LP 4th Quarter - Week 2

Date/Day: February 26-March 2 Teacher: Mohammad Saide M.
Langco
SFXLC LESSON PLAN: Mathematics 7
Learning Competency 1. poses real-life problems that can be solved by Statistics.
2. formulates simple statistical instruments.
Day 1: Statistics
TOPIC: Day 2: PT Day
Day 3: Formulates Simple Statistical Instruments
Content Standards We will (class)
The Learners will demonstrate understanding of:
Framing the Lesson  key concepts, uses and importance of Statistics, data
collection/gathering and the different forms of data
representation, measures of central tendency, measures of
variability, and probability.
I will be able to (individual student)…
Performance Standards Day 1-3: collect and organize data systematically and compute accurately
measures of central tendency and variability and apply these
Framing the Lesson appropriately in data analysis and interpretation in different fields.
DAY 1
TOPIC: Statistics TEXT:
S.E.E (The Hook) The teacher will... The learner will...
Activating Prior Knowledge 1. Ask the students to 1. Share their ideas.
brainstorm a list of real-life
TALK scenarios where statistics
can be used to solve a
problem.
2. Write their responses on the
board.
Student Interaction The teacher will... The learner will…
DO/TALK 1. Distribute the worksheet 1. Receive the worksheets.
Purposeful Talk, Small with real-life scenarios to
Groups the students.
READ/TALK 2. In pairs or small groups, ask 2. And identify the
the students read the problem or question
Classroom Interaction scenarios. that needs to be
(student based activities answered using
that include the four modes statistical methods.
of language of language of
listening, speaking, reading 3. Encourage students to ask 3. Ask questions.
and writing) questions and gather
additional information to
help them understand the
problem more clearly.
4. Ask each group to share 4. Report in the class.
their scenario and the
statistical methods they
would use to solve the
problem.
5. Facilitate a class discussion 5. Listen attentively.
on each scenario,
highlighting the statistical
concepts and methods that
are being used.
6. Encourage students to ask 6. Asks questions and give
questions and provide feedbacks to their
feedback to their peers. peers.
7. Summarize the main points 7. Listen attentively.
of the lesson and emphasize
the importance of statistics
in solving real-life problems.
8. Ask the students to reflect 8. Reflect on the scenarios
on the scenarios they that they have
analyzed and how they can analyzed.
apply statistical methods to
solve similar problems in
their everyday lives.
Formative Assessment 1. Informally assess students' understanding of statistical

TRANSFER concepts and methods through class discussion and group
Write Critically work.
WRITE 2. Have students complete a brief reflection on the lesson,
outlining the real-life problems they identified and the
statistical methods they would use to solve them.
DAY 2-3
TOPIC: Formulates Simple Statistical Instruments and Gathers Data TEXT:
Students
Activating Prior Knowledge 1. Brainstorm on the statistical
instruments.
TALK
will
answer the
teacher
questions
for
conducting
a survey
on honesty
of
G7
students.
1.) You
found
someone’s
wallet.
What
would you
do ?
2.) You are
mistakenly
given
50pesos
extra
change .
What
would you
do ?
3.) An
extra 10
points
mistakenly
added to
your score
in the
exam.
Would you
report it to
your
teacher ?
4.) You
know your
teacher is
not strict
during
exams,
Would you
cheat ?
5.) Are you
honest
most of the
time ?
Students
will
answer the
teacher
questions
for
conducting
a survey
on honesty
of
G7
students.
1.) You
found
someone’s
wallet.
What
would you
do ?
2.) You are
mistakenly
given
50pesos
extra
change .
What
would you
do ?
3.) An
extra 10
points
mistakenly
added to
your score
in the
exam.
Would you
report it to
your
teacher ?
4.) You
know your
teacher is
not strict
during
exams,
Would you
cheat ?
5.) Are you
honest
most of the
time ?
1. Ask the students to brainstorm a
list of statistical instruments
they are familiar with. Write
their responses on the board.
DO/TALK Day 2
Purposeful Talk, Small 1. Introduce the different types of 1. Listen and be familiar with
Groups statistical instruments such as the statistical instruments.
READ/TALK surveys, questionnaires, and
observations. 2. Listen to the teacher.
Classroom Interaction 2. Discuss the advantages and
(student based activities disadvantages of each type of
that include the four modes instrument and give examples of
of language of language of when each type is appropriate
listening, speaking, reading to use. 3. Give real-life scenario.
and writing) 3. Ask students to identify a real-
life scenario where they could
use each type of instrument.
4. Distribute the worksheet with a 4. Receive the worksheets.
real-life scenario to the
students.
5. In pairs or small groups, ask the 5. Formulate a simple
students to formulate a simple statistical instruments.
statistical instrument for
collecting data that would
answer the research question in
the scenario.
6. Encourage students to consider 6. Follow the teachers
the different types of guidelines.
instruments and the advantages
and disadvantages of each type.
7. Ask each group to share their 7. Recite in the class.
statistical instrument and how it
would be used to collect data.
8. Facilitate a class discussion on 8. Listen and give their ideas in
the advantages and the class.
disadvantages of each
instrument and how they could
be improved or modified.
9. Encourage students to ask 9. Ask questions and give
questions and provide feedback feedbacks.
to their peers.
10. Summarize the main points of 10. Listen on the key concepts.
the lesson and emphasize the
importance of selecting the
appropriate statistical
instrument for collecting data.
11. Ask the students to reflect on 11. Reflect on this.
the statistical instruments they
formulated and how they could
be used to collect data in real-
life situations.
Day 3 Day 3
12. Allow students to present the 12. Present their data.
data that they have gathered
(previously instructed by the teacher
a week before).
Formative Assessment Book work.
TRANSFER
Write Critically
Date/Day: February 26-March 2 Teacher: Mohammad Saide M. Langco
Learning Competency 1. determines the conditions under which lines and segments are
parallel or perpendicular.
2. illustrates an experiment, outcome, sample space and event.
Day 1: Parallelism and Perpendicularity
TOPIC: Day 2: Probability
Day 3: No Class

