FS 101 – Participation and Teaching Assistantship

PORTFOLIO

LESSON 3: Actual Teaching and Learning Activities Related to Assessment of Learning

I. Intended Learning Outcomes:

 To immerse students in taking the role of the teacher focusing on incorporating

assessment to the lesson during actual teaching or demonstration teaching.

o Select the appropriate assessment methods, tools, or tasks for different

learning outcomes.
o Determine if the assessment tools or tasks are aligned to the level of the
learning outcomes.
o Create a detailed lesson plan incorporating assessment that are congruent to
the instructional objectives.
o Develop a teaching portfolio that contains detailed daily lesson plan, rating
scales, and instructional materials.

II. Task Description

At the end of the THIRD WEEK, you will prepare, a Portfolio of a Daily Lesson Plan,
Developed Instructional Materials, and Rating Scales. Refer to the K-12 Curriculum of your
field of specialization. Follow the succeeding instructions.

a) Develop first the skeletal framework of congruency of your assessment tasks and
learning outcome by following the template given below to check the alignment of
assessment tasks to your learning outcome.

Cognitive Learning Outcome/ Assessment Task Is the level of

Levels of Lesson Objective Evaluation from your assessment
Learning from your Lesson Lesson Plan aligned to the
Outcome Plan (Write it in the appropriate level of the
(Bloom) (Write lesson objective level outcome) objective?
in the appropriate level
outcome)

YES NO
1. Remembering Identify and Choose and Sentence
exclamatory sentence. that is an exclamatory 
sentence.

1. Is it time for
dinner?
2. That turkey is
huge!
3. Everyone is here
now.
4. Mom made my
 favorite pie!
5. The football game
is starting!
Differentiate a Read each sentence. 
declarative from an Underline all declarative
interrogative sentence. sentences and encircle all
interrogative sentences.

1. Steven walks to
school every
morning.
2. Understanding 2. Can you tell me
how to fi tire?
3. My mom made me
a sandwich for
lunch.
4. What time does
the movie start?
5. Mark and John
play video games
on Friday night.
Use personal pronoun In one whole sheet of 
3. Applying in a sentence. paper, write 10 sentences
using personal pronouns.

Classify common Classify the words inside 

words into conceptual the box according to its
categories categories.

Pencil circle blue red

Green pink crayon
oval triangle paper
book eraser square
4. Analyzing diamond white

Schoo Color Shapes

l
things

Summarize narrative Read the narrative text. 

5. Evaluating txt based on elements. Summarize its elements.
Write it in one whole sheet
of paper.
Construct simple On a one whole sheet of 
6. Creating sentences. paper, construct 5
sentences using simple
sentences.
 b) Create a Detailed Daily Lesson Plan following DepEd Order No. 42, s. 2016 on
Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education
Program. This time, ensure that you are making this lesson plan with a strong
emphasis of congruency of learning activities, assessment tasks and tools to your
instructional objectives.

Davao oriental 3
School Grade Level
state university
DETAILED DAILY Christine Fe A. Mathematics
Teacher Learning Area
LESSON PLAN Sion
Teaching Date 2nd
Quarter
& Time
I. OBJECTIVES

Demonstrate understanding of multiplication & division of whole numbers

A. Content Standards including
money.
B. Performance Able to apply multiplication & division of whole numbers including money
Standards in mathematical problems & real-life situations
C. Learning a. Recall basic multiplication facts
Competencies/ b. Multiply 2 to 3 digit numbers by 1-digit number without regrouping
Objectives c. Show accuracy in giving the products
(Write the LC code for M3NS-II-43.1
each)
II. CONTENT NUMBER AND NUMBER SENSE
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 12
Pages
2. Learner’s Materials 144-146
Pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) Portal
B. Other Learning LM, chart, flash cards of basic multiplication facts
Resources
IV. PROCEDURES
Basic multiplication facts.
1. 8X1
A. Reviewing previous
2. 3X7
lessons or presenting
3. 4X0
the new lesson
4. 9X2
5. 5X6
B. Establishing purpose
for the lesson
Show a piggy bank with 2 PhP10 coins inside of it. Ask pupils the total
amount of the money.
Do you have a piggy bank? What is the use of it?
Why is it important to save money?
 Post the problem on the board.
C. Presenting Ana saves PhP 20 a day in her piggy bank. How much money will she
examples/instances for
the new lesson save in nine days?

