FLEXIBLE CLASSROOM ASSESSMENT ACTIVITIES MECHANISM

GENERAL MATHEMATICS

WHY TEACH WHAT

HOW TO ASSESS HOW TO TEACH TO
TEACH
Learning Material
ASSESSMENT & FEEDBACK MET
Preparation
As implied by the Improved PT of By using the Based on the Feedback Feedback What student-centered What Formative What topic/s
flexible teaching Questions shall
Minimum Gen. Math. GRASPS standards and Mechanism Mechanism ensure the
modality will lead lead to the
Standards, the Reviewing the FIDP Gen. Math. characteristics criteria for towards the completion completion of development
teaching of every of a PT, identify success in (Assessment (Assessment of the EAA? EAA? of the desired
core subject shall the standards completing the FOR AS skills?
lead to the and criteria for PT, what EAA Learning) Learning)
development of Based on the With the skills that
success will enable the Online How can we Simple and
culminating shall be Synchronous: determine if compound
the learners’ student to
performance standard of championed by the store interest
skills. the General General successfully
complete the gained a profit
Mathematics Mathematics and
Performance Zoom meeting will or loss?
together with the
other skills implied Task? be implemented to Stocks and
by the minimum further discuss the Bonds
standards desired task given.

How do we
analyze and Simple and
1. Communicati Which of the 6 What in the long Performance task G- Inventory of MET 1: 1.Inform Identify Asynchronous: general
on skills skills must it run after products of the understand if
the the Printed module the following annuities
champion in completing the sari-sari store Business
2. Thinking regarding the task alibis is true or
developing the subject can DISTANCE with Mathematics students difficult will be given to the
skills (critical learners? learners do on computation of false?
& problem students. Propositions
their own with REMOTE the profit per of the y
solving) 1. Communicati what they day. encountered
MODALITY EAA 1: desired
3. Technology on skills learned?
by the Distance Learning: Tautologies
skills Create an compet
2. Thinking skills Recorded class and Fallacies
R- Clerk inventory student video will be
4. Communicati The students need encies
(critical & Officer report uploaded for them
on & to choose 1 sari-sari s.
regarding the to to rewatch the
technology problem What real-life store and they will
skills situations can inventory the school discussion.
develop
(creative and solving) learners put products and solve A- Sari-sari canteen’s food
themselves in for the profit per store owners
 innovation) 3. Technology where they can day of the store. and beverages. through
perform the
5. Problem skills transfer goal? S- You are a (Online the
solving skills clerk officer Asynchrono
hired by your expecte
6. Collaboratio barangay to us/
n skills d
monitor the
daily profit of Synchronou activitie
The learners
proficiently solve the sari-sari
s, Distance s to
and list all the store owner
daily.
Modular)
products and the accom
profit of the sari-
plish
sari store.
P- Inventory of
products of the MET 2:
sari-sari store
with Proofs
2. Lead
The learners computation of
the profit per the
play the role
day. EAA
students
of a clerk officer
at their barangay. in the
They have been S- The output Formulate a
asked to will be rated develop
propositions
formulate an based on:
regarding the ment of
inventory log and organization,
solve for the relevance of the
alibis of the
the
profit per day of topic, Creativity students of not
the sarisari store and mastery, wearing desired
on December 15, and uniform.
skills
2022. presentation.
through
Printed the
versions of 1 perform
and 2
ance
above for
standar
Distance
d
-
 Modular
Note: These
FAAs
for MET 1 and
2
will
prepare
the
students to
do the
Performance
task in
analytical
paper

Criteria and Standards in Evaluating the Performance Task (Graphical Presentation)

4 3 2 1
Organization Presentation was very well- Presentation was well-organized Presentation was fairly organized Presentation was not well-organized
organized
Relevance to the Topic Always realistic Minimal realistic Often realistic Rarely realistic and constant

Creativity and Mastery Displays high level of mastery and Displays mastery and creativity as Displays mastery and creativity as Displays low level of mastery and
creativity as seen in the activity seen in the activity with minimal seen in the activity but with no creativity as seen in the activity but
relevant to the topic. relevance to the topic. relevance to the topic no relevance to the topic.
Presentation Shows confidence Shows some confidence Unsure of the responsibility Lack of information