Framing the Lesson  key concepts of inequalities in a triangle, and parallel and
perpendicular lines.
 key concepts of probability.
Performance Standards 1. is able to communicate mathematical thinking with coherence
and clarity in formulating, investigating, analyzing, and solving
Framing the Lesson real-life problems involving triangle inequalities, and parallelism
and perpendicularity of lines using appropriate and accurate
representations.
2. formulate and solve practical problems involving probability of
simple events.
DAY 1
TOPIC: Parallelism and Perpendicularity TEXT: N/A
Activating Prior Knowledge 1. Ask students to draw a pair of 1. Draw the lines.
intersecting lines on their paper.
TALK 2. Ask them to identify the point 2. Identify the point.
where the lines intersect.
3. Explain that lines that intersect 3. Listen attentively.
are not parallel, and that parallel
lines will never intersect.
DO/TALK 1. Define the terms "parallel" and 1. Listen to the teacher.
Purposeful Talk, Small "perpendicular".
Groups 2. Explain the condition for two 2. Remember the conditions
READ/TALK lines to be parallel: they have by reciting it.
the same slope.
Classroom Interaction 3. Demonstrate how to calculate 3. Calculate slopes by
(student based activities the slope of a line. following the
that include the four modes demonstration.
of language of language of 4. Provide examples of two lines 4. Identify the slope of each
listening, speaking, reading that are parallel. line to confirm they are
and writing) parallel.
5. Explain the condition for two
lines to be perpendicular: the
product of their slopes is -1. 5. Listen attentively
6. Provide examples of two lines
that are perpendicular.
6. Identify the slope of each
7. Allo students create their own line to confirm they are
examples of parallel and perpendicular.
perpendicular lines and 7. Create their own examples
segments. of parallel and
8. Encourage students to use perpendicular lines and
colored pencils to distinguish segments.
between different lines and 8. Use color pencils.
segments.
Formative Assessment
TRANSFER 1. Observations during guided and independent practice
Write Critically 2. Evaluation of student examples of parallel and perpendicular lines
WRITE and segments.
DAY 2
TOPIC: Probability TEXT: N/A
Activating Prior Knowledge 1. Ask students about the “Game 1. Tell their experiences
of Chances”. on when they have
TALK played game of
chances.
DO/TALK Activity 1:
Purposeful Talk, Small Experiment and Outcome
Groups (15 minutes):
READ/TALK 1. Pass out dice to students and 1. Report what are the
have them roll the dice. outcomes and create a list
Classroom Interaction of all possible outcomes,
(student based activities which will be the sample
that include the four modes space.
of language of language of 2. Ask students to identify the 2. Give experiments and its
listening, speaking, reading outcomes that satisfy certain outcomes.
and writing) events, such as rolling an even
number.
Activity 2:
Sample Space
(15 minutes):
3. Pass out coins to students and 3. Report what are the
have them flip the coins. outcomes and create a list
of all possible outcomes,
which will be the sample
space.
4. Ask students to identify the size 4. Give experiments and its
of the sample space for different sample spaces.
experiments, such as flipping
two coins.
Activity 3:
Event
(15 minutes):
5. Pass out decks of cards to 5. Report what are the
students and have them select a outcomes and create a list
card. of all possible outcomes,
which will be the sample
space.
6. Ask students to identify different 6. Give an event from a deck
events, such as drawing a red of cards.
card or drawing a face card.
TRANSFER Give a seat work with practice problems that involve experiments,
Write Critically outcomes, sample spaces, and events.
WRITE
Learning Competency 1. illustrates the six trigonometric ratios: sine, cosine, tangent,
secant, cosecant, and cotangent.
Day 1: Trigonometric Function
TOPIC: Day 2: Trigonometry on Special Angles
Day 3: No Class
Framing the Lesson  basic concepts of trigonometry.
Performance Standards Day 1-3: to apply the trigonometric ratios to formulate and solve real-
life problems with precision and accuracy.
Framing the Lesson
DAY 1
TOPIC: Trigonometric Function TEXT:
Activating Prior Knowledge 1. Present pictures. 1. Describe what’s
common on the
TALK pictures.
DO/TALK 1. Draw a right triangle on the 1. Label the hypotenuse,
Purposeful Talk, Small whiteboard. adjacent, and opposite.
Groups 2. Ask students to identify the 2. Use protractor to measure
READ/TALK angle measures of the triangle. the angles.
3. Demonstrate how to calculate 3. Listen attentively and
Classroom Interaction the sine, cosine, and tangent calculate the remaining
(student based activities ratios for one of the angles using trigonometric ratios for the
that include the four modes a calculator or trigonometric same angle by pair.
of language of language of table.
listening, speaking, reading 4. Repeat for the other angles of 4. Find the six trigonometric
and writing) the triangle. rations of the other angle.
5. Discuss real-world applications 5. Give their own real-world
of trigonometry, such as applications of
measuring the height of a trigonometry in fields such
building or calculating the as architecture,
distance between two points. engineering, and physics.
TRANSFER Worksheets.
Write Critically
WRITE
DAY 2
TOPIC: Trigonometric Function TEXT:
Activating Prior Knowledge 1. Begin by reviewing the concept 1. Share their prior
of right triangles and their knowledge.
TALK properties, including the
Pythagorean Theorem.

