COURSE OUTLINE

for

Pre-Calculus
School Year 2020 – 2021

Prepared by: Jovi Al E. Hebia, HpD.

June 2, 2020
 CENTRAL BUKIDNON INSTITUTE
Bagontaas, Valencia City 8709, Bukidnon
“Character before Intellect”
COURSE OUTLINE for GRADE 7 MATHEMATICS
Academic Year 2020 - 2021

Course Information: Faculty Information:

Course Title: Pre-Calculus Name: Jovi Al E. Hebia

No. of Units: 3 units Degree & School: BS Mathematics, CMU
No. of Contact Hours Per Week: 4hrs Contact Number: 09973148507

Consultation Hours: Anytime

Course Description:
At the end of the course, the students must be able to apply concepts and solve problems involving conic
sections, systems of nonlinear equations, series and mathematical induction, circular and trigonometric
functions, trigonometric identities, and polar coordinate system.
Grade Level Standards:
WALA PA/MA
Content Standards:
The learner demonstrates understanding of:
 The key concepts of conic sections and systems of nonlinear equations;
 The key concepts of series and mathematical induction and the Binomial Theorem;
 The key concepts of circular functions, trigonometric functions, inverse trigonometric functions and the polar coordinate
system.

Performance Standards:
The learner shall be able:
 To model situations appropriately and solve problems accurately using conic sections and systems of nonlinear
equations;
 To keenly observe and investigate patterns, and formulate appropriate mathematical statements and prove them using
mathematical induction and/or Binomial Theorem;
 To formulate and solve accurately situational problems involving circular functions;
 To apply appropriate trigonometric identities in solving situational problems.
 To formulate and solve accurately situational problems involving appropriate trigonometric functions.
 To formulate and solve accurately situational problems involving the polar coordinate system.
 Curricular Framework:
Time Content Enabling Outcomes Teaching-Learning Assessment Task Scoring Tools
Frame Activities
IFLL
MIDTERM
(Analytic Geometry and Series and Mathematical Induction)
A. NUMBERS AND NUMBER SENSE
Week 1 Analytical The Learners: Cooperative Knowledge Rating Checklist
Geometry 1. Illustrate the Learning (Jigsaw) Chart
different types of Online Via Zoom Scoring Guide
Introduction to conic sections: Module Exploratory Activity
Conic Sections parabola, ellipse,
and Circles circle, hyperbola, Identify Me
and degenerate
cases. IFL: Clean &
2. Define a circle Unclean Foods
3. Determine the
standard form of Leviticus 11 (NIV)
equation of a
circle.
4. Graph a circle in
rectangular
coordinate
system

Week 2 Parabolas The learners:

1. Define a parabola Graphic Organizer
2. Determine the
standard form of IFL: SDA Believers
equation of a & Unbelievers
parabola.
3. Graph a parabola
in a rectangular
coordinate
system.
Week 3 Ellipse The learners:
1. Define an ellipse Graphic Organizer
2. Determine the Exploratory Activity
standard form of
equation of an IFL: Cooperation
ellipse.
3. Graph an ellipse
in a rectangular
coordinate
system.

Week 4 Hyperbola The learners:

1. Define a Cooperative
hyperbola Learning
2. Determine the
standard form of IFL: Only God is
equation of a Absolute
hyperbola.
3. Graph a
hyperbola in a
rectangular
coordinate
system.
Week 5 More Problems The learners:
on Conic 1. Recognize the Three-Column Chart
Sections equation and Frame of Reference
important Exploratory Activity
characteristics of
the different IFL: Using
types of conic operations (Addition,
sections. Multiplication,
 Time Content Enabling Outcomes Teaching-Learning Assessment Task Scoring Tools
Frame Activities
IFLL
2. Solves situational Division &
problems Subtraction) on our
involving conic Real Life Situations.
sections
Week 6 Systems of The learners:
nonlinear 1. Illustrate systems Anticipation-
equations of nonlinear Reaction Guide
equations Pause and Reflect
2. Determine the
solutions of IFL: Appreciate the
systems of importance of the
nonlinear different properties
equations using of real numbers.
techniques such
as substitution,
elimination, and
graphing ***
3. Solve situational
problems
involving
systems of
nonlinear
equations.
Week 7 Series and The learners:
Mathematical 1. Illustrate a series Anticipation-
Induction 2. Differentiate a Reaction Guide
series from a Think Pair Share
Series and sequence
Sequence 3. Use the sigma IFL: Patience
notation to
Sigma notation represent a series.
4. Illustrate the
Principle of
Mathematical
Induction.
5. Apply
mathematical in
proving
identities.
Week 8 Mathematical The learners:
Induction and 1. Illustrates KWLH Chart
The Binomial Pascal’s Triangle Concept Block
Theorem in the expansion
of ( x + y )n for IFL: God is Infinite
small positive
integral values of
n.
2. Prove the
Binomial
Theorem
3. Determine any
term of ( x + y )n ,
where n is a
positive integer,
without
expanding
4. Solve problems
using
mathematical
induction and the
Binomial
Theorem.

FINAL TERM
(TRIGONOMETRY)
Week 1 Operations on The learners:
 Time Content Enabling Outcomes Teaching-Learning Assessment Task Scoring Tools
Frame Activities
IFLL
rational 1. Illustrate the unit Flashcard
numbers circle and the Worksheets
relationship
Rational and between the IFL: Appreciate the
Irrational linear and the importance of the
Numbers angular measures different properties
of a central angle of real numbers.
in unit circle.
2. Convert degree
measure to radian
measure and vice
versa.
3. Illustrate angle in
standard position
and co-terminal
angles

Week 2 Estimation of The learners:

square roots 1. Illustrate the Handouts on Squares
different circular and Square roots
functions Flashcards
2. Uses the
reference angles IFL: Too much of
to find exact Everything is Bad
values of circular
functions
3. Determine the
domain and range
of circular
functions
4. Graph the six
circular functions
(a) amplitude, (b)
period, and (c)
phase shift
5. Solve problems
involving circular
functions.

Week 3 Square roots The learners:

1. Determine In – Class Discussion
whether an Active Review
equation is an Session
identity or a (Games/Simulations)
conditional
equation
2. Derive the
fundamental
trigonometric
identities
3. Derive
trigonometric
identities
involving sum
and difference of
angles.
4.

Week 4 Irrational 14. Plot irrational numbers

numbers in the (up to square roots) on a In-Class discussion
number line number line Cooperative
Learning (plotting
Subset of real 15. Illustrate the different Activity)
numbers subsets of real numbers
IFL: Value the
Union, importance of subset
intersection and of real-life situations.
complement of
 Time Content Enabling Outcomes Teaching-Learning Assessment Task Scoring Tools
Frame Activities
IFLL
real numbers
Day 3 Arranging of 16. Arrange real numbers Board Work
real numbers in increasing or decreasing IFL: Orderliness
order
Day 4 Significant 17. Write numbers in
digits scientific notation and Frayer Model Chart
vice versa
Scientific IFL: Analyzing
notation Problems

Day 5 Applications of 18. Represent real-life

numbers and situations which involve Performance Tasks
number sense real numbers

19. Solve problems

involving real numbers

Week 6 Measurement 1. Illustrate what it means

Day 1 to measure Cooperative
History of Learning
measurement 2. Describe the Measurement Marks
development of Concept Attainment
measurement from the Model
primitive to the present Differentiated
international system of Instruction
units
IFL: Appreciate the
contribution of the
different ancient
civilizations in the
development of
measurement.

