Major Performance Assessment Output for Module 1

Course Outcome: Demonstrate understanding of the principles of high -

quality assessment in conceptualizing, organizing and using authentic
assessment techniques in various curriculum teaching areas.

Create an Authentic Assessment based on the Principles of High-Quality

Assessment

 Create a complete lesson plan with your choice of subject and topic.
 Focus on grades level 1, 2 or 3 subjects and topics.
 Align the objectives with assessment activities incorporating the
principles of high -quality assessment.
 Make use of the lessons and topics from the 4 lessons of this module for
your guidance.
 A sample lesson plan is attached with this Major Performance
Assessment Output for your guidance.
Sample Lesson Plan

LESSON PLAN
in Mathematics Grade 1

I. OBJECTIVES
At the end of the lesson, the pupils must have:
a. recognized the different shapes;
b. described the different shapes; and
c. made figures out of different shapes .

II. SUBJECT MATTER

Topic: Recognizing Shapes
References: New Syllabus Primary Mathematics Singaporean Math
Worktext 1 (First Edition 2013). Pages 148 -157.
Materials: Real objects, cutout shapes, flash cards
Value Focus: Appreciation of the significance of different shapes
Skill: Recognition/memorization of shapes

III. PROCEDURE
Preparatory Activities
-Prayer
-Attendance
-Exercise

A. Review
Teacher’s Activity Pupils’ Activity
The teacher will let the pupils answer The pupils will answe r the questions.
questions about the previous topic.

Add Add
1. 2 + 8 + 4 = 1. 2 + 8 + 4 = 14
2. 8 + 3 + 4 = 2. 8 + 3 + 4 = 15
3. 6 + 6 + 4 = 3. 6 + 6 + 4 = 16
4. 5 + 2 +3 = 4. 5 + 2 +3 = 10
5. 1 + 2 + 7 = 5. 1 + 2 + 7 = 8
Make 10 and add Make 10 and add
1. 3 + 9 + 1 = + 1. 3 + 9 + 1 = 10 + 3
= = 13
2. 2 + 1 + 8 = + 2. 2 + 1 + 8 = 10 + 1
= = 11
3. 7 + 4 + 3 = + 3. 7 + 4 + 3 = 10 + 4
= = 14

B. Motivation

The teacher will show different figures The pupils will guess the figures shown by
formed through various shapes. The the teacher.
teacher will let the pupils guess the figure.
 a. a.
house/home

b. b. car

C. Presentation
The teacher will ask questions about the The pupils will answer the teacher’s
figures formed. questions. The pupils’ possible answers:

1. How did we form the figures? 1. The pupils’ answers may vary.
2. What do you think is our topic for 2. Shapes
today?

D. Discussion
The teacher will discuss the different kinds The pupils will listen to the teacher.
of shapes.

1.

These are squares.

A square has 4 equal sides and 4 corners.

2.

These are rectangles.

A rectangle has 4 sides and 4 corners. A
rectangle has 2 longer sides and 2 shorter
sides.

3.

These are triangles.

 A triangle has 3 sides and 3 corners.
4.
These are circles.
A circle has no sides and no corners.
The teacher will ask the following
questions to the pupils.
1. What is the difference between a
square and a rectangle?
2. What is the difference between a circle
from the other shapes?
E. Exercise
The teacher will let the pupils get cutouts
of different shapes. The teacher will let the
pupils form something out of these shapes.
F. Generalizatio n
The teacher will ask the following
questions to the pupils.
1. What shape has 4 sides and 4 corners?
2. What shape has 3 sides and 3 corners?
3. What is the difference between a
rectangle and a square?
4. What are real objects that you have
inside your bags that has a shape like a
circle?
5. What shape can you commonly see in
the classroom?
6. Are shapes important? Why or why
not?
G. Application
The teacher will initiate a game. The teacher
will show real objects with different shapes.
When the teacher will show a square -shaped
The pupils will answer the teacher’s
questions.
1. The square has equal sides while the
rectangle has 2 longer sides and 2 shorter
sides.
2. The circle has curve lines while the other
shapes have straight lines.
The pupils will get cutouts of different
shapes. The pupils will form these cutouts
into any figure. The pupils’ output may
vary.
The pupils will answer the teacher’s
questions. Pupils’ possible answers.
1. Square/Rectangle
2. Triangle
3. The square has 4 equal sides while the
rectangle has 2 longer sides and 2 shorter
sides.
4. The pupils’ answers may vary.
5. The pupils’ answers may vary.
6. Yes or No; the pupils’ answers may vary.
The pupils will listen to the teacher’s
instruction. The pupils will participate in the
game.
 object, the pupils will clap once, when the teacher will show a rectangular object, the
pupils will stomp their feet, when the teacher will show a triangular object, the pupils will say “He

IV. EVALUATION
The teacher will let the pupils answer the
following. Each pupil will have a
questionnaire/answer sheet.
Instructions: Do what is asked in every item.
1. Circle the shapes, which are triangles.
Check (/) the shapes, which are squares
and rectangles .
Put an X to the shapes, which are circles.
The pupils will do answer the following.
Instructions: Do what is asked in every item.
1. Circle the shapes, which are triangles.
Check (/) the shapes, which are squares
and rectangles.
Put an X to the shapes, which are circles.

2. Match
2. Match It has 4
It has 4 triangle • • equal • •
triangle • • equal • • sides
sides

It has 3
It has 3
circle • • • •
circle • • • • corners
corners

It has
It has no square • • no • •
square • • • • corners
corners

It has 4
It has 4 rectangle • • corners, • •
rectangle • • corners, • • 2 longer
2 longer sides
sides and
 3. Draw any figure using the different 3. Draw any figure using the different
shapes. shapes.
The pupils’ answers may vary.

V. ASSIGNMENT
The teacher will let the pupils answer their The pupils will answer the following:
homework on pages 156 -157.

a. a.

This is a . It has sides and This is a . It has sides and

corners. corners.

b. b.

This is a . It has sides and This is a . It has sides and

corners. corners.

c. c.

This is a . It has sides and This is a . It has sides and

corners. corners.

d. d.

This is a . It has sides and This is a . It has sides and

corners. corners.

Prepared by: Maria Angelica C. Mugot MAED-CE

 Rubric for Lesson Plan

Criteria Superior (9-10 Sufficient (6-8 Minimal (3-5 Unacceptable

points) points) points) (1-2 point/ s)
Focus of Focus and Focus and Focus and Focus and
Activity/ context of the context of the context of the context of the
Lesson Plan activity /lesson activity /lesson activity /lesson activity /lesson
plan is highly plan is plan is plan is not
evident. adequately moderately evident.
evident. evident.
Objectives Behavior, criteria, Behavior, Two of the three Behavior,
conditions, and criteria, (behavior, criteria,
academic conditions, criteria, and/or conditions, and
language and language conditions) a re language
expectations are expectations apparent, but expectations
clearly stated (no are somewhat unclear or poorly are unclear or
unnecessary clearly stated. stated. missing.
word).
Procedures The lesson is in a The lesson is The lesson is The lesson is
logical and somewhat in slightly in logical not logical and
engaging logical and and engaging engaging
manner with engaging manner with less manner with
clarity, manner with clarity, unclear, not
conciseness and adequate conciseness and concise and
completeness. clarity, completeness. incomplete
conciseness contents.
and
completeness.
Closure Closure of the Closure of the Closure of the No procedures
lesson is clearly lesson is lesson is vague. for lesson
articulated. moderately closure are
articulated included.
Overall Lesson plan is Lesson plan is Lesson plan is Lesson plan is
Output highly somewhat slightly not not
contextualized contextualized contextualized contextualized
according to the according to according to the according to
principles of high - the principles principles of the principles
quality of high-quality high-quality of high-quality
assessment. The assessment. assessment. The assessment.
overall output is The overall overall output is The overall
holistically output is slightly aligned output is not
aligned with the somewhat with the aligned with
objectives. aligned with objectives. the objectives.
the objectives.