RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: JOCELYN N. UDANI DATE SUBMITTED: JUNE 17,2022

RATER: DESIREE P. COLOMA SUBJECT & GRADE LEVEL: _Mathematics 8

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 #1
Context: Clara is often seen restless or unfocused in class. She also has troubles following instructions and skips
activities when left unsupervised.
Action Taken: You had a conference with her parents and found out from them that Clara was diagnosed with a
learning disability.

How will you modify the instructions for Clara to keep her focus on classroom activities? Write your reflections in this
form. Mention in your reflections a specific learning disability that you are familiar with or have researched on.

YOUR REFLECTION

To have a student like Clara is a challenge that a teacher must surpass. It is about measuring the teacher’s ability to
recognize the problem and make an action to meet the learner’s needs without making them feel that they are
different. Teachers must know that their learners walk into their classroom with a wide range of gifts and try to find
ways to meet their needs, including those with learning and thinking differences.

Given the situation like Clara, as a Mathematics Teacher, I will utilize differentiated instruction, especially in my
subject area, where students tend to use critical thinking skills. With this approach, I can change what students need
to learn, how they’ll remember it, and how to get the material across to them. In my experience, when my students
struggle with one topic, I will create a plan that includes extra practice, step-by-step directions, and particular
homework. Scaffolding is also an option. These breaks learning into chunks. These chunks follow a logical order and
move toward a clear goal. I usually form a bridge between what my learners already know and what they cannot do
independently. In Mathematics, it can be charts, pictures, and cue cards.

In my subject area, mathematics, Graphic Organization is the best use for my teaching process with learners who
have difficulty understanding. I draw a picture to map out my thoughts and ideas. It can help the students, especially
the younger students, with activities like counting and solving. This can help them plan and organize problem-solving

According to Branstetter (2019), when you label a student with a learning disability, this creates a problem- they hold
lower expectations. In turn, the student may live up to these low expectations. Although students with learning
disabilities tend to struggle with lower achievement and have negative beliefs about their academic abilities, some
researchers point out that it is difficult to disentangle what is causing these challenges.

With my few years in teaching, encountering situations like Clara is not a surprise at all. What I am doing is focusing
on the sea of strengths around the islands of weakness. Focusing on strengths isn’t just a nice thing to do. It is
essential for students with learning disabilities to feel good about themselves.

I could all take a lesson from my students on a positive mindset. My students with special needs gave me hope that I
can cultivate that resilience and strength in all the students who come to me with diverse learning needs as an
educator and parent.
 RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

Reference:

Branstetter, R. (2019). How to Help Students with Learning Disabilities Focus on their Strengths. Retrieved from
https://greatergood.berkeley.edu/article/item/how_to_help_students_with_learning_disabilities_focus_on_their_strenghts

YOUR REFLECTION

If Clara is my student, I will promote the least restrictive environment to combine settings that involve Clara with regular
classroom and school programs as much as possible.

There are various options for changing exams in ways that are fair while also taking into account how busy teachers are.
One option is to argue traditional assignments or tests with portfolios, which are collections of a student’s work that show
their growth over time and frequently include reflective or evaluative remarks from the students, the teacher, or both.
Another option is to design a method for observing the student often, even for a few minutes, and to take informal notes
about the observations for subsequent review and assessment. Also, enlisting the assistance of teacher assistants, who
are often there to assist with a handicap, an assistant may usually complete a brief test or activity with the student and
then report and discuss the results with the learner.

I encountered a student with a mild cognitive disability in my teaching career. This student was assigned primarily to
classes specially intended for slow learners but participated in school-wide activities alongside non-disabled students. I
also designed an individual educational plan for that student considering his strengths and needs.
 RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

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

In activity 1, which high lightened geometry construction, I used differentiated learning where students have the
option to draw, label, and discuss the figure being drawn. Rubrics are also presented in grading to guide learners
on the task.
I also used collaborative learning with Think-Pair-Share to cultivate the students’ social interaction in which other
students and vice versa can assist one’s weakness. This strategy will encourage the learners to give each other’s
best and strengthen the learner’s flaws by developing with peers.

Generally, inductive learning was employed in lesson planning. This discovery learning will let the learners discover
the lesson by observing examples. Examples given in the lesson plan are relatable and can be seen in real-life
situations, so the students can relate and understand very well. This strategy is deemed appropriate for students
who are suffering from learning difficulties. Unlike with deductive learning, students are not given rules that they
need to apply. This strategy will let the learners learn by doing with differentiated learning. It is more on here are
some objects, data, artifacts, experiences, and examples. What knowledge can you gain?