Days 2 & Estimation of 3. Approximate the

3 measurement
measures of quantities Cooperative
particularly length, Learning
weight/mass, volume, Concept Attainment
time, angle and Model
temperature and rate Differentiated
Instruction

IFL: We can’t
Estimate the coming
of God
Days 3, 4 Conversion of 4. Convert measurements
&5 Measurement from one unit to another in Think Pair Share
Units both Metric and English Speed Test
Week 7 systems Frayer Model
Day 1 Pairs Compare

IFL: Sharing the

Gospel to
unbelievers
Days 2 & Applications 5. Solve problems
3 Measuring involving conversion of Frayer Model Chart
length units of measurement Pairs Compare
Door Passport

IFL: Perseverance &

Determination
Days 4 & Applications
5 Measuring Think Pair Share
Capacity Pairs Check
 Time Content Enabling Outcomes Teaching-Learning Assessment Task Scoring Tools
Frame Activities
IFLL
Differentiated
Instruction
Two-Minute Essay
Numbers Heads

IFL: Strength
Week 8 Applications
Days 1 & Measuring Concept Block
2 Mass Power of Two
Differentiated
Instruction
Numbers Heads

IFL: Decision
Making
Days 3 & Applications
4 Measuring Matching Type
Perimeter and Activity
Circumference Student Recap
Differentiated
Activities
Paint Me a Picture

IFL: Psalm 23
Day 5 Applications
Measuring Area Knowledge Rating
Week 9 Chart
Day 1 Pairs Check
Concept Attainment

IFL: Psalm 23
Days 2 & Applications
3 Measuring KWLH Chart
Volume Concept
Development
Concept Attainment

IFL: Quenching
your spiritual thirst
Days 4 & Applications
5 Measuring Power of Two
Time Menu Planner
Differentiated
Activities
Response Card
Concept Attainment

IFL: Time is Gold

Week 10 Applications
Days 1 & Measuring Frayer Model
2 Temperature Pairs Check
Exit Sheet
Concept Attainment

IFL: Peace &

Gentleness

Week 1 Applications 5. Solve problems Think Pair Share

Days 1 & Measuring involving conversion of Cooperative
2 Ratio units of measurement Learning

IFL: Trinity as one

Function
Days 3 & Applications Cooperative Learning
4 Rate and Speed Door Pass
IFL: Maintain
Spiritual flames
 Time Content Enabling Outcomes Teaching-Learning Assessment Task Scoring Tools
Frame Activities
IFLL
Day 5 Applications Cooperative Learning
Meter Reading Differentiated
Activities
IFL: Accuracy

Day 3 Translation of 1. Translate English

verbal phrases phrases to mathematical Anticipation
phrases and vice versa Reaction Guide
Concept
Development
Concept Attainment

IFL: Understanding
Differences
Day 4 Terms in 2. Interpret the meaning of
algebra an where n is a positive Anticipation-Reaction
integer Guide
Concept
3. Differentiate between Development
constants and variables in
a given algebraic IFL: Constant
expression

Day 5 Evaluation of 4. Evaluate algebraic

algebraic expressions for given Frayer Model Chart
Week 3 expression values of the variables Concept Attainment
Day 1 Model

IFL: Evaluating
interpersonal
relationship

Day 2 Polynomials 5. Classify algebraic

expressions in which are Concept Attainment
polynomials according to Model Chart
degree and number of Silent Demonstration
terms
IFL: Evaluating
interpersonal
relationship
Days 3 – Addition and 6. Add and subtract
5 subtraction of polynomials Exploratory
polynomials Activities
Week 4 3 – 2 – 1 Activity
Day 1
IFL: Adding positive
outlooks in life and
avoiding pessimism

Days 2 – Law of 7. Derive the laws of

5 Exponents exponent Graffiti Mdel
Knowledge Rating
Week 5 Multiplication 8. Multiply and divide Chart
Days 1 & and Division of polynomials Exploratory Activity
2 polynomials Response Card