DO/TALK 1. Draw a unit circle on the 1. Listen attentively.
Purposeful Talk, Small whiteboard and label the angles
Groups of 0, 30, 45, 60, and 90 degrees.
READ/TALK 2. Demonstrate how to calculate 2. Work in pairs to calculate
the sine, cosine, and tangent the remaining trigonometric
Classroom Interaction ratios for each angle using a ratios for each angle.
(student based activities calculator or trigonometric
that include the four modes table.
of language of language of 3. Review the results as a class, 3. Review the results.
listening, speaking, reading emphasizing that the sine and
and writing) cosine ratios are equal for 45
degrees and the tangent ratio is
undefined for 90 degrees.
4. Pass out a worksheet with 4. Work on the problems
practice problems involving right individually or in pairs.
triangles and the special angles
of 0, 30, 45, 60, and 90 degrees.
5. Discuss real-world applications 5. Brainstorm other
of trigonometry that involve the applications of
special angles, such as finding trigonometry that involve
the height of an object using the the special angles in fields
angle of elevation. such as architecture,
engineering, and physics.
TRANSFER Bookwork.
Write Critically
WRITE
SFXLC LESSON PLAN: Math 10
Learning Competency 1. illustrates the following measures of position: quartiles, deciles
and percentiles.
2. calculates a specified measure of position (e.g. 90th
percentile) of a set of data.
Day 1: Measures of Position of Grouped Data
TOPIC: Day 2: Interpreting Measures of Position
Day 3: Interpreting Measures of Position