Ask the following questions:

Who save money on a piggy bank?
How much does she save in her piggy bank a day?
How many days Ana save money on her piggy bank?
D. Discussing new
concepts and practicing What is asked in the problem?
new skills # 1
What facts are given?
What process is to be used?

E. Discussing new Group Activity

concepts and practicing
Divide the class into 4 groups. Each group will be given a problem to
new skills # 2
solve. They will show their solution to the problem and write it on a manila
paper. After 5 minutes each group will present and explain their answer

Group I – Show your solution in answering each questions.

1. How many fours are there in a group of 32?
2. If 312 is multiplied by 2, what is the answer?
3. What is the product of 112 and 4?
4. In 423 x 3 =N, what is N?
5. If my factors are 632 and 3, what is my product?

Group II- Multiply these numbers using the place value or long method.
1. 22 2. 41 3. 631 4. 602 5. 910
X3 x2 x3 x4 x5

Group III – Solve the multiplication sentences then compare the products
with the numbers written on the right side. Use >, < or =.
1. 32 x 2 ___60
2. 43 x 2 85
3. 211 x 3 700
4. 602 x 4 2 408
5. 513 x 3 1 639
 Group IV – Multiply and find the product in the box. Then use the
corresponding color of each product.

1. 123 2. 413 3. 532 4. 443 5. 101

X2 x3 x2 x2 x7

239 707 246 886 1064 987

Problem Solving.
1. Cyrel has 8 packs of crayons. There are 20 crayons in each
pack. How many crayons does Cyrel have?
2. Mang Louis has 3 rows of mango trees in his farm. There are 32
mango trees in each row. How many trees are there?
F. Developing Mastery
(Leads to Formative 3. Mang John harvested 3 baskets of guyabanos. If each baskets
Assessment 3)
has 53 guyabanos, how many guyabanos were there in all?
4. If eggs cost PhP 140 a dozen, how uch would 2 dozen of eggs
cost?
5. Amara bought 33 pieces of lollipop that cost PhP 2 each. How
much did she pay for the lollipop?
Multiply.
G. Finding practical
applications of 1. 14 2. 11 3. 32 4. 23 5. 432
concepts and skills in x2 x 2 x3 x 3 x 2
daily living

H. Making How do we multiply 2-3 digit numbers by 1-digit number without

generalizations and regrouping?
abstractions about the
lesson
I. Evaluating Learning Choose the letter of the correct answer.

1. In 30 x 6 = 180, what is 180?

A. factor B. sum C. product D. difference

2. How do we write numbers when multiplying them using long method?

A. Horizontal form C. Vertical form
B. Expanded form D. Rounded form

3. What is 2 thirty – fours?

A. 68 B. 70 C. 72 D. 74
 4. If my factors are 52 and 3, what is my product?
A. 150 B. 152 C. 154 D. 156

5. In 42 x 4 = N, what is N?
A. 165 B. 168 C. 170 D. 172
B. Find the product.
1. 32 x 3 =___
J. Additional activities 2. 43 x 2 = ___
for application or
3. 12 x 4 = ___
remediation
4. 211 x 3 = __
5. 212 x 4 = __
V. REMARKS
VI. REFLECTION
a. Number of
learners who
earned 80% on
the formative
assessment
b. Number of
learners who
require additional
activities for
remediation
c. Did the remedial
lesson work?
Number of
learners who
have caught up
with the lesson.
d. Number of
learners who
continue to
require
remediation
e. Which of my
teaching
strategies work
well? Why did
this work?
f. What difficulties
did I encounter
which my
principal or
supervisor help
me solve?
g. What innovations
or localized
material did I use
/ discover which I
wish to share
with another
teacher?
 RUBRICS FOR GROUP ACTIVITY

CRITERIA BEGINNER (1) ACCEPTABLE (2) PROFICIENT (3)

Process Skills Member do not Members Members always
demonstrate occasionally demonstrate
targeted process demonstrated targeted process
skills. targeted process skills.
skills.
Time Members do not Members finish on Members finish
Management finish on time with time with ahead of time with
incomplete data incomplete data. complete data.
Cooperation & Members do not Members have Members are on
Teamwork know their task defined task and have
and have no responsibilities defined
defined most of the time. responsibilities at
responsibilities. Group conflicts are all times. Group
Group conflicts cooperatively conflicts are
have to be settled managed most of cooperatively
by their teacher. the time. managed at all
times.
Neatness and Messy workplace Clean and orderly Clean and orderly
orderliness during and after workplace with workplace at all
activity. occasional mess times during and
during and after after the activity.
the activity.
INSTRUNCTIONAL MATERIALS