Week 6 IFL: Ten

Days 1 – Commanments
5

Week 7 Algebraic 9. Use models and

Days 1 & Modeling algebraic methods to find
2 the: (a) product of two
binomials; (b) product of
the sum and difference of
two terms; (c) square of a
binomial; (d) cube of a
Cooperative Learning
Knowledge Rating
Chart
IFL: Role Modeling
 Time Content Enabling Outcomes Teaching-Learning Assessment Task Scoring Tools
Frame Activities
IFLL
binomial; (e) product of a
binomial and a trinomial
Days 3 – Problems on 10. Solve problems
5 Algebraic involving algebraic Concept Attainment
Expressions expressions Exploratory Activity

IFL: Rely on God

Days 3 – Mathematical 11. Differentiate between

5 Expressions and algebraic expressions and Flashcards
Mathematical equations (Properties of
Equations Equality)
12. Translate English KWLH Chart
Translation of sentences to mathematical Semantic Feature
English sentences and vice versa Chart
sentences to
Mathematical 13. Differentiate between IFL: Differentiating
sentences equations and inequalities between good & bad
things
Week 9 Solutions of 14. Illustrate linear
Days 1 – equality or equation and inequality in Concept Attainment
5 inequality one variable Think Pair Share
Differentiated
15. Find the solution of Instruction
linear equation or
inequality in one variable IFL: Equality/
understanding
differences
Week 10 Absolute value 16. Solve linear equation
Days 1 & or inequality in one Cooperative Learning
2 variable involving Differentiated
absolute value by: (a) Activities
graphing; and (b)
algebraic methods IFL: Only God is
Absolute

Week 1 Word Problems 17. Solve problems

Days 1 & (Number involving equations and Knowledge Rating
2 Problems) inequalities in one Chart
, variable I Have the Question,
Who Has the Answer
Pairs Check
Cubing
Differentiated
Activities

IFL: God is the

ultimate problem
solver
Days 3 & Word Problems KWLS Chart
4 (Digits) Pairs Check

IFL: God is the

ultimate problem
solver
Day 5 Word Problems Power of Two
(Age) Exit Sheet
Week 2 Cooperative Learning
Day 1
IFL: Achieving great
things despite age
matters
Days 2 & Word Problems Power of Two
3 (Geometry) Exit Sheet
Cooperative Learning

IFL: Maintaning
 Time Content Enabling Outcomes Teaching-Learning Assessment Task Scoring Tools
Frame Activities
IFLL
your life’s good
shape
Days 4 & Word Problems KWLS Chart
5 (Work Think Pair Share
Problems) Pairs Check
Differentiated
Activities
Cooperative Learning

IFL: Patience &

Determination
Week 3 Word Problems Think Pair Share
Days 1 – (Motion) Incomplete Statement
3 Cooperative Learning

IFL: Do your best

and God will do the
rest
Days 4 & Word Problems LINK
5 (Mixture) Pairs Compare
People Hunt
Cooperative Learning

IFL: Unity amidst

Diversity
Week 4 Word Problems Knowledge Rating
Days 1 & (Investment) Chart
2 Pairs Check
Differentiated
Instruction
Concept Attainment

IFL: Investing
yourself in God’s
ministry

Day 3 Undefined 1. Represent point, line

terms and plane using concrete Power of Two
and pictorial models Commercial Clip
Gallery Walk
Differentiated
Instruction

IFL: God defines us

amidst uncertainties
Days 4 & Subsets of a line 2. Illustrate subsets of a
5 line Knowledge Rating
Angles Chart
3. Classify the different Responds Cards
kinds of angles Differentiated
Instruction

IFL: Classifying and

Evaluating he
different aspects of
life
Week 6 Relationships of 4. Derive relationships of Everyone is a
Days 1 & geometric geometric figures using Teacher Here
2 figures measurements and by Gallery Walk
inductive reasoning: Incomplete Sentence
supplementary angles, Differentiated
complementary angles, Instruction
congruent angles, vertical
angles, adjacent angles, IFL: Balancing
linear pairs, perpendicular different aspects of
lines, and parallel lines life; Maintaining
 Time Content Enabling Outcomes Teaching-Learning Assessment Task Scoring Tools
Frame Activities
IFLL
good relationships
Days 3 & Angles formed 5. Derive relationships Knowledge rating
4 by parallel lines among angles formed by Chart
parallel lines cut by a People Hunt
transversal using Pairs Check
measurement and by Outcome Sentence
inductive reasoning
IFL: Our Faith and
our work must be
parallel

