School: Tonggo Integrated School Grade Level: 10

GRADE 10 Teacher: Rhea B. Diadula Learning Area: Mathematics

DAILY LESSON LOG Teaching Dates and
Time: November 13-17, 2023 Quarter: 2 Week 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards:
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if
needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of key concepts of polynomial function.

B. Performance Standards: The learner is able to conduct systematically a mathematical investigation involving polynomial functions in different fields.
C. LearningCompetencies/ The learner illustrates Graphs polynomial The learner graphs Graphs polynomial
Objectives: polynomial functions. functions. (M10AL-IIa-1) polynomial function. functions. (M10AL-Ia-b-1)
Write the LC Code for each (M10AL-IIa-1) a. Find the x- (M10AL-IIa-b-1) a. Sketch the
a. Identify intercept of a polynomial a. Describe the graph of polynomial
polynomial functions. function. behavior of the graph using function.
b. Illustrate b. Find the y- the Leading Coefficient b. Value
polynomial functions. intercept of a polynomial Test. accumulated knowledge as
c. Value function. b. Identify the means of new
accumulated knowledge as c. Value number of turning points understanding.
means of new accumulated knowledge as and the behavior of the
understanding. means of new graph based on the
understanding. multiplicity of zeros.
c. Value
accumulated knowledge as
means of new
understanding.

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or
two.
II. CONTENT Illustrating Polynomial
Finding x and y intercepts Graphs of Polynomial Graphs of Polynomial
of Polynomial Functions Functions Functions
Functions

III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a
RESOURCES mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
D. References
1. Teacher’s Guide Pages pp. 86-90 pp. 90-92 pp. 93-105 pp. 93-105
2. Learner’s Materials Pages pp. 106-108 pp. 108-111 pp. 112-121 pp. 112-121
3. Textbook Pages
4. Additional Materials from https://www.google.com/
Learning Resource (LR) maps
 portal
E. Other Learning Quipper Gradem 10 Quipper Gradem 10 Quipper Gradem 10 Quipper Gradem 10
Resources
MONDAY TUESDAY WEDNESDAY THURSDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
IV.PROCEDURES learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways
to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson FACT or BLUFF Pass the Message Find your Match Polynomial Dance
or Presenting the New Group students to five. Group the class into 5. Give
Lesson Write FACT if the expression The student seated in front each group a polynomial Describe the behavior of each
being shown is a polynomial, will solve the given problem function. Have them match polynomial function through
otherwise write BLUFF. and will pass the answer to the assigned function to different dance moves.
1. 14 x his members until it reach them to the given graphs on 1. 𝑦 = 𝑥3 + 3𝑥2 –
2. 5 x 2−4 √ 2 x+ x the last person in the group. the board. 𝑥−3
The group that gets the most The group who got the 2. 𝑦 = (2𝑥 + 3)
3. Π
3 1
number of correct answers correct answer earns 5 (𝑥 − 1)(𝑥 − 4)
4. wins the game. points.
x 4 +3 x 4 +7
5. −4 x−100 + 4 x 100 Factor the following
polynomials:
1. y = x3 + 3x2 – x – 3
2. y = x2 – x – 2
3. y = x3 + x2 – 12x
4. y = –x4 + 16
5. y = x2 + 8x+12

B. Establishing a Purpose for
the Lesson
Using the polynomial
function
3 2
P ( x )=6 x + 4 x +6
How many terms are there?
What is the degree of the
polynomial?
What is the leading
coefficient?
How about the constant
term?
Motivational Activity :
Are you familiar with the
place shown in the map?
Aside from the Intercepts,
there are many other things
to consider when we draw
the graph of a polynomial
function. These are some
other things that we need to
take into consideration; a.
multiplicity of roots. b.
behavior of the graph c.
number of turning points
Think-Pair-Share
Find the x- and y- intercepts
of the polynomial function
𝑃(𝑥)=(𝑥+1)2(𝑥+2)
(𝑥−2)(𝑥−3)
1. Sketch the graph of
the polynomial using
the result.

The map shows the western 2. In graphing the

part of Cavite, taken from polynomial, where did
Google Earth. When we take you find difficulties?
a closer look at the coast
lines, this will be the picture: 3. Are the intercepts
enough information to
 sketch the graph?

In the study of the Graph of

a Polynomial Function, the
points where the graph
passes through the axes are
very important, these are the
x- and y- intercepts.

