarined hu seen crentecly rreth — UU apron TH Qoke\es Wins prrresced: PPLE mami ad mtbr yes Guten, ignatre ove Printed Name ofthe Observer esa: ae Ei OOEll ~ rc) Je 4 Yt (The process of systematic. process by ust Instructional Planning ally planing, developing, evaluating and managing the ins ng principles of teaching and learning - 0.0.42, 8.2016) Detailed Lesson Plan (DLP) Format School | Kalabaylabay Integrated Schoo! | Grade Level [7 Teacher | ANGELINE B. VACALARES | meee | Mathematics | z [Area Homi Date | April 05, 2021 _ [Quarter | 2 1, omectives i - — ‘A. Content Standards B. Performance Standards LEANING RESUUKLLS Demonstrates understanding of ey concepts algebraic expressions. is able to model situations using oral written, BF and algebraic methods in sol algebraic expressions. ate algebraic express! A. References . Teacher's Guide pages 2. Learner’s Materials pages B. Other Learning Resources _| list of examples prepared by the teacher. of iphical, ving problems involving. V. PROCEDURES ‘A. Reviewing previous lesson | Teacher will ask the student or presenting the new le: .sson__| about order of operations. Secret Codes Each number stands for a letter. B. Establishing a purpose for | 1 stands for A the lesson 2stands for B 3 stands for C and so on | C. Learning Competencies / Learners are expected to evalu’ | Objectives. | for given values of variables (M7AL-ICA) aa | Write the LC code for each | A. state the steps in evaluating algebraic expr | | 2. evaluate algebraic: expressions | 3. apply the concept of evaluating algebraic png 1, CONTENT Property of Equality | | > Evaluating the polynomial. I _ > Order of operations. =] its of their prior knowledge | C. Presenting examples/ Here are the codes for you to solve: instances of the new lesson 1. SUBSTITUTE 3.151419 20114 2019 OPERATION 11275218193 5 24161851919915 VARIABLE yawn 1419D, Discussing new concepts and Practicing new skills #1 E. Discussing new concepts and | Steps involved in evaluating algebraic expressio practicing new skills #2 Evaluating Algebraic Expression ‘An expression isan algebraic expression ifit contains ‘sums and/or products of varlables and numbers Evaluate means to find the value of an algebraic expression | by substituting numbers in variables. | Substitution Property of Equality | | If two quantities are equal, then one quantity can be replaced by the other. In symbols: For all numbers a and b, if a= b, then a may bereplacedbyb. | 1. Replacing the variable by the given number value through substitution 2. Performing the indicated arithmetic followin | the order of operations. Here are the steps? simplifying the order of oper: a. First, simplify expressions within group! symbols. bb. Then simplify powers. Then simplify products and quot from the left to right. 4. Then simplify sums and differences in from left to right. ing tients in order order Examples: | 4. Evaluate the polynomial 6x + 3 when: a x20 b xed Solutions: ‘a. When x=0, We will substitute 0 for x. Then evaluate the resulting expression. oes b= OOF 3 = 6043 ves b. When x=3. We will substitute 3 for x. Then evaluate the resulting expression. 6x2 + 3=6(3) +3 6(9)+3 25443 7 When x=-4, We will substitute -4 for x. Then evaluate the resulting expression. 6x? + 3=6(-4)° +3 (16) +3F. Developing mastery (Leads to Formative Assessment 3) [ed |G. Finding practical applications | of concepts and skills in daily “living | “H. Making generalizations and _ abstractions about the lesson 1. Evaluating learning Now, | will group 9643 99 p prigas land b= Pa 124 2()2)4 14444 | 29 4, Evaluate the expression when y= 6 4 30-24 Gy 6 6 and thet 2. Evaluate a? + 2d a? + dab tb ye you into three, ‘Are you now ready? wn each prouP will answer the given problem: Group 1 Arrange the steps operations. 2a. Simplify sums and differences in right. b, Simplify products and quotient left to right. c. Simplify expressions within grour 4d, Simplify powers. in simplifying the order of order from left to 5 in order from the ping symbols: Group 2 Answer the following and show your solution: let a= b=2 c=3 1datbee 2.4a+3¢ Group 3 Let the students describe the cost an‘ from the production and sale of x num! Cont Cotmanutactning © = 20 Con wctmareeting = Let some students gen the lesson. bers of banana. raized of whet they leamed about Evaluate each expression. 