Day 5 Geometric 6. Use a compass and Think Pair Share

Constructions straightedge to bisect line Concept Block
Week 7 segments and angles and
Days 1 – construct perpendiculars IFL: God directs our
4 and parallels paths
Day 5 Polygons 7. Illustrate polygons: (a) Pairs Check
convexity; (b) angles; and Cubing
Week 8 (c) sides Frayer Model
Days 1 & Differentiated
2 8. Derive inductively the Activities
relationship of exterior
and interior angles of a IFL: Beautiful
convex polygon
Days 3 & Circles 9. Illustrate to a circle and Think Pair Share
4 the terms related to it: Cooperative
radius, diameter chord, Learning
center, arc, chord, central
angle, and inscribed angle IFL: Comparing life
as a circle-shaped
figure with God as
the center
Day 5 Construction of 10. Construct triangles, Pairs Check
Polygons squares, rectangles, Cubing
Week 9 regular pentagons, and Frayer Model
Days 1 & regular hexagons Differentiated
2 Activities

IFL: Independence

Week 1 Problems about 11. Solve problems KWLS Chart

Days 1 – Polygons involving sides and angles
3 of polygons IFL: Independence

Week 2 Basic concepts 1. Explain the importance KWLS Chart

Days 1 & in Statistics in statistics Power of Two
2
Questions and 2. Pose questions and IFL: Appreciate the
Problems in problems that may be importance of
Statistics answered using Statistics statistic in our real
life situations
3. Formulate simple
statistical instruments

Day 3 – 5 Gathering Data 4. Gather statistical data Exploratory Activity

Three-Column Chart

IFL: Gathering
information before
making final decision
Week 3 Organizing 5. Organize data in a Knowledge Rating
Days 1 – Data frequency distribution Chart
2 table Three-Column Chart
Exploratory Activity

IFL: Orderliness,
 Time Content Enabling Outcomes Teaching-Learning Assessment Task Scoring Tools
Frame Activities
IFLL
organization
Days 3 – Presentation of 6. Use appropriate graphs Exploratory Activity
5 Data to represent organized Response Cards
data: pie chart, bar graph,
line graph, histogram, and IFL: Accuracy
ogive
Week 4 Measures of 7. Illustrate the measures Frayer Model Chart
Days 1 & Central of central tendency (mean, Pair Checks
2 Tendency median, and mode) of a Exploratory
statistical data Activities
Week 5
Days 1 – 8. Calculate the measures IFL: God should be
3 of central tendency of the center of our
ungrouped and grouped life ; He is our
data mediator

Week 5 Measures of 9. Illustrate the measures Pair Checks

Days 4 & Variability of variability (range, Exploratory
5 average deviation, Activities
variance, standard
deviation) of a statistical IFL: Deviating from
data bad influences

10. Calculate the measures

of variability of grouped
and ungrouped data
Week 6 Data Analysis 11. Use appropriate Minitab Statistical
Days 1 – statistical measures in Software
5 analyzing and interpreting
statistical data IFL: Analyzing
situations before
reacting
Week 7 Formulating 12. Draw conclusions Performance Task
Days 1 - 3 Conclusion from graphic and tabular
data and measures of IFL: Be ready! Jesus
central tendency and is Coming!
variability
Days 4 & 5 – PERFORMANCE TASK
Week 8 MATHEMATICS FAIR
Week 9 – Days 1 & 2 Compliance of Course Requirements
Week 9 – Days 3 – 5 FOURTH GRADING EXAMINATION

Note: This outline provides two (2) weeks for Semester Break and two (2) weeks for Christmas Break. Number of weeks may vary as
reflected in the School Calendar. In case of any class interruptions due to school-related activities such as intramurals, interschool
competitions, and seasonal program culminations, it is suggested that content will be squeezed to ensure a completed coverage.

