PORTFOLIO

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TABLE OF CONTENTS
A. INTRODUCTION
B. RESUME
C. PRAYER OF A STUDENT TEACHER/TEACHER’S CREED
D. PRACTICE TEACHING EXPERIENCE (ON & OFF – CAMPUS)
 INSTRUCTIONAL MATERIALS
 LESSON PLAN
 LEARNER’S WORK AND FEEDBACK
 OBSERVATION AND CONFERENCES
 COOPERATING TEACHER’S EVALUATION
 STATEMENT TO IMPROVE WEKNESSES
E. LEARNING INSIGHTS FROM PRACTICE TEACHING EXPERIENCES
F. OPPURTUNITIES, PROBLEMS ENCOUNTERED AND ACTION TAKEN
G. CONCLUSION
H. PROFESSIONAL DEVELOPMENT PLAN OR CAREER PLAN
I. NARRATIVE REPORT
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INTRODUCTION
Practice teaching is one of the major requirements of a student taking up a

course of Education. It is a form of work and at the same time a learning
environment that the student teachers are exposed in the world of teaching-learning
process. They are given a period of time to receive specific in-service training in
order to apply theory in practice. According to Perry (2004), it is an opportunity in
order for the student teachers to achieve the standards required for qualified teacher
status, a student teacher is required to do practice teaching in at least two schools.
The importance of practice teaching is to provide student teachers with an authentic
hands-on experience in teaching. It is required to develop the skills and start
collecting experiences in teaching to gain some insight in methods and strategies to
teach. This is also an eye-opener for the students who are not yet fully convicted in
the teaching profession. Nowadays modern society demands high quality from the
teachers to meet the needs of the 21 st century learners, that’s why practice teaching
is so important for the student teachers to reflect and assess their knowledge, skills
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and emotions of the things that they needed to improve. It is a time for the student
teacher to start managing the classroom which is the very crucial in the part of a
teacher.
My teaching philosophy is that the every learner is unique and they can learn
in their own ways and phases. My classroom should provide an environment in
which the students can grow not only in terms of knowledge but also in skills and
attitudes. I ensure that I can guide them to reach their best version of their selves.
My role is to integrate moral lesson in every topic that I will be having, to use the
advantage of the technology to attain high quality of education, to give real life
application that after they will leave the four corner of the classroom they can use
what they have learned, and to mold them to be an effective citizen in our country. I
should communicate and cooperate with the parents, community and all the
stakeholders of the education to ensure the high quality of learning of the students.
Being a teacher is a continuous process and I believe that in order to be an effective
teacher every time I will enter into the classroom is another opportunity for me to
learn from my students, to touch their hearts, and to leave a good legacy to them.
According to Melnick and Meister (2008) over the past thirty years, numerous
studies confirmed that new teachers do not have the requisite knowledge to
understand the complex interrelationships among management, behavior, and
academic tasks. They also cited eight most serious problems that the beginning
teacher encountered as follows: classroom discipline, motivating pupils, dealing with
individual differences, assessing pupils’ work, relations with parents, organization of
class work, insufficient materials and supplies, and dealing with problems of
individual pupils. According “to the office of field experiences” (2011) these are the
roles and responsibilities of a beginning teacher: Time commitments- Beginning and
ending of the contract day. Teaching units/subjects – review the curriculum to be
covered in the course, and prepared a lesson plan. First week of teaching – locate
campus facilities to be used (i.e., library, textbook room, audio visual supply,
department workroom, faculty lounge, auditorium, counseling facilities, etc.)
Teaching the class – develop and implement procedures for managing the class
effectively during instruction, incorporating various groupings and presentation
techniques. Professional obligations – teachers must be responsible for their
professional growth. Become involved in the total school program.
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Prayer of a Student Teacher
Our most gracious kind heavenly father which thou art in heaven, the creator
of this vast universe and our redeemer. We bring back all the honor and glory to you
because thou art worthy. We extend our gratitude to you for giving as an opportunity
to do our duties and responsibilities as student teachers. Thank you so much for
choosing us, for giving us knowledge and skills and passion to teach. Thank you for
being with us always, for guiding us and giving your holy spirit to inspire us to teach
and to do our daily tasks that our cooperating teacher given to us. Thank you for the
good health and good family that we have. Thank you for the cooperating teacher for
helping us to develop our skills in teaching. We are so sorry for the unrighteousness
that we have done against to you in thoughts, deeds, and in words and cleanse us
from our iniquity so that we are worthy to receive thy blessings. We humbly ask give
as a humble heart when we deal with our learners so that we may have a long
patience. Give us always an understanding, heavenly wisdom so that we may able to
impart and to give the necessary information that the learners needed. Teach us to
love this work that you have given to us. Sometimes we feel so discouraged when
we deal with the learners, but help us oh God to pursue this profession because we
know this is your plan for us. Help us to touch the heart of the learner so that we can
leave good marks in their lives. We encountered a lot of trails and problems in the
school that we were being deployed in terms of the attitude of the students,
requirements that our cooperating teachers given to us but encourage us strengthen
us to fulfill your plan for us. We are hoping for your sufficient grace and love that will
inspire us to continue this profession of teaching, we are only human our knowledge
and skills are limited but with your power we can do great things. Lead us always in
the right way make us a good student teacher, so that we can bring honor to you and
to the school that we represent. I know as we continue this journey there are a lot of
things that we will encounter either good or bad but remind us always to ask for your
help always be thankful for the blessings that you will be given to us always. Thank
you so much God for you grace and love we are about to finish our undergraduate
study, within 4 years things were so though but because of you we are able to
endure all the things. Thank you for giving us a good and caring supervisor to us as
a student teacher for her help in our in and off-campus. Thank you so much for
hearing our prayer and this all we pray in the loving name of Jesus our savior and
friend Amen.
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Practice Teaching Experience
In-campus ( Central Mindanao University Laboratory High School)
Central Mindanao University Laboratory High School has a good environment

it is clean and green. I can felt the fresh air that can help me to be relaxed. It is
comfortable place to work and learn because its surrounding is far from polluted
area. It is not so crowed school because I didn’t experienced traffic. They maintain
cleanliness; their surrounding is not so noisy. All I can say about CMULAB is a
friendly environment. I also noticed that some of the teachers are having their own
collection of plants, and they used it as a decoration when they have a program. I
also noticed that they have a garden for the students to cultivate. It is good practice
since it encourage the students to make the environment clean and green.
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The teachers of Central Mindanao University Laboratory High School were so

kind and good. They were so approachable like if we have a problem they are ready
to listen to us and help us by giving an advice. I really appreciate the way they
welcome us most especially when Maàm Derije (Principal of CMULAB) welcomed
us. She gives us a warm welcome. During this moment she also gives the policies
and practices of the school. She allowed us to use their library and also their E-LIB
which was a good help to me. We are also allowed to wear a civilian during Friday
provided that it is formal attire, which was a good sign that they treat us equally to
them. They don’t put any discrimination to us. We were also required to join of any
programs that they have. During in-campus I was not able to experienced having a
class advisory, because my cooperating teacher is not a class adviser. I really like
their subject schedule because it was not every day that we were going to teach. For
me I only have MWF schedule of teaching. They adopt the practice of college
subject schedule. That’s why I felt relaxed during in-campus practice teaching.
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The students of Central Mindanao University Laboratory High School were so

respectable and well-disciplined. In terms of economic I think they are not so
problematic, because most of them were coming to school with cars. Most of the
students were so intelligent. They were good at speaking in English. That’s why I
was so nervous when I taught them because I cannot speak well in English. I am
afraid to get a mistake and will get a mock from hem because of my poor
performance in English language. The students of CMULAB were so noisy; most of
the time they didn’t listened to my discussion. I also noticed that they like student
teacher that has a high of sense of humor. But because of the students of CMULAB I
really appreciate the profession of being a teacher because some of the students
say they wanted me to come back there the moment that we will finish our off-
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campus. They really appreciate my effort, even I only taught them within 2 weeks but
it was a life changing moment to me.
Out-campus (Valencia
National High School)
Valencia National High School is my Alma Mater. I graduated here on S.Y.

2013-2014. All I can say about VNHS is there is big difference before and now. The
environment before of VNHS was so clean and green, because there are a lot of
trees and gardens, but now I see a lot of tall buildings and it is so very occupied with
the students. There are a lot of students even they implemented shifting study. I also
notice that their library is not so good because it was so small and they don’t have an
internet library. In terms of their teachers a lot of them were so young. In terms of the
attitude of their teachers I really admired them because they are so respectable and
have a good attitude. But I only have a conflict in their principal teacher R because
he discriminated the Cmuans’ student teachers. We thought that he granted us to
wear uniform on Friday but when he saw us wearing our civilian attires while the
other student teachers from other school were wearing their uniform he insulted us.
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But so far in my cooperating teacher and my department head were so good,

because they allowed us to access on their printer and computer.
In terms of the policy of VNHS they are so strict, most especially when we go
out in their campus. We should provide an approve letter from the office of the
principal, and it is not so easy to get the approved of the principal. Every day we
should wear our uniform. In terms of their schedules they have 3 types of schedule
class; the morning shift, afternoon shift and the regular class. Every day we teach
unlike in CMULAB that we only teach 3hours/week in a subject. I really admired their
practice about how they call their teacher, they do not say sir/ma’am rather teacher.
They really practice the students to have good manners, they implemented their
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policy in which every students practice “mano po” in every teacher that they have
meet and also with us as a student teachers. Every day they have their flag
ceremony in their classrooms, but sometimes they gathered together in the
quadrangle. In terms of checking our attendance they were so strict like we do our
biometric and at the same time we record it in the daily log.
The students of Valencia National High School were so kind and good. They
were so respectable and every time my students saw me they really greet me and
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practice “mano po”. A lot of them were so attentive to listen to the discussion. They
really respect us even when got a mistake, they understand us.
They were also friendly students, since they gap of our age is just so close
that sometimes they even treat us as their student teacher friends.
Teaching Performance
In-campus (Central Mindanao University Laboratory High School)
This photo was taken during my first day of teaching. I felt so nervous
even though I am prepared. I taught that it was so easy to teach mathematics, but I
was wrong. Since my students are in the first section I assumed that all of them were
good in math. As the discussion goes by I noticed that some of them were confused
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of the topic that I discussed. This is also the time that I realized that they must be the
one to explore the learning. That’s why during my second meeting I already had an
activity that would encouraged them to collaborate with their classmates and explore
the learning.
I thought before that the hardest thing to do as a teacher is to teach but I

realized that it was making a lesson plan. It takes 2-3 days after I finished my lesson
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plan. Good thing in CMULAB, was that I have my colleagues and we work together
when making in the lesson plan. When i first made a lesson plan I really expect it
that it has a lot of correction, and guess it has. But as we continue making a lesson
plan we mastered it later on.
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I also experienced making an instructional material. Together with my co-major with

created this IM for our topic on polar coordinates.
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Through this instructional material I delivered the lesson clearly and it helps
the students to collaborate and visualize my topic. That’s why I conclude that there is
a big different in the learning of the students between using IM and not using an IM
in teaching with mathematics. I based my conclusion on their quiz.
Behind this success it was also a big factor of making a good lesson plan.
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1.)Given this system of nonlinear equation answer the following questions:
4 x2 + y 2−4=0 Eq’n 1
2
−2 x + y +2=0 Eq’n 2
a.) Find the solution set using elimination by substitution/addition/subtraction
b.) Use graphical method to find the solution set of the given system:
2 2
x + y =36 Eq’n 1
x + y=6 Eq’n 2
2.) Modified True or False.

Write true if the equation is true and if false write its correct equivalent point:
a . ¿ (−4 , 45 ° )=( 4 , 225 °)
b . ¿ ( 8 , 360° ) =(−8 ,−360 °)
3.) a.) Convert the polar points to rectangular coordinates: (4 , 180° )

√2 √ 2
b.) Find the polar form for the rectangular point ( , )
2 2
4.) a.) Convert x− y =2 to polar form.

b.) Convert r =3 cos θ to rectangular form.
I was given an opportunity to give a summative test to my grade 10 students.

It was checked and modified by my cooperating teacher ma’am Sherly Cordova. I
was given also an opportunity to review the grade 9 contestants for MTAP.
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This was the time that I gave to them the long quiz that I made. I thought that it was
an easy for them but as they answered on it they found it difficult and some of the
students were asking me the formulas or processes involved even it was not allowed
to answer that questions during an examination/quiz but I answered their questions
and luckily my cooperating teacher was not there so I was able to do it.
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I also participated of the program of CMULHS. This was their 4 th TLE DAY. I
enjoyed their presentation that they prepared and also the speaker was had an
inspiring message that she gave to the students.
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The following are my lesson plans that I made during my internshjip on CMULHS:
Subject: Algebra Date Submitted: January 21, 2020
Section and Time: Grade 7- Topaz M:4-5, W:3-5Actual Teaching Date: January 22, 2020
A Semi-Detailed Lesson Plan in Math 7: Algebra
I. Objectives: At the end of the lesson, the students must have;
1. interpreted word problems and translated them into algebraic equations;

2. solved word equations; and
3. justified/verified their answers;
II. Subject Matter: Problem Solving Involving Linear Equations
References: (Canlapan Raymond B. and Urgena John Nico A. Practical Math. Diwa
Learning system inc, 2018)
III. Lesson Proper
A. Motivation
(Find your Match)
The class will be grouped into 2 groupings, if possible one group of boys and
one for girls. Each one of the member of one group will be given a solution set, and
the other will be given an absolute value equations and they will going to find the
solution set of it with the other group, while the other group will check the answer to
verify if it is really the solution. All of their output will be put on their papers.
Absolute Value Equations Solution Set

¿ 3 x∨¿ 18 {6 ,−6 }
¿ 4 x∨¿ 12 {3 ,−3 }
|x +1|=10 {9 ,−11 }
|x +2|=11 {9 ,−13 }
|x +5|=22 {17 ,−27 }
|x +9|=18 {9 ,−18 }
|x +20|=34 {14 ,−54 }
¿ 6 x∨¿ 48 {8 ,−8 }
¿ 5 x∨¿ 55 {11 ,−11}
¿ 7 x∨¿ 49 {7 ,−7 }
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|2 x−5|=9 {7 ,−2 }
|2 x+ 4|=8 {2 ,−6 }
|3 x−9|=6 {1 , 5 }
|3 x +6|=15 {3 ,−7 }
|4 x+ 2|=18 {4 ,−5 }
|6 x +3|=45 {7 ,−8 }
¿ 4 x−4∨¿ 32 {9 ,−7 }
|3 x−9|=21 {10 ,−4 }
¿ 7 x+ 14∨¿35 {6 ,−7 }
|2 x+ 8|=18 {5 ,−5 }
B. Unlocking of Difficulties / Review of Pre-requisite Knowledge

(Guess me)
The class will be set in a coordinate Cartesian plane, and each student will be called
according to its coordinate points.
Recalling the processes involve in solving absolute value equations:
|2 x−5|=9 1. Set the quantity inside the

1. What is the first step? absolute value notation equal to
+ and – on the other side of the
equation.
|2 x−5|=9 2. Solve for the unknown x in both

(Applying the first step) equations.
2 x−5=9;2 x−5=−9
2. What is the second step?
(Applying the Second step) 3. check your answer if it is really a

2 x−5=9; 2 x−5=−9 solution/solution set analytically
2 x−5+5=9+5 ; 2 x−5+ 5=−9+5
2 x=14 ; 2 x=−4
2x 2 x −4
=14 ; =
2 2 2
x=7 ; x=−2
3. what is the final step?
(Applying the third step) When x=−2
When x=7 |2 (−2 )−5|=9
|2 ( 7 )−5|=9 |−9|=9
|9|=9 9=9
9=9
C. Lesson Development
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Since we are already done solving some types of absolute value equations such like
these:
2. ¿ x∨¿ 10 3.|2 x|=16 4.|x +1|=6 5.|x−7|=3|2 x−5|=9
We will continue now in solving some examples or some types of absolute value
equations. What if our equation looks like this would happen? But before solving this
equation what do you observe? How does it differ from the previous example?
7. |3 x +12|=0 ; What is the rule in writing a solution set?
So, how many solutions are there in this equation? s.s.={-4}.
8. |x−4|=−1; what about this equation?
How does it differ from the previous examples?
x−4=−1; x−4=1
x=5 x=3
After arriving with that answers I want you to check it if it is really a solution to that equation.
After answering this equation, I want you to recall of the definition of the term absolute value
and what does it implies?
So, based from your understanding of the definition and from the checking process, what is
the solution set of this given equation? s.s.={}
Now, observe these types of absolute value equations and explain their differences about
their number of solutions. What can we conclude?
1. |2 x−5|=9; s.s.={7, -2}

2. |3 x +12|=0 ;s.s.={-4}
3. |x−4|=−1;s.s.={}
Before we proceed with more types and examples of absolute value equations let us
have a set work first. (See at the Evaluation).
Now, we will move in higher difficulty type of equations. Now, what if we have this type of
equation? I want you to solve it in your notebook:
1. |x−2|=3 x+ 1
2. |4 x+ 3|=3−x
Recalling the steps that we have learned a while ago, we have only 3 steps namely;
Example:|2 x−5|=9
1. Set the quantity inside the absolute value notation equal to + and – on the other side
of the equation.2 x−5=9; 2 x−5=−9
2. Solve for the unknown x in both equations. x=7 ; x=−2
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3. Check your answer if it is really a solution/solution set analytically.