Framing the Lesson  key concepts of measures of position.
Performance Standards Day 1-3:
 conduct systematically a mini -research applying the different
Framing the Lesson statistical methods.
DAY 1
TOPIC: Quartiles, Deciles, and Percentiles of a Grouped Data TEXT:
Activating Prior Knowledge 1. Write measures of central 1. Recall the terms.
tendency.
TALK
DO/TALK 1. Explain that measures of 1. Listen attentively.
Purposeful Talk, Small position are statistical values
Groups that give information about the
READ/TALK relative position of a particular
data value within the entire data
Classroom Interaction set.
(student based activities 2. Discuss the three main 2. Listen attentively.
that include the four modes measures of position: quartiles,
of language of language of deciles, and percentiles.
listening, speaking, reading 3. Emphasize that these measures 3. Listen attentively.
and writing) divide the data set into equal
parts and can help us
understand the distribution of
the data more precisely.
4. Provide examples of how to 4. Solve collaboratively in
calculate quartiles, deciles, and finding the quartiles,
percentiles values for a few data deciles, and percentiles of a
points from the given frequency given frequency distribution
distribution table. table.
TRANSFER Quiz
Write Critically
WRITE
DAY 2-3
TOPIC: Interpreting Measures of Position TEXT:
Activating Prior Knowledge 1. Ask students to brainstorm 1. Answer the question.
examples of measures of
TALK position they may have
encountered in everyday life,
such as percentile rankings for
standardized tests or quartile
breakdowns for income data.
DO/TALK Percentiles (20 minutes)
Purposeful Talk, Small 1. Define percentiles as measures 1. Repeat defining the
Groups of position that divide a data set percentile.
READ/TALK into 100 equal parts.
2. Explain how to calculate the nth 2. Understand the process.
Classroom Interaction percentile, where n is any
(student based activities number between 1 and 99.
that include the four modes 3. Give examples of percentiles in 3. Provide their own
of language of language of action, such as a student scoring examples.
listening, speaking, reading in the 90th percentile on a test
and writing) or a company's stock price
being in the 25th percentile for
the year.
4. Provide students with data sets 4. Solve the problem
and ask them to calculate collaboratively.
specific percentiles for the data.
Quartiles (20 minutes)

5. Define quartiles as measures of 5. Repeat defining the
position that divide a data set percentile.
into four equal parts.
6. Explain how to calculate the 6. Understand the process.
first quartile (Q1), second
quartile (Q2), and third quartile
(Q3).
7. Discuss the significance of 7. Provide their own
quartiles in identifying the examples.
spread and skewness of a data
set.
8. Provide students with data sets 8. Solve the problem
and ask them to calculate the collaboratively.
quartiles and interpret their
meaning in the context of the
data.
Interquartile range (10 minutes)
9. Define the interquartile range
(IQR) as the difference between 9. Listen attentively.
the third and first quartiles.
10. Explain how the IQR can be
used to identify outliers and
extreme values in a data set. 10. Listen attentively
11. Provide students with data sets
and ask them to calculate the 11. Solve the problem
IQR and identify any outliers. collaboratively.
TRANSFER Quiz
Write Critically
WRITE

SFXLC LESSON PLAN: Science 9
Learning Competency 1. Show which constellations may be observed at different times
of the year using models.
2. Describe the horizontal and vertical motions of a projectile.
Day 1: Constellations
TOPIC: Day 2: Projectile Motion

Framing the Lesson  the relationship between the visible constellations in the sky and
Earth’s position along its orbit
Performance Standards Day 1-3: discuss whether or not popular beliefs and practices with regard
to constellations and astrology have scientific basis
Framing the Lesson
DAY 1
TOPIC: Constellations TEXT:
Activating Prior Knowledge 1. Ask the students if they have 1. Tell if they have seen
ever looked up at the night sky constellations or stars at
TALK and seen stars or constellations. night.