With this teaching strategy, the task is explicitly designed to help guide the learners, especially the students who
have difficulty in the subject. It can be challenging to learn a lot of new rules, but the mental effort of working out
rules using inductive learning helps the student remember them.

Learning Area Mathematics

Learning Delivery Modality Limited Face-to-Face

School Grade Level 8

Teacher Learning Area Mathematics

Teaching Date Quarter Fourth
 RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

1
Teaching Time No. of Days
LESSON

I. Objectives
A. Content The learner demonstrates understanding of key concepts of inequalities in a
Standards triangle, and parallel and perpendicular lines.
B. Performance The learner is able to is able to communicate mathematical thinking with
Standards 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 At the end of the lesson, students must be able to:
Competencies or a. Identify and name pairs of angles formed by parallel lines cut by a
Objectives transversal;
b. Find the measure of the angles formed by parallel lines cut by a
transversal
c. Reflect a variety of life experience regarding parallelism.

D. Most Essential Proves properties of parallel lines cut by a transversal (M8GE – IVd-1)
Learning
Competencies
(MELC)
E. Enabling
Competencies
II. Content Pairs of Angles formed by Parallel Lines cut by a Transversal, and
Properties of Parallel Lines cut by a Transversal
III. Learning Resources

A. References
a. Teacher’s Guide K to 12 Basic Curriculum Guide page 144
Pages
b. Learner’s
Material Pages Geometry III. 2009 p. 73
c. Textbook Pages G8 Mathematics Patterns and Practicalities, Gladys C. Nivera
pp. 399-404

d. Additional
Materials from Internet ( www.ideagalaxyteacher.com)
Learning Road Map ( Engr. Joel D. Antonio, Mun. Planning and Devt. Coordinator)
Resources
B. List of Learning
Resources for Development Mathematics 8 Learner’s Packet (LeaP)
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
 RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

Direction: Arrange the jumbled letters to answer the following.

N L A O P C A R 1. These are lines lying on the same
plane.

L E R A P A L L 2. These are lines that do not intersect.

I T E N R I E S C TG N 3. These are lines that have a point in

common.

R A C U I P R E E P D N L 4. These are lines that intersect at right

angles.

R L A S V E R A T N S 5. It is a line intersecting two or more

lines at different points.
C. Priming Activities
Cavite Road Map

Direction: Refer to the map to answer the questions below.

1. Which roads intersect?

2. Which roads are parallel?
3. Which roads are perpendicular?
4. Do lines really exist? How do you say so?
5. Why is it important for a road to have markings such as the white
parallel lines drawn in the center of the road?
Approach: Constructivist (The TGA Activity)
ACTIVITY 1: GEOMETRY CONSTRUCTION
Tell: The teacher will ask the class to bring out the necessary materials for the
activity. The procedures will be read by the teacher and the students must do it
on their working paper.
Procedures:
1. Draw a horizontal line and label it as line m.
2. Draw another horizontal line parallel with the first line and label it as
line n.
3. Draw a diagonal line intersecting the two lines and name it as line o.
4. Name the points of intersection as x and y respectively.

Guide: While doing the activity, the teacher will facilitate the process.
 RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

Act: The teacher will let the student draw the figure on the board and another
student to discuss the figure being drawn.

GRADING RUBRIC:

Very Good Good Needs

(3) (2) Improvement
(1)
Accuracy The student The student The student
followed all the followed 2-3 followed 1
procedures procedures procedure only
correctly. correctly. correctly.
Neatness Erasures are well Erasures are Erasures are not
made. There is sometimes well well made. There is
little to no made. There is much evidence of
evidence of some evidence of original
original original construction marks.
construction construction
marks. marks.

Questioning:
1. What have you observed with the illustration on the board?
2. How many angles were formed?
3. Can you tell some angle pairs that you already know? Give example.
4. How do you see the importance of parallel and intersecting lines in real life
such as the road and in others?

B. Development A line that intersects two or more lines at different points is called transversal.

Examples:

Stair railings Antenna

When parallel lines cut by a transversal line, angles were formed.

Use the figure below to identify and name angle pairs formed by parallel lines
cut by transversal.
 RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

line m ll line n cut by line o

1. Corresponding Angles – ∠ 1∧∠5 ; ∠ 3∧∠ 6 ;

pairs of angles that are ∠ 2∧∠8 ; ∠ 4∧∠7
found in the same relative
position on different
positions.
2. Alternate Interior Angles – ∠ 2∧∠ 6 ; ∠ 4∧∠ 5
pairs of angles that lie on the
inner side of the parallel
lines but on the opposite
side of the transversal.
3. Alternate Exterior Angles - ∠ 1∧∠7 ; ∠3∧∠ 8
pairs of angles that lie on the
outer side of the parallel
lines but on the opposite
side of the transversal.
4. Same-side Interior Angles – ∠ 2∧∠ 5 ; ∠ 4∧∠ 6
pairs of angles that are on
the interior (between) the
two lines and specifically on
the same side of the
transversal.
5. Same-side Exterior Angles - ∠ 1∧∠8 ; ∠ 3∧∠7
pairs of angles that are on
the exterior (between) the
two lines and specifically on
the same side of the
transversal.
6. Vertical Angles – pair of ∠ 1∧∠ 4; ∠ 3∧∠2 ;
opposite angles formed by ∠5∧∠7 ; ∠ 6∧∠ 8
intersecting lines.