Now, I want you to take a look at to these 2 equations and describe to me their
difference.
1. |2 x−5|=9
2. 2|x|−4=24
Now, the question is how to solve the 2 nd type of absolute value equation? Are we going
to apply the previous steps in solving it? Try to apply it and let’s check if we can get the
solution of the equation.
Since we failed to obtain the solution of this equation it implies our previous steps in
solving absolute value equations are not applicable in this type of equation.
What if we will transform the 2nd equation into the 1st equation, is it possible?
Yes, and do that in your notebook, and after transforming it apply then the 3 steps of
solving the absolute value equation.
D. Summary
1.|2 x −5|=9; s.s.={7, -2} ; if our equation is in positive we have 2 solutions.
2.|3 x+12|=0 ;s.s.={-4}; if it is zero 1 solution.
3.|x−4|=−1;s.s.={}; if it is negative we have no solution.
The steps in solving an absolute value equation are:
1. Set the quantity inside the absolute value notation equal to + and – on the other side
of the equation.2 x−5=9; 2 x−5=−9
2. Solve for the unknown x in both equations. x=7 ; x=−2
3. Check your answer if it is really a solution/solution set analytically;
4. And if it is not in general form transform it before applying the 3 steps.
IV. Evaluation Seatwork: (good for 10-20mins.)
Instructions:
Determine if the given absolute value equations has/have a solution set or not and
check your answers analytically if it is really a solution to the given equations:
a.) |1−3t |=20

b.) |5 x +9|=−3
c.) |10 x−3|=0
d.) |5 y−8|=1
V. Assignment/Agreement
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Read in advance about “Problem Solving involving Linear Equation”.
Prepared by: ANTHONY REY CAÑETE
Checked by: LESTER LOU SEGUMPAN
Subject: Pre-Calculus Date Submitted: January 21, 2020
Section and Time: Jupiter 10, M:8:30-9:30 Actual Teaching Date: January 22, 2020
& W,F:7:30-8:30
A Semi-Detailed Lesson Plan in Math 10A: Pre-Calculus
I. Objectives: At the end of the session, the students must have;
1. determined the solution/solution set of non-linear equations using elimination by

addition/subtraction;
2. practiced solving systems of non-linear equations with speed and accuracy using elimination by
3. determined the process involved in solving systems of non-linear equation using elimination by
4. checked the solutions of the systems of non-linear equations by using graphing app for the system
non-linear equations; and
5. showed appreciation to the importance of the solution set in the graph of the systems of non-
linear equations.
II. Subject Matter: Systems of Non-Linear Equations
References: Zorilla, R., et al. (2017). Pre-Calculus for Senior High School. Valenzuela City,
Philippines: Mutya Publishing House, Inc.
E. Motivation
(Find your partner)
The class will be divided into 8 groups and each group will choose one representative. These
6 representatives will be given a solution or solution set and will come on front. Each of the group
will be given systems of non-linear equations and will determine the solution/solution set and will
find it in the 6 representatives.
Here are the lists of the systems of non-linear equations with its solution set:
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Systems of Non-linear Equations Solution/Solution Set

x 2+ y 2+10 x +5=0 {(−3,4 ) , (−3 ,−4 ) , (−2 , √ 11 ) , (−2 ,−√ 11 ) }
2 2
x − y +7=0
−x 2+ 2 x−2 y−2=0 {( 4 ,−5 ) , (−2 ,−5 ) }

2
x −2 x+ y −3=0
x 2+ y 2=26 {( 5,1 ) , (−5,1 ) , ( 5 ,−1 ) , (−5 ,−1 ) }

2 2
3 x +25 y =100
x 2− y=3 {( 2,1 ) , (−2,1 ) }

2
2 x +6 y =14
2 2
x + y =34 {( 5,3 ) , (−5,3 ) , ( 5 ,−3 ) , (−5 ,−3 ) }
2 2
x −2 y =7
x 2−2 xy+ y 2=3 {( 2,2 ) , (−2 ,−2 ) }
2 2
x + xy+ y =12
(x +2) +¿
2
{(−1,2 ) , (−3 ,−2 ) ,(−2,3) }
2
y=−( x+2 ) +3
2 2
x + 2 y =11 {( 3,1 ) , ( 3 ,−1 ) ,(−3 ,−1)}
2 2
3 x −2 y =25
2
2 x +3 y =30
2
{(−3,2 ) , (−3 ,−2 ) }
2 2
3 x −2 y =19
{( 2 √ 3 , 2 ) , (−2 √ 3 ,2 )
2
x −2 y=8
2 2
x + y =16
2 2
4 x + y =13 {( 1,3 ) , ( 1 ,−3 ) , (−1 ,3 ) , (−1 ,−3 ) }
2 2
x + y =10
III. Lesson Proper
F. Unlocking of Difficulties / Review of Pre-requisite Knowledge
(Guess me)
The class will be set in a coordinate Cartesian plane, and each student will be called according to
its coordinate points.
Recalling the process of solving systems of nonlinear equations:

2 2
x + y +10 x +5=0 1. ?(circle)
x 2− y 2 +7=0 2. ?(circle)
2. What is the graph of eq’n 1?
3. What is the graph of eq’n 2?
2 2
x + y +10 x +5=0 3. ?(addition)
2 2
x − y +7=0
2
2 x +10 x +12=0
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3. What is the operation being

used?
2 x2 +10 x +12=0 4.?(Factor by common factor 2)

2(x ¿¿ 2+5 x+6)=0 ¿
4. What is the process being involved?
2
x + 5 x +6=0 5.? (divide both sides by 2)
5. What is the process being involved?
( x +3)(x+ 2)=0 6.? (factoring specifically FOIL method)

What is the process being involved?
x +3=0; x +2=0 7.? (Set each factor equals to 0)

8.?(Solve for the values of x)
x=−3 ; x=−2
After getting the value of x. what is 9.? (obtain the value of y by using the first
the next step? or second equation and substitute the value
of x).
Calling a student to perform. Using the When x=-3 When x=-3
2 2
second equation x − y +7=0 x 2− y 2 +7=0
Second equation Second equation
2 2
(−3) − y +7=0 (−2)2− y 2 +7=0
9− y 2+ 7=0 4− y 2+7=0
2 2
y =16 y =11
y 2=± 4 y=√ 11
Hence, the solution sets or coordinates (−3,4 ) , (−3 ,−4 ) (−2 , √ 11 ) , (−2 ,− √11 )
of the points of intersection of the
equations of the systems are:
G. Lesson Development
Part I
Since we can already determine the solution/solution set of non-linear equations using
elimination by addition/subtraction and the process involved in solving systems of non-linear
equation using elimination by addition/subtraction.
Now, we want to check the solutions of the systems of non-linear equations, whether it is
really true that the two figures are really intersecting at the solution set that we get.
In this activity I want you to find a partner. By using the desmoss app, we will check whether
the solution sets of the systems of non-linear equations given from the previous activity are really
true. Present it to me and give some sort of explanation.
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Example:
2 2
x −2 y =7
2 2
x + y =34
Solution set:
{( 5,3 ) , (−5,3 ) , ( 5 ,−3 ) , (−5 ,−3 ) }
Graph:
Explanation:
What is the use of the solution set in graphing the equations?
Part II
Graph the following systems of non-linear equations and determine its intersection, using desmoss
app, and verify its intersection if it is the solution set of the system by solving it using elimination by
Example:
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2 2
x + y +10 x +5=0
2 2
x − y +7=0
Graph Intersection:
{(−3,4 ) , (−3 ,−4 ) , (−2 , √ 11 ) , (−2 ,−√ 11 ) }
Solving through Elimination by addition:

2 2
x + y +10 x +5=0
2 2
x − y +7=0
2
2 x +10 x +12=0
2( x ¿¿ 2+5 x+6)=0 ¿
2
x + 5 x +6=0
( x +3)(x+ 2)=0
x=−3 ; x=−2
When x=-3 When x=-2

x 2− y 2 +7=0 x 2− y 2 +7=0
Second equation Second equation
2 2 2 2
(−3) − y +7=0 (−2) − y +7=0
2 2
9− y + 7=0 4− y +7=0
2 2
y =16 y =11
2
y =± 4 y=√ 11
(−3,4 ) , (−3 ,−4 ) (−2 , √11 ) , (−2 ,− √11 )
H. Summary
In solving system of non-linear equation by using elimination by addition/subtraction it require

us to master the basics kills of algebra such as like addition/subtraction of integers, types factoring,
determining the graph base from its equations and etc.
Graphing the systems of non-linear equation will also help us to check whether our solution set
is really true, because the implication of the solution set is an intersection of the graph.
`
IV. Evaluation
Solve each system of non-linear equations by elimination by addition/subtraction.
1. x 2−5 y−28 y−4=0

2
5 y + 3=−28 y
2. y 2−16 x 2=16
2 2
x + y =9
3. y 2=6 x
x + y=0
Read in advance about solving systems of non-linear equation using graphical method.
Prepared by: Cañete, Anthony Rey
Checked by: Ma’am Cherly Cordova

Math Instructor/Cooperating teacher
Subject: Algebra Date Submitted: January 27, 2020
Section and Time: Topaz M:4-5, W:3-5 Actual Teaching Date: January 27, 2020
A Semi-Detailed Lesson Plan in Math 7: Algebra
II. Objectives: At the end of the lesson, the students must have;
4. interpreted word problems and translated them into algebraic equations;

5. solved word equations; and
6. verified their answers through checking.
II. Subject Matter: Problem Solving Involving Linear Equations
References: (Canlapan Raymond B. and Urgena John Nico A. Practical Math. Diwa
Learning system inc, 2018)
III. Lesson Proper
I. Motivation
`
J. Unlocking of Difficulties / Review of Pre-requisite Knowledge

Can you recall the steps in solving word problems?
Step 1: Represent the unknown variables.
Step 1.1: If there are more than one unknown, use the same variables.
Step 2: translate the problem to an equation.
Step 3: solve for the unknown.
Step 4: Answer the problem.
Step 5: check your answers.
Actually the general steps in solving word problems are these:
GENERAL STEPS:
1.) TRANSLATION
2.) COMPUTATION
3.) VERIFICATION/CHECKING
K. Lesson Development
INTEGERS PROBLEM
1. When 6 is added to four times a number, the result is 50. Find the number.
We are done with this problem. Let us proceed to our next example.
2. The sum of two numbers is 55. If one number is four times the other, find the
numbers.
 STEP 1: REPRESENT UNKNOWN VARIABLES
 Let x= Number
 Let 4x= The other number
 STEP 2: TRANSLATE
 x +4 x=55
 STEP 3: SOLVE
x +4 x=55
5 x=55
5 x 55
=
5 5
`
x=11
 STEP 4: ANSWER THE PROBLEM
 x=11 is the number
 4 x=4 (11 ) =44 is the other number.
 STEP 5: CHECK
x +4 x=55
 x=11
( 11 ) +4 (11 )=55
11+44=55
55=55
3. The sum of three consecutive integers is 72. Find the integers.
 HOW TO REPRESENT THREE CONSECUTIVE INTEGERS?
 RULE 1:If x is the first integer, then x+1 is the second consecutive integer, x+2 is the
third consecutive integer, and so on.
 STEP 1: REPRESENT
 x=¿ 1st integer
 x +1= 2nd integer
 x +2 = 3rd integer
 x + ( x+1 ) + ( x +2 )=72
 x + ( x+1 ) + ( x +2 )=72
 x + x+1+ x +2=72
 3 x+ 3=72
 3 x+ 3−3=72−3
 3 x=69
3 x 69
 =
3 3
 x=23

`
 x=23 is the 1st integer
 x +1=24 is the 2nd integer
 x +2 = 25 is the 3rd integer
 STEP 5: CHECK
 x + ( x+1 ) + ( x +2 )=72
 x=23
 23+ ( 23+1 ) + ( 23+ 2 )=72
 23+ ( 24 ) + ( 25 )=72
 72=72
 4. The sum of three consecutive even integers is 30. Find the numbers.
 HOW TO REPRESENT THREE EVEN CONSECUTIVE INTEGERS?
 RULE 2:If x is the first integer, then x+2 is the second consecutive odd or even
integer, x+4 is the third integer, and so on.
 STEP 1: REPRESENT
 x=¿ 1st integer
 x +2= 2nd integer
 x +4 = 3rd integer
 x + ( x+ 2 )+ ( x + 4 )=30
 STEP 3: SOLVE
 x + ( x+ 2 )+ ( x + 4 )=30
 x + x+ 2+ x + 4=30
 3 x+ 6=30
 3 x+ 6−6=30−6
 3 x=24
3 x 24
 =
3 3
 x=8
 x=8 is the 1st even integer

`
 x +2=10 is the 2nd even integer
 x +4=12 is the 3rd even integer
 STEP 5: CHECK
 x + ( x+ 2 )+ ( x + 4 )=30
 x=8
 8+ ( 8+ 2 )+ ( 8+4 )=30
 8+ ( 10 ) + ( 12 )=30
 30=30
SEATWORK #4 5 mins.
PART II
AGE PROBLEMS
YOU DO NOTE:
1.) To represent two ages being compared using the same variable.
2.) The idea of past, present, and future is placed under consideration.
3.)Years either added or subtracted based on the ages being talked about.
 Ex.1: Martin is 2 years older than Neil. If the sum of their ages is 20, how old
are they?
 Let x = age of Neil
 Let x + 2 = age of Martin
 x +(x +2)=20
 STEP 3: SOLVE
x +(x +2)=20
x + x+ 2=20
2 x+2=20
2 x+2−2=20−2
2 x=18
2 x 18
=
2 2
`
x=9
 x=9 is the age of Neil
 x +2=11 is the age of Martin
 STEP 5: CHECK
x +(x +2)=20
 x=9
( 9 ) + ( 9+2 )=20
9+11=20
20¿ 20
Ex.2: A father is now three times as old as his son. In 12 years the father will be twice
as old as his son is then. How old is each now?
 x=¿ age of the son
 3 x = age of the father
 In this case we will use a table to represent their present and future ages.
Present age Age in 12 years

