Annotation for Objective 1

(Applies knowledge of content within and across curriculum teaching areas)

In quarter 1, the teacher applied the concept of the asymptote of the rational
function in the life of the learners as students specially in setting limitations to
achieve their goals in life. The teacher further enhanced the lesson by connecting
the concept to their level of experience.

In quarter 2, the concept of annuity was expressed in a simpler business idea

such as lay away plans in acquiring houses. It was further developed through
integrating the concept of compound interest.

In quarter 3, the concept of normal curve was explained through symmetry.

The teacher integrated the concept in the human body formation, healthy diet, and
even to students’ management styles in handling certain situations in life. The
students also expressed their understanding of normal curve through image
formation.

In quarter 4, the concept of correlation was contextualized in the students’

level of experience through problem solving and actual data gathering of the
students’ Body Mass Index, Grades in English and Math, scores and their time of
studying, and bullying experiences in school.

Prepared by: Noted:

HARRY P. JABAHAB GLORIA M. PARAGUYA

Teacher III Principal III
 Annotation for Objective 2
(Uses a range of teaching strategies that enhance learner achievement in literacy
and numeracy skills)

In quarter 1, the teacher used varied strategies such as games, effective

questioning, learning stations, brainstorming, and class discussion. In the motivation
part, the students defined the specified terms through giving its corresponding
definition and guess the word by arranging the jumbled letters. In the lesson proper,
questioning was applied about what they observed from the graph they formed.
Then, it was followed by a learning station wherein students were grouped,
discussed within the group, and present to other groups.
In quarter 2, problem solving was applied. The students explored the problem
and solve it in the means they know. Later, the teacher generalized the process by
introducing formula. More examples were given to enhance their learning.
In quarter 3, the students define normal curve through image formation and
explain the image they drew. Then, students were grouped, underwent learning
stations, discuss within the group each problem indicated in the stations, and present
their output in class.
In quarter 4, students gathered data, arranged the data according to which is
dependent and independent variables, solved the correlation coefficient, interpreted
the strength of association between the variables under investigation, and presented
their output through reporting.

Prepared by: Noted:

HARRY P. JABAHAB GLORIA M. PARAGUYA

Teacher III Principal III
 Annotation for Objective 3
(Applies range of teaching strategies to develop critical and creative thinking, as well
as other higher-order thinking skills)

In quarter 1, the teacher applied effective questioning and graph analysis

wherein students were asked to graph the function, analyze the trend of the graph,
and answered the guide questions that follow. The teacher further emphasized the
connection of the new topic to the previous one.
In quarter 2, problem solving was applied integrating their previous knowledge
about compound interest and its connection on to annuity. The students solved the
problem posted by any means they want and later compare it to the new process.
More examples were given to enhance their understanding on the topic.
In quarter 3, the teacher asked 6 students to draw a figure that best represent
a normal curve. Through the drawn figure, the students decide which among the
figures represent a normal curve and their reasons and basis behind selecting it.
This process made the students understand the concept of normal curve and its
characteristics. The teacher further solicits queries from the students and let
somebody in the group answer the query.
In quarter 4, data gathering, solving, and interpretation of results were
applied. Herein, students gathered necessary data and interpreted the strength of
association between the variables.

Prepared by: Noted:

HARRY P. JABAHAB GLORIA M. PARAGUYA

Teacher III Principal III