2022 JHS INSET Template for Modular/Online Learning

UNIT LEARNING PLAN

Subject: MATHEMATICS Grade Level: 8

Unit Topic: Probability Quarter: 4

EXPLORE

This unit is about key concepts of probability, specifically the probability of simple events. In this unit, you
will be able to formulate and solve real-life problems involving the probability of simple events. On the
performance task, you will be applying what you have learned in this Unit Topic to make recommendations
for certain situations which will be the basis for making a sound decision.

Consider this Essential Question: How can real-life problems involving the determination of
occurrence or likelihood of events help you in your daily life?

IRF Chart:
Instructions: Before venturing deeply into the unit learning plan, answer the"Initial" row of the table below.
Fill-in the IRF Chart below. This will help you understand the determination of occurrence of likelihood of
events to help you in your daily life.

How can real-life problems involving the determination of occurrence or likelihood of

events help you in your daily life?
Initial

Revised

Final

Map of Conceptual Change:

Instructions: Below is a three column table, in the second column are statements or concepts or
ideas. You are tasked to identify whether the statement on the second column is TRUE or FALSE.
Write TRUE on the Before column if you think that the statement is correct and write FALSE if
otherwise.

Reminder: Write your answers only on the Before column of the table.

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 Before Concept/Statement After

Probability is only a concept

Example: significant in complex
situations.
TRUE

1. Many aspects of our daily

lives differ in the chances of
occurrences.

2. A possibility is not
necessarily a probability.

3. Probability refers to the

likelihood of an event from
happening.

4. Doing an experiment is
getting the probability that
assumes that all outcomes
in the sample space are
equally likely to occur.

5. Statisticians like to get as

many samples or
respondents when
conducting experiments or
surveys for accuracy.

FIRM-UP (ACQUISITION)

LC1:. Illustrates an Activity 1: Video Watching with Frayer Model

experiment, outcome,
sample space and event. Instructions: You will be given a link to visit as your reference for your
M8GE - IVf - 1 activity. Fill out the Frayer Model regarding the concepts of probability.

Click: Experiment, Outcome, Space and Event

Learning Targets:
I can define
experiment, outcome,
sample space and
event.

I can give examples of

an experiment,
outcome, sample space
and event.

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I can list the possible
outcomes of an
experiment.

Below is an example on how to create a Frayer Model.

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 Assessment. A1: Fill in the blank

Instructions: Write the correct term in the blank provided to make the
statement true.
An (1) _________________ is a situation or an activity that involves the
chances or probability that leads to a result called an (2) ____________.
And (3) ____________ is a set of possible outcomes of an experiment.
This is denoted by S. While the subset of a sample space it is known as an (4)
_______.

Activity 2. Hands-on Modeling with Demonstration

Instructions: You will be given a recorded lecture video on the
Fundamental Principle of Counting as your reference for your next activity.
Then, you will answer a 5-item multiple choice test to check your
understanding related to the concept.

Recorded Lecture Video:

https://drive.google.com/file/d/1r7qMWb7cK7uOlJ6c_zLzvFK2z-8X2KEc/
view

Additional Resources:
https://web.gccaz.edu/~johwd63181/MAT142/chapter_4/problems/section
%204.3.pdf

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LC2:. Counts the number of
occurrences of an outcome
in an
experiment: (a) table; (b)
tree diagram; (c) systematic
listing;
and (d) fundamental
counting principle. M8GE
- IVf - g - 1

Assessment A2: Multiple Choice

Learning Targets:
Instructions: Read and analyze the given statement. Then, choose the
correct letter of your answer. Encircle the letter of your preference.
I can count the number of A student has a choice of 5 sandwiches and 6 juices. In how many
outcomes in an experiment., ways can he choose 1 sandwich and 1 juice?
A. 10 B. 20 C. 30 D. 40
I can create a tree diagram
based on my observation of
A man has 13 shirts, 11 pairs of pants, and 8 pairs of shoes. How
an experiment. many different outfits, consisting of one shirt, one pair of pants, and
one pair of shoes, are possible?
A. 32 B. 144 C. 1,144 D. 1,441
How many three-digit numbers can be made with the digits
1,2,3,4,5,6, and 7 if repetition is allowed?
A. 210 B. 343 C. 434 D. 1,012
How many three-digit numbers can be made with the digits
1,2,3,4,5,6, and 7 if repetition is not allowed?
A. 210 B. 343 C. 434 D. 1,012
How many four-digit numbers less than 6000 can be made with the
digits 1,3,4,5,7,8, and 9 if repetition is not allowed?
A. 480 B. 1,237 C. 1,372 D. 3, 127

Learning Targets: Scaffold for TRANSFER 1: Survey on Preferred Covid-19 Vaccine

Brand
I can count the number
of occurrences an Instructions: Students are ask to answer a survey questionnaire to gauge
outcome will happen them to receive their preferred Covid-19 Vaccine Brand.