Son X x+12
Father 3x 3x+12
 The father’s age will be twice the son’s age in 12 years.
 3 x+12=2(x +12)
 STEP 3: SOLVE
 3 x +12=2( x +12)
 3 x +12=2 x+ 24
 3 x +12−12=2 x +24−12
`
 3 x=2 x+ 12
 3 x−2 x=2 x−2 x +12
 x=12
 x=12 is the son’s present age
 3 x=36 is the father’s age
 STEP 5: CHECK
 How to check the answers?
 We are going to check that after 12 years son’s age is twice the father’s age.
 STEP 5: CHECK
 Son’s age in 12 years:
 x +12 = (12)+12=24
 Father’s age in 12 years:
 3 x+ 12= 3(12)+12=48
 Twice of 24 is equal to 48.
 Ex.3: Chancy is twice as old as CJ. Ten years from now, the sum of their ages
will be 29. How old are they now ?
 2.) The idea of past, present, and future is placed under consideration.
 3.)Years either added or subtracted based on the ages being talked about.
 x=¿ age of Cj
 2x= age Chancy
 How about the representation of their age after 10 years?
 In this case we will use a table to represent their present and future ages.
Present age Age in 12 years

Cj X x+10
Chancy 2x 2x+10
 The sum of their ages after 10 years will be equal to 29.
 (x +10)+(2 x+10)=29
 STEP 3: SOLVE
 (x +10)+(2 x+10)=29
`
 x +10+2 x +10=29
 3 x +20=29
 3 x +20−20=29−20
 3 x=9
3x 9
 =
3 3
 x=3
 x=3 is the present age of Cj
 2 x=¿ 6 is the present age of Chancy
 STEP 5: CHECK
 How to check the answers?
 We are going to see the sum of their ages after 10 years will be equal to 29.
 STEP 5: CHECK
 (x +10)+(2 x+10)=29
 x=3
 ( 3+10 ) + ( 2(3)+10 )=29
 13+16=29
 29¿ 29
 Ex.4: Cha is 5 years older than Yvonne. If the sum of their ages is 25, how old
are they?
 Let x = age of Yvonne
 Let x + 5 = age of Cha
 x +(x +5)=25
 STEP 3: SOLVE
 x +(x +5)=25
 x + x+5=25
 2 x+5−5=25−5
 2 x=20
`
2 x 20
 =
2 2
 x=10
 x=10 is the age of Yvonne
 x +2=11 is the age of Cha
 STEP 5: CHECK
 x +(x +5)=25
 x=10
 ( 10 ) + ( 10+5 ) =25
 10+15=25
 25¿ 25
D. Summary
Remember always these steps in solving a problem:
Step 1 Represent the integers using variables.
Step 2 Translate the problem to an equation
Step 3 Solve the equation.
Step 4 Answer the problem.
Step 5 Check your answer.
1.) To represent two ages being compared using the same variable.
 RULE 2:If x is the first integer, then x+2 is the second consecutive odd or even
integer, x+4 is the third integer, and so on.
 RULE 1:If x is the first integer, then x+1 is the second consecutive integer, x+2 is the
third consecutive integer, and so on.
IV. Evaluation Seatwork: (good for 10-20mins.)
4. The sum of three consecutive even integers is 30. Find the numbers.
`
Why are consecutive odd integers represented as x+2, x+4, x+6 and so on?
Checked by: LESTER LOU SEGUMPAN
Subject: Pre-Calculus Date Submitted: February 3, 2020
Section and Time: Jupiter 10, M:8:30-9:30 Actual Teaching Date: February 3,
2020
W,F:7:30-8:30
A Semi-Detailed Lesson Plan in Math 10A: Pre-Calculus
I. Objectives: At the end of the session, the students must have;
1. recalled the process involved in systems of non-linear equations, conversion of

points and equations of polar to rectangular and vice versa, with speed and
accuracy; and
2. practiced solving the systems of non-linear equations, conversion of points and

equations of polar to rectangular and vice versa, with speed and accuracy.
II. Subject Matter: Systems of Nonlinear equations, Polar Coordinates
References: Zorilla, R., et al. (2017). Pre-Calculus for Senior High School.
Valenzuela
City Philippines: Mutya Publishing House, Inc.
Orines, F. (2016). Next century mathematics pre-calculus. Quezon City
Philippines : Phoenix Publishing House, Inc.
III. Lesson Proper
A. Motivation / B. Unlocking of Difficulties
The class will be group by three. They will be having like a quiz bowl type of
class. Each one of the group will be given an illustration board to put their answers.
The questions will consist of easy, medium and difficult. Easy questions are good
for only 1 minute. The medium are good for 2-minutes and 3-minutes for difficult.
Each member of the team is required to participate in answering, in other words it
`
will be a round robin. In every question the answers will be explained by the teacher
in power point presentation.
B. Lesson Development
Easy questions:
Given this system of nonlinear equation answer the following questions:
1.) −x 2+ 2 x−2 y−2=0 Equation 1
2.) x 2−2 x+ y −3=0 Equation 2
1.) What is the graph of the second equation?
Answer: Parabola- since only is square.

2. What is the implication of the solution set in graphing the systems of
equations?
Answer: Intersection
3.) How to graph this linear equation x + y=6 ?
Answer: We will find x and y intercept/x-intercept: x=6 and y intercept y=6.
4.) What is the first step on plotting a point in polar coordinate system?
Answer: Locate the given θ
5.) What happened to the polar point if we have negative value of radius?
Answer: If the radius is negative, then the polar point lies on the opposite side.
6.) What is our goal to convert rectangular equations to polar equations?
Answer: The goal is to change all x’s and y’s to r’s and θ ’s. When possible solve for
r.
MODERATE questions:

−x 2+ 2 x−2 y−2=0 Equation 1
2
x −2 x+ y −3=0 Equation 2
1.) What is the standard form of the equation 1?
Answer: −x 2+ 2 x−2 y−2=0

`
2
−2 y−2=x −2 x
2
−2 y−2+ 4=x −2 x +4
2
−2 y +2=( x−2 )
2
−2( y −1)= ( x −2 )
2.) True or False: (−3 , 60 ° )=( 3,120°)
Answer: True
3.) True or False: ( 8 , 360 ° )=(−8 ,−360 °)
Answer: False
4.) Convert the polar points to rectangular coordinates: ( √ 2 ,150 °)
Answer:¿)
5.) Find the polar form for the rectangular point (4 ,−3)
Answer:(5 ,−36.87°)
6.) Convert x + y=3 to polar form.
3
Answer: r =
cos θ+sin θ
Difficult questions:

−x 2+ 2 x−2 y−2=0 Equation 1
2
x −2 x+ y −3=0 Equation 2
1.) What is the solution set of the given system of equation?
Answer:{( 4 ,−5 ) , (−2 ,−5 ) }
2.) Find the polar form for the rectangular point (−3 , 4 )
Answer: since ( 5 ,−53.15 ° ) is not in the QII, we will convert it into its right quadrant.
Correct answer: (5 , 126.85°) or (−5 ,−53.15° ) in QII
3.) Convert r =a csc θ to polar equation

`
Answer: y=a
4.) Graph the given systems of equation and find its solution set.
2 2
x + y =36
x + y=6
Answer: s.s.= {( 0,6 ) , ( 6,0 ) }
C. Summary
In converting a polar point to rectangular point, use these formulas:
y=r sin θ : x=rcos θ
In converting a rectangular point to polar point, use these formulas:
y
r =√ ( x 2+ y 2 );tan θ=
x
IV. Evaluation
Study in advance for our long quiz on wednesday
Checked by: CHERLY CORDOVA

`
It was a big opportunity and privileged for me to be guided by the good

mathematics teachers Sir Lester Lou Segumpan and Maàm Sherly Cordova. I was
really blessed by their comments, advices and inspiring messages that motivate me
to go on my teaching journey. I always remember of what ma’am Sherly shared to
me that as a math teacher my task is to simplify math for those who find it hard and
to awaken the desire to look for difficult scenarios for those who are mathematically
inclined.
`
These are the lists that my cooperating teachers, sir Lester Lou Segumpan
and ma’am Sherly Cordova observed and evaluated me.
Positive:
 Recall of previous concepts was successfully done

 Mood setting established
 Response to students is light
 IM’s are ready and serviceable
 Recall of pre-requisite knowledge was well – facilitated
 Presented alternative way of recalling coordinates ( HAND TRICKS)
 Always willing to listen
 Prepares ahead of time
 Fast in picking up suggestion
 Exudes optimism
 Extra effort is evident in the preparation of materials
 Encourages teamwork and cooperation
 Shows concern for student’s learning
 The teachers managed Edtech well (ppt &boards)
 Allowed student participation
 Concerned with the correct processes
 The teacher roamed around during seatworks
 Able to correct the given seatwork
Suggestions:
 Integrate the lesson to real-life scenario

 Monitor attendance by asking the class monitor to report
 See to it that motivation and recall of pre-requisite knowledge is done after 20
minutes
 Learn how to contain your reactions
 Minimize talking to the board
 Prepare for varied activities on polar coordinates
 Make your writing legible
 Slide is an eye-sore. Please improve font size.
 Set rules and implement them
 Make sure to prepare your quiz/exam properly
 Please control noise level
 Please discourage answering in chorus; let the students answer the problem
 Do not move to the next slide/ problem without letting the students copy the
problem
 Start the class on time (if possible)
 Practice “pauses” – give the students time to think and to answer on their own
`
Teaching Performance
Out-Campus (Valencia National High School)
I was so felt proud because it was a great opportunity and privileged for me to
handle or teach the students of grade 8 in science curriculum. Every day was a
challenged for me because they were really attentive to listen on the topic and they
have a lot of brilliant ideas to ask. My cooperating teacher was sir Elbert Joey Tano,
a master’s degree on mathematics. He taught 3 sections, and our department head
had only given me 2 sections to handle and they were the science curriculum
students. During my first week in VNHS, I was not yet able to teach because sir
Tano was not around due to his seminar. Even though he was not around I stayed
on his class advisory and I introduced myself to them that I am their student teacher.
There is a big difference between the lesson plan of the CMULAB and VNHS.
But thanks to the help of sir Tano that I made a 5e’s lesson plan successfully.
PART I
`
Content Standard Demonstrates understanding of key concepts of probability.
Learning Illustrates an experiment, outcome, sample space and event.** *

Competencies & SSP_M8SP – IVf-3-g-1
Code
Learning a. Find the probability of simple events;
Objectives b. Solve problems involving probability of simple events;
c. Cite ways how finding probability is used in real-life situations.
Learning Be able to define and illustrate experiment, outcome, sample space and event and its
Outcomes application.
Mathematical Teamwork and collaboration
Skills
Thinking Skills Critical Thinking and reasoning
Mathematical Accuracy and creativity
Attitudes and
Noble Values
Learning Laptop, illustration board, Color Candies, masking tape, crayon, 2 plastic cups, marker
Materials
Reference K to 12 Grade 8 Curriculum Guide, Patterns and Practicalities
PART II
5Es (Time Teaching & Learning Activities Remarks
allotment)
Engagement Prayer & Greetings…
(12 minutes) Scrambled Words.
-The class will be divided into 8 groups. They will arrange the words
related to the probability and write it down on a paper the terms and if
possible they must give a definition based from their own understanding.
Exploration
(10 minutes) ACTIVITY I – “FIND THE PROBABILITY THROUGH AREA
MODEL”
Instructions:
 Start labeling cups 1 and 2.
 Assigned 3 color candies in the 1st cup, namely Orange, Blue and
`
Red.
 Next, assigned four colored candies into 2 nd cup namely Red,
Yellow, Red and Blue.
 Explore a few possible combinations that could result from
choosing one piece of candy randomly from each cup. (example
RY= Red first, yellow second)
It’s time to build your area model.

 Using your masking tape, make another square, and label it at the
outside cup one in vertical at the top, and cup two in horizontal at
the left.
 Put your candies in cup two at the horizontal, and candies at cup
one at the vertical.
Last step you should have an output looks like this:
Pose this questions:

 What is our sample space for this experiment?
 What is the probability of both candies are of the same color?
 What is the probability that one candy is a red?
 Is the probability that both balls are red greater than
probability of getting at least one red?
Explanation Based from our activity how to get the probability of an event?
(18 minutes) Possible Answer:
P(E)= number of favorable outcomes /number of elements in the
sample space
In probability, we have to remember the following:

1. The probability is a number between 0 and 1
2. The probability of the certain event is 1
3. The probability of the impossible event is 0
In symbols:
0 ≤ P( E )≤ 1 P(Certain Event) = 1 P(Impossible event) = 0
 EVENT: ANY SUBSET OF A SAMPLE SPACE

 EX: TWO COINS ARE TOSSED
Sample Space: { HH,HT,How
TH, do
TT}we describe the likelihood of an event
E = both are HEAD = {HH} is anwithout
EVENTusing numerical values?
`
F = at least ONE HEAD = {HT, TH, HH} is an EVENT.
 SIMPLE EVENT: Simple events are the events where one

experiment happens at a time and it will be having a single
outcome.
E = both are HEAD = {HH} is an EVENT.
E is a simple event.
 COMPOUND EVENT: are those events that happen multiple

times and can have more than one outcomes.
F = at least ONE HEAD = {HT, TH, HH} is an EVENT.
F is a compound Event.
For example, tossing a coin is a simple event. But if we are tossing a coin
and rolling a die simultaneously then it will not be called a simple event as
two events are occurring simultaneously.
We also have a rule in the probability of a simple event, called
Complement Rule:
If the probability that event A will happen is a, then the probability that
event A will not happen is 1 – a.
Example 1:
If there is 15% chance of failing a certain test in Math, what is the
probability of passing that test?
Answer:
P(fail) = 15%
P(pass) = 1 – 15%
P(pass) = 85%
Example 2:
A pair of dice is tossed. What is the probability of getting a sum of 7?
Hint: You can use the Area Model

Possible Answer:
6/36 = 1/6
Example 3:
Ericka and her crush together with their 5 other classmates are to be
arranged in a row of 7 chairs for a photo opportunity. What is the
probability the Ericka will be seated beside her crush?
Hint: In order to know the total number of elements in the sample space
you will use FPC.
Possible Answer:
6 1
=
5,040 840
“MATH KNOCKOUTS”
Easy:
1. A student will be chosen from a certain group. There are 9 girls
and 8 boys in that group. What is the probability that the chosen
student is a boy?
2. In John’s closet, there are 3 pairs blue socks, 5 pairs of green, 2
pairs of white socks. If John is going to pick a pair of socks, what
`
is the probability that John will get a pair of white socks?