1. x-S+yife=15 and y= 2. GabA2ifa=-3andb=3 3, 2m+n/p-3ifm=-2,n=-4 andp=54, Additional activities for application oF remediation 7 Assignment/Agreement (__ minutes), Fittin [ Ana an below any of the four Purposes Reinforcing / strengthening the day's lesson =e Enriching / inspiring the day's lesson ani met Enhancing / improving the = day's lesson @Preparing forthe new lesson | __ Prepared by:Evaluation (EVALUATING ALGEARAIC EXPRESSION) Name Grade Level & Sectior Teacher Date Evaluate each expression, Lx-S+tyifxsi5andy*-7 2, 6ab*2 ifa=-3 and b=3 3. 2m+n/p-3if m=-2,n=-4,andp=5School Grade level [7 Teacher ANGELINE B, VACALARES ae Mathematics Date April 19, 2021 Quarter 3 | OBJECTIVES ‘Ad(Copteht Standards Demonstrates understanding of key concepts of geometry of shapes and sizes, and geometric relationships. B. Performance Standards C. Learning Competencies / Objectives. and formulate and Is able to create models of plane figures wolving sides and solve accurately authentic problems ins angles of a polygon Soves problems invoWving sides and angles of @ polygon. (M7GE-ItIh-i-1) Write the LC code for each * Define a quadrilateral é < Name and identify different kinds of quadrilaterals: + Draw the differont kinds of a quadrilateral is of Quadniaterals 1. Parallelogram MW, CONTENT 2. Rectangle 3. Square 4. Rhombus 5. Trapezoid LEARNING RESOURCES A. References 1. Teacher’s Guide pages 279 - 282 2. Learner's Materials pages 226 - 232 B. Other Learning Resources C. Integration List of examples prepared by the teache MAPEH, ESP, and English Ill, PROCEDURES ‘A. Reviewing previous lesson or presenting the new lesson Teacher will ask the students of thelr prior knowledge about quadrilaterals. B. Establishing a purpose for the lesson ses to the class the properties of different kinds of ind she lets the students realize that knowing the properties ofa quadrilaterals are important skill in constructing it. C. Presenting examples/ instances of the new lesson Teacher will post different kinds of quadrilaterals on the board then let the students to post the name of those quadiilaterals. (Given the printed names) D, Discussing new concepts and practicing new skills #2 “Letting the Students give their own examples in real world.@ TT SS * Letting the Students answer their own examples by asking them what they have observed on that objects and how can it relate to quadrilateras. E, Discussing new concepts and practicing new skills #2 Kinds of Quadrilatoral A square is a quadrilateral with 4 equal sides and 4 right angles. [ A rectangle is a quadrilateral with 4 right angles. ‘opposite sides are equal and parallel. fs ‘A trapezoid is a quadslateral that has exactly 1 pair of parallel sides. L/ A thombus is a quadrilateral that has 4 equal sides. Its opposite sides are parallel. A parallelogram is quadrilateral that has 2 opposite sides are parallel and congruent. tsa eee Quadrilaterals Taperoid square = TF F. Developing mastery (Leads The students will be group into three. and abstractions about the lesson to Formative Assessment 3) Group and four Gr vit ‘Quadiatras are polygons with four edges (sides) er ‘vertices (corners). ‘Choose the word from the ‘word bank, an ‘arte the correctname of each quadateral. iar iB <5 Jesave| <> Group 2 Construct a quadsbot out of quadtiaterals and then label it Group 3 Make a Venn Diagram relating all of the properties ‘of quadrilateral. 6. Finding practical applications of concepts and Letthe students to lst ll the shapes that they see skilsin daily living inside the classroom could be called quadrilaterals. Making generalizations | Let some siudens generalized of what they leamed ‘about the lesson.Evaluation (QUADRILATERALS) Grade Level & Section: NOE eas Date: Teacher: Fs OR eer ‘A. Drow and described the following quadrilaterals. 1. Square 3. Trapezoid 4, Parallelogram 5. Rhombus 8. Write True if the statement is correct otherwise write false if the statement is wrong. 