cot 1 4thq.docx
- 1. School HINAPLANON NHS Grade Level Grade 8 Teacher RAQUEL B. DISOMIMBA Learning Area Mathematics Teaching Date and Time MAY 24, 2023 (3-4 pm) Quarter Fourth I. OBJECTIVES A. Content Standards The learner demonstrates understanding of key concepts of inequalities in a triangle, and parallel and perpendicular lines. B. Performance Standards The learner is able to communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and solving real-life problems involving triangle inequalities, and parallelism and perpendicularity of lines using appropriate and accurate representations. C. Learning Competencies/ Objectives Learning Competency: Applies theorems on triangle inequalities. (M8AL-IVb-1) Learning Objectives: 1. Recall on Four Triangle Inequality Theorems; 2. Demonstrate appreciation through active participation and group team work in doing activities involving the Four Triangle Inequality Theorems. II. CONTENT Application of Triangle Inequality Theorem III. LEARNING RESOURCES Teacher’s guide, learner’s module, A. References 1. Teacher’s Guide 453-454 2. Learner’s Materials 399-401 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Review previous lesson or presenting the new lesson The teacher lets the students review on Triangle Inequality Theorem by letting them identify what kind of Triangle Inequality is shown by the Illustrations and let them read the statement of that theorem by supplying the missing words in the paragraphs. 1. Possible Answer: Tringle Inequality Theorem 3. According to this theorem, for any triangle, the sum of lengths of two sides is always greater than the third side. 2. Possible answer: Exterior angle Inequality Theorem. The exterior angle of a triangle will always be greater than the two remote interior angles. In other words, the measure of the red angle is greater than that of the blue angle or the green angle. The teacher uses the powerpoint to show the illustrations and uses instructional materials to let the students supply the missing words of the statements of theorem thus, the teacher uses a range of teaching strategies that enhance learner achievement in literacy and numeracy skills. Indicator #2
- 2. 3. Possible Answer: Triangle Inequality Theorem 1. It states that in a triangle, the side opposite the larger angle is the longer side. 4. Possible Answer: Triangle Inequality Theorem 2, States that in a triangle, the angle opposite the longer side is the larger angle. The teacher use ICT in developing and organizing teaching and learning resources to address learning goals. Indicator # 8 B. Establishing a purpose for the lesson The teacher lets the students realize the importance of Triangle Inequality theorems in determining the relationship of the sides and angles of a triangle. C. Presenting examples/ instances of the new lesson The teacher presents examples of the Triangle Inequality Theorem in real life situation. 1. Banderitas 2. Roof 3. Sphinx D. Discussing new concepts and practicing new skills The teacher discusses the outdoor activity of the learners. AMAZING TRIANGLE INEQUALITY RACE. RULES: There are 4 groups and each group will have not less than 10 members. In the area inside the school there are four stations assigned, and each station bears a certain flag color. (red, blue, pink and brown). Group leaders will need to spin the wheel to know what color will be assigned to them. In each station there is an assigned person, with him or her is a puzzle that you need to solve as a group ,but before doing so :you need to overcome the challenge assigned to you first. After completing the puzzle, identify what theorem is being displayed in the puzzle and state the theorem by at least two members of the group. The group who can finish and present their output in an orderly manner will be the winner. STATION 1: RED FLAG FILIPINO CHALLENGE LOCATED AT THE MINI-MUSEUM STATION 2: BROWN FLAG SCIENCE CHALLENGE LOCATED AT FLAG POLE STATION 3: PINK FLAG MAPEH CHALLENGE LOCATED AT THE GYM STATION 4: BLUE FLAG ENGLISH CHALLENGE LOCATED AT THE READING NICHE CORNER (attached at the back the copy of the challenges) The teacher lets the student solve the puzzles about Triangle Inequality Theorem by getting through challenges first with their lessons related in Filipino, Science, English and MAPEH, showing applied knowledge of content within and across curriculum teaching areas. Indicator #1 The teacher uses differentiated, developmentally appropriate learning experiences to address learner’s gender, needs, strengths, interests and experiences by grouping them and letting them have their challenges according to their strengths and interests. Indicator # 6
- 3. E. Making generalizations and abstractions about the lesson The teacher process the learnings of the students during the group activity with the following questions: 1. How did you feel about the activity? 2. How were you able to overcome the challenges? 3. As a whole how did you find the amazing triangle Inequality race beneficial to you? 4. How can you apply what you have learned in Triangle Inequality Theorem, as a student? After the race the teacher will asks these guide questions to develop critical and creative thinking as well as other high-order thinking skills. Indicator # 3 F. Evaluating Learning The teacher will grade the presentation of the students group output using the following Rubrics: Criteria Rating Score Neatness, orderly and correctness of the puzzle 30% Voice and Clarity , Correctness of Presentation of their output 30% Members active participation 20% Time 20% Total 100% G. Additional activities or remediation V. REMARKS VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works? What else needs to be done to help the pupils/students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. A. No. of learners who earned 80% of the evaluation B. No. of learners who require additional activities for remediation who scored below 80% C. Did the remedial lesson 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 these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovation or localized materials did I use/ discover which I wish to share with other teachers