3. Grade 8 class teacher picks a random student in class. If there are
15 males and 22 females in the class, what is the probability that a
female student will be picked.
4. Two standard dice are rolled. What is the probability of the sum
on the two dice is greater than or equal to 8?
Average:
5. Gemma is planning to have 3 children. What is the probability
that she will have 2 daughters and 1 son?
6. There is 20 peso, 50 pesos, 100 pesos, 500 peso and 1000 peso
bills in a box. You select one bill at random. What is the
probability that the amount remaining in the box is less than 670
pesos?
7. A two digit number is formed. What is the probability that it will
not be repeating?
Difficult:
8. Gabbie, Andy, Eunice, Carla, Monica, John, Rico, William, Chad
and Martin are candidates for being a contestant in a math contest
in their school. If the contest needed only 3 representatives from
each school, what is the probability that Monica, Gabbie, and
Eunice will be chosen?
9. Three dice are rolled, what is the probability that the sum of the
outcomes of three dice is an odd number?
Elaboration Generalization:
(10 minutes)
Ask the following questions:
1. How to find the probability of simple events?
2. How is probability used in real-life situations?
(Value Integration)
3. In this, life, what do we need to increase the probability of
achieving success in every endeavor?
Evaluation Have the learners answer the following questions on finding the probability
(10 minutes) of simple events.
1. In rolling a fair die once, what is the probability of getting a

number greater than 4?
2. In a box, there are 24 balls numbered 1 through 24. If a ball is
drawn from the box, what is the probability that the ball shows a
number divisible by 5?
3. In a group of 30 students, 12 of them love Probability and 28 of
them love Statistics. What is the probability that the ball shows a
number divisible by 5?
4. On a library shelf, there are three Geometry and five Algebra
books. Books are replaced after someone who borrows it. If two
books are taken, what is the probability that the first book is
Geometry and the second book is Algebra?
Prepared by:
ANTHONY REY S. CAÑETE

Student Teacher
`
Checked and Verified by:
ELBERT JOEY J. TANO

Master Teacher /Cooperating Teacher
`
To summarize my teaching strategy/performance in VNHS, I implemented to

them a collaborative teaching strategy. Although sometimes I came to class without
a well preparation because of my tutorial sessions but I try my best to deliver the
lessons well but I failed, some of the students found my lessons hard especially
when dealing about probability. What I liked about these students is that they were
so cooperative. I also try to have a moving exam to them and I found out that they
liked it and they help each other to answer the problem. I realized as a mathematics
teacher, math should be presented to them as a subject that is so enjoyable at the
same time so useful in life. I don’t have any problem with them in terms of their
behavior because they were easy to manage.
I also used a math games as an assessment to them. One of the examples is

a math maze. They were going to find the correct way to reach the end by answering
questions that will lead them to the end.
`
I also gave them an activity that they were enjoying and at the same time they
assessed their learning. This activity named jeopardy. The group will choose one of
the five topics in probability and pick number of dollars they want, each of the dollars
are equivalent into points. 100 – 10 points and so on. If the group cannot answer or
have the wrong answer the other will have the power to steal the points if they also
know the answer.
`
I was given an opportunity to give a summative test and a sample of their 4 th

periodical examination.
`
SECOND SUMMATIVE TEST

GRADE 8 – MATHEMATICS
I. Write Letter A if the statement is referring to Addition Principle and Letter B if the
statement is referring to Multiplication Principle and C if the statement is referring to
both.
1.) This principle states that if one task can be done in m ways and n ways in
another task, then the number of possible ways in which both the tasks can
be done is m__n.
2.) This principle states that if one task can be done in m ways and n ways in
another task, which is mutually exclusive to each other, then the number of
possible ways in which either can be done is m__n.
3.) This counting principle extends to any finite number of events.
4.) This counting principle of counting is used to count the number of possible
ways in which a task can be done without actually counting manually.
5.) This principle stated that if we have m ways in event 1 and n ways of doing
event 2, and we cannot do at the same time, then there are m_n possible
outcomes.
II. TRUE or FALSE: Write TRUE if the statement is correct and FALSE if the
statement is wrong.
6. The Fundamental Principle of Counting is a way to figure out the total number
of outcomes in a probability problem.
7. The Multiplication principle is used when the events are mutually exclusive.
8. Multiplication and Addition principles can be extended to any finite number of
events.
9. The addition principle is used when the events can occur at the same time.
10. Mutually exclusive events are the events that can occur at the same time.
11. The probability of an impossible event is 0.
12. Simple event is an event where one experiment happens at a time and has a
single outcome.
13. If the probability that event A will happen is a, then the probability that event A
will not happen is 1-a.
14. Compound event is an event that happens multiple times and has one
outcome.
15. The probability of the uncertain event is 1.
II. Write Addition Principle if the problem can be solved using it, and Multiplication
Principle if the problem can be solved using it.
16. In how many ways can a traveler go to city Z from city X if there are three
roads from X to Y and six roads from Y to Z?
17. In how many ways can a student answer a 5-item true or false exam?
`
18. In an election for SSG president, there are 7 female candidates and 5 male
candidates. How many ways can a student vote for their SSG president?
19. A student can choose one math project from one of three lists. The three lists
contain 50, 25 and 39 possible choices. How many possible projects are there
to choose from?
20. A coin is tossed 4 times, how many possible outcomes will it have?
21. A student went to the mall and was about to buy 5 different shirts, 6 different
shorts and 4 different pants. When she was about to pay at the cashier, she
found out that her money can only pay for only one type of clothing. In how
many ways she choose what to buy?
IV. IDENTIFICATION: Identify what is being asked.

22. What rule says, that if the probability of the event A will happen is a, then the
probability that the event A will not happen is 1-a?
23. What kind of event that has a probability of 0?
24. What is the formula of getting the probability of a simple event?
25. It is a type of event that has one experiment that happens at a time and has a
single outcome.
26. It is a type of event that happens multiple times and can have more than one
outcome.
27. What is the probability of certain event?
III. Multiple Choice: Read each item carefully. Choose the letter of the correct
answer.
28. The Mathematics department must choose either a student or a faculty

member as a representative for a university committee. How many choices
are there for this representative if there are 37 members of the mathematics
faculty and 83 mathematics majors and no one is both a faculty and a
student?
a.) 3, 071 b.) 120 c.) 83
37
d.)
83
29. How many different license plates can be made if each plate contains a
sequence of three lowercase English letters followed by three digits, if the
repetitions are allowed?
a.) 17, 576,000 b.) 15, 600,000 c.) 15, 795, 000
d.) 15, 818,400
30. There are 5 flights from Cavite to Batangas 3 bus schedules from Cavite to
Laguna and 4 ship schedules from Laguna to Batangas. How many ways can
a person travel from Cavite to Batangas?
a.) 60 b.) 17 c.) 19
d.) 12
`
31. The only clean clothes you’ve got are 2 T-shirts and 4 pairs of jeans. How
many different combinations can you choose?
a.) 6 b.) 8 c.) 10
d.) 12
32. The life insurance policies of an insurance company are classified by:
 age of the insured: *under 25 years old, * between 25 years and 50 years,
*over 50 yrs. Old
 sex: * male, * female
 Marital status: * single, *married
What is the total number of classifications?
a.) 7 b.) 12 c.) 10 d.)

8
33. How many 3-digit numbers can you form using the digits 7, 5, 2, 3, 4, 6, 1, 0 if
the digits are not
repeated?
a.) 512 b.) 392 c.) 336 d.)
294
34. A computer password consists of 2 lower case letters followed by 2 digits.
How many passwords are possible if repetitions are not allowed and the digits
form a 2-digit numbers?
a.) 65, 000 b.) 67, 000 c.) 52, 650 d.)
58, 500
35. A group of 8 students is arranged in a row of 3 chairs. In how many ways they
can be arranged?
a.) 294 b.) 21 c.) 336 d.)
512
36. Two dice are rolled. What is the probability of getting a product of 12?
1 1 5
a.) b.) c.) d.)
9 36 36
1
6
37. A drawer is filled with white and blue socks. If the probability of selecting a
3
white sock at random is , what is the probability that a blue sock will be
5
chosen?
1 2 3
a.¿ b.) c.) d.)
5 5 5
2
3
`
38. A factory made 2 new shirt designs. Each design comes in 3 different colors
red, blue, and black. Shirts are available for each color in small, medium,
large, and extra-large sizes.
What is the probability that a customer will choose a red, medium shirt from
the set?
1 1 1
a.¿ b.) c.) d.)
3 4 12
1
15
39. Tonton has 10 green, 9 brown, and 6 white marbles in a box. What is the
probability that, without looking, Tonton will pick a green marble from the box?
a.) 40% b.) 36% c.) 24% d.)
18%
40. Gabby, Andy, Eunice, John, Rico, William, Chad and Martin are candidates
for being a contestant in a math contest in their school. If the contest needed
only 3 representatives from each school, what is the probability that Monica,
Gabby, and Eunice will be chosen?
a.) 0.833% b.) 0.6% c.) 1.17%%
d.) 1.79%
VI. PROBLEM SOLVING: Solve the following problems.
41. In how many ways can 20 people be arranged in a 5 row?
42. Five dice are rolled. How many possible outcomes are there?
43. How many possible ways of answering 10-item true or false quiz?
44. -45. A box has 3 red balls and 1 blue ball. You reach in and get a ball, record
the color, replace it, and draw a second ball. What is the probability that both
balls are red?
Prepared by:

Student Teacher
ELBERT JOEY J. TANO

Master Teacher I/ Cooperating Teacher
`
4TH GRADING PERIODICAL EXAMINATION

GRADE 8 – MATHEMATICS
Multiple Choice: Read each item carefully. Choose the letter of the correct answer.
1. Which of the following theorem is NOT a proving properties of parallel lines that cut
by a transversal?
a.) Same-side Exterior Angles Theorem c.) Alternate Exterior Angles
Theorem
b.) Alternate Interior Angles Theorem d.) Same-side Interior Angles
Theorem
2. Which of the following statements is ALWAYS TRUE when a parallel lines are cut by
a transversal?
a.) The sum of the degree measure of corresponding angles is 180° .
b.) The sum of the degree measure of complementary angles is 180° .
c.) Corresponding angles are supplementary.
d.) Corresponding angles are congruent.
3. Which of the following statements is FALSE about the proving properties of parallel
lines cut by a transversal?
a.) If two parallel lines are cut by a transversal, then corresponding angles are
congruent.
b.) If two parallel lines are cut by a transversal, then alternate interior angles are
congruent.
c.) If two lines are parallel and cut by a transversal, then alternate exterior angles are
congruent.
d.) If two parallel lines are cut by a transversal, then same-side interior angles are
complementary.
For items 4-8. Refer to the figure 1. Fig.1

4. Which angles are corresponding angles?
a.) ∠ 8and∠16
b.) ∠ 7and ∠8
c.) ∠ 4 and ∠ 8
d.) none of these
5. Which pair of angles are alternate exterior angles?
a.) ∠ 8 and∠ 16 c.) ∠ 1 and∠ 13
b.) ∠ 9 and∠ 2 d.)∠ 7 and∠ 11
6. Which pair of angles are same-side interior angles?
a.) ∠ 8 and∠ 6 c.) ∠ 10 and∠ 11
b.) ∠ 14 and∠ 16 d.) ∠ 9 and∠12
7. a∨¿ b . What is m∠ 1 if m∠ 5=4 x +5and m∠ 9=5 x−15 ?
a.) 30° b.) 85 ° c.) 120 ° d.)
20 °
8. a∨¿ b . Which statement is true?
`
a.) ∠ 2 ≅ ∠ 3 c.) m∠5+ m∠8=180 °

b.) ∠ 8 ≅ ∠ 11 d.) m∠3+ m∠15=180°
9. Line t intersects lines m and n. For what value of x are lines m and n parallel? (Refer
to figure 2)
a.) 60°
b.) 12° Fig.2
c.) 10°
d.) 15°
10. Find the values of x and y.(Refer to figure 3)

a.) x=77 , y=59 Fig.3
b.) x=77 , y=57
c.) x=57 , y=77
d.) x=41, y=57
11. Which of the following statements is FALSE about theorems involving parallel lines?
a.) In a plane, two intersecting lines perpendicular to the same line are parallel.
b.) Two lines parallel to a third line are parallel to each other.
c.) If two lines are cut by a transversal and a pair of alternate interior angles is
congruent, then the lines are parallel
d.) None of these
12. Which of the following statements does NOT proves that the two lines are parallel?
a.) If two lines are cut by a transversal and a pair of same-side interior angles is
supplementary, then the lines are parallel.
b.) If two lines are cut by a transversal and a pair of alternate interior angles is
congruent, then the lines are parallel.
c.) If two lines are cut by a transversal and a pair of same-side interior angles is
congruent, then the lines are parallel.
d.) None of these
13. If ∠ 3 ≅ ∠4, which statement must be TRUE? (Refer to figure 4) Fig.4
a.) Line m is parallel to line n.
b.) Line m is perpendicular to line n.
c.) Line n is parallel to line p.
d.) Line n is perpendicular to line p.
14. Which lines, if any, can you conclude are parallel given that ?
Justify your conclusion with a theorem or postulate. (Refer to figure 5)
Fig.5
a.) j∨¿ k , by the Converse of the Same-side Interior Angles Theorem
b.) j∨¿ k , by the Converse of the Alternate Interior Angles Theorem
c.) g∨¿ h, by the Converse of the Alternate Interior Angles Theorem
`
d.) g∨¿ h, by the Converse of the Same-Side Interior Angles Theorem
15. . Find the value of x for p to be parallel to q. (Refer to figure

6)
a.) 114 °
b.) 126 ° Fig.6
c.) 120 °
a.) 20 °
16. Find the value of x for which l is parallel to m. (Refer to figure 7) Fig.7
a.) 28°
b.) 56°
c.) 84°
d.) 152°
For items 17-20. Refer to figure 8.
This diagram of airport runway intersections shows two parallel runways. A taxiway
crosses both runways.
Fig.8
17. How are ∠ 6 and ∠2related?

a.) corresponding angles c.) same-side interior angles
b.) alternate interior angles d.) alternate exterior angles
18. How are ∠8 and ∠ 1related?
a.) corresponding angles c.) same-side interior angles
b.) alternate interior angles d.) alternate exterior angles
19. If ∠8 measures 119, what is the sum of the measures of ∠1 and ∠4?
a.) 122° b.) 238° c.) 183° d.) 299°
20. If ∠7 measures 61, what is the sum of the measures of ∠2, ∠ 7 and ∠3?
a. )122° b.) 238° c). 183° d). 299°
21. The folding chair has different settings that change the angles formed by its parts.
Suppose is 26 and is 70. Find . (Refer figure 9)
a.) 96 Fig.9
b.) 106
c.) 11
d.) 192
22. In the figure above, what is the sum of ∠ 1 ,∠ 2 and ∠3?

`
a.) 96 b.) 106 c.) 116 d.)