DO/TALK 1. Hand out star maps or charts for 1. Interpret what’s on the
Purposeful Talk, Small different times of the year. maps or charts.
Groups 2. Discuss with the class which 2. Listen to the teacher.
READ/TALK constellations are visible during
each season and why this is the
Classroom Interaction case (e.g., the rotation of the
(student based activities Earth).
that include the four modes 3. Divide the class into small
of language of language of groups and give each group a 3. Use scissors to cut out the
listening, speaking, reading piece of white paper or shape of a specific
and writing) cardboard. constellation from the star
map or chart and then tape
it onto their white paper or
cardboard. Each group
should then shine a small
flashlight or pen with a
small LED light through the
back of their paper or
cardboard to create a
model of their chosen
4. Have each group present their constellation.
model to the class and explain 4. Report in the class.
when and where their
constellation is visible in the
night sky.
Formative Assessment 1. As a form of assessment, ask students to identify at least 3
TRANSFER constellations visible in the night sky during different times of the
Write Critically year.
WRITE 2. Ask students to explain how the rotation of the Earth affects the
appearance of the night sky.
DAY 2
TOPIC: Projectile Motion TEXT:
Activating Prior Knowledge 1. Asks students if they have ever 1. Tell what they have noticed
thrown a ball or played a game about the way the ball
TALK like basketball or baseball. moves after it leaves their
Students
hand.
will
answer the
teacher
questions
for
conducting
a survey
on honesty
of
G7
students.
1.) You
found
someone’s
wallet.
What
would you
do ?
2.) You are
mistakenly
given
50pesos
extra
change .
What
would you
do ?
3.) An
extra 10
points
mistakenly
added to
your score
in the
exam.
Would you
report it to
your
teacher ?
4.) You
know your
teacher is
not strict
during
exams,
Would you
cheat ?
5.) Are you
honest
most of the
time ?
Students
will
answer the
teacher
questions
for
conducting
a survey
on honesty
of
G7
students.
1.) You
found
someone’s
wallet.
What
would you
do ?
2.) You are
mistakenly
given
50pesos
extra
change .
What
would you
do ?
3.) An
extra 10
points
mistakenly
added to
your score
in the
exam.
Would you
report it to
your
teacher ?
4.) You
know your
teacher is
not strict
during
exams,
Would you
cheat ?
5.) Are you
honest
most of the
ti
DO/TALK 1. Use the whiteboard to draw a 1. Listen attentively.
Purposeful Talk, Small diagram of a projectile's path,
Groups including the horizontal and
READ/TALK vertical components.
2. Discuss how the horizontal 2. Listen attentively.
Classroom Interaction component of a projectile's
(student based activities motion is constant and
that include the four modes unaffected by gravity, while the
of language of language of vertical component is influenced
listening, speaking, reading by gravity and changes over
and writing) time.
3. Provide students with a series of 3. Understand the examples
problems related to projectile and work through the
motion, including finding the problems together as a
time of flight, maximum height, class, explaining each step
and range of a projectile. Use and the reasoning behind it.
the graph paper to help students
visualize the motion.
4. Use the whiteboard to draw a 4. Differentiate horizontal and
diagram of a projectile's path, vertical projectile.
including the horizontal and
vertical components.
5. Discuss how the horizontal 5. Listen.
component of a projectile's
motion is constant and
unaffected by gravity, while the
vertical component is influenced
by gravity and changes over
time.
6. Provide students with a series of 6. Understand the examples
problems related to projectile and work through the
motion, including finding the problems together as a
time of flight, maximum height, class, explaining each step
and range of a projectile. Use and the reasoning behind it.
the graph paper to help students
visualize the motion.
Formative Assessment 1. Students' understanding of projectile motion can be assessed
TRANSFER through their participation in class discussions and completion of
Write Critically the problems provided.
2. An additional assessment could involve asking students to create
their own problem related to projectile motion and solve it.

SFXLC LESSON PLAN: Science 10
Learning Competency 1. investigate the relationship between:
A. volume and pressure at constant temperature of a gas
B. volume and temperature at constant pressure of a gas
C. explains these relationships using the kinetic molecular theory
Day 1-3: Kinetic Molecular Theory
TOPIC:

Framing the Lesson  how gases behave based on the motion and relative distances
between gas particles
Performance Standards Day 1-3: N/A
Framing the Lesson

