2022 JHS INSET Template for Modular/Online Learning

UNIT LEARNING PLAN

Subject: Mathematics Grade Level: 8

Unit Topic: Probability Quarter: Fourth Quarter

EXPLORE

This unit is about Probability.

In this unit the student will be able to illustrate the fundamental principle of counting and the
probability of an event and use it in real life situations.

Consider this (essential) question: How can the outcomes of real-life problems be determined and
solved?

Map of Conceptual Change:

BEFORE AND NOW

Before, I thought …

Now, I realized…

FIRM-UP (ACQUISITION)

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 *For modular learners, they will be provided with
worksheets/books/modules for the accomplishment of the activities.
LC1: Illustrate an
experiment, outcome, Activity 1 FILL ME UP
sample space, and
event. Instructions: Based on the given paraphernalia, determine the possible
outcome of each situation.

Learning Targets:
Clickable Links :
I can illustrate an https://quizizz.com/admin/quiz/62a90c0a98d7a6001d44a35b/fill-me-up
experiment, outcome,
sample space, and Screenshot of Online Resource:
event.

Activity 2 PUZZLE RELAY

Instructions: Choose among the table, tree diagram, systematic listing, is

appropriate to use in each given situation, then after you get the sample
space of all the items you will be able to form a corresponding phrase.

Clickable Links
https://quizizz.com/admin/presentation/60d92fd2e33e99001bae3236?
source=quiz_page

Screenshot of Online Resource:

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 Activity 3: Puzzle Relay
LC2: Counts the
number of occurrences Instructions:In each given, determine the sample space, do what indicates
of an outcome in an the problem.
experiment: (a) table;
(b) tree diagram; (c)
systematic listing; and Clickable Links :
(d) fundamental https://quizizz.com/admin/quiz/62a90776751f75001e2d6900/puzzle-relay
counting principle.
Screenshot of Online Resource:

Learning Targets:

I can easily count the

number of occurrences
of an outcome in an
experiment, using the
table, tree diagram,
systematic listing; and
fundamental counting
principle.

Scaffold for TRANSFER 1

Food Combo
Instructions: In this activity, the student will watch the video and determine
the number of possible food combos.

Clickable Links : https://www.youtube.com/watch?v=gGA6a6tAmFU

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 Screenshot of Online Resource:

LC3: Find the

probability of a simple Activity 4: Hands-on Modeling
event.
Instructions: Using your boards and markers (or using ziteboard.com)
Learning Targets: demonstrate how you find the probability of the following events.

I can find the

probability of a simple
event.

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 Scaffold for TRANSFER 2
Activity 6: Forming a Committee
Instructions: This activity will let the students make a presentation about
the situation below. Students can watch the video for the reference.
Situation:
You are the president of the student’s council of your school. You are
asked to form a committee that will help you organize the program and
determine different activities. You will find the probability that the boys
and girls are equally distributed. You will make a presentation, present to
your council adviser and explain how you form the committee.

Clickable Links : https://www.youtube.com/watch?v=qrmPjghLW2k

Screenshot of Online Resource:

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 LC4: Illustrates an
experimental
probability and a
theoretical probability.

Learning Targets:

I can illustrate an
experimental
probability and a
theoretical probability.

Self-assessment:

Instruction: Students will write in their journal about what they have
learned and experienced about the activity.

Activity 5: Interactive Quiz 1:

Instructions: This activity introduces students to probability through a
spinner game. Which result is more likely—red or blue? Students answer
this question by gathering and analyzing class data and then apply what
they've learned to consider the likelihood of other chance experiments.

Link : https://student.desmos.com/join/vj37hh

Screenshot:

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 DEEPEN (MEANING MAKING)

LC5: Generalize the Activity 6: Guided Generalization

importance of using
Instructions: Supply the table with the needed information/statements.
mathematical models
to solve problems
involving probability.
GUIDED GENERALIZATION TABLE

Learning Targets:
Essential Text 1 Text 2 Text 3
I can use mathematical Question
models to solve
problems involving
probability. A card is drawn In rolling two A committee of
from a well- dice, what is two is to be
How can the
shuffled deck of the probability chosen at
outcomes of
cards. Find the of getting a random from a
real-life
probability of sum of 7. group of 5
problems be
drawing not a students
determined
king. consisting of 3
and solved?
boys and 2 girls.
What is the
probability that a
committee of two
boys will be
chosen.