Grading System:
Performance Tasks 40%
Written Works 40%
Quarterly Assessment 20%
Total 100%

Formula: Student’s Score/Highest Possible Score X 100

Requirements Description Deadline

Worksheets These are all the worksheets given for practice activities. Before the class period ends
Learning Journal This serves as student’s self-assessment journal on his/her strengths and Simultaneous with the
weaknesses in learning a given strand. This also requires students to write Performance Tasks deadline
real-life applications on the content learned.
Mini Research Students produce a mini research with statement of the problem, During the Mathematics Fair
objectives, methodology, presentation of data, summary, conclusions, (For exhibit)
recommendations, and references.
Topic Test Long tests are considered as topic tests. Answers must be written in a big Every topic test date (As
Notebook notebook called topic test notebook. When the test feedback is given, announced by the teacher)
 students need to attach their parent’s/guardian’s signature near to their
score.
Portfolio This is a compilation of student’s assignments, quizzes, worksheets, Friday before the grading
journals, and activity performance in every grading. examination
Performance Tasks These are the activities given in a GRASPS form. These are Indicated in the curricular
product/performance outputs. framework

Course Policies:
1. All requirements should be turned in on the specified time in the class. Do not turn in requirements at the instructor’s house.
2. Set cellphones in silent mode while the class is going on.
3. A student is expected to attend his/her classes promptly regularly. A student who comes to class tardy three times will be
marked absent once.
4. Academic honesty shall be observed at all times. A dishonest work cannot be given any credit. The student will be subjected
to disciplinary measures.
5. A student who is not wearing the prescribed uniform cannot be accepted to class. He/She must get an acceptance note signed
by the Principal’s Office.
6. Examinations shall be taken on the scheduled time. Only for sickness, emergency in the family, or financial reasons can the
student be given special examination.
7. The removal policy as stipulated in the Academic Manual shall be observed.

References:
Acelajado M. J. (2008). Intermediate algebra new high school mathematics (2nd ed.) Makati: Diwa
Learning Systems.
Acelajado, M. (2008). New High School Mathematics Third year Geometry. Legaspi Village Makati
City: Diwa Learning Systems, Inc.
Atregenio, M. T., & Sumagit, K. G. Q. (2011). Next generation math 1: Elementary algebra. Makati:
Diwa Learning Systems.
Bernabe, J. G. (2009). Elementary algebra: Textbook for first year. Quezon: SD Publications, Inc.
Bernabe, J. G., & Orines, F. B. (2003). Algebra I. Manila: Vibal Publishing House, Inc.
Bernabe, J. G., & Dilao, S. J. (2009). Geometry: Textbook for third year. Quezon: SD Publications, Inc
Bernabe, J. G., Dilao, S. J., & Orines, F. B. (2009). Advanced algebra trigonometry and statistics:
Textbook fourth year. Quezon: SD Publications, Inc
Enojado, M. B., Fernandez, J. P. A., Pulido, A. M., & Victa, C. D. (2011). Ec-math: Elementary
algebra. Manila: Magallanes Publishing House Inc.
Manalo, C. B., & Orines, F. B. (2003). Elementary algeba. Manila: Phoenix Publishing House, Inc.
Mendoza, M. O., & Oronce, O. A. (2012). E-math 7: K to 12 series (3rd ed.). Manila: Rex Book Store.
Espadero, J.B., Fontanalgo, M. M., & Lorca M. P. (2007). Learning Package. FAPE.
Rapatan, M. (2010) Revised Secondary Education Curriculum and Understanding by Design. FAPE
Maxima J. Acelajado, (2016) EQUALS Worktext in Mathematics: Dreambooks Publication
The Holy Bible
Writings of Ellen G. White