C. Presenting Illustrative examples: Illustrative Examples: Illustrative Examples: The polynomial in

Examples/Instances of the
Lesson a. The polynomial function
(𝒙) = 𝟔𝒙𝟑 + 𝟒𝒙𝟐 + 𝟔 has 3
terms. The highest power of
its terms is 3. Therefore the
degree of the polynomial is 3.
The leading coefficient is 6
a. Find the intercepts of
y = x3 – x2 – 10x – 8
Solution:
To find the x-intercept/s,
y = x3 – x2 – 10x – 8
y = (x + 1)(x + 2)(x – 4)
1. Describe the behavior of
the graph of
f(𝑥) = (𝑥 + 1)2 (𝑥 + 2)(𝑥 − 2)(𝑥 −
3).
a. x- and y-intercepts: x-
intercepts:−2,−1,−1,2, 3 y-
factored form is
𝑦=(𝑥−1)(𝑥+1)(𝑥−2)(𝑥+2)
The roots(x-intercepts) are 1,−1,2 and −2
The y-intercept is 4
There are no roots of
even multiplicity
𝑎n=1, 𝑎n>0,
and the constant term is 6.
b. The polynomial function 𝒚
= 𝟓𝒙𝟐 + 𝟐𝒙𝟑 − 𝒙𝟒 + 𝟑 has 4
terms. The polynomial
function can be written in
the standard form 𝒚 = −𝒙𝟒 +
𝟐𝒙𝟑 + 𝟓𝒙𝟐 + 𝟑 .The leading
term is −4𝑥4 , and the degree
of the polynomial is 4. The
leading coefficient is −4 and
the constant term is 3.
c. Polynomials may also be
written in factored form and
as a product of irreducible
factors, that is a factor can
no longer be factored using
coefficients that are real
numbers. The function 𝑦 = 𝑥4
+ 2𝑥3 − 13𝑥2 − 10𝑥 in factored
form is
𝑦 = (𝑥 − 5)(𝑥 + 1)(𝑥 + 2).
Factor completely
0 = (x + 1)(x + 2)(x – 3)
Equate to zero
Then equate each factor
to 0 and solve for x
x+1=0 ; x = -1
x+2=0 ; x = -2
x – 4 = 0 ; x the
The x-intercepts are –1, –2, and
the graph will pass
through (–1, 0), (–2, 0),
and (4, 0).
In finding the y-intercept, Let xat= 𝑟.
polynomial.
That is,
y = x3 – x2 – 10x – 8
y = 03 – 02 – 10(0) – 8
y=–8
The y-intercept is – 8.
This means the graph will
also pass through (0, – 8).
b. Find the intercepts of
y = x4 + 6x3 – x2 – 6x
Solution:
For the x-intercept(s),
find x when y = 0.
Use the factored form.
That is,
y = x4 + 5x3 – 4x2 – 20x
y = x(x + 5)(x + 2)(x – 2)
0 = x(x + 5)(x + 2)(x – 2)
Again equate each
factor to zero and
solve for x
x = 0 x + 5 = 0 x + 2 = 0 iii. comes up from the
x = –5 x = –2
Again, finding the
y-intercept simply requires
intercept: 12
The graph will intersect
the x-axis at (−2,0),(−1,0),
(2,0), (3,0) and the y-axis
at (0,12).
b. multiplicity
If 𝑟 is a zero of odd
multiplicity, = 4 graph of
4. This the
(𝑥) crosses meansx-axis at r.
If 𝑟 is a zero of even
multiplicity, the graph of
(𝑥) is tangent to the x-axis
0 in the given
Since the root -1 is of
even multiplicity 2, then
the graph of the
polynomial is tangent to
the x-axis at -1.
c. behavior of the graph:
The following
characteristics of
polynomial functions will
give us additional
information.
The graph of a polynomial
function:
i. comes down from the
extreme left and goes up
to the extreme right if n is
even and 𝑎𝑛 > 0
ii. comes up from the
extreme left and goes up
to the extreme right if n is
odd and 𝑎𝑛 > 0
extreme left and goes
down to the extreme right
if n is even and 𝑎𝑛 < 0
𝑛=4 and is even
Since 𝑛 is even and
𝑎n>0, then the graph
comes down from the
extreme left and goes
up to the extreme
right.
There are 3 turning
points.
The graph will follow
the pattern:
Describe or determine
the following, then
sketch
the graph of
y = -x3 – x2 + x + 1
a. leading term
b. behavior of the graph
c. x-intercepts
d. multiplicity of roots
e. y-intercept
f. number of turning points
g. sketch
Solution:
𝑦=−𝑥3 −𝑥2 + 𝑥 + 1
a. leading term: -1
b. behavior of the
graph: the graph
comes down from the extreme left and goes down
the extreme right
( 𝑛 is odd and 𝑎n<0)
c. x-intercepts:
−1,−1 and 1
the polynomial in
factored form is
𝑦=−(𝑥+1)2(𝑥−1)
d. multiplicity of
roots:
-1 is of even
multiplicity 2,
us to set x = 0 in the given
polynomial. That is,
y = x4 + 5x3 – 4x2 – 20x
y = (0)4+ 5(0)3 – 4(0)2 – 20(0)
y=0
The y-intercept is 0. This
means the graph will also
pass through (0,0).
iv. comes down from the
extreme left and goes
down to the extreme right
if n is odd and 𝑎𝑛 < 0
For additional help, we
can summarize this in the
figure:
n is even n is odd
therefore the graph is
tangent to the x-axis
at (−1,0)
e. y-intercept: 1
f. number of turning
points: 2
(for the graph to
intersect the
computed
x-intercept and
y-intercept, and a
tangent to (−1,0)
there should be 2
turning points)
g. sketch:

an>0

an<0

If the polynomial
function
𝑃(𝑥) = (𝑥 + 1)2(𝑥 + 2)(𝑥 − 2)(𝑥
− 3) is written in the
standard form then we
have
𝑃(𝑥) = 𝑥5 − 𝑥4 − 9𝑥3 + 𝑥2 +
20𝑥 + 12

We can easily see that this

is a 5th degree
polynomial. Thus, 𝑛 is
odd.
The leading term is 𝑥5, 𝑎𝑛 =
1 and 𝑎𝑛 > 0.
Therefore the graph of the
polynomial comes up from
the extreme left and goes
up to the extreme right if
n is odd and 𝑎𝑛 > 0

d. number of turning
points:

Remember that the

number of turning points
in the graph of a
polynomial is strictly less
than the degree of the
polynomial.
Also, we must note that;
i.Quartic Functions: have
an odd number of turning
points; at most 3 turning
points
ii.Quintic functions: have
an even number of turning
points, at most 4 turning
points
iii.The number of turning
points is at most (𝑛 − 1)

For our graph to pass

through the intercepts
(−2,0), (2,0), (3,0) and
tangent at (−1,0), there
will be 4 turning points.

2. Describe the behavior

of the graph of
𝑦 = 𝑥4 − 5𝑥2 + 4

a. x- and y-intercepts
The polynomial in
factored form is
𝑦 = (𝑥 − 1)(𝑥 + 1)(𝑥 −
2)(𝑥 + 2)
The roots(x-intercepts) are
1,−1, 2 and −2.
 The y-intercept is 4

The graph will intersect

the x-axis at (−2,0),(−1,0),
(2,0), (1,0) and the y-axis
at (0,4).

b. multiplicity
There are no roots of
even multiplicity.

c. behavior of the graph:

𝑛 = 4 and is even
Since 𝑛 is even
and 𝑎𝑛 > 0, then the
graph comes down from
the extreme left and goes
up to the extreme right.

d. turning points
There are 3 turning
points.

D. Discussing New Concepts Fix and Move Them, then Fill 1. In graphing 1. Are the intercepts 1. How do you find the
and Practicing New Skills Me Up polynomial function, enough information activity?
#1 Direction: Consider the given what is the for us to graph 2. What are the things to
polynomial functions and fill importance of the x- polynomials? identify to sketch the graph
in the table below. and y- intercepts? of polynomial functions?
Polynomi S D L C 2. What are the steps in 2. How can we describe 3. How do we sketch the
al t C T finding the the behavior of the graph of polynomial
Function a intercepts? graph of a polynomial functions?
n function?
d
a 3. Is it possible for the
r degree of function to
d be less than the
F number of turning
o points?
r
m
2
f ( x )=2−11 x+ 2 x
3
( ) 2x 5
f x= + +15 x
3 3
f ( x )=x ( x −3)
 2
f ( x )=x ( x −5)
3 4
y=3 x +2 x−x
E. Discussing New Concepts Sketch the graph of
and Practicing New Skills Determine the intercepts of p(x) = 2x3 – 7x2 – 7x+ 12
#2 the graphs of the following
polynomial functions: a. leading term:
1. y = (x + 2)(x + 3)(x + 5) ___________________
Given: _______________________ b. behavior of the graph:
Factor completely:______________ _____________
Equate y to 0:__________________ ( 𝑛 is odd and 𝑎𝑛>0)
Then equate each factor to c. x-intercepts:
zero and solve for x: __________________
(__ )=0 (__ )=0 (__ )=0 d. multiplicity of
𝑥= ____ 𝑥= ____ 𝑥= ____ roots:_____________
Find the following then
Let x = 0 e. y-intercept:___________
describe the behavior of the
y = (0 + 2)(0 + 3)(0 + 5) f. number of turning points:
graph of 𝑝(𝑥) = 𝑥3 − 𝑥2 − 8𝑥 +
y = _______ 2
12
x-intercepts: g. sketch:
Analysis: _____________________ a. leading term: ______
1. When are functions y-intercept: b. behavior of the graph:
polynomials? _____________________ ____________________
2. How can we
( 𝑛 is odd and 𝑎𝑛 > 0)
determine the degree
of a polynomial 1
2. y = x2(x – )(x + 1)(x – 1) c. x-intercepts: ________
function?
3. In a polynomial
2 the polynomial in
factored form is
function, which is the
𝑦 = (𝑥 − 2)2(𝑥 + 3)
leading coefficient?
Constant term?
Given:________________________d. multiplicity of roots:_____
Factor completely: ______________
e. y-intercept:_________
Equate y to 0: _________________
Then equate each factor to
zero and solve for x f. number of turning points:
Let x = 0
y = 02 (0 – 2)(0 + 1)(0 – 1)
y = _______
x-intercepts: _______________________
y-intercept: ________________________

3.y = x3 + x2 – 14x – 24
Given:___________________________
Factor completely:__________________
Equate y to 0:_____________________
 𝑥2=0 (__ )=0 (__ )=0 (__ )=0
𝑥= 𝑥= 𝑥= 𝑥=
Then equate each factor to
zero and solve for x
(__ )=0 (__ )=0 (__ )=0
x= ____ x=____ x=____
Let x= 0
y = 03 + 02 – 14(0) – 24
y = _______
x-intercepts:
______________________
y-intercept:
______________________
F. Developing Mastery Tell whether the following is Determine the intercepts of Describe the graph of the Sketch the graph of the
(Leads to Formative a polynomial function or not. the graphs of the following following polynomial polynomial function
Assessment ) Give the degree and the polynomial functions: functions: 𝑦=(𝑥+2)2 (𝑥−3) (𝑥+1)
number of terms for 1. 𝑦 = 𝑥3 + 3𝑥2 − 𝑥 − 3
polynomial functions. 2
1. P(x) = x + 8x + 15 2. 𝑦 = −𝑥3 + 2𝑥2 +
2 3 2
11𝑥 - 12
1. y=3 x −2 x+ 4 2. P(x) = x – 2x – 4x + 8
2. y=5
x+3 3. P(x) = x4 – 2x2 + 1
x+ 4 4. P(x) = (x + 2)(x + 5)
3. y= (x – 3)(x – 4)
3
1
4. y= ( x−4 ) ( 4 x +1 ) 5.P(x) = x(x – )(x + 4)
2
5. y=√ 6 x 2+1 (x – 1)
G. Finding Practical Use all the numbers in the
Applications of Concepts box once as coefficients or
and Skills in Daily Living exponents to form as may
polynomial functions of x as
you can. Write your
polynomial function in
standard form
1 -2
√3 2
−2
3
5 3
H. Making Generalizations and A polynomial function is a
Abstractions about the function in the form
Lesson 𝑷(𝒙) = 𝒂𝒏𝒙𝒏 + 𝒂𝒏−𝟏𝒙𝒏−𝟏 + 𝒂𝒏−𝟐𝒙𝒏−𝟐
+ ⋯+ 𝒂𝟏𝒙𝟏 + 𝒂𝟎,
where 𝑛 is a nonnegative
integer, n as a positive
integer implies that:
a. n is not negative
b. n is not zero
c. n is not a fraction
d. n is not a radical, and
e. n is not imaginary
a 0 , a 1 , … , an are real numbers
n zero
called coefficients, a n x is
the leading term, a n is the
leading coefficient, and a 0
is the constant term.
Determine the Intercepts of
the polynomial functions
represented by the following
graphs:
Solving for the x- and y-
intercepts is an important
step in graphing a
polynomial function. These
intercepts are used to
determine the points where
the graph intersects or
touches the x-axis and the y-
axis.
To find the x-intercept of a
polynomial function:
a. Factor the
polynomial completely
b. Let y be equal to
c. Equate each factor to
zero and solve for x
To find the y-intercept:
a. Let x be equal to zero
and simplify
GROUP ACTIVITY
Sketch the graph of the
Describe the graph of polynomial function
the following polynomial 𝑦 = −(x + 2)(x + 1)2
functions: (x − 3)
1. 𝑦 = 𝑥3 − 𝑥2 − 𝑥 + 1
2. 𝑦 = (2𝑥 + 3)(𝑥 − 1)
(𝑥 − 4)
Things to consider before we To sketch the graph of a
draw the graph of a polynomial function we need
polynomial function. to consider the following:
a. leading term
a. x- and y- intercepts b. behavior of the graph
b. multiplicity of roots c. x-intercepts
If 𝑟 is a zero of odd d. multiplicity of roots
multiplicity, the graph of e. y-intercept
(𝑥) crosses the x-axis at r. f. number of turning points
If is a zero of even
multiplicity, the graph of
(𝑥) is tangent to the xaxis
at 𝑟.
c. behavior of the graph
The following
characteristics of
polynomial functions will
give us additional
information.
The graph of a polynomial
function:
i. comes down from the
extreme left and goes up
to the extreme right if n is
even and 𝑎𝑛> 0