Answer: Answer: Answer:

12/13
1/6 3/10

Supporting Text: Supporting Supporting Text:

Text:
P(B) = n(B)/n(S)
= 48/52 or 12/13

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 P(B) = n(B)/n(S)
P(A) = = 3/10
n(A)/n(S) =
6/36 = 1/6

Reason: Reason: Reason:

There are 4
Kings in an From the We denote the 3
ordinary deck of sample space boys as B, B2,
cards. Hence, n(S) = 36 the and B3 and the 2
there are 48 are 6 possible girls are G1 and
(52.4) cards outcome G2. Then the
which are not having a sum sample space is
Kings. If we of 7 S = {B1 B2, B1
denote the event n(A) = {(6,1), B3, B1 G1, B1
of getting not a (5,2), (4,3), G2, B3 B2, B2
King to be B, (3,4), (2,5), G1, B2 G2, B3
then n(B) = 48 (1,4)} G1, B3 G2, G1
G2}. If we let B
the event of
having two boys
in the committee
by inspection.
P(B) = n (B)/n (S)
- 3/10
Common Ideas in Reasons:
To find the chances of the favorable outcome we need to divide the
number of favorable outcomes by the total number of possible
outcomes.

Enduring Understanding/Generalization:
I will understand that outcomes of real-life problems can be determined
and solved using the concept of probability.

C-E-R Questions:
1. What is your claim?
2. What data proves this claim?
3. How does the evidence support the claim?
4. EQ: How can the outcomes of real-life problems be determined and
solved?

Prompt for Generalization:

1. What kind of problems are presented?
2. What concepts did you use to answer each of the problems

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 presented?
3. How can outcomes of real-life problems be determined and
solved?

ASYNCHRONOUS ONLINE LEARNING MATERIALS

Instructions: The students will visit the following sites above for deeper
understanding about the topic probability.

Text 1: Khan Academy

Link: https://www.khanacademy.org/math/statistics-probability/probability-
library/basic-theoretical-probability/a/probability-the-basics

Text 2: Math is Fun

Link: https://www.mathsisfun.com/data/probability.html

Text 3: Math Goodies

Link: https://www.mathgoodies.com/lessons/vol6/intro_probability

Holistic Rubric for Guided Generalization:

3- Collected data is accurate and correct and the written report is clear.

2- Collected data is accurate and correct and the written report is not
clear.

1- Collected data are accurate and correct and written reports are not
given.

0- Collected data is inaccurate and incorrect and a written report is given.

Activity 7: Closed Reading

Sam owns a large fish store with many colors of fish. He keeps all of the fish
in a large aquarium. In his main aquarium, he has 5 red fish, 6 blue fish, 14
white fish and 5 green fish. A customer comes into the store and wants to buy
a blue fish to take home. What is the probability that Sam will reach in and
scoop out a blue fish on his first scoop?

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 LC6: Solve problems
involving probabilities
of simple events.
Scaffold for Transfer 3:

Learning Targets:
I can solve problems
involving probabilities Even or Odd (Day Activity)
of simple events.
1. Determine who will be player 1 and player 2.
2. Players take turns flipping over two cards and finding the product.
Regardless of who flipped the cards, player 1 always moves one
space if the product is even, and player 2 always moves one space
if the product is odd.
3. Continue playing the game until someone reaches the finish line.
4. Players switch roles and repeat the same procedure (player 1 now
becomes player 2 and moves on odd products, and player 2 now
becomes player 1 and moves on even products).
5. Each pair should play the game a minimum of three times.
6. As a class, discuss the fairness of this game and how to alter it to
make it fair.

You will do it in a video presentation and present it to your teacher for

corrections and modifications.

Map of Conceptual Change: Complete the table by giving your

realizations after the discussion of the topic probability.

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 BEFORE AND NOW

Before, I thought …

Now, I realized…

TRANSFER

Performance Transfer Goal:

Standard:
The learner is able to
The learner on their own and in the long run will be able to use the
formulate and solve
concepts of probability to solve real-life problems in order to come up with
practical problems
recommendations which will help in making sound decisions.
involving probability of
simple events

Learning Targets: Performance Task:

I can formulate and
solve practical
problems involving Kind: One Product
probability of simple One Product, Differentiated Products, Modality-based Products,
events
Integrated Subjects, Design Thinking)
Integration: English

Performance Task Playlist (alternative to scaffolding in Firm Up and

Deepen; see below)

PERFORMANCE TASKS:

Awareness Campaign

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 The Brgy. Chairman notices that lots of children in your community
are engaged in a game related to probability. As the Sk chairman, you
are given the task to make an awareness campaign video about the
effects of this to the children. You will make a video presentation
showing the probability that the chance of losing the game is higher
compared to the chance of winning. The video is to be presented and
recommendations will be made to the children in your barangay for them
to be aware of the effect of playing the game which will lead them in
deciding as to whether they will continue playing the game or not. The
output will be checked using the following standards: Content, Accuracy
of computation, Practicality of Recommendation and Presentation.

PERFORMANCE TASK (GRASPS Format)

GOAL: To come up with recommendations after evaluating the effects of

playing probability games to the children.
ROLE: You are an SK chairman
AUDIENCE: Children in your barangay.
SITUATION: Lots of children are engaged in games related to probability
in your barangay. The Brgy. Chairman asked you to evaluate the effects
of playing the games.
PRODUCT: Awareness campaign video
STANDARDS: The students’ output will be checked using the following
criteria: content, accuracy of computation, practicality of recommendation
and presentation.

Use any editing application and upload your final output on flipgrip
website. https://flipgrid.com/aa53276c

Analytic Rubric:

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 Self-Assessment:

Instruction: Complete the phrases below in relation to what you have

learned.

I am learning to...
____________________________________________________.

I am learning that...
____________________________________________________.

I have learned that...

____________________________________________________.

Values Integration Activity:

Activity: HEAD OR TAIL?

Mechanics:

Have everyone stand up and either put their hands on their heads or their
'tail'.

Flip a coin and announce what side the coin lands on:

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 If it lands on heads, everyone with their hands on their heads is
out and must sit down.

If it lands on tails, everyone with their hands on their tail is out and
must sit down.

Everyone who is left then chooses again whether they put their hands on
their heads or tails. This continues until there is one person left who is the
winner!

(If there are two people left, they must choose different ends, so there is a
winner).

If you are playing with a big group, make a giant sized novelty coin to flip
so everyone can see the result!

Values Integration:

If any of you lacks wisdom, let him ask God, who gives generously to all
without reproach, and it will be given to him. James 1:5

Questions to Ponder:

1. How open are you to accepting responsibility for your wrong

choices?

2. Do you always find ways to blame others for it?

3. If so, when are you going to stop?

CALENDAR OF ACTIVITIES
WEEK 1
MON TUE WED THU FRI

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 ACQUISITION ACQUISITION ACQUISITION ACQUISITION ACQUISITION

Illustrate an Count the Count the Find the Illustrate an

experiment, number of number of probability of a experimental
outcome, occurrences of occurrences of simple event. probability and
sample space an outcome in an outcome in a theoretical
and event.*** an experiment: an experiment: M8GE-IVh-1 probability.
(a) table; (b) (a) table; (b)
M8GE-IVf-1 tree diagram; tree diagram; M8GE-IVi-1
(c) systematic (c) systematic
listing; and (d) listing; and (d)
fundamental fundamental
counting counting
principle.*** principle.***

M8GE-IVf-g-1 M8GE-IVf-g-1

WEEK 2
MON TUE WED THU FRI

MEANING MEANING MEANING MEANING MEANING

MAKING MAKING MAKING MAKING MAKING

Solve problems Generalize the Generalize the Analyze and Analyze and
involving importance of importance of solve problems solve problems
probabilities of using using involving involving
simple events. mathematical mathematical probability. probability.
models to models to
M8GE-IVi-j-1 solve problems solve problems
involving involving
probability. probability.

WEEK 3
MON TUE WED THU FRI

TRANSFER TRANSFER TRANSFER TRANSFER TRANSFER

Investigate real Investigate real Make sound Performance Performance

life situations life situations recommendatio Task Task
involving involving ns based on
probability. probability. the results of
an
investigation
and
mathematical
modeling.

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 WEEK 4
MON TUE WED THU FRI

UNIT ASSESSMENT SAMPLES

A. ACQUISITION
1. SELECTED RESPONSE TEST ITEMS:

LEARNING COMPETENCY (A) TEST ITEM(S)

Illustrate an experiment, outcome, 1. The cafeteria is serving three kinds of sandwiches: tuna
sample space and event. (T), chicken, (C), and peanut butter (P). They are also
serving a choice of two drinks: milk (M) or water (W). Which
shows the complete set of possible combinations?

A. TW, CW, PW
B. TW, TM, TC, CW, PW
C. TW, TM, CW, CM, PW, PM
D. TCP, MW

2. If you draw a random card from a standard deck of cards,

Counts the number of occurrences how many possible outcomes?
of an outcome in an experiment:
(a) table;(b) tree diagram; (c) answer choices
systematic listing; and (d) A. 13 B. 26 C.52 D. 54
fundamental counting principle.
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 3. If a coin is tossed and a die is rolled, how many possible
outcomes are there?
A. 8 B. 10 C. 12 D. 14
4. A roulette has 38 numbers. Find the probability of losing.
Find the probability of a simple
event. A. 33/38 B. 35/38 C. 37/38 D. 38/38
5. What is the probability of obtaining exactly 2 tails if two
Illustrate an experimental coins are tossed?
probability and a theoretical A. 1 B. 2 C. 3 D. 4
probability.

B. MAKING MEANING
1. CLAIM-EVIDENCE-REASONING TABLE:

LEARNING COMPETENCY: (M)

Generalize the importance of using mathematical models to solve problems involving probability.
________________________________________________________________________________
__

INSTRUCTIONS: Read the given article. Then answer the questions that follow.

ARTICLE/PROBLEM:

QUESTION:

YOUR CLAIM:

Cite from the article two evidences that support your claim:

EVIDENCE 1:

EVIDENCE 2:

Explain how your evidence supports your claim.

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 REASONING:

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

CLAIM-EVIDENCE-REASONING TABLE 1. An article or problem is given to the
student to read and analyze.
2. Question(s) related to the Make Meaning
competency are given for students to
answer.
3. A format for the student’s answer is
provided. The format contains a part for
the Claim, another for Evidence and a
final part for Reasoning. Each part may
have prompts that students can use to
begin his or her answer.

2A. CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT BOARD:

LEARNING COMPETENCY: (M)

________________________________________________________________________________
_

ARTICLE:

Q1 Q2 Q3

Q4 Q5 Q6

Q7 Q8 Q9

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2B. CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT ANSWER SHEET:

NAME: _____________________________ GRADE AND SECTION: _______________

SUBJECT: ____________________________
DIRECTIONS: You are required to answer the center question no. 5. After answering, select 2
more to form a straight row or column like in a tic tac toe game (e.g., horizontal for Questions 4, 5 and
6; vertical for Questions 2, 5 and 8; or diagonal left for Questions 1, 5 and 9 or diagonal right for
Questions 3, 5 and 7). Whatever straight line you choose, you will be answering only 3
questions.
Write the number of the questions you are answering. Then proceed to complete the CLAIM-
EVIDENCE-REASONING for each question. For evidence, you have to refer to the article.
QUESTION NO. 5:
CLAIM: My answer to the question is

EVIDENCE: The statement in the article that supports my answer is…

REASONING: The evidence I chose supports my answer because…

QUESTION NO. ___:

CLAIM: My answer to the question is

EVIDENCE: The statement in the article that supports my answer is…

REASONING: The evidence I chose supports my answer because…

QUESTION NO. ___:

CLAIM: My answer to the question is

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 EVIDENCE: The statement in the article that supports my answer is…

REASONING: The evidence I chose supports my answer because…

2C. CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT ANSWER KEY:

LEARNING COMPETENCY: (M)

____________________________________________________________________

SITUATION:

Q1 Q2 Q3

Q4 Q5 Q6

Q7 Q8 Q9

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

CLAIM-EVIDENCE-REASONING 1. An article or problem is given to the
TIC TAC TOE ASSESSMENT BOARD, student to read and analyze.
ANSWER SHEET AND ANSWER KEY 2. Question(s) are given in line with Make
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 Meaning competency for students to
answer in the form of a tic tac toe board.
3. Students have to answer Q5 at the center
of the board. The Q5 question is directly
related to competency.
4. Students have to select 2 other questions
to form a straight line either horizontal,
vertical or diagonal.
5. In the students’ Answer sheet, a table for
the students’ answers to selected
questions is provided. The table contains
a part for Question No., another for
Claim, another for Evidence and a final
part for Reasoning. Each part may have
prompts that students can use to begin
their answer. Students have to refer to
articles to provide Evidence.
6. In the Answer Key, the Make Meaning
type of Learning Competency is stated.
The Evidence or supporting text in the
article is stated below each question.

3 . CER WITH OPEN BOOKS:

NAME: ______________________________________ GRADE AND SECTION:

_______________ SUBJECT: ____________________________

LEARNING COMPETENCY: (M)

________________________________________________________________________________
__

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DIRECTIONS: Below are articles about…. Read the selections and select which is the best….After
the third article, write your answer in the given table. You are allowed to refer to your module or
available references (e.g. textbook) and the Internet. You are NOT allowed to ask help from your
classmates, parents, guardians, relatives or any other adult. Before submitting, make sure you have
followed the instructions on how to answer.

ARTICLE 1:

ARTICLE 2:

ARTICLE 3:

DIRECTIONS: After reading the three articles, decide which of the three best … . Discuss your
choice and support your answer with quotations or statements from the chosen article.

ANSWER:
Article no. ______ about the _________________ is the best because…
 
 

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

OPEN BOOKS 1. The Make Meaning competency is stated.
2. Three selections related to the Make
Meaning competency are given to the
student to read and analyze.
3. Directions ask the student to determine
which selection is the best in line with the
Make Meaning-type of learning
competency. Students are also asked to
support answers by citing important parts
of the selection.
4. Directions also contain permission to the
student to use references and the
Internet. Directions also clearly state
persons or materials the student is not
allowed to consult.
5. The length and readability of the
selections are developmentally
appropriate. As much as possible, the
selections are contextualized in the
Philippine setting.
6. A table is given for students to discuss
their choice. A prompt on how to begin
the answer may or may not be found.
7. Students have to do C-E-R in their
answers. They make a claim on which is
the best. They have to give Evidence
citing texts and Reason to justify their
choice.

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4. ERROR CORRECTION:

DIRECTIONS: The entire test has been answered for you. Your job is to check the answers for
errors. If there are errors, do the following in the given table:
1. Copy the error and explain why this is wrong.
2. Write a correction of the identified error.
3. Then explain why your correction is right.
Sample Question with Erroneous Answer:

Identified Error and Correction of Error Explanation of Correction

Explanation

PERFORMANCE TASK GRASPS CHECKLIST (ERROR CORRECTION)

1. A problem or question(s) is shown with sample student answer(s). The problem or question
is related to a Make Meaning-type of competency.
2. The answer(s) is purposely written with errors for students to identify.
3. Instruction is given to the student to identify errors in a sample answer, explain why errors
are wrong, make the needed corrections, and provide explanations for corrections.
4. A table is provided for students to write the errors, corrections and explanations.

C. TRANSFER
5A. PERFORMANCE TASK (1 PRODUCT)

PERFORMANCE STANDARD: The learners are able to formulate and solve practical problems
involving probability of simple events.

SITUATION:

GOAL:

ROLE:

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 PRODUCT:

AUDIENCE:

STANDARDS:

PERFORMANCE TASK GRASPS CHECKLIST (1 PRODUCT)

1. The unit Performance Standard is stated. The Performance Task is aligned with this
Performance Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the
purpose of the product (it is not the product itself).
4. The Situation tells the student his or her ROLE in answering the need or goal or solving the
problem.
5. The student is asked to make an output or a PRODUCT that answers the need or goal or
solution. The PRODUCT is aligned with the Performance Standard.
6. The Situation informs the student the AUDIENCE or group of people that will be using or
benefiting from the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards
become the rubric criteria). The STANDARDS are consistent with the Unit Performance
Standard.

5B. PERFORMANCE TASK (DIFFERENTIATED PRODUCTS):

PERFORMANCE STANDARD:

SITUATION:

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 GOAL:

ROLE:

PRODUCT CHOICES:

AUDIENCE:

STANDARDS:

PERFORMANCE TASK GRASPS CHECKLIST (DIFFERENTIATED PRODUCTS)

1. The unit Performance Standard is stated. The Performance Task is aligned with this
Performance Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the
purpose of the product (it is not the product itself).
4. The Situation tells the student his or her possible ROLES in answering the need or goal or
solving the problem. The student may choose 1 of the given roles.
5. The student is asked to select in line with his or her role the output or PRODUCT from those
that are mentioned. The student will work on the chosen PRODUCT. The PRODUCT is
aligned with the Performance Standard.
6. The Situation informs the student the AUDIENCE or group of people that will be using or
benefiting from the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards
become the rubric criteria). The STANDARDS are applicable to the different products. The
STANDARDS are consistent with the Unit Performance Standard.

5C: PERFORMANCE TASK (MODALITY-BASED PRODUCTS):

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 PERFORMANCE STANDARD:

SITUATION:

GOAL:

ROLE:

PRODUCT CHOICES:

AUDIENCE:

STANDARDS:

PERFORMANCE TASK GRASPS CHECKLIST (MODALITY-BASED PRODUCTS)

1. The unit Performance Standard is stated. The Performance Task is aligned with this
Performance Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the
purpose of the product (it is not the product itself).
4. The Situation tells the student his or her possible ROLES in answering the need or goal or
solving the problem. The student may choose 1 of the given roles.
5. The student is asked to select in line with his or her role the output or PRODUCT that is in
line with his or her modality. The PRODUCT is aligned with the Performance Standard.
6. Choices of PRODUCTS are given also in terms of modality (e.g., 1 for modular, 1 for
modular with online, and 1 for purely online).
7. The Situation informs the student the AUDIENCE or group of people that will be using or
benefiting from the product.
8. To assess the quality of the product, a set of STANDARDS are given. (These standards
become the rubric criteria). The STANDARDS are applicable to the different products. The
STANDARDS are consistent with the Unit Performance Standard.

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5D. PERFORMANCE TASK (1 PRODUCT INTEGRATED FROM 2 SUBJECTS

GRADE LEVEL QUARTER ____

SUBJECT: PERFORMANCE STANDARD:

SUBJECT 1

SUBJECT 2

COMMON THEME IN SUBJECT STANDARDS:

COMMON OUTPUT :

PERFORMANCE STANDARD:

SITUATION:

ROLE:

GOAL:

INTEGRATED PRODUCT: (1 output with requirements from another subject area)

AUDIENCE:

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 STANDARDS: (criteria from each subject area)

PERFORMANCE TASK GRASPS CHECKLIST (INTEGRATED SUBJECTS)

1. The unit Performance Standards from the different subjects or learning areas are stated. The
Performance Task is aligned with these Performance Standards.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the
purpose of the product (it is not the product itself).
4. The Situation tells the student his or her possible ROLE in answering the need or goal or
solving the problem.
5. 5.. The student will work on 1 PRODUCT that shows the combination of performance
standards from different subjects.
6. The Situation informs the student the AUDIENCE or group of people that will be using or
benefiting from the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards
become the rubric criteria). There are STANDARDS that are applicable to each subject. The
STANDARDS are consistent with the Unit Performance Standard.