DAY 1
TOPIC: Kinetic Molecular Theory TEXT:
Activating Prior Knowledge 1. Start by asking students if they 1. Tell their observation.
have ever used a bicycle pump
TALK or inflated a balloon.
DO/TALK 1. Use the whiteboard to draw a 1. Listen to the discussion.
Purposeful Talk, Small diagram of a container of gas
Groups with a movable piston.
READ/TALK 2. Discuss how the movement of 2. Listen to the discussion.
the piston changes the volume
Classroom Interaction of the gas and affects its
(student based activities pressure.
that include the four modes 3. Provide students with a series of 3. Work through the problems
of language of language of problems related to volume and together as a class,
listening, speaking, reading pressure at constant explaining each step and
and writing) temperature of a gas, including the reasoning behind it.
finding the pressure when the
volume changes or finding the
volume when the pressure
changes. Use the ideal gas law
to solve the problems.
4. Divide the class into pairs and 4. Use the graph paper and
give each pair a set of problems calculators to solve the
related to volume and pressure problems.
at constant temperature of a
gas.
5. Circulate around the room to 5. Ask for assistance.
answer questions and provide
assistance as needed.
Formative Assessment 1. Students' understanding of volume and pressure at constant
TRANSFER temperature of a gas can be assessed through their participation in
Write Critically class discussions and completion of the problems provided.
WRITE 2. An additional assessment could involve asking students to design
an experiment to test Boyle's law and explain their results.
DAY 2
TOPIC: Kinetic Molecular Theory TEXT:
Activating Prior Knowledge 1. Start by asking students if they 1. Tell their observation.
have ever inflated a balloon or
TALK used a propane tank.
Students
will
answer the
teacher
questions
for
conducting
a survey
on honesty
of
G7
students.
1.) You
found
someone’s
wallet.
What
would you
do ?
2.) You are
mistakenly
given
50pesos
extra
change .
What
would you
do ?
3.) An
extra 10
points
mistakenly
added to
your score
in the
exam.
Would you
report it to
your
teacher ?
4.) You
know your
teacher is
not strict
during
exams,
Would you
cheat ?
5.) Are you
honest
most of the
time ?
Students
will
answer the
teacher
questions
for
conducting
a survey
on honesty
of
G7
students.
1.) You
found
someone’s
wallet.
What
would you
do ?
2.) You are
mistakenly
given
50pesos
extra
change .
What
would you
do ?
3.) An
extra 10
points
mistakenly
added to
your score
in the
exam.
Would you
report it to
your
teacher ?
4.) You
know your
teacher is
not strict
during
exams,
Would you
cheat ?
5.) Are you
honest
most of the
ti
DO/TALK 1. Use the whiteboard to draw a 1. Listen to the discussion.
Purposeful Talk, Small diagram of a container of gas
Groups with a fixed volume.
READ/TALK 2. Discuss how the temperature of 2. Listen to the discussion.
the gas affects its pressure and
Classroom Interaction how that pressure is affected by
(student based activities the fixed volume of the
that include the four modes container.
of language of language of 3. Provide students with a series of 3. Work through the problems
listening, speaking, reading problems related to volume and together as a class,
and writing) temperature at constant explaining each step and
pressure of a gas, including the reasoning behind it.
finding the volume when the
temperature changes or finding
the temperature when the
volume changes. Use the ideal
gas law to solve the problems.
4. Divide the class into pairs and 4. Use the graph paper and
give each pair a set of problems calculators to solve the
related to volume and problems.
temperature at constant
pressure of a gas.
5. Circulate around the room to 5. Ask for assistance.
answer questions and provide
assistance as needed.
Formative Assessment 1. Students' understanding of volume and temperature at constant
TRANSFER pressure of a gas can be assessed through their participation in
Write Critically class discussions and completion of the problems provided.
2. An additional assessment could involve asking students to design
an experiment to test Charles's law and explain their results.

LP 4th Quarter - Week 2

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

LP 4th Quarter - Week 2

Uploaded by

Copyright:

Available Formats

Date/Day: February 26-March 2 Teacher: Mohammad Saide M.

Formative Assessment 1. Informally assess students' understanding of statistical

Content Standards We will (class)

Student Interaction The teacher will... The learner will…

Content Standards We will (class)

Quartiles (20 minutes)

Date/Day: February 26-March 2 Teacher: Mohammad Saide M. Langco

Content Standards We will (class)

Student Interaction The teacher will... The learner will…

Date/Day: February 26-March 2 Teacher: Mohammad Saide M. Langco

Content Standards We will (class)

Framing the Lesson

You might also like