TEACHER: _________________________ DATE SUBMITTED: ________________________

RATER: ________________________________ SUBJECT & GRADE LEVEL: _________________

DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the questions/prompts provided. Use
any local or official language that you are comfortable with. Use extra sheets if needed. Please limit your response to
500 words.

OBJECTIVE 10
Adapted and used culturally appropriate teaching strategies to
address the needs of learners from indigenous groups
PROMPT #1
Below is an assessment activity for a class of 30 learners, five of which belong to an indigenous peoples (IP) group.
Evaluate the appropriateness of the activity to your learners. Write your response in this form.

Directions: For your assessment, research on the following roles in your community by asking your parents or
anyone with knowledge on these roles. Choose from Set A and Set B. Explain why these are important roles.

Set A Set B
1. mayor 1. datu/chieftain
2. councilors 2. community elders
3. medical officers 3. healers

YOUR REFLECTIONS

Education is regarded as a human right in and of itself and an essential tool for achieving other human rights and
fundamental freedoms. It is the door through which economically and socially underprivileged people can rise
beyond poverty and fully access the resources they need to engage in their communities fully. Education is
becoming more widely recognized as one of the best long-term financial and social investments a country can
make. Indigenous children and adults can exercise and enjoy their economic, social, and cultural rights with the
help of appropriate education. It also improves their ability to exercise civil rights, allowing them to have a more
significant say in political policy decisions that affect their human rights. As a result, education is critical for the
enjoyment, preservation, and transmission of indigenous cultures, languages, customs, and knowledge.

The given assessment above will provide the learners with their choice. This intercultural approach will boost
positive community life between individuals from various cultures and religions by focusing on individuals as a
central element and holders of rights. Set A will allow the students who respect mayors, councilors, and medical
officers to conduct their assessment, while Set B will let the indigenous learners do their interviews with their
datu/chieftain, community elders, and healers. This can help us understand the students’ preferences, strengths and
weaknesses when communicating and how these can help or hinder us when communicating across cultures.

This good intercultural communication fundamentally requires intercultural awareness, an understanding that
different cultures have different standards and norms. The idea is that if you don’t understand how your students
communicate, you might make some poor decisions as a teacher. Intercultural communication is crucial in school
and education because it prevents bad teaching.
DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the questions/prompts provided. Use
any local or official language that you are comfortable with. Use extra sheets if needed. Please limit your response to
500 words.

OBJECTIVE 10
Adapted and used culturally appropriate teaching strategies to
address the needs of learners from indigenous groups
PROMPT #2
Design a lesson plan for your class that integrates aspects of indigenous peoples (IP) culture using national
mandates on indigenous people’s education (IPEd) as reference:
• Republic Act No. 8371 or the Indigenous People’s Rights Act of 1997
• DepEd Order No. 62, S. 2011, or the Adopting the National Indigenous Peoples (IP) Education Policy
Framework
• DepEd Order No. 32, S. 2015, or the Adopting the Indigenous Peoples (IP) Education Curriculum
Framework

The integration of IP culture in the lesson plan must be highlighted and annotated in this reflection form.
Attach your lesson plan here.

YOUR ANNOTATIONS

The activity below is part of the lesson plan attached here, designed for intercultural differences in which
indigenous learners and non-indigenous learners can both answer.

Constructivism Approach
ACTIVITY 1: PICTURE ANALYSIS
The teacher will show the following pictures to the students and give them time to think.
Direction: Observe the pictures shown. Then, answer each question comprehensively.

From the picture shown, ask the students the given questions.

1. What have you seen in the picture? What do they have in common?
2. Why are there triangles in the structures? Are the
 triangles congruent?
3. Why are the bridges and buildings stable?
4. When do we say that two triangles are congruent?

I employed constructivist teaching because this approach will let learners learn with their beliefs. Learning is
actively involved in the process of meaning and knowledge construction rather than passively receiving
information. With these, I can create a collaborative problem-solving environment where my students become
active participants in their own learning.
Learning Area
Learning Delivery Modality

School Grade Level

Teacher Learning Area

LESSON Teaching Date Quarter
EXEMPLAR Teaching Time No. of Days

I. Objectives
A. Content The learner demonstrates understanding of key concepts of axiomatic structure of
Standards geometry and triangle congruence.
B. Performance The learner is able to communicate mathematical thinking with coherence and clarity, in
Standards formulating, investigating, analyzing and solving real life problems involving triangle
congruence.
C. Learning At the end of the lesson, students must be able to:
Competencies a. define congruent triangles;
or Objectives b. identify corresponding congruent parts between two congruent triangles; and
c. appreciate the importance of triangle congruence in real life.
D. Most Essential Illustrates triangle congruence (M8GE-IIIf-1)
Learning
Competencies
(MELC)
E. Enabling
Competencies
II. Content Triangle Congruence
III. Learning Resources

A. References
a. Teacher’s Guide pp. 380-383
Pages
b. Learner’s
Material Pages pp. 349-352
c. Textbook Pages pp. 349-352
d. Additional
Materials from
Learning
Resources
B. List of Learning
Resources for Mathematics 8 Learner’s Packet (LeaP)
Development and
Engagement Activities PIVOT 4A Learner’s Material Mathematics Grade 8
IV. Procedure
A. Introduction
A. Routinary Matters
 Prayer
 Greetings
 Classroom Management
 Checking of Attendance
B. Review
Complete Me!
Direction: Supply the missing word to complete each statement.
1. In every triangle, the sum of the measures of the three interior _______is 180º.
2. If two angles are vertical angles, then they are_______________.
3. If two triangles form a linear pair, then they are ________________.