ii. comes up from the

extreme left and goes up
to the extreme right if n is
odd and 𝑎𝑛> 0

iii. comes up from the

extreme left and goes
down to the extreme right
if n is even and 𝑎𝑛< 0

iv. comes down from the

extreme left and goes
down to the extreme right
if n is odd and 𝑎𝑛< 0
For additional help, we can
summarize this in the
figure:
n
is
even
n is
odd

an>0

a n< 0

d. number of turning
points:
Remember that the
number of turning points
in the graph of a
polynomial is strictly less
than the degree of the
polynomial.
Also, we must note that;
i.Quartic Functions: have
an odd number of turning
points; at most 3 turning

I. Evaluating Learning
J. Additional Activities for
Application or Remediation
IV.REMARKS
V. REFLECTION
Direction: Identify the
polynomial functions from
the given set of functions.
Give your reasons.
2
1. f ( x )=2−x+3 x −4 x
4 1. y = x3 + 3x2 – x – 3
2. P(x)=√ 5 x +2 x −x
7 3
3. y=¿
4. f (x)=√ 5 x +3
2
5. y=−4 x +2 x
−1
A. Follow Up
A doll company can make a
doll at a cost of P35 per doll.
If the selling of the doll is 𝑥
pesos and the number of
dolls sold per month is 500 −
𝑥,
a. Express the monthly profit
in pesos as a function of 𝑥.
b. If the selling price of the
doll is P85, determine the
monthly profit. Use the result
in letter a.
B. Study
The graph of a Polynomial
Function, LM pages 108 –
120
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done
Find the x- and y-intercepts
of the following polynomial
functions:
3
2. y = x – 7x + 6
4 2 3
3. y = x – x + 2x – 2x
3 2
4. y = x – 4x + x + 6
2 d. multiplicity of roots e. y-
5. y = –x(x – 2)(x – )
3 1. f. number of turning points
(x – 3)
1. Follow Up
Are the Intercepts enough
information for us to graph
polynomial functions?
Are there other things we
need to consider? What are
those?
2. Study:
Behavior of the Graph of a
Polynomial, Table of Signs,
Multiplicity
LM pages 112-120
points
ii.Quintic functions: have
an even number of turning
points, at most 4 turning
points
iii.The number of
turning points is at most
(𝑛 − 1)
For the given Sketch the graph of the
polynomial function polynomial function
𝑦= −(𝑥 + 2) (𝑥 + 1)4(𝑥− 1)3, y = x6 + 4x5 + 4x4 – 2x3 – 5x2
describe or determine the – 2x
following.
a. leading term
b. behavior of the graph
c. x-intercepts
intercept
A. Follow Up 1. Follow Up
For the given Sketch the graph of: y = x4
polynomial function 𝑦 = 𝑥6 + and y = x5
4𝑥5 + 4𝑥4 − 2𝑥3−5𝑥2 − 2𝑥,
describe or determine the 2. Study
following: Applying the concepts of
polynomial functions in
a. leading term answering real life problems
b. behavior of the graph G10 Mathematics LM pages
c. x-intercepts 122 – 123
d. multiplicity of roots
e. y-intercept
f. number of turning points
g. sketch
B. Study:
Graph of the function 𝑦
= 𝑥6 + 4𝑥5 + 4𝑥4 − 2𝑥3−5𝑥2 −
2𝑥

A. No. of learners who earned
80% in the evaluation
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 work well? Why did
this work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve
G. What innovations or localized
materials did I used/discover
which I wish to share with
other teachers?
Prepared by:
to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__local poetical composition
others please specify:
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__local poetical composition
others please specify:
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__local poetical composition
others please specify:
Checked by:
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__local poetical composition
others please specify:
RHEA B. DIADULA ARBEN P. AÑABEZA
Teacher I Head Teacher II