5E. PERFORMANCE TASK (DESIGN THINKING)

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 SUBJECT:

UNIT TOPIC:

CONTENT STANDARD:

PERFORMANCE
STANDARD:

DESIGN STEPS AND TASK QUESTIONS TO ANSWER IMPLEMENTATION IN

SCAFFOLD/PERFORMANCE
TASK
1. Empathize

2. Define

3. Ideate

4. Prototype

5. Test

6. Publish

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5F. Performance Task Playlist Template
Variation

Directions: Complete the activities on this checklist in order from top to bottom. You will find directions for
each step as well as a place to record any notes or thoughts you want to remember. Record the date you have
completed each step in the last column. You will have some control over how fast you move through these
steps, but be sure to pay attention to the final due date.

Teacher Notes [Delete the teacher notes before sharing with students.]: This template is especially useful for
long, complex tasks, like writing a paper, conducting research, or planning a presentation. You may add more
due dates as you see fit, but be sure to give students some control over their pacing. Also consider building in
checkpoints throughout the process. This will allow you to meet with the students, review their progress, and
provide valuable feedback. If you have examples and other documents, you may link out to those from each
box. Add/delete rows and columns as desired. To quickly add a row, click in the last cell of the table and press
the tab button on your keyboard. To delete, right-click in a table cell and select the desired “Delete…” option.
You may also adjust the number of steps for Learn, Practice and Show.

Activity Directions/Resource Choices/Content/Link Output Date

Completed

Step 1: LEARN

Step 2: PRACTICE

Step 3: PRACTICE

Step 4: SHOW

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 Step 5:

Step 6:

Step 7:

CHECKLIST FOR PERFORMANCE TASK PLAYLIST:

Review your Performance Task Playlist using the following items:.
DONE NOT
YET
DONE
1. The Performance Standard, Performance Task Scenario and
Performance Task Output are aligned with each other.
2. The steps in the Activity column clearly indicate the names of
the different scaffold stages.
3. The steps in the Activity column indicate a progression from
Learn to Practice and Show. The steps build on each other and
provide the preparation students need in order to be successful
in their output.
4. The Learn step(s) presents a model or example of the desired
Performance Task output. Explanation is provided on why the
work is a model or good example.
5. The Practice step(s) provide students with resources (e.g.,
graphic organizer, flow chart, step-by-step procedures) which
guide them on how to design, create or produce the desired
Performance Task output in line with the characteristics shown
in the model or example. When needed, templates that students
are expected to use for their final output are already given for
students to do their practice.
6. The Show step(s) describes the required product or
performance that is aligned with the Performance Task output.

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 When needed, templates or a rubric is provided for students to
do and self-assess their work.
7. Checkpoint steps are included at different times for the
teacher to give feedback to students.
8. Directions are specific for each activity.
9. Content of activities is related to the Performance Standard
and Performance Task.
10. Students in the different steps have opportunities to choose
activities or resources.
11. Students in certain Practice steps are instructed to self-
evaluate their work with the Performance Task rubric. A link to
the rubric is provided.
12. Students in Show may be asked to self-evaluate their final
submission or presentation with the Performance Task rubric.
13. Resources are accessible through various hyperlinks as
indicated by clickable underlined or highlighted words.
Hyperlinks are updated and checked in advance for their
content and are appropriate to the grade level.
14. Specific output for a particular step is listed in the Output
column.
15. Due dates are indicated for submission of output stated in
Show step(s).
16. The Teacher Notes section is deleted in the students’
playlist copy.

6. PERFORMANCE TASK ANALYTIC RUBRIC: (applies to nos. 6A-F)

CRITERIA 4 3 2 1 RATING

OUTSTANDING SATISFACTORY DEVELOPING BEGINNING

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 TOTAL:

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