1. Square isa rectangle. 2. Rectangle is a square. 3. Trapezoid is a quadrilateral. 4, Parallelogram is a trapezoid. 5. Rhombus is a Parallelogram.Department of Education Region X Division of El Salvador City KALABAYLABAY INTEGRATED SCHOOL Attendance for Alternative Classroom Observation SY 2020-2021 (Opaceh 15, 2021) mecenntien 4, Lomongo, Claudine Mae L. ‘Teacher | 5. Ratunil, Mary Ann S. ‘Teacher I 6. Salinas, Alvinia T. | ‘Teacher I 7. Buray, Maricris B. Teacher 1 8. Mana, Marilou S. i Teacher 1 9. Yabo, Ma. Kimberly A. ‘Teacher | 10. Akut, Ma. Luisa C. Teacher | i 11, Sapiot, Renief Anthony T. | ‘Teacher 1 12. Claudel, Ana Marey M. | ‘Teacher I 13, Vacalares, Angeline B. | ‘Teacher 1 peDepartment of Education Region X D Division of E! Salvador City KALABAYLABAY INTEGRATED SCHOOL Attendance for Alternative Classroom Observation SY 2020-2021 (areh 22, 2021) Name Designation Signature 1. Ligutom, Melanie M. no ee WV jae | 2. Bejiga, Lolito D. Master Teacher II 3. Acero, Stella Marie B. | Teacher? | Z 4. Lomongo, Claudine Mae L. | ‘Teacher 1 a 5. Ratunil, Mary Ann S. Teacher I Yyprf> 6. Salinas, Alvinia T. Teacher I "TAalure 7. Buray, Maricris B. ‘Teacher | alge 8. Mafia, Marilou S. Teacher 1 Sra en 9. Yabo, Ma. Kimberly A. Teacher 1 Opa 10. Akut, Ma. Luisa C. ‘Teacher | 11. Saplot, Renief Anthony T. ‘Teacher I | 12. Claudel, Ana Marey M. ‘Teacher 1 13. Vacalares, Angeline B. ‘Teacher |Department of Education Region X Division of E1 Satvador City KALABAYLABAY INTEGRATED SCHOOL Attendance for Alternative Classroom Observation SY 2020-2021 (OMareh 29, 2021) Name Designation Signature {.Ligutom, Melanie M. |= Principal Ces a be 2. Bejiga, Lolito D. Master Teacher It | 3. Acero, Stella Marie B. | Mewcher 1 t 4. Lomongo, Claudine Mae L. | Meacher! , 5. Ratunil, Mary Ann S. ‘Teacher 1 t 6. Salinas, Alvinia T. Teacher It 7. Buray, Maricris B. “Teacher 1 8. Mafia, Marilou S. Teacher | 9. Yabo, Ma. Kimberly A. ‘Teacher | je 10. Akut, Ma. Luisa C. Teacher | 11. Saplot, Renief Anthony 7. Teacher | 12. Claudel, Ana Marey M. Teacher! | 13. Vacalares, Angeline B. ‘Teacher | ftDepartment of Education Region X Division of E1 Salvador City KALABAYLABAY INTEGRATED SCHOOL Attendance for Alternative Classroom Observation SY 2020-2021 (Apel §, 2021) Name Designation 1. Ligutom, Melanie M. Principal 1 2. Bejiga, Lolito D. Master Teacher I | 3. Acero, Stella Marie B. Teacher | | 4. Lomongo, Claudine Mae L. | ‘Teacher I 5, Ratunil, Mary Ann S. ‘Teacher | 6. Salinas, Alvinia T. ‘Teacher I 7. Buray, Maricris B. Teacher I 8. Mafia, Marilou S. ‘Teacher 1 9. Yabo, Ma. Kimberly A. Teacher 1 Ww 10. Akut, Ma. Luisa C. ‘Teacher | 11. Saplot, Renief Anthony T. | Teacher | 12. Claudel, Ana Marey M. Teacher | T 13. Vacalares, Angeline B. ‘Teacher 1 ADepartment of Education D epED Region X Division of El Salvador City KALABAYLABAY INTEGRATED SCHOOL Attendance for Alternative Classroom Observation SY 2020-2021 {Appelt 12, 2021) Name Designation 1. Ligutom, Melanie M. Principal 2. Bejiga, Lolito D. ‘Master Teacher It |3. Acero, Stella Marie B. | ‘Teacher | 4. Lomongo, Claudine Mae L. | ‘Teacher I iss 5. Ratunil, Mary Ann S. | ‘Teacher 1 6. Salinas, Alvinia T. Teacher Il 7. Buray, Maricris B. er. 8. Mafia, Marilou S. Teacher! 9. Yabo, Ma. Kimberly A. ‘Teacher 1 p 10. Akut, Ma. Luisa C. ‘Teacher | 11. Saplot, Renief Anthony T. ‘Teacher I 12. Claudel, Ana Marey M. ‘Teacher I q 13. Vacalares, Angeline B. ‘Teacher IDepartment of Education Region X Division of El Salvador City KALABAYLABAY INTEGRATED SCHOOL Attendance for Alternative Classroom Observation SY 2020-2021 (Apeit 19, 2021) Name Designation | Signature | 1. Ligutom, Melanie M. TS praseipal a 2. Bejiga, Lolito D. 3. Acero, Stella Marie B. "Teacher 4. Lomongo, Claudine Mae L. | ‘Teacher I 6. Salinas, Alvinia T. ‘Teacher Il 7. Buray, Maricris B. ‘Teacher I 8. Mafia, Marilou S. ‘Teacher | 9. Yabo, Ma. Kimberly A. Teacher 1 10. Akut, Ma. Luisa C. Teacher | 11, Saplot, Renief Anthony T. ‘Teacher | | 12. Claudel, Ana Marey M. ‘Teacher | [i }. Vacalares, Angeline B. ‘Teacher |