C. Priming Activities
Let’s Play Jigsaw!

Direction: Put the jigsaw piece in the space where it fits as quickly as you can. The first
group to complete the activity wins the game, followed by the second and third groups,
who are declared first, second, and third placers, respectively.
(The activity can be done by group following the health and safety protocols strictly.
The teacher will act as a facilitator)
The teacher will ask this question: So, what’s the main idea of this game?
A player put the jigsaw piece that is exactly similar to the space on the board, or, that is
congruent to it.

Constructivism Approach
ACTIVITY 1: PICTURE ANALYSIS
The teacher will show the following pictures to the students and give them time to think.
Direction: Observe the pictures shown. Then, answer each question comprehensively.
 From the picture shown, ask the students the given questions.

1. What have you seen in the picture? What do they have in common?
2. Why are there triangles in the structures? Are the
triangles congruent?
3. Why are the bridges and buildings stable?
4. When do we say that two triangles are congruent?

B. Development The teacher will show figures of triangle congruence and discuss examples.

Questioning:
What can you say about the shape and size of the first figure? second
figure? and third figure?
Among the given figures, which pair of triangles are congruent?
Can we consider figure 3 as congruent triangles?
How can we ensure that the triangles are of the same shape and size?

In figure 3, if triangles ABC and TSR can match up their vertices by flipping
and rotating the figures until they overlap exactly then you will notice the corresponding
sides and the corresponding angles that overlapped are congruent.
 Let the students state the definition of congruent triangles based on the given examples.
Two triangles are congruent if and only if all
their corresponding parts are congruent.

C. Engagement Collaborative Approach

Ask the students to group into 3. A representative from each group shall be asked to
report their output (maximum of 2 minutes each.

RUBRIC FOR GRADING:

Score Performance Indicators
Distinguished Fully and eloquently articulates idea and develop connections
10 among mathematical concepts. The presentation has clearly
defined structure and the answer is accurate.
Proficient Clearly articulates mathematical concept. The presentation is not
8 that clearly defined but the answer is accurate.

Basic Explains mathematical concepts without difficulty but expresses

6 idea in rudimentary form. The answer is not precise.
Unsatisfactory Displays errors in knowledge of mathematical concepts. There is
4 an attempt to solve the problem, but the final answer is incorrect.

ACTIVITY 2: MARK ME
 Direction: Mark the angles and sides each of pair of triangles to indicate that they are
congruent.

Process questions after the group activity

 Can you name the corresponding sides? Corresponding angles?
 How many pairs of corresponding parts are congruent if two triangles are
congruent?
 Where do you see congruent triangles?

D. Assimilation Directions: Show that the legs of the swing are congruent triangles. Complete the list of
corresponding congruent parts and name the congruent triangles.

We can assume the triangle as symbolism for foreign policy or

perhaps globalization effort. If two triangles are congruent, two
countries may have the same foreign policy/ globalization effort.
On the larger scale, if congruent triangles exist, several nations
share the same policies /globalization efforts. In the present
situation, if nations only share the same vision, caring for each
other, worldwide production of vaccines can be shared. The SARS-
COVID can be defeated, and all things will go back normally. The
Valuingeconomy will be back to stability, and peace among nations is
achievable, “NO WAR, NO VIOLENCE, and NO HUNGER.”
V. Assessment
Direction: Given ABC ≅ DEF, find the measurement for each side and angle
based on the figure below. Write your answer on a piece of paper.

When are two triangles congruent?

VI. Reflection
 The learners communicate the explanation of their personal assessment as indicated in
the Learner’s Assessment Card.
 The learners will write their personal insights about the lesson in their notebook using
the prompts below:
I understand that ___________________.
I realize that ________________________.
I need to learn more about __________.

VII. Agreement Show how triangle congruence works in the situation below. Assume that you are one of
the contestants.
Situation:
In the upcoming City Festival, there will be a contest on kite flying. As a
contestant, you are to submit the design of your kite and an instruction guide on how to
make and fly a kite. You will also submit the mechanics on how you came up with your
design.

VIII. Others
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation.

C. Did the remedial

lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation.

E. Which of my
teaching strategies
worked well? Why did
it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s did I
use/discover which I
wish to share with other
teachers?

H. No. of learners who

earned 80% on the
formative assessment