Republic of the Philippines

Department of Education
Region I
SCHOOLS DIVISION OF _____________
_______________ ELEMENTARY SCHOOL
District of ___________

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 9
Designed, adapted and implemented teaching strategies that are
responsive to learners with disabilities, giftedness and talents

PROMPT #2
Design a lesson plan for the gifted and talented learners based on your idea on how they may be addressed in
your class. Your strategies for the gifted and talented learners must be highlighted and annotated in this form.
Attach your lesson plan here.

YOUR ANNOTATIONS

Planning for gifted and talented learners is rewarding, fascinating, and challenging. To teach gifted learners well, it
should begin with the premise that each child should come to school to stretch and grow daily. It includes the
expectation that the measure of progress and growth is competition with oneself rather than competition against
others

It is always good and proper to start the lesson with the preliminary activities for learners to be familiar with the
routine in class.

Not all gifted have good memory, and not because they are gifted the review of previous lesson will not be part of
the plan. It is always correct to start a new lesson by connecting or linking what is previously discussed or learned.

Gifted learners sometime find average children song or dance boring in starting a new lesson. So in the lesson
plan the motivation is direct to what they are going to use in the new lesson. Gifted do not pay attention anymore
when they see no connection from the start of the lesson.

Lesson for the gifted is more of learners’ activities. In the activating prior knowledge learners are tasked to identify
composite figures. This is for the inquiry or research-based approach. They need to find out which figures are
composite and not.

Little discussion is needed for the gifted learners and they find learning more interesting when they do work on their
own. So in What’s In, I planned to discuss and elaborate the lesson a little and give them instant seatwork.

Gifted also have interest in learning through visual presentation, that is why I gave them YouTube links to watch
about finding areas of composite figures like triangles and rectangles.

It is also good to integrate collaborative learning in the lesson but due to the health protocols I was not able to
make it. But the lesson plan can be altered easily. In making lesson plan for the gifted it is always nice to make it
flexible and open to changes. In the What’s More instead of giving it as an individual work it can be done by a
group. This is to develop their social skills. Some gifted learners do not really interact with others so it will be good
if they could develop being sociable from time to time.

Like any other learners, bright learners still need proper attention in order for them to grow and develop skills they
 Republic of the Philippines
Department of Education
Region I
SCHOOLS DIVISION OF _____________
_______________ ELEMENTARY SCHOOL
District of ___________

need for them to battle life challenges. As a teacher we should guide them, this can be done by properly
constructing the lesson suited for them. Be familiar, get to know their intellectual passion and do not expect them to
know everything in class, everyone still has a lot to learn. Check classroom set-up, design the classroom for them
to move freely. Bright kids needed space to move when they think of a solution to a problem.

School Gr & Sec

LEARNING
Teacher Learning Area
PLAN for
Observation
CO 1 Quarter
Date & Time

I.OBJECTIVES
A. Content The learner demonstrates understanding of rate and speed, and of area and
Standards surface area of plane and solid/space figures.
B. Performance The learner is able to apply knowledge of speed, area, and surface area of plane
Standards and solid/space figures in mathematical problems and real-life situations.
C. Learning
Finds the area of composite figures formed by any two or more of the
Competencies
following: triangle, square, rectangle, circle, and semi-circle. (M6ME-IIIh-89)
/
Objectives
I. CONTENT MEASUREMENT
II. LEARNING SLM (SELF LEARNING MODULES)
RESOURCES VIDEO
Math 6 DepEd CO SLMS, Module 6
A. References Most Essential Learning Competencies (MELC) in Mathematics 6
Youtube:
III. LEARNING TASKS
1. Opening prayer
A. Preliminary 2. Checking of Attendance
Activities 3. (Online) Classroom Rules
4. Review Lesson
Are you familiar with these figures?
B. Motivation
Let the pupils guess what formula of the figure was shown in the presentation.
C. What I Know Activating prior knowledge. Ask the pupils to identify composite figures.
(Prior
knowledge
about the 1.
lesson)
2.

3.
 Republic of the Philippines
Department of Education
Region I
SCHOOLS DIVISION OF _____________
_______________ ELEMENTARY SCHOOL
District of ___________

4.

5.
D. What’s In Discuss how to get the areas of the basic figures, such as square, triangle,
reactangle, and circle. Elaborate on using the formulas by giving ample
examples. And demonstrate how to solve for the area of a given figure.

Then ask the pupils to find the area of the following figures.

E. What’s New A. Video Presentation

 Republic of the Philippines
Department of Education
Region I
SCHOOLS DIVISION OF _____________
_______________ ELEMENTARY SCHOOL
District of ___________

The pupils watch the video about composite figures.

Finding the Area of a Composite Figure | Area of Composite Rectangles

https://www.youtube.com/watch?v=z4Lat1uOQI4

Finding the Area of Composite Figures with Triangles

https://www.youtube.com/watch?v=bo483Varm-U

B. Presentation of the New lesson

and What is It

(Presentation
of the new
lesson and
discussion)

Area of Triangle Area of Square

A=½xbxh A = side x side
A = ½ x 7cm x 8cm A = 7cm x 7cm
A = ½ x 56 sq. cm A = 49 sq. cm
A = 28 sq. cm
 Republic of the Philippines
Department of Education
Region I
SCHOOLS DIVISION OF _____________
_______________ ELEMENTARY SCHOOL
District of ___________

28 sq. cm + 49 sq. cm = 77 sq. cm

Show more examples of composite figures and discuss further on how to find
the area on each figure.
F. What’s More Find the area of the shaded region on each item.
(Practice
Exercise)
 Republic of the Philippines
Department of Education
Region I
SCHOOLS DIVISION OF _____________
_______________ ELEMENTARY SCHOOL
District of ___________

G. What I Have
How do we find the area of composite figures?
Learned
(Generalization)
H. What I Can Do Read and solve the problem.
(Application)
1. The rectangular part of the oval, where most ball games and throwing
events were conducted measures 85 meters by 35 meters, with a semi-
circle at each of the short sides. What is the area of the rectangular
part?

I. Assessment Find the area of the shaded region on each item.

(Formative Test)
 Republic of the Philippines
Department of Education
Region I
SCHOOLS DIVISION OF _____________
_______________ ELEMENTARY SCHOOL
District of ___________

J. Homework

Annotation:
Math is a challenging subject for teachers to teach as well as to the learners. To address the challenges of
learning concepts in Mathematics the learning objectives must be aligned with the instructional activities
and the formative or summative assessment. So as not to confuse the learners with the new lesson in
Math it is important to connect or link the new lesson with their prior knowledge or other content across
the curriculum. Research-based approached and demonstrative way of teaching Mathematics are great
strategies for easier understanding in the part of the learners. Demonstrating the use of formulas in
computing areas of plane figures will help the learners get the idea easily. After discussing and
demonstrating it is just right to test what the learners grasp by giving independent activities to the fast
learners and guided seatwork for the slow. It is also helpful to the learners if you could provide them video
lessons that could further explain the topic which they can review from time to time if they have missed
out something.