PORTFOLIO AND CONCEPT PRESENTATION

  Criteria
4 3 2 1
A complete response with a Good solid response Explanation is
Explanation Misses key points.
detailed explanation. with clear explanation. unclear.
Clear diagram or sketch with Clear diagram or Inappropriate or
Use Of Visuals No diagram or sketch.
some detail. sketch. unclear diagram.
No major math errors May be some serious Major math errors or
Mechanics No math errors. or serious flaws in math errors or flaws serious flaws in
reasoning. in reasoning. reasoning.
Shows substantial Response shows a
Shows complete understanding of Response shows
Demonstrated understanding of the complete lack of
the questions, mathematical ideas, some understanding
Knowledge problem, ideas, and understanding for the
and processes. of the problem.
processes. problem.
Hardly meets the Does not meet the
Goes beyond the requirements of Meets the requirements
Requirements requirements of the requirements of the
the problem. of the problem.
problem. problem.
Does not include
Counter Examples Includes counter examples. a
counter examples.

PORTFOLIO
Criterion 3 2 1
Completeness (60%) At least 90% of the content is At least 70% of the content is The content included is below
included. included. 70% of what is required.
Arrangement (20%) The content of the portfolio is There are 2 or 3 parts of the The content of the portfolio is
logically arranged. portfolio that are misleading. not well-arranged.
Timeliness (20%) The portfolio is submitted on or The portfolio is submitted 2-3 The portfolio is submitted
 before the deadline. days after the deadline. beyond 3 days after the
deadline.

PROBLEM SOLVING
Score Description
A correct solution and an appropriate strategy are shown or explained and the solution is shown with correct label or
4
description if necessary.
A complete, appropriate strategy is shown or explained but: an incorrect solution is given due to a simple computational
or other error or nno solution is given.
3
(b) A correct solution is given with no solution strategy or explanation shown.
(c)A correct solution and appropriate strategy is shown or explained, but not labeled correctly when necessary.
(a) Some parts of an appropriate strategy are shown or explained, but some key elements are missing.
2 (b) Some parts of an appropriate strategy are shown or explained, along with some inappropriate parts.
(c) Appropriate strategy shown or explained, but implemented incorrectly.
Some work or explanation beyond re-copying data, but work would not lead to a correct solution. One or more incorrect
1
approaches attempted or explained.
No work or solution shown or explained. Incorrect solution and no work shown or explained. Some data from the problem
0
copied over, but no evidence of any strategy is shown or explained.

PERFORMANCE-BASED/ PRODUCT-BASED ASSESSMENT

CRITERIA 4 3
Excellent Satisfactory
Content The content of the The content of the
presentation is complete presentation is complete.
and reliable at same time.
Practicality The proposal is highly
convincing due to its
practical details
considering the values of
fairness.
Communication The mechanics and
grammar used by the
presenter is highly
plausible with the use of
appropriate words and
with a command of
language.
Organization The presentation of data is
in logical sequence at all
times
2 1
Developing
The content of the
presentation has one
missing factor.
The proposal is The proposal is
convincing to the clients acceptable to the clients
due to its practicality. based on the information
given. The conclusion and
recommendations are not
convincing.
There are no errors in There are two-three errors
the mechanics and in mechanics and
grammar. The command grammar. The content is
of language has a presented in a broken
smooth flow. form with mannerisms in
language.
The presentation of data The presentation of data
is in logical sequence shows logical sequence in
most of the times certain parts
Need Improvement
The content of the
presentation has gone
beyond one missing
factor.
The proposal is
impractical and
unrealistic.
The number of errors in
the mechanics and
grammar go beyond two.
Command of language is
not well delivered.
The presentation of data
does not show any
logical sequence.

Use of Visual Aid The varied use of visual
aids greatly enhances the
overall presentation
through creativity in the
organizers used.
The varied use of visual The varied use of visual The varied use of visual
aids enhances the overall aids partially enhances the aids hardly enhances the
presentation. overall presentation. overall presentation.

Approval of Course Outline:

____
JIM Bulahan, Principal
Date: