FROM THEORIES TO PRACTICE TO OUTPUT: SHARING PERSONAL LEARNING

EXPERIENCES IN THE FIELD OF TEACHING

ROCMA DIDA- AGUN LUMAYON

DON MARIANO MARCOS MEMORIAL STATE UNIVERSITY

SOUTH LA UNION CAMPUS
COLLEGE OF EDUCATION
AGOO, LA UNION

BACHELOR OF SECONDARY EDUCATION

MATHEMATICS

DECEMBER 2021

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 APPROVAL SHEET

This teaching portfolio, From Theories to Practice to Output: Sharing Personal

Learning Experiences in the Field of Teaching, was prepared and submitted by
Rocma D. Lumayon in partial fulfillment of the requirements for the degree,
Bachelor of Secondary Education-Mathematics, and was examined and
recommended for acceptance and approval.

DR. NONA M. RIVERA

Supervising Teacher

Accepted and approved in partial fulfillment of the requirements for the degree
Bachelor of Secondary Education—Mathematics.

DR. RYAN L. CERVEZA

Program Chair, Bachelor of Secondary Education- Mathematics
_________________________
Date Signed

DR. NONA M. RIVERA

Dean, College of Education
_________________________
Date Signed

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 CERTIFICATE OF COMPLETION

This is to certify that MS. ROCMA DIDA-AGUN LUMAYON, a student-teacher at Don

Mariano Marcos Memorial State University-South La Union Campus, College of
Education, has rendered her services and has successfully completed her In-Campus
Activities and Training at Don Mariano Marcos Memorial State
University—South La Union Campus, Laboratory High School during the school
year 2021–2022.

DENVER NIEVA DR. RYAN L. CERVEZA

Cooperating Teacher Program Chair, BSE- Mathematics

PROF. JAN KENNETH R. LAGUARDIA

Principal IV

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 ACKNOWLEDGEMENT
I would like to take this opportunity to express my deepest appreciation to the
following individuals who have been able to offer their willingness to help and extend
their high support to me from the beginning until today for the fulfillment of my
in-campus practice teaching.

To the grade 10 students of Don Mariano Marcos Memorial State

University-South La Union Campus, thank you very much for your trust, respect,
active participation, and for allowing me to be a part of your family. You inspire me
even more to pursue my calling of becoming a teacher.

To my cooperating teacher, Mr. Denver Nieva, I sincerely thank you. I thank you
for sacrificing your time just to guide me in executing the lesson properly. Your
support, patience, and understanding right from the beginning are greatly
appreciated. You taught me lessons that I can use in the teaching field.

To my internship professor, Dr. Nona Rivera, I am grateful for lending me some

of your time to support me despite your busy schedule. Thank you very much.

To my family, your sacrifices and support are always a great source of

inspiration for me to conquer any obstacle. Without you, I would not have reached
this far. I can’t thank you enough for all your hard work.

To TES, DOST, and particularly the Filipinos, I am sincerely honored to be one of

your scholars. You have eased my financial pressure, allowing me to focus more on
my studies. Your generosity has encouraged me to help others and give back to the
community.

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 And above all, to our almighty God, the source of all my strength. You blessed
me with patience, wisdom, and continuous blessings. Indeed, Allah, your timing is
perfect in every situation.

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 DEDICATION

This is a sincere tribute to my parents, Mr. Ansary M. Lumayon and Mrs. Saphia
D. Lumayon, who never get tired of giving all their best to support me. This is one of
the fruits of your hard work and sacrifices. Sooner or later, you'll both be living like
kings and queens, and I'll finally be able to confidently sing SB19's "MAPA."

I would also dedicate this to my aunt, Asnaira Macasasa, who has taken care of
me since I was a child. You were among the first to believe in me, and you are the
reason for who I am today.

This is also a dedication to all of my teachers who saw potential in me and

encouraged me to keep learning. You made me grow and brought out the best
version of myself.

Lastly, I dedicate all of this to myself. All the sleepless nights, breakdowns, and
hard work will soon be paid off.

May this portfolio serves as an inspiration to lead the youth today in the
realization that success is not about luck, it’s about hard work.

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 PRAYERS FOR TEACHERS

In the name of Allah, the Most Beneficent, the Merciful

O’ Provider of all things.
I thank you for this good life you've granted us.
I thank you for the numerous blessings you continue to bestow on us.
May you continue to look upon our teachers with love.
Grant them guidance as they lead the students.
Grant them protection as they guard the students.
Let you be their foundation as they empower the students.
Let you be their source of knowledge as they educate the students.
Extend us your heart by extending their patience to understand everyone.
May you shower your blessings on me and everyone around me, particularly the
students.
Allow us to love others as we would love ourselves.
Allow us to stay humble in our purest form.
Never let the flame of our passion fade.
Let peace overcome hatred.

We pray these things in the name of our greatest teacher, Allah.

Amen.

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 TABLE OF CONTENTS

Page
TITLE PAGE --------------------------------------------------------------------------------- i
APPROVAL SHEET ------------------------------------------------------------------------- ii
CERTIFICATE OF COMPLETION -------------------------------------------------------- iii
ACKNOWLEDGEMENT -------------------------------------------------------------------- iv
DEDICATION -------------------------------------------------------------------------------- vi
PRAYER FOR TEACHERS ----------------------------------------------------------------- vii
INTRODUCTION ---------------------------------------------------------------------------- 1
OVERVIEW OF THE SENDING HIGHER EDUCATION
INSTITUTION AND COOPERATING PUBLIC SCHOOL-------------------------------- 2
EDUCATIONAL PHILOSOPHY ------------------------------------------------------------ 4
NARRATIVE REPORT ---------------------------------------------------------------------- 5
REFLECTIVE JOURNAL -------------------------------------------------------------------- 8
1. On Content Knowledge and Pedagogy
2. On Learning Environment
3. On Diversity of Learners
4. On Curriculum and Planning
5. On Assessment and Reporting
6. On Community Linkages and Professional Engagement
7. On Personal Growth and Professional Development
VIGNETTES OF TEACHING EXPERIENCES---------------------------------------------16
1. Lesson Plans -------------------------------------------------------------------------17
2. Sample Instructional Materials --------------------------------------------------56
3. Snapshots During Classes ---------------------------------------------------------63
4. Snapshots of Students’ Works ----------------------------------------------------66
5. Sample Rating Sheets -------------------------------------------------------------- 69
PROFFESSIONAL CAREER DEVELOPMENT PLAN ------------------------------------70
CURRICULUM VITAE ----------------------------------------------------------------------- 71
TRAININGS/WEBINARS ------------------------------------------------------------------- 72
 INTRODUCTION

This extensive teaching portfolio comprises the personal learning

experiences, and achievements acquired from teaching practices. It is intended
to provide an overview of the significance of practice teaching. It also illustrates
how education is conducted at Don Mariano Marcos Memorial State
University-South La Union Campus, Laboratory High School, in the midst of the
COVID-19 crisis.

Practice teaching is an essential aspect of becoming a teacher. It offers

student-teachers hands-on experience in the actual field of teaching. Teachers
are required to be enthusiastic about what they are doing because good teaching
practices have a significant impact on student learning outcomes, which is the
fundamental purpose of higher education institutions.

Teaching is a selfless and challenging job, but it has become much harder
because of the COVID-19 outbreak. It tested everyone’s patience and
understanding, but it also taught them to be strategic and adaptive. Among them
was the government of the Philippines, which made some adaptive changes to
ensure that learning would never stop and that everyone’s dreams must
continue even amid the pandemic. And, I am Rocma D. Lumayon, one of the
learners who is continuously fighting to pursue my dream.

This portfolio documents my accomplishments, including all of the

difficulties I have faced and how I conquered them. It is also a collection of
materials that document my work, including lesson plans, my teaching
philosophy, and other documentation that shows my knowledge, skills, and
competence as a future mathematics teacher.

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 OVERVIEW OF THE SENDING HIGHER EDUCATION INSTITUTION
AND COOPERATING PUBLIC SCHOOL

DMMMSU was born January 15, 1981 when the late President Ferdinand E.
Marcos signed PD 1778. Dr. Bienvenido P. Agpaoa was the very first President of
the University.
The University’s mandate is providing advanced instruction in the arts,
agriculture, forestry, fishery, engineering, and natural sciences as well as in the
technological and professional fields, and promote research and engage in
extension work.
DMMMSU has three (3) campuses; North La Union (NLUC), Mid-La Union
(MLUC), and South La Union(SLUC).
The North La Union Campus, Bacnotan, La Union was established June 18,
1960 with Republic Act No. 2692 which establishes a regional national
agricultural school in the Province of La Union. NLUC was first named La Union
Regional Agricultural School (LURAS).
The Mid- La Union campus located at the Province’s capital, San Fernando,
was first known as La Union School of Arts and Trade and owned by an American
named D. Aran. In the 1920’s from being a vocational school, it offered Secondary
courses and soon had a curriculum. However, the school closed during the
Second World War. By June 16, 1950, it was placed under the support of the
national government. The school continued supporting the students in La Union
and even the graduates from UP Baguio.
The place where the South La Union campus in Agoo can be located now was
first known as South Provincial High School (1945) and was established by the
initiative of the Municipal government that was then led by Mayor Miguel
Fontanilla in response to Ramon Mabutas, an education-oriented citizen’s call for
the establishment of a public high school. It was the first public high school in the
2nd district of La Union. The school later transformed to Southern La Union

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National High School under R.A. 6309 in June 19, 1971 and became the first
National High School in La Union.
In June 1967, the now extension of SLUC, the College of Fisheries was
established and known at the time as Santo Tomas School of Fisheries was
created under the supervision of the Department of Education, Culture, and
Sports (DECS) and Bureau of Vocational Education by the initiative of 2nd district
Congressman Jose D. Aspiras and Santo Tomas’ Mayor Jose M. Estonatoc.
In May 17, 1971, the now known as the College of Agriculture was
established through RA 4220 and was named Rosario National Agricultural
School (RONAS). The curricular program was Vocational Agriculture Secondary
Education and 2-year post-secondary courses; Associate in Agricultural
Technology and Forest Ranger Courses.
PD 1176 by President Ferdinand E. Marcos merged the three National
Schools in La Union namely: Southern La Union National High School, Agoo;
Santo Tomas College of Fisheries, Santo Tomas; La Union National Agricultural
School, Rosario and was known as the Southern Ilocos Polytechnic State College,
and known today as the South La Union Campus of DMMMSU.
The University had been known in the region for many achievements
whether in instruction, research, or extension. The following are the
achievements of DMMMSU in the past years:
1. Romeo D. Jacaban, jr. won first prize in the International Geography Contest in
Photo Editing;
2. Julius Ceasar M. Amoyen, No. 1 in Licensure Examination for Agriculturists;
3. Mrs. Gloria M. Dela Cruz, CSC Pagasa Awardee
4. Mrs. Lilibeth Bigornia, Presidential Lingkod Bayan Awardee
5. Agriculture Education Program(NLUC) and Information Technology
Program(MLUC) was designated by CHED as Center of Development (CMO No.
38 s. 2015);

DMMMSU continues on improving all its four main thrusts: instruction,

research, and extension and on producing professionals that are equipped with
global competence.

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 STATEMENT OF EDUCATIONAL PHILOSOPHY

As an aspirant teacher, I believe that every student has potential within them
and teachers must assist them to bring it out. If the teacher believes in the
capabilities of the students, they will also learn to believe in themselves.
Sometimes students only need a little push to make it. Thus, I'll build classrooms
that empower students’ potential so that they develop self-confidence and
critical thinking skills.

I also believe teaching is not merely about sharing information with students.
It is a career that could save the world by guiding and molding individuals to
become responsible citizens, empowered leaders, and successful people. And to
accomplish that, it must start with me. I have to be a good role model that
promotes a positive attitude, peace, and justice.

I also believe that an effective teacher provides students with a safe and
comfortable learning environment. No student should feel like going to school is
a burden. Teachers should make learning fun and interesting to prevent students
from developing bad habits and to learn to love learning.

Therefore, I strongly believe that an effective teacher instills confidence in

students, produces responsible citizens, and fosters a love of learning by not
making it too heavy for them.

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 NARRATIVE REPORT
My story of wanting to become a teacher is not as typical as others. Some
students love to teach right from the start and continue to be passionate about it.
Some students didn’t dream of becoming a teacher, but when they entered the
field, they started loving it. But, my story is sort of different. Growing up, I was
extremely enthusiastic about teaching mathematics in the future. However, as I
immersed myself in the world of mathematics, I realized that my heart was
seeking something more. Despite that, I will still keep on track because I know it
is too late to shift to another degree and I can’t afford to lose my scholarship if I
transfer.

As I stepped into becoming a sophomore, I was never satisfied with my

performance in mathematics. As a matter of fact, I don't have the courage to
undertake practice teaching to teach mathematics. I feel like my conceptual
knowledge of math is inadequate. I didn't feel confident in my academic
performance. And my confidence was shattered even further when the college of
education released the list of final assignments for the in-campus courses. I was
included in the first batch and was assigned to grade 10 students. Nonetheless, I
feel somewhat at ease knowing that Sir Denver Nieva will be our cooperating
teacher.

The first time I joined the virtual class to meet the students, I felt sad because
the number of students attending the online class is only a few. Additionally, I
have observed that students are indeed brilliant, and I had expected that because
they would not be enrolled in the DMMMSU laboratory for having no potential.
However, I have noticed that students usually don’t voluntarily share their ideas.
They know the answers to questions, but they are hesitant to spit them out. They
will only speak up with their ideas once you call their name. With that, I was
challenged to think of ideas to make my students participate more and to make
the class student-centered.

In my initial demonstration, I was given two weeks to prepare my lesson

plan, PowerPoint, and activities. I struggled to prepare my lesson plan because I

5
have a personality trait that causes me to be dissatisfied with my work. As a
result, I continuously revised it until I ran out of time and was forced to rush my
final output.

I was assigned to discuss the Rational Root Theorem and Descartes' Rule of
Signs, which I have struggled with because I am doubtful that I can teach both
concepts in one hour. I was hesitant and shy about informing my cooperating
teacher that I didn't think one hour would be adequate to teach the two concepts.
But for assurance, I decided to create lesson plans and PowerPoint for both
concepts. With the guidance of Mr. Nieva, I was able to make a proper lesson plan
and PowerPoint.

He also lent me some of his time for my mock demonstration, and I took that
opportunity to tell him that I may not be able to cover both concepts in just one
hour. He said we'd do the mock demonstration first, and then we'd figure out
whether I could explain both concepts or if I should just focus on the Rational
Root Theorem. It is funny that one hour was not even enough for me to
explain the rational root theorem. With that, Mr. Nieva decided to let me focus on
the rational root theorem. At that moment, I was confused about what to feel. I
felt at ease because I know that I will not struggle anymore with managing my
time during the lecture as I will merely focus on one concept. Or I will feel
disappointed because I feel like I wasted half of my effort in preparing my lesson
plan and PowerPoint as I was asked to remove all of my work on Descartes's
Rule of Signs. Nevertheless, I still look for the good side. I just take that
experience as a lesson to never be afraid to ask in the first place to save your
time and effort.

In the middle of my mock demonstration, I experienced an internet

connection problem, which made me stop and resume later in the afternoon. I
was scared that all of my preparations for demo teaching would be for nothing
because of technical difficulties. With that, during my actual demonstration, I
made sure to place our WiFi modem on the roof. I know that, in the end, all of
these difficulties will be worthwhile.

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 However, my bad luck did not end there. On the day of my initial
demonstration, I was assigned to provide the link for the Google Meet, but
because of my carelessness, I created the Google Meet link using my personal
email account, which I only noticed when Sir Denver asked me to record the
session. All of the students were waiting for me to begin the lesson, but I couldn't
use my personal email account to record the whole session. I wasted almost 10
minutes trying to find a way to record it. Until Sir Denver decided to make a new
Google meet link and asked us to leave the present one. I've learned the value of
always verifying everything ahead of time.
All the takeaways from my initial teaching demonstration helped me
perform better on my final teaching demonstration. Somehow, I was thankful for
those experiences because if they hadn’t happened, I wouldn't have been able to
learn from them.
Above all, I am grateful to the college of education for making it possible for
us to have practice teaching despite the current situation. However, after this
experience, it made me more confused about whether teaching is really what I
wanted. I realized that if this experience made me anxious, what more if I
became an official teacher? However, I know this is not yet the end, and I am still
hopeful that on this vacation I can find my desire to teach again because, as a
DOST scholar, I feel like I don’t have the right to feel this way. I need to give back
to the community as soon as I graduate, and the best way to do it is to become a
competent teacher who can provide quality education to the community.

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 REFLECTIVE JOURNALS

On Content Knowledge and Pedagogy

From the moment I took up my second year in college, I became unsatisfied

with my performance in mathematics. I feel disappointed in myself because I
excel in minor subjects but perform poorly in my major. With that, I am doubtful
that I have enough content knowledge to teach mathematics to grade 10
students at DMMMSU-SLUC. But, I am certain that my competitive spirit will
drive me to use the best of my ability to do well in the teaching demonstration.
For me to teach effectively, I have considered several things. Initially, I
looked at the curriculum guide provided by the DepEd to know what earlier
lessons students had covered. Also, I need to be knowledgeable enough about the
concept I’ll be teaching. Sir Nieva provided us with textbooks to use as a guide,
but I still needed assistance, so I expanded my resources by searching on Google
and also watching YouTube videos to adapt some teaching strategies.
The remarkable learning I had in terms of content knowledge was realizing
the importance of learning all the relevant and related concepts for the lesson
you are discussing. Most of the students are filled with curiosity. It's a good idea
to prepare yourself for all the possible questions, even those questions that you
think might be impossible to ask. Fortunately, I was prepared enough to answer
all their queries regarding our lesson. In the midst of a pandemic, education has
led to the loss of some opportunities, particularly the chance to experience
face-to-face practice teaching. I was not able to learn more about other
pedagogical strategies. Nonetheless, looking at the positive aspect, e-learning
allowed me to discover new things and test my resiliency.

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On Learning Environment

It is an undeniable fact that classroom management in online classes is a

challenge for me. I am only able to meet the students twice, so I need to think
carefully about how I will manage the class. Usually, when the teacher first meets
their students, they give expectation sheets, which serve as the basis for
maintaining a safe and effective learning environment. However, because I could
only meet the students twice, I was not able to give them expectation sheets. The
limited time also limits our opportunity to practice what we are supposed to do
as practice teachers.
Additionally, managing the number of attendees in online classes saddens
me because, with the current situation, I know I can’t force each of them to
attend, considering that not all of them have all the means. Somehow, to at least
show my empathy to the students, I made sure to make the whole session less
stressful. One of the reasons why I wanted to become a math teacher was to
reduce the math anxiety of the students. In doing so, I provided a comfortable
environment and insisted that they should not be afraid to make mistakes
because it is part of learning and I am here to guide them. Every time they
answer incorrectly during recitation, I never make them feel embarrassed,
because this may trigger them to have math anxiety.
The remarkable thing about this experience was that it made me realize the
essence of having a teacher's authority. I have observed that when there is no
teacher's authority, students tend to show no interest and become inactive. Thus,
in my view, the teacher's authority is the key to managing the class well, gaining
the students' respect, and increasing their participation. I also learned how
important it is to be careful with the words I utter to my students, such as the
frequent use of "po," which is not advisable because it might lessen your
authority in the classroom.
In my experience, I wasn't able to build a strong teacher's authority because
there were times when they did not follow my instructions. I asked them several
times to open their cameras, even for merely 5 seconds, but only one student
participated. I feel like I don't have enough authority to let them participate.

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However, after the whole session, I realized that I should've used the concept of
reward and punishment. I should have told them that those who do not open
their cameras for a while will be marked as absent.
Before, I usually questioned why we study so many theories about teaching
when we can barely apply them in reality. But, at that moment, I was slapped by
the fact that most of the things I had learned in professional education can be
helpful when you are already in the field. It is just up to us how we figure it out.

On Diversity of Learners

In this new normal, it is necessary to provide students with interactive

learning. In doing so, I decided to incorporate the concept of "Squid Game" into
my instructional materials, thinking that it would capture their attention. At first,
it caught their attention, but after a while, it seems like it became a distraction. I
realized that most of the practice teachers got confused about whether we were
providing interactive learning or increasing distraction. Fortunately, it happened
during my first teaching demo, so I made sure that on my final demonstration I
would not make the same mistake again.
In addition, during my first demonstration, I was aiming to make the class
student-centered. I prepared plenty of questions, thinking it would make the
class student-centered. However, after the first teaching demonstration, Sir
Denver initially said to me, "Ang dami mong tanong." At that moment, he made
me realize that what I was doing was still direct teaching that was imposed with
a lot of questions. With that, I was eager to learn how I could make my class
student-centered, but I still chose to implement direct teaching in my final
teaching demonstration because I think it is the safest thing for me to do to get a
high grade, and I realized I am not yet prepared to create a student-centered
classroom.
Meanwhile, observing the students, I can say that each of them has potential;
they just vary in their confidence in sharing their ideas. Whenever I asked
questions, I could only hear 3 students reciting. To address this, I acknowledged
the active participation of the three students. Thereafter, other students were

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eager to answer too. However, there are still students who aren’t participating,
so I decided to give all students a chance to raise their thoughts by calling each of
them. I figured out that shy students only needed a little push.

On Curriculum and Planning

Everything started with preparing my lesson plan. I considered it the hardest

thing to do, yet the most mesmerizing. It took me a week of sleepless nights just
to do this because I have this personality trait where I never get contented with
my work. It consumed me a lot of time and drained me physically, mentally, and
emotionally, to the point that I don’t think I will have the energy to do the
teaching demonstration. It also got to the point where I experienced anxiety
because I didn’t have enough time to practice the lesson plan that I had prepared.
I feel like the effort I made in creating my lesson plan will not be given justice.
But, I realized that I didn’t have time to break down, so what I did was multi-task.
Even when I am taking a bath, I practice how I will deliver the lesson. The
members of our house even make fun of me and think that I am going crazy
because I keep talking to myself. Thankfully, with the guidance of Allah (s.w.t), I
conquered everything.
Additionally, in spite of the hardship, it made me think outside the box and
awakened such imagination and creativity within me. I was challenged to
creatively build connections to all the information. I used different resources,
namely books, online searching, and YouTube, to make sure that I would miss
relevant information with regards to our lesson.

On Assessment and Reporting

Facing the current situation, one of the challenges in education is having a

reliable assessment. Students have the freedom to look for answers online. For
that reason, I decided to create my own assessment questions with the help of
some resources online because, in that manner, it hinders them from cheating.

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However, since I made my mathematical problems, I have experienced some
minimal problems. Some of the questions have typographical errors. My students
reached out to me regarding that. If I view it positively, I can say that my
students were truly analyzing the problem because they noticed the error. But,
professionally, I admit I became careless in making the assessment. I should have
proofread it several times. At that moment, I realized how necessary it was for
the assessment to be accurate at all times because it creates confusion for
students.
An additional concern is that some students do not submit their work. It was
hard to know why, because the only way we could contact them was via Google
Classroom. Furthermore, most of them submitted their work late, but I am not
the type of practice teacher who will give deductions because of late submission.
I believe that the purpose of the assessment was to see their progress, so
deducting their scores because of their behavior will not make the assessment
reliable.
I was also challenged in checking because mathematics assessment needs
enormous time for me to analyze all their solutions and answers. During
checking, I made sure that I avoided biases by ensuring that my emotions would
not affect how I graded them. Actually, I was waiting for the moment to check my
students’ work because I was excited about giving each of their work a feedback.
It is because I have noticed that as we get to a higher level of education, it seems
like the relevance of providing feedback is being neglected.

On Community Linkages and Professional Engagement

Sadly, there are no available physical community or school programs to

participate in due to the pandemic. Schools and community assemblies are
restricted by law to prevent the spread of the COVID-19 virus. However, the
virus will not prevent us from helping and inspiring the community. There's
always a way to connect, especially with the presence of ICT.
There were several events available online regarding helping the community.
Some students organized a fundraiser to purchase school supplies to be donated

12
to the community. Somehow, COVID-19 taught us to be united for the welfare of
everyone. Aside from that, I have been involved in online events that enable
everyone to exchange ideas to promote education and inspire others to learn.
Moreover, I was able to foster education within our house. We, siblings and
cousins, collaborate, teach, and support one another, which improves not just
our knowledge but also our relationship with each other.
Lastly, I connect with my co-practice teachers where we share our resources
and new ideas to develop ourselves to better serve our students.

On Personal Growth and Professional Development

For teachers, education doesn’t end after getting a degree; instead, learning
will be a lifetime journey for them. It is necessary for us to continuously develop
ourselves to provide quality education.

As one of the future teachers, I am grateful to have experienced a teaching

internship because it has developed me personally and professionally. It
provided me with plenty of significant takeaways that made me better. Indeed,
experience is the best teacher.

However, I did not limit myself to that experience because I know I still have
a lot to learn. Thus, I have also committed myself to different training and
webinars. Learning has become easily accessible with the use of ICT. I was able
to attend various webinars that introduced me to new ideas, trends, and skills
that I could incorporate into my teaching. I discovered several applications that
will make learning more interactive, simple, and instantaneous. Aside from that,
webinars kept me updated on the current situation. But, what I love about
attending webinars is the fact that they cater not just to the nation, but
worldwide. Thus, my resources of knowledge are broader, which enables me to
hear different perceptions from different countries. It was really heartwarming
to see the unity of different nations just for the development of education and the
world, which also somehow promotes peace and harmony.

13
 One of the webinars I have attended was entitled “Learning Across Areas of
Math, Social Studies and Assessment”.

The webinar, "Learning Across Areas of Math, Social Studies, and

Assessment," was conducted by the Institute of Global Professionals and hosted
by Ma'am Maribeth. Before formally starting the session, she first gave an
overview of the IGP's goals, credentials, and accomplishments. There were 3
expected speakers that night, who would discuss a variety of topics. The first
speaker was Ma'am Rosalyn G. Padicio, a secondary mathematics teacher. She
began the webinar by introducing herself and sharing a few notable quotations.
She discussed "Different Interactive Strategies in Alleviating Math Anxiety" and
gave us an outline of the mathematical systems and how they are used in real-life
situations. Moreover, she presented us with two applications that could alleviate
math anxiety: Desmos and Geogebra. She gave us an overview of these
applications and showed us how to manipulate them. She even proved the
Pythagorean Theorem by using Geogebra. She believed that she was obliged to

14
share these two applications with everyone because they could help math
educators provide students with an interactive online class and reduce students'
anxiety in math. She ended her lesson by reminding us to always be happy. Then
came the two speakers who discussed social studies and assessment, which I
believe should not be covered here since it is unrelated to my specialization.

I am filled with gratitude to have an opportunity to participate in a brief yet

informative webinar. I am grateful that I have learned more than I expected. As a
practicing teacher in an online class context, it is challenging to think of ways
that could make the class interactive. For that reason, it was timely to know the
two applications introduced by the speaker, Ma'am Padicio. One of the apps
mentioned, Geogebra, was one I was previously familiar with. However, this
webinar made me realize that my knowledge of Geogebra is extremely limited. I
was surprised when the speaker began to demonstrate how to manipulate
Geogebra since I had never considered it to have such features. This webinar
made me realize that Geogebra is more than just showing how a graph behaves;
it can also be something that could save teachers' time by allowing them to
conduct an interactive lesson. In addition, I observed that the speakers' happy
personality makes the webinar session feel more relaxed. I realized that the kind
of personality of teachers in the classroom may make a difference in creating a
calm and comfortable atmosphere for students.

15
VIGNETTES OF
TEACHING
EXPERIENCES

16
LESSON
PLANS

17
INITIAL DEMONSTRATION

Don Mariano Marcos Memorial State University

South La Union Campus
COLLEGE OF EDUCATION
Agoo, La Union

April 30, 2021

A Detailed Lesson Plan in Grade 10 Mathematics
I. Objectives
At the end of the lesson, students will be able to:
a. state Rational Root Theorem;
b. solve and find the list of possible roots of polynomial functions;
and
c. apply the Rational Root Theorem to determine the real roots of
polynomial functions.

II. Subject Matter

A. Topic: The Rational Root Theorem
B. Reference: Dimapilis-Chiao, M. E., Campena, F. J., & Villafuerte,
E. (2021). Advance with Math (2021sted.) [Book]. REX Book
Store.
C. Instructional Materials: PowerPoint Presentation, Google Meet
D. Values: Active Participation, Cooperation, and Attentiveness

III. Procedure

Teacher’s Activity Learner’s Activity

A. Preliminaries
a. Greetings
Good morning, Class!
Good morning, Ma’am!
b. Prayer

18
 Before we start our lesson, let us first
take this moment to feel the presence of
God.
(Prayer)
c. Checking of Attendance
For the attendance, I'd like you to open all
your cameras and I will take screenshots
to see who was able to attend this
morning.
(Opens their camera)
Before we start, I would like to remind
everyone of some online classroom rules.
1. Mute your microphone when it is
not your turn to speak.
2. If you want to recite or have
questions, you can click the raise hand
button and wait to be recognized.
3. Lastly, be attentive and participate
actively.

B. Review
Now, let us start our lesson by having a
recap.

Can someone tell me what you have

discussed with ma’am Lea last meeting?
Yes, Saitama.
At our last meeting, we discussed the
Factor Theorem Ma’am.
Very good!

19
What are the ideas behind the Factor
Theorem again? Yes, Genos.
The Factor Theorem is a special case of
the Remainder Theorem. It provides us
with information about whether the
polynomial𝑥 − 𝑐 is a factor of the
polynomial f (x) if and only if f (c) = 0.
Very good!

Let us see if you can still remember it by

answering the given problem.

Kindly read, Jirou.

Determine whether or not 𝑥 + 2 is a
factor of 𝑓(𝑥) = 𝑥 3 – 2𝑥 2 – 5𝑥 + 6.
So, the question here is is x+2 a factor of
𝑓(𝑥) = 𝑥 3 – 2𝑥 2 – 5𝑥 + 6? Let us try to
determine by solving the polynomial.

Based on what you have learned from

the last meeting, in what way can we
determine if x+2 is a factor of the given
polynomial? Yes, Saitama.
We need to find the value of x first ma’am.
Very good!

Now, what do you think is the value of x

here?
The value of x would be -2 because,
𝑥+2=0
𝑥 + 2 + (−2) = 0 − 2

20
 𝑥 = −2
Very good!

Since we already know the value of x,

what is the next step we need to do to
determine whether x+2 is a factor of the
given polynomial?
We will substitute the value of x the given
polynomial
𝑓(𝑥) = 𝑥 3 – 2𝑥 2 – 5𝑥 + 6
𝑓(−2) = (−2)3 – 2(−2)2 – 5(−2) + 6
𝑓(−2) = −8– 2(4)– 5(−2) + 6
𝑓(−2) = −8 − 8 + 10 + 6
𝑓(−2) = 0
Very good!

Now, what can you conclude from the

result? Yes, Eri.
𝑥 + 2 is a factor of
𝑓(𝑥) = 𝑥 3 – 2𝑥 2 – 5𝑥 + 6, because the
remainder is 0.
Very good!

It seems like you are ready for our next

lesson.

C. Motivation
Before we formally discuss our lesson
for this morning, let us first check your
level of knowledge of the topic that we
are about to discuss.

21
In this game, I will flash some questions
and you will choose your answer from
the given choices. I will call someone to
read the question first, then you are
given 10 seconds to think of the correct
answer. You can unmute your
microphone if you want to recite or
simply type your answers on the
chatbox. Are you ready?
Yes Ma’am!
1. How many possible roots do the
equation have 𝑥 4 + 3𝑥 3 + 𝑥 + 7 = 0?
There are 4 possible roots.
2. Determine the leading coefficient
and constant accordingly.
𝑥 3 − 5𝑥 2 + 5𝑥 − 2 = 0
The leading coefficient is 1 and the
constant is -2.
3. What is the value of x if 2𝑥 + 4 = 0
The value of x is -4.
4. All are factors of 10, except _____.
All are factors of 10, except 4.
5. What is the standard form
of8𝑥 2 + 𝑥 4 + 15𝑥 − 2 − 5𝑥 3 = 0?
The standard form is
𝑥 4 − 5𝑥 3 + 8𝑥 2 + 15𝑥 − 2 = 0.
6. Is 8 and 10 relatively prime to each
other?
No, because their highest common factor
is 2 and not 1.

22
 7. What is the value of the polynomial
𝑥 2 + 𝑥 + 3 = 0 if 𝑥 = 2?
The value of the polynomial is 9.
8. What is the value of the polynomial
𝑥 2 + 𝑥 + 3 = 0 if 𝑥 = − 2? The value of the polynomial is 5.

Good job! It seems like you are all set for

our next lesson.
D. Lesson Proper
Our lesson this morning is "The
Rational Root Theorem", but before we
understand the Rational Root Theorem,
it is important that we first understand
what a root is. It is sometimes referred
to as zeros or considered as the
x-intercept and it is defined as kindly
read Sakuragi.
Root is any replacement for the variable of
a polynomial function that will result in an
answer of zero.
To further understand what is root let
us have an illustration.
5𝑥 + 15 = 0
5𝑥 + 15 + (−15) = 0 − 15

5𝑥 15
=−
5 5

𝑥 = −3

The value of x, which is -3, is what we

23
 call the root since it is the number that
we can replace with the variable x
which can satisfy the equation.

But, why do we need to find the roots?

Kindly read, Taguro.
Determining the roots will help us
understand the behavior of the graph of a
polynomial function, and determining the
graph of functions can be used in real-life
situations.
Actually, in general, polynomial
functions are useful in real-life contexts,
such as building buildings or even in
financial planning. I want you to know
that the Rational Root Theorem is
useful whenever you have a higher
order of polynomials.

Now, let us formally define what the

Rational Root Theorem is. Kindly read,
Inuyasha.
The Rational Root Theorem is given a
polynomial
𝑝(𝑥) = 𝑎𝑛 𝑥 𝑛 + 𝑎𝑛−1 𝑥 𝑛−1 +. . . +𝑎1 𝑥 +
𝑎0 with integral coefficients, the possible
rational roots of a polynomial function are
𝑝
of the form 𝑞.

It states that this polynomial

𝑝(𝑥) = 𝑎𝑛 𝑥 𝑛 + 𝑎𝑛−1 𝑥 𝑛−1 +. . . +𝑎1 𝑥 + 𝑎0
should have only integer coefficients.
What does it mean? Yes, Tokoyami.

24
 It means that we should not have fractions
in the coefficients
Very good!

It also states that the form of possible

𝑝
roots is in the form of 𝑞. But, where do

we get the value of p and q?

The value of p is the factor of the
constant𝑎0 , while the value of q is the
factor of the leading coefficient 𝑎𝑛 .
Let us try to determine first the
important parts of polynomial
functions.

Now, let us try to apply the rational root

theorem.
Given the polynomial function, list all
the possible roots and determine all the
actual roots.
𝑝(𝑥) = 2𝑥 3 − 7𝑥 2 + 𝑥 + 10
In applying the Rational Root Theorem,
we have steps to consider.

Kindly read step 1, Genos.

Start by making sure that the given
polynomial is in standard form.

Is the given polynomial already in

standard form?
Yes, Ma’am!

Why do you say so?

Because the degree is in descending order.

25
Very good!

Since it is already in standard form, we

now proceed to step 2. Kindly read,
Todoroki.
Identify the constant term 𝑎0 and the
leading coefficient 𝑎𝑛 .
What do you think is the constant from
the given polynomial?
The constant is 10.
Very good!

What about the leading coefficient? Yes,

Midoriya.
The leading coefficient is 2.
Very good!

Let us now proceed to step 3, kindly

read, Uraraka. List down the factors of 𝑎0 (p).
List down the factors of 𝑎𝑛 (q).

What do you think are the factors of our

constant which is 10? Yes, Kirishima.
The factors are ± 1, ±2, ±5, ±10.
Very good!

What about the factors of the leading

coefficient, which is 2? Yes, Shoto.
The factors of 2 are ±1, ±2.
Very good!

Now that we can identify the factors of

26
p and q, we can now proceed to the next
step. Kindly read, Luca.
Write down the list of possible roots in the
form of p/q.
So, what are we going to do? We
rewrite all the values of p and q in
fractional form and we will get?
± 1,±2,±5,±10 ± 1,±2,±5,±10
;
±1 ±2
Now, the last step is we simplify. Can
you help me simplify it by dividing the
numerator by the denominator? Can
you help me divide all the numerators
by the denominator ±1, Inuyasha?

±1 ± 2, ±5, ±10,
Very good!

What about you Goku, can you help me

divide all the numerators by the
denominator ±2? 1 5
±1, ±5, ± , ±
2 2
Very good!

We are now able to identify the list of

possible roots and these are
1 5
±1 ± 2, ±5, ±10, ± , ±
2 2

How many possible roots did we get?

Yes, Sasuke.

There are 12 possible roots.

Very good!

27
But, remember that these are only the
list of possible roots, which is to say not
all listed there are roots of the
polynomial. From the list given, only
three or four of them may be the real
roots. The question is, how can we
determine how many actual roots we
are looking for out of the list that we
had?

Remember that, according to the

Fundamental Theorem of Algebra, the
number of roots will depend on the
highest exponent of the polynomial.
From the given polynomial, what is the
highest degree? Yes, Aizawa.
The highest exponent is 3 Ma’am.
Very good!

What does it mean if we have 3 as our

highest degree? Yes, Hado.
Since 3 is the highest degree, it means that
we are expecting to have only 3 real roots
out of these 12 possible roots
1 5
±1 ± 2, ±5, ±10, ± 2 , ± 2.
Very good!

Only 3 of them are the actual roots. But,

how are we able to determine the
actual roots from the list of possible
roots that we had?

28
For us to determine the actual roots,
there are 2 ways that we can use which
are the Factor Theorem and the
Synthetic Division.

Let’s first try using the Factor Theorem.

In finding the actual roots, it is just a

matter of trial and error. What we are
going to do is to choose one possible
root and substitute or replace it with all
of the x’s on the polynomial function.

Now, let us try. So out of these possible

roots, I want to try 1. Let us substitute 1
to all of the x’s of the polynomial then
simplify.
𝑝(𝑥) = 2𝑥 3 − 7𝑥 2 + 𝑥 + 10
We will substitute 1 for all x.
𝑝(1) = 2(1)3 − 7(1)2 + (1) + 10

𝑝(1) = 2 − 7 + 1 + 10

𝑝(1) = 6

As you can see, the remainder is 6, but

remember that to determine if it is a
root, the remainder should be 0. Since
it’s not equal to 0, it means 1 is not a
root of the polynomial.

Now, we need to substitute another

29
possible root for, the polynomial. Let us
try -1.
𝑝(𝑥) = 2𝑥 3 − 7𝑥 2 + 𝑥 + 10
𝑝(−1) = 2(−1)3 − 7(−1)2 + (−1)
+ 10

𝑝(−1) = 2(−1) − 7(1) + (−1) + 10

𝑝(−1) = −2 − 7 − 1 + 10

𝑝(−1) = 0
What can you conclude knowing that
the remainder is 0? Yes, Ida.
If the result is 0 it means that -1 is one of
the roots of the polynomial.
Very good!

Now that we know one root, let us look

for another two roots since we are
looking for three actual roots.

So, we will just do the same thing we

will choose another possible root on the
list, then we will substitute it again to
the polynomial. This time let us choose
2 as our possible root.
We do the same process, where we will
substitute it to the polynomial function
then simplify.
𝑝(𝑥) = 2𝑥 3 − 7𝑥 2 + 𝑥 + 10
𝑝(2) = 2(2)3 − 7(2)2 + (2) + 10
𝑝(2) = 2(8) − 7(4) + 2 + 10

30
 𝑝(2) = 16 − 28 + 12
𝑝(2) = 0
What can you conclude from the
remainder? Yes, Eren.
We can say that 2 is one of the actual roots
that we are looking for.
Very good!

We already found the 2 actual roots but

since we are expecting to have 3 actual
roots, then there is still 1 actual root
that we need to look for.

So, we will just do the same thing we

will pick another possible root from the
list then we will substitute it to the
original polynomial function.
5
This time let us try 2.

𝑝(𝑥) = 2𝑥 3 − 7𝑥 2 + 𝑥 + 10
5 3 5 2 5
𝑝(2) = 2 ( ) − 7 ( ) + ( ) + 10
2 2 2

125 25 5
𝑝(2) = 2 ( ) − 7 ( ) + + 10
8 4 2

125 175 5
𝑝(2) = ( )−( ) + + 10
4 4 2

𝑝(2) = 0
What can you conclude from the

31
remainder? Yes, Ichigo.
5
We can say that is the last actual root
2

that we are looking for since it has 0

remainders.
Very good!

Now, we can find the list of possible

roots and determine the 3 actual roots
5
which are -1, 2, and 2, we can say that

we have answered what is being asked

for.

But, if you notice it will take us some

time if we substitute all the possible
roots of the polynomial. It’s
time-consuming.

But did you know that there is another

way of finding roots? Aside from the
Factor Theorem, we can also use
Synthetic Division, which I think is
more efficient.
Now, let us try finding the roots using
Synthetic Division.

Find the list of possible roots of the

given polynomial and determine what
are the actual roots.
𝑝(𝑥) = 𝑥 3 + 2𝑥 2 − 5𝑥 − 6
In finding the list of possible roots,
what is the first step again? Yes, Izuku.
The first step is making sure that the

32
 polynomial is in standard form.
Very good!

Does the given polynomial already in

standard form? If yes, why do you say
so? Yes, Endeavor.
Yes, ma’am, it is already in standard form,
because the degree on each term is in
Very good! descending order.

Now since it’s already in standard form,

what is the next step we need to do?
We will determine the constant and
leading coefficient.
Very good!

So, what do you think is the constant

and leading coefficient? Yes, Kirishima.

The constant is -6 and the leading

Very good! coefficient is 1.

Okay, so what do we have to do with

the constant and leading coefficient?
We will look for the factors of it.
What do you think is the factor of the
constant?
The factors would be ±1, ±2, ±3 ± 6.
Very good!

What about the factors of the leading

coefficient?

33
 The factors are ±1.
Then, what do we need to do with the
𝑝
factors? Factors should be written in the form of 𝑞 .

Very good!

So, who can give me the list of

simplified possible roots?

The possible roots are ±1, ±2, ±3 ± 6.

Very good!

Since we already have the list of

possible roots, can you determine how
many actual roots we will be looking
for? Yes, Tenya.

We will be looking for the 3 actual roots

since the highest exponent is 3.
Very good!

Let us now proceed on finding the three

actual roots. But, this time let us use the
synthetic division. I assume that you
already know how to do the synthetic
division because you already discussed
this during your first quarter.

In performing synthetic division, we

just choose one possible root from the
list which will stand as our divisor.
Then, we will just rewrite all the
coefficients. Let us try 1 as our divisor
and all the coefficients of the

34
polynomial as our dividend.

What have you observed from the

quotient? Yes, Ida.
There is a remainder which is -8.

Very good!

What does it mean whenever there is a

remainder?
It means that 1 is not an actual root of the
given polynomial.

Very good!

Now, let us try another possible root

which is -1 as our divisor.

From the result what have you

observed on the remainder? Yes,
Aizawa.
The remainder is 0, so we can say that -1
is an actual root of the polynomial.

Very good!

Once we can identify a root, the

synthetic process gets shorter and
shorter.
Now, let us try another possible root,
let’s have -3 as our divisor.

35
 This time we will use the resulting
coefficient of the depressed polynomial.

What have you observed from the

remainder?
The remainder is 0, so we can say that -3
is an actual root of the polynomial.
As you can see, the last factor is x+2,
therefore we can easily look for the last
root by applying the zero-product
property.
𝑥−2=0
𝑥 + 2 + (2) = 0 + 2
𝑥=2
Can you identify the three actual roots
of 𝑝(𝑥) = 𝑥 3 + 2𝑥 2 − 5𝑥 − 6, Mirio?
The three actual roots are -3, -1, and 2.
Very good!

This time I want you to try it all by

yourself. Kindly try to answer what is
being asked.

E. Practicing Skills
List all the possible roots and
determine the actual roots of the given
polynomial equation by applying the
rational root theorem.
𝑥 3 − 8𝑥 2 + 5𝑥 + 14 = 0
(Students will answer to practice their

36
 skills)
After 10 minutes

F. Generalization
Let us summarize what we learned
today.
What is root and why is it important?
Yes, Ashido.
The root is the value of a variable in a
polynomial function that will make it
equal to zero. It is important because it
tells us the behavior of the graph and
determining the graph of functions can be
used in real-life situations.
Excellent!

What is the concept behind the Rational

Root Theorem? Yes, Kaminari.
The Rational Root Theorem will give us a
list of possible roots, which will help
us find the real roots.
Very well said.

In finding the roots using synthetic

division, what have you observed on
the degree of the resulting equation?
In using synthetic division, the degree on
the resulting equation is 1 degree lower
than the original equation.
Very good!

37
 What about finding the roots of the
polynomial equation, does the
remainder is always equal to zero?
No ma’am, because not all numbers are
roots of a specific polynomial function.
Very well said.

Do you have any questions?

None Ma’am!
You all did well today!

IV. ASSESSMENT

I. Direction: Fill in all the blanks. (10 points)

𝑥 3 − 𝑥 2 − 25𝑥 + 25 = 0
The leading coefficient is ___. The constant is ___. The factors of the
constant which are the numerators are ___,____, and ___. The factors of the
leading coefficient which are the denominators are ____. The possible
roots are____, ____ and ____.
II. Direction: Find all the possible rational roots using the Rational Root
Theorem and determine the real roots of the polynomial. Show your solution.
(10 points)
𝑥 3 − 𝑥 2 − 4𝑥 + 4 = 0
V. ASSIGNMENT

I. Direction: Fill in the blanks with the appropriate number or symbol to find the
possible roots.
In the polynomial equation 2𝑥 3 + 3𝑥 2 − 3𝑥 − 2 = 0 , the leading
coefficient is ____ and the constant is _______. The factors of the constant (p)
are _____ and _______. The factors of the leading coefficient (q) are ________
and _______. The possible roots are ±______,_______ and ______. Therefore, the
possible roots are ______, _____, and _______.

38
II. Direction: Find all the possible rational roots using the Rational Root
Theorem and determine the factors of the polynomial. Show your solution. (10
points each)
1. 𝑥 3 + 6𝑥 2 + 11𝑥 + 6=0
2. 𝑥 3 − 13𝑥 + 12 = 0
3. 𝑥 3 − 𝑥 2 − 4𝑥 + +4 = 0

Prepared by:
Rocma D. Lumayon

39
FINAL DEMONSTRATION

Don Mariano Marcos Memorial State University

South La Union Campus
COLLEGE OF EDUCATION
Agoo, La Union

April 30, 2021

A Detailed Lesson Plan in Grade 10 Mathematics
IV. Objectives
At the end of the lesson, students will be able to:
a. identify and define circle;
b. illustrate and name the parts of the circle; and
c. explain the importance of circle in a real-life context

V. Subject Matter
E. Topic: Definitions on Circles
F. Reference: de Leon, C., Jose-Dilao, S., & Bernabe, J. (2002a).
Geometry (Pilot ed.). JTW Corporation. ; Parts of a Circle. (n.d.).
Brainfuse. Retrieved October 30, 2021, from
https://www.brainfuse.com/jsp/alc/resource.jsp?s=gre&c=37
818&cc=108830
G. Instructional Materials: PowerPoint Presentation, Google Meet,
Mentimeter
H. Values: Active Participation, Cooperation, and Attentiveness
VI. Procedure
Teacher’s Activity Learner’s Activity
B. Preliminaries
a. Greetings
Good morning, Class! It’s good to see
you back!
Good morning, Ma’am!
b. Prayer

40
 Let us first take this moment to feel the
presence of God.
(Prayer)
c. Checking of Attendance
For the attendance, I'd like you to open all
your cameras and I will take screenshots
to see who was able to attend this
morning.
(Opens their camera)
Before we start, I would like to remind
everyone of some online classroom rules.
1. Mute your microphone when it is not
your turn to speak.
2. If you want to recite or have questions,
you can click the raise hand button and
wait to be recognized.
3. Lastly, be attentive and participate
actively.

B. Motivation

To start this lesson, I will show you a

photo on the screen, and you will be
asked to share what you think is
common in the picture. Describe it in one
word and share it through
mentimeter.com. Kindly open the link

41
that I have sent in the chat box to
proceed to the Mentimeter, and then
enter the code to access it. You may
respond as many times as you like. You
have two minutes to complete the task.
You may begin right now.

Are you done?

Yes Ma’am!
Great!

Let's have a look at the outcome.

For the information of everyone, the

larger the word indicates that the
majority of you have answered it. Seeing
the result, the common thing you have
noticed in the picture is the circle. Circles
are all around us every day, right?
Yes Ma’am!
With that, I want you to look around
your house and get anything circular. I
will give you 2 minutes to look through.
The timer starts now!
(Students getting circles…)
Time is up!

All right, can someone share with us

what they have found? Yes, Ponyo.
I got a lid, ma’am.
Nice!

42
 What about you Sosuke?
I have a clock here, ma’am.
That’s great!

Lastly, what about you Chihiro?

I am holding this coin, ma’am.
Good job!

But, have you ever wondered why it is in

circle form? Imagine what would happen
if that thing you are holding right now
was not circular. What if the coin is not
circle-shaped? What would be the
difference? Would it still function the
same way if it was not circular? What is
the world if there’s no circle?

C. Lesson Proper

With that, let us first understand some

basic concepts of Circle this morning.

I am sure that some of you might

already have ideas about circles since
you already learned this when you were
in grade 7. But let us recall Circles for
you to better understand the future
lessons that you are about to learn for
the following few days.

Whenever you hear the word "circle,"

what comes to your mind? Yes, Haku.

43
 A circle is a round shape.
Very good!

Do you think a circle is considered a

polygon, Calcifer?
No ma’am because a circle has no sides,
while we can consider a shape as a
polygon if it has sides.
Very good!

To formally define it, the circle comes

from the Latin word "circus", which
means ring. It is defined as…, kindly
read, Sophie.
In geometry, a circle is a closed,
two-dimensional, curved shape that has no
corners. It is composed of a set of points
that are equidistant from a fixed point.
Okay! It means that the distance
between this fixed point and any point
in the circle is constant. This fixed point
here is what we call the center. To
further understand the circle let us
discuss its parts. We say that the circle
is equidistant from its center. This
distance from the center to this point is
called the radius.
Kindly read what is radius, Fujimoto.
A radius is a line segment whose
endpoints are the center of a circle and a
point on the circle.

44
In other words, it is the distance from
the center to any point in the circle.
Now, what if I move this line around the
circle? What have you observed from
the length of the line? Yes, Mei Kasuka.
The length remains the same.
Very good observation!

Therefore, we can conclude that all

radius of the same circle is equal. If
there are two or more radius, it’s called
radii. Observe that if there are two radii,
it forms a sector. The Sector is… kindly
read, Kaguya.
A sector is a portion of the circle enclosed
between its two radii and the arc adjoining
them.
In other words, a sector is formed by
these two radii. Sectors are like a slice
of a pizza. In this case, there are two
sectors. This sector is called the minor
sector, while the larger one is called a
major sector, which is to say a minor
sector is a sector less than the half of a
circle, while a major sector is greater
than the half of a circle.

The sector is also formed by an arc. An

arc is a section of the circumference of
the circle and this can be classified as a
minor arc or a major arc. A major arc is
more than half of the circumference of a

45
circle, while a minor arc is less than half
of the circumference of a circle.

But, what if I extend the line segment to

the opposite side? This extended line
segment is what we called the diameter.
What is the diameter? Kindly read,
Kamaji.
A diameter is a line segment whose
endpoints are any two points on the circle
that passes through the center. Its length
is twice as long as its radius.
Okay! It can be any of these things as
long as it passes through the center of
the circle. Observe that by the diameter
we divided the circle into two equal
segments. Each segment is what we call
a semicircle, which is equivalent to half
of the circle.

Now, what if I move the line segment

upward? This line is now what we call
the chord. A chord is… kindly read,
Baron.
A chord is a line segment whose endpoints
are points on the circles.
Chords could be horizontally and
vertically. But, can we say that diameter
is a chord? Yes, Seita.
Yes, because the diameter can be satisfied
by the definition of the chords.

46
That is correct! In fact, the diameter is
considered to be the longest chord of a
circle. Observe that when there is a
chord, it divides the circle into two
regions, called the segments. What have
you noticed from the two segments?
Yes, Totoro?
One segment is bigger than the other one.
Very good!

To specifically name this segment, the

bigger segment is called the major
segment, and the other one is called the
minor segment.

Now you might be confused about what

is the difference between sector and
segment. To clarify things, a sector is
formed by the radius, while segments
are formed by a chord. Is that clear?
Yes, ma’am!
All right! Moving on…

But what if we extend the line segment

of the chord outside the circle? It is now
what we call a secant. Kindly read,
Arren.
A secant is a line that intersects a circle at
two distinct points.
What have you observed about the two
distinct points? Yes, Kaonashi.
It has a chord.

47
Very good!

Remember that, every secant line

contains a chord.

Meanwhile, a line that intersects a circle

at exactly one point is called a tangent.
The intersection is called the point of
tangency.

Now that we know the definitions of

parts and terms related to the circle, let
us try naming it.

Given the figure on the screen, name the

following:
a) Center
b) Circle
c) Radii
d) Diameter
e) Chords
f) Secant
g) Tangent
h) Point of tangency

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i) Minor arcs
j) 3 Major arcs

In naming the center, we just label it

with any capital letter. In the figure, the
center is R, or in symbol, we call it ●R.
Meanwhile, a circle is named by its
center. In this case, what would be the
name of the circle?
The circle is named as circle R.
Good job!

While in naming the radius we use line

segment. For a recall, what is a line
segment again, Mei Kasuka?
A line segment has two endpoints and is a
fixed part of a line.
Very good!

And, by the definition of radius, the

radius/radii in this figure are line
segment RG and RF or in symbol
𝑅𝐺 𝑎𝑛𝑑 𝑅𝐹. On the other hand, the
diameter is said to be the line that
passes through the center. Therefore, in
this case, the diameter is line segment
GF, or in symbol, we name it as 𝐺𝐹.
Meanwhile, a chord is a line whose
endpoints are on the circle and those
are line segments GF and BA, or
𝐺𝐹 𝑎𝑛𝑑 𝐵𝐴. The secant in the figure is
the extension of the chords, therefore it

49
is the line BA or line m and in symbol,
⃡𝐵𝐴 𝑜𝑟 𝑚
⃡ . The tangent in the figure is

⃡𝐼𝐽 𝑜𝑟 𝑝
⃡. Lastly, the minor arc is BA ,

and major arcs are AFG , ADB ,

FGB and many more.

To further enhance your knowledge,

let’s do more examples.

Given the figure on the screen, name the

following:
a) Center a) Center
b) Circle =●P
c) Radii b) Circle
d) Diameter =ꙨP
e) Chords c) Radii
f) Secant =𝑃𝐵, 𝑃𝐴, 𝑃𝐶
g) Tangent
d) Diameter =𝐴𝐵
h) Point of tangency
e) Chords
i) Semicircles
=𝐴𝐹, 𝐴𝐶, 𝐵𝐶, 𝐴𝐵
j) Minor arcs
f) Secant
k) 3 Major arcs
⃡
=𝐴𝐹

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 Great works! g) Tangent
⃡ / 𝐷𝐸/𝐷𝐸 /𝐸𝐷
=𝐷𝐸 ⃡
h) Point of tangency =●C
i) Semicircles = ACB , AFB
j) 3Minor arcs
= BC , AC
, FB
k) 3Major arcs
= BCF , ABC , BAF
This time let us try to answer what is
being asked below.
B and C are points on circle A. If 𝐴𝐵 =
2𝑥 − 3 and 𝐴𝐶 = 𝑥 + 1 , find the
lengths of the radius and diameter.

𝐴𝐵 = 𝐴𝐶
2𝑥 − 3 = 𝑥 + 1
2𝑥 − 𝑥 = 3 + 1
𝑥=4

𝐴𝐶 = 𝑥 + 1
𝐴𝐶 = 4 + 1
𝐴𝐶 = 5
Therefore, 𝐴𝐵 is also 5 units and the
diameter is 10 as it is twice the radius.
Great job! Let’s have another one.
E. Practicing Skills

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1. Given the circle figure on the screen,
identify the following:
(Students will answer to practice their
a) 𝐷𝐶 skills)
b) m (After 10 minutes…)
c) ●R a) Chord

d) 𝐸𝐹 b) Tangent

e) 𝐸𝑅 c) Center

f) BDA d) Diameter
e) Radius
BE
g) f) Major arc

EBF
g) Minor arc
h)
i) 𝑅𝐹
h) Semicircle
j) 𝐴𝐵
i) Radius
k) ●G
j) Chord
⃡
l) 𝐴𝐵
k) Point of Tangency
l) Secant
2. Determine the radius and diameter of
the figure, if 𝑅𝐸 is 𝑥 + 4 and 𝑅𝐹 is
2𝑥 + 1.

𝑅𝐸 = 𝑅𝐹
𝑅𝐸 = 𝑥 + 4
𝑥 + 4 = 2𝑥 + 1 𝑅𝐸 = 3 + 4
𝑥 − 2𝑥 = −4 + 1 𝑅𝐸 = 7
−𝑥 = −3
𝑥=3

Radius=7 units
Diameter= 14 units

52
I think you are all done. Let us try to
answer.

(checking…)

Any questions?
None ma’am!
All right! Since there is no question, I
assume you now understand some basic
concepts about circles. With that, I think
you are now able to answer the
questions I asked you previously. What
if these things are not circular? What
would be the difference? Would it still
function the same way? Let us consider
this example.

(Flashes video…)

There are many reasons why the circle

matters in our lives. Some of those are,
aside from it being pleasing to the eyes,
it is considered the perfect shape that
could turn things smoothly because of
its equal distance from the center. It
also makes things more convenient not
to have corners.

53
F. Generalization
Let’s sum up what you have learned this
morning.

In connection with the discussion, kindly

define what a circle is in your own
words. Yes, Teto.
A circle is a perfect shape that contains a
set of points.
Excellent!

Who can give me the 3 parts of a circle

and define it? Yes, Chihiro.
A radius is a line segment whose
endpoints are in the center and in the
circle. The diameter is a line segment that
is twice the radius. A chord is a line that
doesn’t pass through the center.
Brilliant!

In your reasoning, why do circles

matter? Circle makes things convenient and
aesthetic.
Very well said.

Do you have any questions, suggestions,

or comments?
None ma’am!
With that, let’s give kudos to everyone
for doing a great job this day. I think you
are now ready for your assessment.

54
IV. ASSESSMENT
On a piece of paper, construct a circle with a center L, with two diameters namely,
segments AB, and CD, whose chords are AB, CD, BD, and CE, a secant HI, and
tangent JK intersecting A.
V. ASSIGNMENT
1. Construct a circle with a center J, with two diameters namely, segments LM,
and NO, whose chords are LM, NO, MO, and NP, a secant NP, and tangent m
intersecting A.
2. Determine the length of the radius and diameter, if 𝐽𝐵 = 5𝑥 + 2 𝑎𝑛𝑑 𝐶𝐽 =
3𝑥 + 6.

Prepared by:
Rocma D. Lumayon

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 SAMPLE
INSTRUCTIONAL
MATERIALS

56
INITIAL DEMONSTRATION

57
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 Rational Root Circles.pptx
Theorem.pptx

59
FINAL DEMONSTRATION

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62
SNAPSHOTS DURING CLASSES

63
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LINK FOR DEMONSTRATION RECORDINGS:
Initial Teaching Demo
https://drive.google.com/file/d/1OIdT60wGMK40ClwGhtKlT_CMBNkvCcAo/vie
w?usp=sharing

Final teaching Demo

https://drive.google.com/file/d/15xnQ7cnSDPcyctx1oih08vE5cR3_K2Dq/view?
usp=sharing

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STUDENTS’ WORKS

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SAMPLE RATING SHEETS

69
 Professional Career Development Plan

CAREER 2022-2023 2024-2026 2027-2030 2031-2035 2036-2040

Graduate with
Bachelor of
Secondary
Education-
Mathematics

Become a License
Professional Teacher

Teacher I

Master of Arts in
Education-
Mathematics
(Graduate Degree
Programs)
Teacher II

Teacher III

Doctor of Philosophy
in Science Education
Major in
Mathematics
Master Teacher I

Master Teacher II

Master Teacher III

Taking the Principal

Test

Principal

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 ROCMA DIDA-AGUN LUMAYON
San Nicolas East, Agoo, La Union
rocmalumayon02@gmail.com
0961-215-8741
PERSONAL PROFILE
Nationality : Filipino
Civil Status : Single
Gender : Female
Place of Birth : Agoo, La Union
Date of Birth : March 20, 2000
Age : 21
Languages : English, Filipino, and Maranao

RESUME OBJECTIVE

Seeking a teaching position in a secondary school to employ my skills and

enthusiasm in fostering quality education necessary for a child’s development
and to make a significant contribution to the school.

EDUCATIONAL BACKGROUND

May 2022 Bachelor of Secondary Education- Mathematics

Don Mariano Marcos Memorial State University
South La Union Campus
College of Education
San Antonio, Agoo, La Union

March 2018 Don Eufemio F. Eriguel Memorial National High School

Consolacion, Agoo La Union
With Honors

March 2016 Don Eufemio F. Eriguel Memorial National High School

Consolacion, Agoo La Union

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 March 2012 Don Carlos Village Elementary School
Pasay City, Metro Manila

SKILLS AND ABILITIES

Computer literate (Skilled in using Microsoft Office Software e.g. MS

Word/Excel/Publisher/Power Point Industrious);
Can work under pressure;
With good communication skills;
Dedicated and passionate; and
Willing to learn

IRRELEVANT JOB EXPERIENCE

Jollibee Agoo La Union

- Kitchen Crew
- April 2018 - August 2018
NOVO Jeans and Shirt
- Saleslady
- September 2020 - September 2021

TRAINING/WEBINARS ATTENDED

November 2021 Student-Intern (Pre-Service Teacher)

DMMMSU-SLUC Laboratory High School
Agoo, La Union

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