192
23. Which of the following DOES NOT belong to the group?
a.) Chance b.) Interpretation c.) Possibilities d.)
Uncertainty
24. It is a subset of a sample space.
a.) sample points b.) cardinality c.) experiment d.)
event
25. What is the set of all possible outcomes of a probability experiment?

a.) events b.) Venn Diagram c.) Sample Space d.)
outcome
26. Which of the following choices refer to each possible result of a probability
experiment?
a.) experiment b.) sample space c.) event d.)
outcome
27. Which of the following is an experiment?
a.) Counting the number of marbles in a jar. c.) Choosing a marble from the
jar.
b.) Measuring the volume of the jar. d.) Determine the weight of the
jar.
28. Which of the following is an outcome?
a.) Rolling a die.
b.) Getting a red marble from a jar full of different colored marbles.
c.) Flipping a coin.
d.) None of the above
29. What is the sample space of choosing a random number from prime numbers
between 6-25?
a.) S = {9, 16, 25} c.) S = {7, 11, 13, 15, 23}
b.) S = {7, 13, 17, 23} d.) S= {7, 11, 13, 17, 19, 23}
30. Tree diagrams are useful for_____.
a.) Ordering outcomes from lowest to highest.
b.) Showing that the outcomes are the set of all possible sample spaces.
c.) Finding all possible outcomes in a probability experiment involving several steps.
d.) Illustrating the law of large numbers.
31. It is a device consisting of line segments emanating from a starting point and from
the outcome point. It is used to determine all possible outcomes of a probability
experiment.
a.) table c.) Fundamental Counting
Principle
b.) Systematic listing d.) Tree Diagram
32. Which of the following is NEVER true?
a.) To find the total number of outcomes, multiply the ways of doing the different
events.
`
b.) A tree diagram can be used to figure out all the possible outcomes in a sample
space.
c.) The Fundamental Counting Principle is the easiest way to count the the number of
possible
outcomes in a sample space.
d.) Experimental probability deals with what should happen after testing while
Theoretical probability
deals with what happened after testing.
33. Nanette must pass through three doors as she walks from her company’s foyer to her
office. Each of these doors may be locked or unlocked. What is the outcome of the
sample space?
a.) S = {LLU, LUL, ULL, UUL, LUU}
b.) S = {LLL, UUU}
c.) S = {LLL, LLU, LUL, LUU, ULL, ULU, UUL, UUU}
d.) None of these
34. Suppose you toss a fair coin four times, how many possible outcomes are there?
a.) 4 b.) 8 c.) 16 d.)
32
35. You decided to order a pizza but you have to choose the type of crust and the
toppings. If there are only 6 possible combinations of ordering a pizza, from which of
the following should you choose from?
a.) Crust: thin or deep dish
Topping: cheese or pepperoni
b.) Crust: thin or deep dish
Topping: cheese, bacon or pepperoni
c.) Crust: thin or deep dish
Topping: cheese, bacon, sausage or pepperoni
d.) Crust: thin or deep dish
Topping: cheese, bacon, sausage, pepperoni or hotdog
36. Box A contains the numbers 1, 2, 3, and 4. Box B contains the numbers 5, 6, 7, and
8. A number is first
drawn from Box A and then another number from Box B. Using the figure below, how
many outcomes are possible if both numbers are even?
a.) 6
b.) 16
c.) 4
d.) 8
37. Which of the following is use to figure out the total number of outcomes in a
probability problem without
actually counting manually.
a.) Law of large numbers c.) Tree Diagram
b.) Fundamental Principles of Counting d.) Systematic Listing
38. If we have m ways in event 1 and n ways of doing event 2 which is mutually
exclusive to each other, then there are ________ possible outcomes.
`
a.) m x n b.) m+n c.) m−n

d.) m÷ n
39. Which of the following is NOT true about Sum rule and Product rule?
a.) Sum rule and product rule extends to any finite number of events.
b.) Sum rule and product rule is used to count the number of possible ways in which
a task can be
done without actually counting manually.
c.) The addition principle is used when the events can occur at the same time.
d. Multiplication principle is used when the events are not mutually exclusive events.
40. In how many ways can a chairman and a vice-chairman be chosen in a committee
composed of 5 students? Which of the following rule will be used to solve the given
problem?
a.) Sum Rule c.) Complement Rule
b.) Product Rule d.)None of these
41. In a restaurant, you have a dinner choice of one main dish, one vegetable, and one
drink. The choices for main dish are pork and chicken meat. The vegetable choices
are broccoli and cabbage. The drink choices are juice and water. How many choices
are possible?
a.) 8 b.) 10 c.) 12
d.) 14
42. A student can choose one science project from one of three lists. The three lists
contain 40, 25 and 42
possible choices. How many possible projects are there to choose from?
a.) 1, 042 b.) 107 c.) 1, 090
d.) 42,000
43. There are 3 Harry Potter books, 3 Lord of the Rings book and 2 Twilight books. How
many possible arrangements can be made if only 3 books will fit the bookshelf?
a.) 8 b). 280 c.) 240
d.) 336
44. Probability of an event can be written in the following forms EXCEPT ONE.
a.) Fractions c.) Proportion
b.) Decimal d.) Percentage
45. Which event is certain?
a.) It will rain today. c.) The tree will talk in the
afternoon
b). Stone will sink in the water d.) A mother will give birth
to a baby girl
46. Which event is impossible?
a.) It will rain today. c.) The tree will talk in
the afternoon
b.) Stone will sink in the water d.) A mother will give
birth to a baby girl
`
47. A glass jar contains 80 red, orange, yellow, and green plastic chips. If the probability
of drawing at
random a single ORANGE chip is 1/8, what does this mean?
a.) There are 8 orange chips in the glass jar.
b.) There are 10 orange chips in the glass jar. *
c.) There are more orange chips than the others.
d.) There is only one orange plastic chip in the jar.
48. You choose a number at random from three to seven. What do you conclude on the
probability of each
event?
a.) The event of choosing even numbers is always equal to the event of choosing
odd numbers.
b.) The events even and odd are equally likely to occur because 3 to 7 are composed
of odd and even
numbers.
c.) The events even and odd are not equally likely to occur because there are three
odd numbers and
only two even numbers from 3 to 7.
d.) The events even and odd are equally likely to occur because the probability of
choosing even
numbers is always equal to the probability of choosing odd numbers.
49. Your best friend asked you to accompany him to a carnival to play games of
chances. According to
him, his horoscope states that he is so lucky that day and he wants to try his luck
at the carnival.
How will you convince him not to go to the carnival?
a.) I will ask him to review very well his notes on probability so that he can apply them
to a real life situation like this.
b.) I will tell him that what is written in the horoscope is sometimes true and
sometimes false so he would rather not go to the carnival.
c.) I will give him instances wherein he could see the real picture of having a very little
chance of winning so that he will not be wasting his money and time.
d.) I will convince him not to go to the carnival this time because we have to finish first
our project in
Probability. Anyway, there will be other time to go and enjoy all the games there.
50. In a 500-ticket draw for an educational prize, Ana’s name was written on 41 tickets.
What is the
probability that she would win?
a.) 0.082 b.) 0.122 c.) 0.41
d.) 0.82
51. A die is rolled. What is the probability that a prime number comes up?
5 3 1
a.) b.) c.)
6 4 2
1
d.)
3
52. Coco has been observing the types of vehicle passing through an intersection. Of the
last 50 vehicles, 28 were tricycles, 8 were trucks and 14 were buses. Estimate the
probability that the next vehicle through the intersection will be a BUS.
a.) 0.16 b.) 0.28 c.) 0.56
d.) 0.72
`
53. A bottle contains white, blue, brown and red coated candies. The P(white) = 1/10 ,
P(blue) = 4/15 , P(brown) = 7/30 , and P(yellow) = 2/5. How many yellow candies are
in the bottle?
a.) 7 b.) 8 c.) 12
d.) 30
54. Which of the following illustrates a theoretical probability?
a.) Bel rolled a die several times and recorded her observations.
b.) Bel tossed a coin and listed down the number of occurrences for heads and tails.
c.) Bel has three 10-peso coins, four 5-peso coins and five 1-peso coins. She
repeatedly picked a coin
from her pocket and listed down the outcomes.
d.) Bel wanted to choose a heart suit card in a standard deck of cards, and estimated
that the chance of
choosing it is ¼.
55. You tossed a coin twenty times and you got tails each time. You tossed again and
still a tail turned up. Do you think the coin is FAIR? Why?
a.) I think the coin is not fair because it favored the heads.
b.) I think the coin is fair because both faces of the coin have equal chances of turning
up.
c.) I think the coin is not fair because for twenty experiments, it is expected to turn up
either Head or tail
d.) I think the coin is fair because the probability of turning tails up is 34 while that of
heads is only 14.
56. Mr. Martin asked his students to do an activity. Afterwards, his students noticed that
the experimental
probability of tossing heads is 54% while the mathematical/theoretical probability is
50%. Being an
attentive student, how would you explain this to your classmates?
a.) The experimental probability is wrong.
b.) We should toss the coin as high as possible to get a reliable result.
c.) It is normal for experimental probabilities to differ from the theoretical probabilities
but for a large
number of trials, the two will be very close.
d.) It is abnormal for the experimental probabilities to differ from the
mathematical/theoretical probabilities
because the results must be the same.
57. After 500 spins of the spinner, the following information was recorded. What is the
probability of the spinner landing on VIOLET?
Outcome Green Orange Violet

Spins 225 132 143
a.) 27% b.) 29% c.) 45%
d.) 71%
`
58. A spinner with three equal divisions was spun 1000 times. The following information
was recorded. What is the probability of the spinner landing on RED?

a.) 27% b.) 29% c.45%
d.) 73%
59. There are four teams in a basketball tournament. Team A has 25% chance of
winning. Team B has the same chance as Team D which has 5% more than team A.
Team C has half the chance of winning as team B. Which of the following has the
correct table of probabilities for winning the tournament?
60. Arlene Joy got coins from her pocket which accidentally rolled on the floor. If there
were 8 probable outcomes, how many coins fell on the floor?
a.) 3 b.) 4 c.) 8
d.) 16
Prepared by:

Student Teacher
ELBERT JOEY J. TANO

`
This was the time I gave to them the second summative test. After one week I
gave to them my periodical examination as a reviewer for their 4 th periodical
examination.
`
I witnessed the mass dance of VNHS as their celebration for their 51 st foundation
anniversary. I was there to support on my class advisory.
PART I
Content Demonstrates understanding of key concepts of probability.
Standard
Performan Is able to formulate and solve practical problems involving probability of simple events.
ce
Standards
Learning counts the number of occurrences of an outcome in an experiment: (a) table; (b) tree diagram; (c) systematic
Competenc listing; and (d) fundamental counting principle. ** *
ies & Code SSP_M8SP – IVg-3
Learning d. Differentiate sum rule to product rule;
Objectives e. Apply sum rule and product rule in a given real life word problems;
Learning Be able to differentiate and apply the sum and product rule.
`
Outcomes
Mathemati Teamwork and collaboration
cal Skills
Thinking Critical Thinking and reasoning
Skills
Mathemati Accuracy and creativity
cal
Attitude
s and
Noble
Values
Learning Laptop, Activity sheets, manila paper, pen
Materials
PART II
5Es (Time Teaching & Learning Activities Remar
allotment) ks
Engagem …Prayer & Greetings…
ent Since our activities in the school was postponed because of the threat of corona virus. I just
(8 want you to give an update of corona virus.
minutes) The number of deaths from China’s coronavirus epidemic surged past 1,600 after 139 more
people died in hard-hit Hubie province, the epicenter of the outbreak.
Coronavirus infections reach 68,500 in China.
As of Friday, February 14, DOH said it has probed 455 patients. There is still no recorded
local transmission in the country.
Out of this number:
Tested negative-386
Pending test results-66
As of this date, there have been 3 confirmed cases in the Philippines: 1 died due to severe
pneumonia because of novel coronavirus while the 2 have since recovered and discharged
from hospital confinement.
The question is why people really wear face masks during epidemic.
Answer: To fend off disease, but also to show solidarity.
The latest coronavirus epidemic has sent scrambling for facemasks like never before. “The
world is facing severe disruption in the market for personal protective equipment,” Tedros
Adhanom Ghebreyesus, the director-general of the world health organization, warned last
week.
DTI Sec. Ramon Lopez said that Medtecs International Corp., Ltd. Promised to supply
400,000 pieces per week as it raises their production capacity to meet growing local
demand.
Thus, Medtex Corp. (Bataan-based Company) is expected to produce up to 80,000 pieces
of surgical masks daily or 560,000 masks per week.
ACTIVITY I- “ MASK OUTCOMES”
Instructions:
 Group yourselves by 6.
 Each group must have Manila paper to write your output.
 Answer the following questions in 2 minutes.
 Report your output 1 minute per group.
`
a.) If per week these masks will be distributed throughout the country, how many
possible ways that Filipinos can buy 1 mask from Meltex Corp. and 1 mask from
Medtecs International Corp.?
Possible Answer:400,000 * 560,000
44,800,000,000
b.) How many possible ways that Filipinos can buy 1 mask from Meltex Corp. or 1
mask from Medtecs International Corp.?
Possible Answer: 400,000 + 560, 000
960,000
Explorati  What is the difference of the two questions?

on Possible Answers: “and” / “or”
(10 Question #1- Possibilities of Filipinos can have 2 mask, while
minutes) Question #2- Possibilities Filipinos can have 1 mask only.
 Based from your answer, what is the implication of the word “and”?
Possible Answer: Multiply the possibilities.
 What is the implication of the word “or”?

Possible Answer: Add the possibilities.
Actually what we did in question #1 was we use our Fundamental Principle of Counting or
FPC, but don’t you know there are two kinds of FPC?
Based from your activity what are those?
Possible Answer: 1.) Principle of Multiplication/ Product Rule. ( This was our topic
last meeting)
2.) Principle of Addition/Sum Rule.
(Our Topic Today)
Recall the Definition of Product Rule.

-If you have a ways of doing event 1, b ways of doing event 2, and c ways of
event 3, then you can find the total number of outcomes by multiplying
a x b xc .
How about the Sum Rule? Any idea?
-If you have a ways of doing event 1, b ways of doing event 2, and c ways of
event 3, which is mutually exclusive- (cannot do both at the same time), then
you can find the total outcomes by adding a + b + c.
ACTIVITY II - “ DIFFERENTIATE THE RULES”

a+b+c
Instruction:
axbxc Determine possible
In your group differentiatesoutcomes
Product Rule to Sum Rule “ or “using a Venn Diagram within 2
minutes.“and
After
“ that, I will draw a Venn Diagram on the board and you will write your
answer on it. If your answerRulesis already
of written by theMutually
other group, no need to repeat it and
Mutually inclusive
just add other information. Fundamental exclusive
Possible Answer: Principle of
Counting Independent
Product Rule
Dependent events events
Sum Rule
Extends to any finite
events
`
The Multiplication principle use of the word “and” generally indicates that we need to
Explanati multiply the possibilities.
on Question #1 in our previous activity used Multiplication Principle.
(28 The Addition principle use of the word “or” generally indicates that we need to add the
minutes) possibilities.
Question #2 used Addition Principle.
Example 1: John is choosing to have either a Chicken Joy meal or a Rice meal. If there are
6 different chicken joys available and 5 different rice meals available, how many choices
does Joann have?
Possible Answer: 6 + 5 = 11
Chicken Joy or Rice meal total choices
Example 2: Mary is selecting an outfit. She has four different pairs of pants, three different
skirts and 10 different T-shirts. How many outfits are possible?
Possible Answer: (4 + 3) x 10 = 70
Pants or skirts and T-shirts outfits
Board work:
1.) My Phone security uses a code that is made up 2 digits numbers and vowel letters
or consonant letters. How many possible codes are there?
Possible Answer: 10 x 10 ( 5 + 21) = 2, 600