Let us discuss the properties of parallel lines cut by a transversal. The teacher
will use the same figure to show whether the pairs of angles are congruent or
supplementary based on the postulate and theorems of parallel lines cut by a
transversal.

1. Corresponding Angles Postulate – If two parallel lines are cut by a

 RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

transversal then corresponding angles are congruent. Thus, ∠ 1 ≅ ∠ 5 ,

∠ 3 ≅ ∠6 , ∠2 ≅ ∠8 , and ∠4 ≅ ∠7

2. Alternate Interior Angles Theorem - If two parallel lines are intersected

by a transversal, then alternate interior angles are congruent.
∠ 2 ≅ ∠6 ,∧∠ 4 ≅ ∠5

3. Alternate Exterior Angles Theorem - If two parallel lines are intersected

by a transversal, then alternate exterior angles are congruent. Thus,
∠ 1 ≅ ∠7 ,∧∠ 3∧∠8

4. Same-Side Interior of Angles Theorem – If two parallel lines are

intersected by a transversal, then same side interior angles are
supplementary. Thus, ∠ 2+∠5=180 ° ,∧∠ 4+∠6=180 °

5. Same-Side Exterior of Angles Theorem – If two parallel lines are

intersected by a transversal, then same side exterior angles are
supplementary. Thus, ∠ 1+∠8=180° ,∧¿ ∠3+∠7=180 °

6. Vertical Angles Theorem – vertical angles formed by intersecting lines

are congruent. Thus, ∠ 1 ≅ ∠4 ; ∠ 3 ≅ ∠ 2 ; ∠ 5 ≅ ∠ 7 ; ∠ 6 ≅ ∠ 8

Let the student discover the answer based on the given theorems.
Refer to the figure below. Giver: m ll n, m ∠ 2=85° .

Find:
1. m ∠1
2. m ∠3
3. m ∠4
4. m ∠5
5. m ∠6
6. m ∠7
7. mProperties
∠8 of Parallel lines cut by a Transversal.
Corresponding angles are congruent.
To summarize the properties of parallel lines cut by a transversal…
Alternate interior angles are congruent.
Alternate exterior angles are congruent.
Same-side interior angles are supplementary.
Same-side exterior angles are supplementary.
 RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

C. Engagement
ACTIVITY 2: ANSWER MO, SHOW MO!

Direction: Write your answer on the show-me-board. When the time is up, you
will raise your answer to check whether your answer is correct or NOT.

Given: a ll b cut by c

Questions:

1. Corresponding angle of ∠ T
2. Same-side interior angle of ∠ E '
3. Alternate interior angle of ∠ O
4. Alternate exterior angle of ∠ R
5. Vertical angle of ∠ Y
6. Same-side exterior angle of ∠ Y

D. Assimilation Approach: Collaborative (The Think-Pair-Share Activity)

ACTIVITY 3: FIND ME
Direction: You will do this activity in pair. You have 2 minutes to answer the
activity. Then, another 2 minutes to discuss your answer with your partner.
Decide your final answer to be presented in front of your classmates.

Given: a ll b cut by c, ∠ G=72 °

 RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

Find the measure of the other angles. Explain your answer for each measure by
applying the properties of parallel lines cut by a transversal.

V. Assessment
Direction: Color the box (using any color) with the correct answer . Use the
figure below.

Given: line r ll line s cut by line t ; m∠2=82° .

1. Corresponding ∠2 ∠3 ∠4
angle of ∠1

2. Alternate interior ∠3 ∠4 ∠7
angle of ∠ 6

3. Alternate exterior ∠1 ∠2 ∠5
angle of ∠ 4

4. Find m ∠ 3
82 ° 98° 108 °

5. Find m ∠ 7 82 ° 98° 108 °

 RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

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 Study proving properties of parallel lines cut by a transversal using two-column
proofs. Please refer to your LeAP for Week 3 MELCS.

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

Prepared and Submitted:

 RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

JOCELYN N. UDANI
Subject Teacher,Mathematics 8