2.) A cell phone company offers 6 different voice packages and 8 different data
packages. Of those, 3 packages include both voice and data. How many ways are
there to chooseeither
Howvoice
do weordescribe
data, butthe
notlikelihood
both? of an event
without
Possible Answer: 6 – 3 + 8 – 3 = 8 using numerical values?
Elaborati Generalization:
on
(7 Ask the following questions:
minutes)
1. Differentiate Addition Principle to Multiplication Principle?
2. How many different ways could one travel from P to Q?
`
Give the learners opportunity to relate and apply the concept learned in real life by
contextualization.
“There are many paths that can lead us to God. There are so many different ways in
which we all travel and move- different ways that can all lead to the same destination,
the everlasting life. We can find our way in words that might move our hearts. We
might hear them from a friend, a lecturer, a minister, a teacher, or even a song. We
might have an emotional experience with others, in nature, with animals or pets, or
even in life circumstances. We can find in books and spiritual writings, thoughts and
ideas that touch our souls and challenge our thinking and our beliefs.
But none of these are a substitute for the way in which we can achieve our goal. The
many paths that we might travel in our seeking of truth will lead to the one common
truth within each of us, and this is Jesus Christ the wat to everlasting life.
Evaluatio I. Write Letter A if the statement is referring to Addition Principle and Letter B if the
n statement is referring to Multiplication Principle and C if the statement is referring to both.
(7 minut
es) 1.) This principle states that if a one task can be done in m ways and another task
which is mutually exclusive of the first task can be done in m ways, then the
number of possible ways in which either can be done is m__n.
2.) This principle states that if one task can be done in m ways and another task which
is independent of the first task can be done in n ways, after the first task has been
performed, then the number of possible ways in which both the tasks can be done is
m__n.
3.) This counting principle extends to any finite number of events.
4.) This principle uses the word “and” generally indicates that we need to ____ the
possibilities.
5.) This principle uses of the word “or” generally indicates that we need to ___ the
possibilities.
II. Fill in the blanks in # 1, 2, 3, and 5.
III. For the following exercises, determine whether to use the Addition Principle or the
Multiplication Principle. Then perform the calculations.
1.) Let the set A = {-23, -16, -7, -2, 20, 36, 48, 72}. How many ways are there to
choose a positive or an odd number from A?
2.) How many ways are there to pick a paint color from 5 shades of green, 4 shades of
blue, or 7 shades of yellow?
`
The following are my lesson plan ready-made:
Prepared by:

Student Teacher
ELBERT JOEY J. TANO

Master Teacher I/Cooperating Teacher
PART I
Performance Is able to formulate and solve practical problems involving probability of simple
Standards events.
Learning counts the number of occurrences of an outcome in an experiment: (a) table; (b) tree
Competencies & Code diagram; (c) systematic listing; and (d) fundamental counting principle. ** *
SSP_M8SP – IVg-3
Learning Objectives f. Analyze the concept of fundamental counting principle;

g. Determine the total outcome in an event, using fundamental counting
principle.
Learning Outcomes Be able to interpret and use the concept of fundamental counting principle.
Mathematical Skills Peer Tutoring and collaboration
Mathematical Speed and Accuracy

Attitudes and
Noble Values
Learning Materials Laptop, TV, HDMI, Whiteboard marker.
References K to 12 Grade 8 Curriculum Guide, Patterns and Practicalities
Borja, F. ( n.d.): Als a&e modules.
PART II

allotment)
`
Engagement …Prayer & Greetings…
(15 minutes) Tomorrow some of the people will celebrate Valentine’s Day. It is
celebrated every February 14 as couples across the globe honor
their spouses, partners and sweethearts. Let me share this to you a
Valentine’s Day Facts by History. Com Editors (January 31,
2019).
Here are the Nine Facts:
 Origin to a Bloody Pagan Festival

 Letters Addressed to ‘Juliet’
 Box of Chocolates
 First Valentine was written from a prison
 Vinegar Valentines’ discouraged suitors
 Wearing your Heart on your Sleeve
 ‘Sweethearts’ Candies Started Out as Lozenges
 Cupid Began as a Greek God
 How ‘X’ Came to Mean ‘Kiss’.
This is also an opportunity of your parents to have a time on a

date.
Let us have an Activity, by Group. The class will be divided into 3

groups according to their tables. Each group will be given a
Cartolina to put their answers.
Instructions: Analyze the given scenario within your group, and

use your prior knowledge about tree diagram to find the answer of
given scenario. This activity is good for 15 points, and for those
group that are so noisy and keep on standing will be deducted of 5
points. Answer the problem within 3 minutes only. After that
present your output to the class, choose one representative to
report.
Our Criteria is , Content – 5 points
Neat/Clean- 5 points
Clarity - 5 points
Total: 15 points
Here is the Scenario:

`
Kindly read every one:
Both parents wanted to have a dinner date and have a plan to go on

Jollibee. When they arrived, they wanted to order for their dinner,
and they have seen this menu. Chicken Meals: Chicken joy w/ Spaghetti
Meal, Chicken joy w/ Mushroom meal
Rice & Noodle Value Meals: Spaghetti Meal,

Burger Steak Meal, Shanghai Meal
Beverages/Dessert: Jollibee Floats, Jolly Bee

Crispy Fries, Chocolate Float
Question: How many different of dinner meals they can have?
Possible Answer: 18 different of dinner meals.
 Are all the members of your group are participating?

 What if we are asks to find the total different meals
without using Tree Diagram.
 Can you find it?
 And what method will you use?
Now, let us try to explore another method of determining the total

possible outcomes without using a tree diagram.
This is “ THE FUNDAMENTAL PRINCIPLE OF

Exploration
COUNTING”
(25 minutes)
Activity II – “Know Me”
Instructions:
Find a partner, and try to analyze the definition of FPC.

I will give you 4 minutes to discuss what you have understood
from the definition, and apply this principle to our previous
activity. This activity is good for 10 points and if you are so noisy
and keep on standing you will be deducted.
Kindly Read the definition:
Definition of Fundamental Principle of Counting:
- If you have a ways of doing event 1, b ways of doing

event 2, and c ways of event 3, then you can find the
`
total number of outcomes by multiplying a x b x c .

Note: This counting principle extends to any finite number of
events.
What is finite number? (Countable number).
….(4 minutes of discussion and answering the question)..
Who will volunteer to present their output, and if not I will call
students to present their output.
The students will present their output and will be asked of these
questions:
 How did you arrive with your answer?

 How did you use FPC?
 Is your partner also understood your answer?
Who are not yet understand the definition?
Who among you here does yet fully understood the use of FPC?
If none we will proceed to our next activity.
Activity III – “Be an Analyst”
Instructions: In this activity you will act as an analyst together

with your partner. You are going to find the answer using the
concept of FPC. This is good for 10 points and deduction will be
implemented for those partners that are so noisy and keep on
standing. You have 3 minutes to answer the problem. Later on, I
will call randomly or any students to volunteer to present their
answers.
By the way. May I ask you, of what is your favorite subject?
For me it is the Recess. So, our activity will give us an

opportunity to apply the concept of FPC.
`
Kindly read it every one:
1.) A school canteen cook of VNHS has to determine how

many breakfast meals consisting of a fruit, a sandwich and
a drink are possible if she can select from 2 kinds of fruits
( Orange and Apple), 2 kinds of Pandesal ( Pandeloaf w/
cheese, Pandeloaf w/ egg,) and 5 kinds of drinks (water,
Gulaman, Lemon Juice, Nestea and Buko Juice).
a.) How many different kinds of breakfast meal?
Who will volunteer to answer problem #1?
Possible Answer:
2∗2∗5=20 number of meal combinations.
Since it is the day of filing for the candidacy to run as SSG

officers, now we will apply FPC to determine the possible
outcomes of a certain office.
Kindly read it everyone:
2.) In a recently concluded election, the following criteria

were used for choosing a Presidential candidate for SSG
in VNHS. A candidate must be: (1) male or female
Filipino, (2) from Grade 10 or Grade 11 and (3) may
belong to the Millennial Leaders (ML) Party list or
WISELY Party List.
a.) How many different kinds of presidential

`
candidates are possible using these three sets of

criteria?
Who will volunteer to answer problem #2?
Possible Answer:
Using the FPC, we have:
Sex Grade Party list Candidates Possibilities
2 × 2 × 2 = 6 distinct
candidates
Who among you here does yet understood the answer?
If none, we will now proceed to our next examples.
Explanation
(25minutes) ACTIVITY IV-“COMBINATION”
Now, get 2 chairs and 3 representatives in each group. Then,

answer this question.
Give the total different ways two students that can sit in the 2
chairs.
Possible Answer: There are six possible different type of

students can set in the 2 chairs.
(Student 1, student 2), (student 2, student 1), (student 3,

student 1), (student 1, student 3), (student 2, student 3),
(student 3, student 2).
Another way of solving this problem is by applying FPC.
In chair #1 there are 3 possible students that can set, and in

chair #2 there is only 2 possible students that can sit.
`
So, by FPC (2)(3)= 6 possible different type of students can sit

in 2 chairs.
In your activity notebook kindly answer the following examples.
Example 3:
How many numbers of three different digits each can be formed

by choosing from the digits 4, 6, 7, 8, and 9?
Solution:
Applying FPC we have:
(5)(4)(3)=60 numbers formed without repetition of digits.
Example 4: How many numbers of three different digits each can

be formed by choosing from 4, 6, 7, 8, and 9 if the digits may be
repeated?
Solution:
Note: example #5 differs from #4 since it ask if the digits may be

repeated.
Applying FPC we have:
(5)(5)(5)= 125 numbers formed with repetition of digits.
(25 minutes) Ask the following questions:
3. In your own understanding give an application of FPC in

real life scenarios.
4. In playing a game called “Swertres”, what are the total
three different digits each can be formed if the digits can
be repeated?
Possible Answer:
10 x 10 x 10=1 ,000 Possible combination.

`
If you join with this type of game and give only 1 combination,
1
that is your chances of winning is only 0.1 % .
1000
Give the learners opportunity to relate and apply the concept

learned in real life by contextualization. Ask the question:
- ESP (Values Integration)

Gambling – To bet money or other valuable things.
(Note: Swertres is also betting your money).
“Is it wise to join in Swertres games?”
Evaluation I. Modified TRUE or FALSE. ( 2pts. Each)
(35 minutes) Write TRUE if the statement is correct and if FALSE, underline
the terms or formulas that make the statement wrong, and write its
correct terms/formulas.
.1-2.) If you have a ways of doing event 1, b ways of doing

event 2, and c ways of event 3, then you can find the total number
of outcomes by adding, a+ b+c .
.3-4.) The counting principle can be extended to situations

where you have more than 3 events.
.5-6.) If you have a ways of doing event 1, b ways of doing

event 2, and c ways of event 3, then you can find only the partial
number of outcomes by multiplying, a x b x c .
II. Give what is asked in the given problem/scenario below.
Problem #1
A new restaurant has opened and they offer lunch combos for
Php 100.00, with the combo meal you get 1 sandwich, 1 side
and 1 drink. The choices are below.
Sandwiches: Chicken Salad, Turkey, Grilled Cheese
Sides: Chips, French Fries, Fruit Cup
Drinks: Soda, Water

`
7.) How many events are there in the given problem?
8-9.) List all the events with its number of ways it can occur.
Scenario #1
A pair of dice is rolled once.
10.) How many events are there in the given scenario?
11-12.) List all the events with its number of ways it can occur.
III. Use the Fundamental Principle of Counting to find the total

outcomes of the following:
13.) What are the total outcomes of the given Problem #1 above?
14.) What are the total outcomes of the given Scenario #1 above?
15.) How many ways can you mix and match 4 shirts, 2 pairs of
jeans, and 2 pairs of shoes?
16.)How many numbers of two different digits can be formed by

choosing from 1, 2, 3, and 4?
The coffee shop offers these choices:
Flavor of coffee: cappuccino, mocha, latte
Size of coffee: tall, medium, short
Coffee may be hot or iced.
17-18.) In how many ways can you order your coffee?
19-20.) What are the total possible outcomes of answering a 5-

item true or false quiz?
`
Prepared by:

Student Teacher
ELBERT JOEY J. TANO

PART I
Performance Is able to formulate and solve practical problems involving probability of simple events.
Standards
Learning Illustrates an experimental probability and a theoretical probability. ** *
Competencies & SSP_M8SP –IVh-2-i-1
Code
Learning Objectives h. Differentiate Experimental probability to Theoretical probability;
i. Find the theoretical probability of an event and experimental probability;
j. Cite ways how finding probability is used in real-life situations.
Learning Outcomes Be able to differentiate experimental to theoretical probability and apply it.
Mathematical Skills Teamwork and collaboration
Mathematical Accuracy and creativity
Attitudes and
Noble Values
Learning Materials Laptop, coins, whiteboard marker
PART II
allotment)
Engagement Prayer & Greetings…
(12 minutes) ACTIVITY I – “Coin Toss”
Instructions:
a. Make a table of your output.
 Before you toss a coin kindly fill up first the P(H) portion.
a. P(H) means find its probability of getting a

HEAD/TAIL given the # of trials.
1. Toss a coin, according to its number of trials.

2. Record the frequency of heads and tail
3. Find its probability in fraction form/percentage, based from
your experiment.
`
Exploration ACTIVITY II- “ COMPARE AND CONTRAST”

(10 minutes) Instructions:
 Make a BAR GRAPH from the data that you obtained.
Experimental Vs. Theoretical

0.8
0.6
L.
0.4 ..
0.2
0
Exp P(H) P(H) Exp P(T) P(T)
Explain a possible reason for the discrepancy

 Why do you think we didn’t match our probability from the
computation to the experiment?
 How does experimental probability change as we increase
the number of trials?
In our computation we assume that in tossing a coin its probability is

always :
P(head) = ½
P(tails) = ½
even though that we have many trials.
But in our experiment we found out that

P(head) = ½
P(tails) = ½
is not always true.
There are two types of probability.

Explanation  Based from out activity what are those?
`
(28 minutes) 1. Experimental probability which is the result of an experiment.

2. Theoretical probability is what is expected to happen.
Experimental probability:
P(event) = number of times event occurs
total number of trials
Theoretical probability:
P(E) = number of favorable outcomes
total number of possible outcomes
Experimental probability is found by repeating an experiment and

observing the outcomes.
Theoretical probability
H
T
P(tail) E
P(head) = 1/2
= 1/2
Since thereA are only two outcomes, you have 50/50 chance to get a
A
head or a tail.
Identifying Ithe Type of Probability

D
L
S
• A bag Scontains three red marbles and three blue marbles.
P(red) = 3/6 =1/2
 Theoretical
(The result is based on the possible outcomes)
• You draw a marble out of
the bag, record the color,
and replace the marble.
After 6 draws, you record 2
red marbles
P(red)= 2/6 = 1/3
 Experimental
A die is tossed 100 times. The following outcomes were recorded on

the table below.
 Based on this table what is the probability that the die will
have an outcome of 5?
Outcome 1  2 How
3 do4 we 5describe
6 the likelihood of an event
s without using numerical values?
`
No. of
2 2 1 2 1
times 5
5 5 5 0 0
appeared
Answer: 1/10
A relative frequency distribution of scores of a Grade

8 class in a 6 item test is provided in the table
below.
Answer: 5/8
(10 minutes)
Ask the following questions:
4. Differentiate theoretical probability to experimental

probability.
5. Why are experimental probabilities not an exact way of

predicting future events?
(Value Integration)
1. Name an example of how probability affects your
decision making?
Evaluation Activity
(60 minutes) KAKASA KA BA SA PROBA?
Identify whether the following situations involve theoretical or

experimental probability then solve its probability.
1. During a basketball practice, Zach shoots 7 balls out of 13

tries. What is the probability that Zach will shoot the next
ball?
2.What is the probability of choosing a heart suit card in a

standard deck of cards?
STAGE 2
Out of 840 spins, about how many times

should the arrow is expected to land on the white sector?
`
STAGE 3
1. What is the theoretical probability that violet will occur?

2. What is the experimental probability that yellow will occur?
3. How many trials are done in this experiment?
4. What is the experimental probability that no blue will occur
on the next spin?
Congratulations!
You have passed the Preliminary level
STAGE 4
Are there students who did not choose anything on the table? What is
the probability that the students will not choose anything on any of
the subjects?
STAGE 5
What is the probability that the students will choose a subject in the
given choices?
STAGE 6
What is the probability that the student chose a subject but did not
choose Filipino?
Let’s continue!
STAGE 7
How many students chose Science?
STAGE 8
Which subject did most of the students chose? How many?
STAGE 9
How many students did not choose any subject?
STAGE 10
There are blue, red and green marbles in an urn. If there are 7 blue
marbles, the probability of getting a blue marbles is and the
probability of getting a red marble is , then how many green marbles
are there in the urn?
Final STAGE
`
There are 14 red cards, some blue cards and some white cards in a
box. If the probability of drawing a blue card is and the probability
of drawing a white card is twice the probability of getting a blue card,
how many cards are there in the box?
Prepared by:

Student Teacher
ELBERT JOEY J. TANO

Master Teacher /Cooperating Teacher
I was also had the opportunity to made a TOS.
Topics/Skills/objectives Number Proportion Total no. SKILLS

of Items
of Days
60% Easy 30% Moderate 10 % Difficult
R U App An Eval Crea
1, 2, 3, 4, 5, 6
Proves properties of parallel lines 7, 8, 9 10
cut by a transversal.
6 17 10
11, 12 13 14, 15 16
Determines the conditions under 3 9 6
which lines and segments are
parallel or perpendicular.
Identifies situational problems

involving parallelism and
perpendicularity of lines. 1 3 2 17 18
Solves problems involving 2 6 4

parallelism and perpendicularity of
lines. 19, 20 21, 22
Illustrates an experiment, outcome, 4 12 7 23, 24 25, 26 27, 28 29

sample space and event.***
Counts the number of occurrences

of an outcome in an experiment: (a)
table; (b) tree diagram; (c)
systematic listing; and (d) 4 12 7 30, 31 32, 33 34, 35 36
fundamental counting principle.***
Fundamental Principle of Counting: 4 12 7 37, 38 39, 40 41, 42 43

Sum Rule and Product Rule
`
44, 45, 46 47, 48, 50, 51, 52 53

Finds the probability of an event. 6 17 10 49
Illustrates an experimental
probability and a theoretical
probability. 3 12 5 54, 55 56, 57 58, 59 60
TOTAL 34 100 60 17 16 18 9
To summarize the observation and evaluation of my cooperating teacher, this

was his comment.
COT - RPMS
OBSERVATION NOTES FORM
Elbert Joey J. Tano
OBSERVER:_____________________________________- February 13, 2020
_________________________Date:____________________ 7:00
Name of Teacher Anthony Rey S. Cañete
Observed:_______________________________________________Time
Started:_______________ 8 - Mathematics 9:00
Subject and Grade Level Taught:____________________________________________Time
Ended:_______________
Observation: 1 2 3 4
General Observation
`
 Preliminary activities were conducted, such as prayer and checking of

attendance.
 Activity 1 – “Choose the best partner for valentine’s Day”. In this activity, Sir
Anthony gave a situational problem on choosing partners within the group
and it was observed that students were actively engage as a group. They
answered most of the questions correctly.
 After the activity, Sir Anthony requested a volunteer on each group to

present their output. It was observed that most reporters presented their
output well.
 Another activity “Know Me” was conducted. In this activity, the definition of
FTC was given; students will analyse and explain their understanding.
Needs Improvement:
 Before giving activities, kindly make the preliminary instructions clear.
It is a must that majority of the students understand the procedures.
 In every activity, it will be good to follow strictly the time allotment.
You can make used of timer showed on the screen, so students may
be able to answer on time.
 Kindly, let the students read the problem before letting them answer
the problem.
 Please, make sure that the slides are arranged properly.
 Kindly gave emphasis on important concepts. Please do not assume
that all students already understood the concepts.
 After giving problems, kindly asked volunteers to explain their wok.
Please do not answer the problem directly. Let students explore the
problem and just act as a facilitator.
 Please process students output, you can ask questions in order to
know if they fully understand what they are doing.
 Please be systematic when writing on the board.
 Kindly have a good plan in every activities, the processes and
procedures.
 Please refrain from using unnecessary expressions.
 Kindly make the font size of your presentation readable.
 In giving a summative test, please arranged the tables/chairs well so
that they can’t ask or look answers from their classmates. If possible,
print the summative test.
Congratulations! Keep improving.

`
____________________________________________ELBERT JOEY J. TANO

Signature over Printed Name of the Observer
The following are the comments/feedback of mu students in my teaching

performance:
Student 1: I would want to suggest that he will continue to be patient in teaching us

because not everyone in the class is a fast learner.
Student 2: Sir please pronounce the words accurately that’s all thank you.
Student 3: Hi sir! Ok na imong pagtudlo pero medyo paspas lang, then ayaw lang
meg pansina sa likod kay bisag ga tulala me, kasabot japun me kay maayo kayo kag
magtudlo, thanks sir and God bless.
Student 4: ok raman ang pagtudlo ni sir Anthony sa amo. Ganahan ko sa way of

teaching niya, makalingaw ang iyang pagtudlo. Dayon kung naa miy activity dayon
Makita niya nga galisod mi kay gatabangan mi niya para maka answer.
Student 5: Sir I’m so thankful ngag nag-ila tah then tenkyu sap ag teach, Sir dapat
bag ohon nimo ang pagka brayt charowt, Sir usahay paspas kay ka pero maka sabot
raman gyapun mi sir ug sir dapat mas ipasabut pagud ug ayo nimo, then wala na.
Student 6: Paspas kayo musturya (maong di na usahay masabtan). Paspas kayo

magdiscuss (usahay). Libog siya usahay. Chada siya mutudlo pero libog. Dili kayo
ma discuss ug tarung ang topic tungod saka paspas niya.
Student 7: He teaches very well. I learned a lot from him. Sometimes he teaches
slightly fast. I really like him since the first day he came here. He’s fun, kind and
teaches very well. Sometimes he can’t observed that he’s really teaches fast but, I
understand him maybe he’s just nervous. Sometimes he teaches fast but I like him
because if I don’t understand something, he really explained it to me.
Student 8: Don’t eat your words and be confident.
Student 9: Sir! Ok raman ka Sir! Ok ra imong pagtudlo sir padayon lang sir.
Student 10: I don’t dislike Sir Anthony, I just dislike having ST’s because I can’t
understand the lessons clearly but I know that it is essential and is part of their
career. Sir, to improve your skills in teaching believe in yourself.
Student 11: Sir dili lang paspason ang pag storya.
Student 12: Good day sir! Hope you have a wonderful day. Keep smiling and stay
positive. If you need help don’t forget that we are here for you and our doors are
open for you. Thank you for inspiring us from your message. Hope you develop your
skills more.
`
Student 13: First of all my observation about your teaching is good and I think all of
us understands what are you talking about but I hope you’ll be more strict sometimes
regarding the instructions there are some who are depending on bonus points and
also I hope you’ll get the attention of everyone since there are some who are just
talking with their seatmates during your lesson. That’s all sir thank you.
Student 14: The way that teacher Anthony is sometimes okay but sometimes he
needs to be strict of some students who did not listening and just talking. Sir Anthony
should call names of some students that apparently doesn’t participate with the
discussion.
Student 15: Sir ayaw na kaayo gaka-pressure sa amoa, we can accept any
corrections. Kung kami ang mali, kami jud. Ayawg ka stress. Dagahanon ang
examples. Be confident sa imong ginatudlo. Sir pagkaon intawon ug tarong. Don’t
stress yourself because of us. Stay healthy. Take care of yourself.
Student 16: Eat properly. Take good care of yourself. Improve voice quality. Give
instructions clearly.
Student 17: All I can say is that when he will move the slide “dili paspason” because
some of us can’t “sunod” like me. Also the voice quality.
Student 18: I think Sir Anthony will be a better teacher if he will practice getting the
attention of his students. Also don’t get pressured in front, stay focused and smile
more.
Student 19: Sir Anthony did a very good job at teaching us. But sometimes he can’t
get the attention of all students. His voice sometimes is not that loud to hear at the
back. But after all, l learned a lot of things from him and understood his lessons well.
Oh I almost forgot, sometimes he consider the things that shouldn’t be considered.
Student 20: Hi zerr! Usahay lang sir kay mura siyag ga-singka sa amoa pero murag
ingana na jud siguro iyang tingog sir. Ushay sir kay murag musaba napud mi sir. So
ye mana serr hehez.
Student 21: Hi sir, the only thing that I can say to improve your teaching is, get the
attention of your students because sometimes, while you are teaching in the front
some students are not listening because you don’t get their attention. Also don’t be
so considerate sir. That’s all sir continue to go up.
Student 22: Hi sir Anthony! There’s nothing wrong with sir Anthony but sometimes he
need to be more strict in order to get everyone’s attention. Don’t be too much
considerate because there will be a tendency that some students will depend on this
or will take advantage.
`
Student 23: Sir dapat kusgon pa niya iyang tingog sir kay dili madunggan iyang
tingog. Tas paspas ra kaayo siya muistorya sir dili kaayo ma clear ang mga things
nga dapat ma clear.
Student 24: Paspas gamay mo storya pero daghan of explanation para ma

understand jud namo. Then ga hatag pud ug clue si sir og daghan nga examples
para makabalo mi.
Student 25: I want Sir Anthony to improve his speaking/ oral skills so that his
students will understand him well.
Student 26: The way sa teaching strategy medyo need ug improvement.
Student 27: Maintain eye contact to the students. Also maintain your health
Student 28: Projection is one of the problem when it comes to Sir Anthony. Be
confident in teaching and clear the lessons.
Student 29: Hi sir, thank you diay sa tanan ug buotan kaayo ka sir dayon daghan
kaayo mig natun an sa imo sir.
Student 30: Be confident sir.
Student 31: Sir Anthony is a good student teacher in Math he is kinda joker
sometimes but sir Anthony must improve his teaching skills so that we can easily
understand it. Also improve his eating meals because we observed that he always
“pasmo”.
Student 32: It would be best if sir Anthony would do his explanation more clearly and
powerpoint presentations would be nice.
Student 33: Sir Anthony is a great aspiring teacher but I suggest him when he’s
discussing to explain more so it can be more understandable. I also suggest him to
discuss slowly, for the level of or knowledge is not the same and some need more
time to learn.
Student 34: Sir Anthony is a nice teacher but I would like him to improve his strategy
on how he would tame us.
Student 35: Sir Anthony is a good teacher. I want him to be comfortable when
teaching.
`
These are the records of the students in VNHS.

`
Developing my weaknesses
An evaluation from provided by the supervisor is a tool used to measure an

individual’s overall performance. It comprises all the aspects of a person specifically
student teachers, such as his/her ability and capacity to meet the goals in teaching. I
found the evaluation form as an important tool in my field of practice since it gives
the basis on what area of teaching I needed to improve. The things that I needed to
improved were my questioning skills and the classroom management and the oral
skills. I need to improved my classroom management, questioning skills and oral
skills since it is very important in handling the class, that is why I applied and
accepted all things and tips that my cooperating teacher game to me. I was very
thankful to the evaluations of my cooperating teacher because I am very aware now
of the things that I needed to improve. Through this tool, I could say that in order to
handle the class well, I need to develop my weaknesses and continuously develop
also my strengths.
THE FOLLOWING ARE THE PHOTOS OF ME AND MY STUDENTS:
GRADE 7-TOPAZ
`
`
GRADE 8 - DARWIN
`
Learning Insights from the Practice Teaching Experiences
When reflecting on my practice teaching experience, there have been many

challenges, and so much that I have learned. I have been pushed beyond my
comfort zone, and I have grown as a student teacher. First, I have learned the
importance of messing up. I know, this sounds crazy, but I have found myself so
nervous about screwing something up. I expected to always plan the perfect lesson,
explain everything perfectly, and have everything go smoothly and as planned. And
let me be the first to say, this is rarely the case. I have learned how important it is to
accept that we are not perfect student teachers. We all have things to learn, and my
student teaching experience has taught me how to learn from my mistakes rather
than letting them eat away at me. I learned something from my cooperating teacher
and from my students almost every day, and being open to this and vulnerable
allowed me to grow, adapt, and think on my feet. Having these experiences is the
true life of a teacher. With being honest about my mistakes and imperfections, I was
able to also form stronger connections with the students. I have always valued
forming strong relationships with my students in order to create the best learning
environment for them, but I was able to truly see the value of this throughout the
experienced. I have learned the importance of having an open mind. You can walk
into classroom and see completely different environments, teaching styles, student
personalities, curriculum, resources and etc. it is so easy to have your own ways and
your own approaches to teaching, disregarding anything else that you encounter. I
have learned that opening up to approaches and styles that I am not particularly
used to is beneficial to help me learn more ways that I can help my students and to
also learn more about what I like and dislike as a teacher. I have really enjoyed my
student teaching experience despite all of its hardships and challenges. I found
myself in very low points but also in very high points throughout the student teaching
experience, but I can clearly see how it has all grown me as a teacher, and I feel as
though I can confidently walk into whatever classroom I will be teaching.
`
Opportunities, Problems Encountered and Action Taken/Recommendations
It was a big opportunity for me to work on public school like VNHS which is
the reality of the public school nowadays. I have an insight of the things that I wanted
to develop. I was given an opportunity to review an MTAP contestant, which will be
my credibility to handle in the near future an MTAP contestant. I had an opportunity
to handle an intelligent student which was the Science Curriculum students. I am not
only capable of teaching standard students but also high standard students. I was
also exposed to fill up a lot of forms. I had also an opportunity to make a like-60
items periodical examination. The problem that I encountered was the preparation of
making a lesson plan, because we were not oriented or having a seminar on doing a
5e’s or 7e’s lesson plan. That’s why I recommend to for the staff of college of
education to have a seminar that the student teacher will have an opportunity to
practice and learn making a lesson plan. We were not also so equipped in terms of
using technology in the classroom. I recommend to have seminar by major that
would teach student teacher to use the technology in the classroom base from each
of the topic in each major. For example in my situation I taught about pre-calculus, I
was so blessed that I have a knowledge on mobile apps that would help students to
understand well the topic, that’s why I used the DESMOS app that would illustrate
their answer and have a clear illustration of the topic.
`
Conclusion
When I first thought about student teaching, I went through many emotions. It
started with the excitement because that meant I was that much closer to graduation.
I had so many questions running through my mind. What will my teachers be like?
Will the faculty be supportive? With all these questions, I started to feel intimidated
by what was soon to come. I was worried that I would not get along with my
supervising instructors and my co-student teachers. I was terrified that my students
would not understand me. What was I going to do if I was not able to be the kind of
teacher I had hoped I would be? When the time came for me to begin my student
teaching all I did was to be confident with myself and hope that all things will be
alright. In my practice teaching experienced, I have learned and discover a lot of
things. I also learned things which I thought difficult for me to learn. I also discover
myself that I have hidden talents which I have not shown. My practice teaching made
me learn how to become a real teacher inside and outside of the classroom. As a
student teacher it is not expected of us that we all know about teaching, our student
teaching is just a beginning of our learning becoming a real teacher. Each day that I
experienced in my student teaching contribute meaningful learning to me. Actually
there are theories of learning that I have known from my previous years but I wasn’t
really able to understand it but when I was already in the field of teaching I finally
understood those theories. I have really proven to myself that learning by doing is
best. I know that there are more things that I have to learn, but as my journey in
teaching goes on I am more capable of learning and exploring new things.
In my practice teaching I realized a lot of things. First, I realized that being a

teacher is not an easy job because there are many things you have to balance and
the first thing is time, in teaching job, time was really my enemy but it is the most
important because as a teacher I have a lot of things to prepare like instructional
materials, the classroom, learners and especially myself. In my practice teaching I
also realized that patience, enthusiasm, flexibility and courage is very significant
because through these personal values you will become a teacher you wanted to be.
I have also realized that having a good relationships with your colleagues in teaching
job is very necessary because if not it will lead to frustrations and might be the
reason of your fall.
As a teacher I commit to do the things that is right for my profession, I must be

the kind of teacher who provides meaningful learning. I must be tactful in every
decision that I am going to make where it cannot create any violence regarding with
my teaching. I must commit myself in the proper way of educating my students. I
must teach my students how to live life having a good character and greater
knowledge.
`
A Professional Development Plan or Career Plan
I already have a goal after my studies at Central Mindanao University and

earn my Bachelor’s Degree in Education. I will find a job. I will apply in a private
school and if I have my own salary I will help my family. When I’m in the period of
teaching in a private school I will have time to review for the Licensure Examination
Test because I promise to my family that I will do my best to pass the examination.
After I pass the examination I will apply in public school. I promise to do my best and
have a dedication in my profession that I take. We all know that learning does not
stop so while taking care of my family I would like to take my masters’ and doctors’
degree for me to have a title, but not just a title I want to make my profession more
accessible in learning.
`
MY
NARRATIVE
REPORT
`
Narrative Report in my On-Campus
My student teaching experience started on my on-campus in Central

Mindanao University Laboratory High School, on January 20, 2020. I was assigned
in Grade 7- Topaz and Grade 10- Jupiter. My cooperating teachers were maàm
Sherly Cordova for my Grade 10- Jupiter and Sir Lester Segumpan for my Grade 10-
Jupiter. Grade 10 – Jupiter was the first section while Grade 7 – Topaz were the third
section (second to the last section). In my first day was the orientation of the rules
and regulation of the school, our duties and responsibilities. Second day was my
observation on my cooperating teacher on teacher Sherly Cordova and Sir Lester
Lou Segumpan. My schedule for Grade 7- Topaz was Tuesday 3:00-4:00 pm and
Thursday was 3:00-5:00 pm, while on Jupiter was MWF 7:30-8:30 am. On the third
day was the official day of my demonstration. In my first week in Grade 7- Topaz
there were things that I have found out especially to the behavior of my students.
They need to be guided always. They were kind of students that were hard-headed.
A student teacher like me must have a very good commanding and influence so that
the students will obey and pay attention. While on the grade 10 – Jupiter were
opposite they were attentive students, participative and easy to manage, and they
were good in terms of their academic performance. In summary, my first week
experience in Grade 7 – Topaz and Grade 10 – Jupiter was more on adjusting and
observing the behavior of students. Each week I have five demonstrations three
sessions for Grade 10 – Jupiter and 2 sessions for my Grade 7 – Topaz. The hardest
part of my student teaching experience was to make a different lesson plans for
different sections/topics. Even though it was so tired for making lesson plan
everyday but as a teacher I have to do my part, because it was my responsibility.
During my demonstrations I have always hold my patience because my Grade 7 –
Topaz students were very noisy, they do not listen. Every time I reprimand them they
would just stop for a while and talked again with their seatmates. So as their teacher
I always call those names that are not paying attention. There were also times that I
keep on silence when they are already abusing my patience. Sometimes I just do not
mind students who are not paying attention as long as I have some students that
were listening to my discussion.
After my first week experience in Grade 7 – Topaz and Grade 10 – Jupiter. I

have already adjusted with their behavior. Grade 7 – Topaz were so noisy but when
they will be given a group activity they like it and once they started to misbehave I
will only keep on silent and they will keep on silent too. Grade 10 – Jupiter students
were and intelligent type of students, and they need to be given a lot of seatwork/
hands-on activity. I have also realized that being a student teacher in high school
was very challenging because my students already know what is right and wrong. So
every mistake that I made is a ways to be corrected by them and as a teacher it was
a shamed on my part but the good thing there is it will gave me a lesson learn and it
will make me more careful next time.
`
January 23 – February 27, 2020, this was my second week. At this time I
prepared an Instructional Materials for my Grade 10 –students. I asked my colleague
Sir Walid Duroan to assist me in making the IM. Since we have the same topic we
can both use it. This Instructional Material is used for my topic in polar graph and it is
used to have a hands-on activity that would illustrate my topic. Second, I introduced
to them a math mobile app, a DESMOS APP, which is to help students in the graph
of a circle, line, parabola, hyperbola and etc. On the other hand in my Grade 7 –
Topaz, I was left behind with my topic since it takes a lot of time for them to learn the
topics. I started giving them a quiz bowl-like type activity that would encourage them
to collaborate with their classmates and have a fun learning. I also learn how to
handle their behavior.
February 3 – February 5, 2020 was my third week stay in CMULHS. In my

third week I had realized that I already love my students. They became my friends
already though not all of them but at most. Our bonding was already getting deeper. I
share to them my personal experience in life that I have no father when I was on my
first year college I don’t have any source of financial support that I have been a
working students just to pursue studying in college. I also share to them that I have
no girlfriend since birth, and I really working hard to my studies.my bonding to my
colleagues were also go deeper we worked together for the betterment of every one
though sometimes we have misunderstandings and it is normal for a group. I had
also appreciated the kindness of my cooperating teachers. They were very
approachable and especially they were not so strict to me as their student teacher.
During my third week I gave them an examination. It was my first time to make an
examination that would assess their understanding from my demonstrations. During
this week was our last week in CMULHS. I appreciated the sort of tokens and
thanksgiving that my student gave to me. After that rigid training in CMULHS I
assumed that I am fully prepared for my off- campus.
`
Narrative Report in my Off-Campus
February 6, 2020 was the day of our orientation about the guidelines and
rules as student teachers in Valencia National High School. After the orientation we
directly proceed to the school of VNHS to have a seminar with the principal, and to
be assigned to the different department heads of the school. I was so surprised
when I saw the department head of mathematics because she was my second year
high school adviser before she was Maàm Agnes Calfoforo. Since there are three
types of schedules of the school, one for morning shift, second is for afternoon shift
and third is the regular class. I was so blessed when Maàm Agnes assigned me to
Sir Jobert Joey Tano which is a Master in Mathematics Education and has 10 years
of teaching experience in public school, and he taught Science Curriculum and
Special Program in Journalism students. So, therefore I was assigned to a regular
class that would start classes on 7:00 am and end on 4:00 pm. Since there are three
sections that Sir Tano is handling, but the department chair was given only two
sections and these were the science curriculum students. I was being challenged
since I will be handling an intelligent students and I was so bless since I expect that
they were easy to handle since they are the top students in the school. My schedule
is, M-F 7:00-8:00 am for Grade 8- Mendel which was also the advisory of Sir Tano,
M-F 3:00-4:00 pm for Grade 8- Darwin. During this day I was not able to meet Sir
Tano since he was not around because he attended seminar. Since our department
chair instructed me to introduce myself to them during my schedule even without the
presence of my cooperating teacher. So I did it, and after that I stayed to my class
advisory until Sir Tano would arrive. But the problem there was that Sir Tano will
arrive on February 12, so what I did during the first week when he was not around,
was that I only help the students of their activity since Sir Tano has gave them an
activity. The topic that I’ll going to teach was about probability. To summarize my first
week experience in VNHS, was that I only observing the behavior of the students
and adjusting to the new environment that I was exposed.
My second week of experience was that I had now my first demonstration for
my off-campus. I felt so confident since I had already an exposure of teaching during
my on-campus rigid training. The flow of the discussion was so good, and I end up
giving them an assessment to check whether they understood the topic. But then I
was so felt down when we had now the conference of my cooperating teacher. I
taught I delivered well the topic without flaws, but I learned that I have not yet fully
know how to teach mathematics. According to what he said during that day I gave an
examples which was not in reality. I was so fast discussing the topic and in terms of
my lesson plan it was not organized since I do not have any background making a
7e’s lesson plan. And this was the problem that I encountered during the first week
adjusting on how to make a 7e’s lesson plan, because the college of education in
CMU does not introduced to us on how to make a 7e’s lesson plan/5e’s lesson plan.
They did not even conduct us a seminar that would gave us time to practice and
master 7e’s lesson plan. Even during my rigid training on CMULHS. Good for them
`
that was being exposed to 7e’s lesson plan before they were deployed for their off-
campus. That’s why during my first week was my time to adjust, practice and master
making a 7e’s lesson plan.
February 17-21 was my third week staying in VNHS. I observed a lot of things
during this time especially to the behavior of the students. Even though that they
were science curriculum students a high type of students in the school but a lot of
them were addicted to a mobile legends games. Every time that they don’t have a
class even girls were playing mobile legends. Good thing for them was that they
were fast learners. They learned my lessons so fast, but most of them were also
catching up since not all of them like mathematics. Good thing about them was that
they were easy to manage and they were not hard-headed compare to the students
of CMULHS. They were so attentive and participative. They showed respect even
that I am only their student teacher. Second week was my struggle time in terms of
my classroom management skills, since I cannot do a bossy type of student teacher
that will direct and command them to do their cleaning task during their cleaning time
and to keep on quiet when they haven’t classes. Sir Tano suggested me that he will
give the opportunity to me to handle the classroom in terms of cleanliness and to
keep them silence when they don’t have a class. This was my struggles during my
second week. That’s why I suggest that the college of education would train their
students to have an advisory since we were not exposed to this type of task. We
didn’t experience also having an advisory during our rigid training in CMULHS.
February 24- 28, was my fourth week staying on VNHS. This week I was
given an opportunity to have 2 additional sections. One section was the special
program in journalism which was also under Sir Tano. He decided to give it to me so
that I have a lot of teaching exposure. I was also given a chance to teach special
program in arts because their math teacher would leave because of his seminar,
since their 4th periodical exam were fast approaching and he did not want his
students to be left behind. So, I was assigned to teach them since we are only 2
Mathematics’ major there. During this week were so tired since every day I teach 4
classes. But this opportunity made me really fell the work of being a teacher. I work
hard to prepare my lesson plan for the four sections, but good thing they have the
same topic so one lesson plan for the four of them. The problem during this week
was that I am exposed to a different type of students, because science curriculum
students were so fast learners, compare to the special program in journalism and
arts that was not like mathematics. So the consequence there was that science
curriculum’ students were advance and on the other hands were left behind. The
problem that I faced during this week was about making varied strategies to fit in to
the different students. That’s why I recommend college of education to train well the
student to be equipped in terms of varied strategies in teaching, because what I
observed was that they were only talking about varied strategies in theories but was
not given a hands-on output that would really train the students to have varied
strategies.
`
March 2-6 was my last week in staying in VNHS and it was an unexpected
because of the issue of COVID 19. During this week, I was so busy doing a 60-item
multiple choice type of test as a reviewer of the students for their 4 th grading
examination. I was so grateful during my assessment 1 because I was already
exposed on how to make a multiple choice type of test. That’s why it was not hard for
me to do 60-items multiple type of test, especially when it comes in making a table of
specification. I printed 45 copies of it and use it to the 4 classes. Even though that I
spent much money for reproducing on it, but it was a great opportunity for me to
show my ability on making 60-items multiple choice type of test. During this week I
was also being exposed for filling up a lot of forms. Even though that I had no ideas
on how to fill-up of all those forms but thanks to Sir Tano for helping to do it. That’s
why I suggest that the college of education should exposed their students and
practiced fill-up all of those forms so that when they will go to their respective off-
campus they already have an idea on how to do this task.

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`

C. PRAYER OF A STUDENT TEACHER/TEACHER’S CREED

D. PRACTICE TEACHING EXPERIENCE (ON & OFF – CAMPUS)

 LEARNER’S WORK AND FEEDBACK

 OBSERVATION AND CONFERENCES

 COOPERATING TEACHER’S EVALUATION

 STATEMENT TO IMPROVE WEKNESSES

E. LEARNING INSIGHTS FROM PRACTICE TEACHING EXPERIENCES

F. OPPURTUNITIES, PROBLEMS ENCOUNTERED AND ACTION TAKEN

H. PROFESSIONAL DEVELOPMENT PLAN OR CAREER PLAN

Practice teaching is one of the major requirements of a student taking up a

Prayer of a Student Teacher

Practice Teaching Experience

In-campus ( Central Mindanao University Laboratory High School)

Central Mindanao University Laboratory High School has a good environment

The teachers of Central Mindanao University Laboratory High School were so

The students of Central Mindanao University Laboratory High School were so

National High School)

Valencia National High School is my Alma Mater. I graduated here on S.Y.

But so far in my cooperating teacher and my department head were so good,

In-campus (Central Mindanao University Laboratory High School)

I thought before that the hardest thing to do as a teacher is to teach but I

I also experienced making an instructional material. Together with my co-major with

1.)Given this system of nonlinear equation answer the following questions:

2.) Modified True or False.

3.) a.) Convert the polar points to rectangular coordinates: (4 , 180° )

4.) a.) Convert x− y =2 to polar form.

I was given an opportunity to give a summative test to my grade 10 students.

Subject: Algebra Date Submitted: January 21, 2020

A Semi-Detailed Lesson Plan in Math 7: Algebra

I. Objectives: At the end of the lesson, the students must have;

1. interpreted word problems and translated them into algebraic equations;

II. Subject Matter: Problem Solving Involving Linear Equations

III. Lesson Proper

(Find your Match)

Absolute Value Equations Solution Set

B. Unlocking of Difficulties / Review of Pre-requisite Knowledge

Recalling the processes involve in solving absolute value equations:

|2 x−5|=9 1. Set the quantity inside the

|2 x−5|=9 2. Solve for the unknown x in both

(Applying the Second step) 3. check your answer if it is really a

2. ¿ x∨¿ 10 3.|2 x|=16 4.|x +1|=6 5.|x−7|=3|2 x−5|=9

7. |3 x +12|=0 ; What is the rule in writing a solution set?

So, how many solutions are there in this equation? s.s.={-4}.

8. |x−4|=−1; what about this equation?

How does it differ from the previous examples?

1. |2 x−5|=9; s.s.={7, -2}

3. Check your answer if it is really a solution/solution set analytically.

1.|2 x −5|=9; s.s.={7, -2} ; if our equation is in positive we have 2 solutions.

2.|3 x+12|=0 ;s.s.={-4}; if it is zero 1 solution.

3.|x−4|=−1;s.s.={}; if it is negative we have no solution.

The steps in solving an absolute value equation are:

IV. Evaluation Seatwork: (good for 10-20mins.)

a.) |1−3t |=20

Read in advance about “Problem Solving involving Linear Equation”.

Prepared by: ANTHONY REY CAÑETE

Checked by: LESTER LOU SEGUMPAN

Subject: Pre-Calculus Date Submitted: January 21, 2020

A Semi-Detailed Lesson Plan in Math 10A: Pre-Calculus

I. Objectives: At the end of the session, the students must have;

1. determined the solution/solution set of non-linear equations using elimination by

II. Subject Matter: Systems of Non-Linear Equations

(Find your partner)

Systems of Non-linear Equations Solution/Solution Set