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I can distinguish the Clickable Link : (https://www.shrm.org/resourcesandtools/tools-and-
possibility of an event samples/hr-forms/pages/employee-survey-covid-19-vaccine.aspx/)
to happen

Screenshot of Online Resource:

Activity 3 - 4: Video Watching: Theoretical vs. Experimental

Probability
Instructions: The student’s are asked to click the link as their reference.

Clickable Link : https://www.youtube.com/watch?v=yxYReJ1yjuE

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 Screenshot of Online Resource: (to make sure that students are on the
right page)

LC3: Illustrates an
experimental probability
and a theoretical
probability. M8GE - IVi -1

Learning target:

I can distinguish the

difference between
experimental and
theoretical probability_ Assessment. A.3: The Venn Diagram
Given the link of an online resource, read the contents comprehensively and finish the
Venn Diagram below.

https://www.softschools.com/math/topics/theoretical_vs_experimental_probability/
#:~:text=Theoretical%20probability%20is%20what%20we,the%20total
%20number%20of%20outco

Theoretical Experimental

Probability Probability

Assessment A.4: Practice Exercises

Instruction: The students are tasked to find the probability of a simple

event involving theoretical and experimental probability.

1. A teacher has written the name of each student on a piece of paper

and placed the names in a box. She randomly draws a paper from

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 the box to determine which student will present the answer to the
problem of the day. If there are 17 boys and 14 girls in the class,
what is the theoretical probability that a girl’s name will be drawn?

2. A marble is randomly drawn out of a bag and then replaced. The

table shows the results after 40 draws. Estimate the probability of
drawing a red marble, green marble, and yellow marble.

Color of Marble Drawn

Red 13

Green 21

Yellow 6

Scaffold for TRANSFER 2

(Interpreting Data Based on the Two Approaches to Probability)
Instructions: Based from the results of the survey, you will use your
understanding on the approaches to probability to determine the numerical
probabilities of events of the given situation.

Clickable Links :
https://quizizz.com/join?gc=37354653
https://medium.com/analytics-vidhya/probability-classical-frequentist-and-
subjective-approach-3ded266b8845

Screenshot of Online Resource:

LC4:. Finds the

probability of a simple
event. M8GE - IVh - 1

Learning Targets:
I can find the
probability of a simple

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event.

Self-Assessment: Quiz #1
Instruction: Answer the worksheet related to the concepts of probability.

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 Activity 5: IRF Chart:
Instructions: After venturing into the unit learning plan, answer the"Revised" row
of the table below. Fill-in the IRF Chart below. This will help you understand the
determination of occurrence of likelihood of events to help you in your daily life.

How can real-life problems involving the determination of occurrence or

likelihood of events help you in your daily life?
Initial

Revised

Final

DEEPEN (MEANING MAKING)

Activity 6: (Gallery Walk) GUIDED GENERALIZATION TABLE

M1. Solves problems Essential Text 1: Text 2: Text 3:

involving probabilities of
Question
simple events. M8GE - In an entrance In a hotel there are In a class there are
IVi - j - 1 exam only three 8 air conditioned 22 students who
students are rooms and 20 like tea, and 18
selected for every ordinary rooms. If a students like coffee.
100 students who guest wishes to What is the
appear for the book an probability that a
examination. What airconditioned room, student likes tea?
Learning Targets:
is the percentage what is the Justify your answer.
I can solve problems probability of probability that he
success in the gets the air
involving probabilities
entrance? Justify conditioned room?
of simple events. your answer. Justify your answer.

Answer: The Answer: The Answer: The

How can real- percentage probability that the probability that a
life problems probability of guest gets the air student likes tea is
involving the success in the conditioned room is 11/20.
determination entrance exam is 2/7.
of occurrence 3%.
or likelihood of
Supporting Texts: Supporting Texts: Supporting Texts:
events help you
P(like tea)
in your daily P(success) = P(air conditioned
=(number of
life? (number of room) =(number of outcomes favorable

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 outcomes favorable outcomes favorable to the event)/(all
to the event)/(all to the event)/(all possible outcomes)
possible outcomes) possible outcomes) = 22/40 = 11/20
= 3/100 = 3% = 8/28 = 2/7

Reason: The Reason:The solution Reason:The

solution in this in this situation can solution in this
situation can be be determined using situation can be
determined using the key concepts of determined using
the key concepts of probability since the the key concepts of
probability since number of outcomes probability since the
the number of that is favorable to number of
outcomes that is the event as well as outcomes that is
favorable to the the number of all favorable to the
event as well as possible outcomes event as well as the
the number of all are given which is 8 number of all
possible outcomes and 28 respectively. possible outcomes
are given which is are given which is
3 and 100 22 and 40
respectively. respectively.

Common Ideas in Reasons: The use of key concepts of probability.

Enduring Understanding/Generalization: Real life problems involving the

occurrence or prediction of simple events can be determined and solved using the
key concepts of probability.

Process Questions:
1. What have you observed from the given problem?
2. Were you able to solve the problems?
3. 3.What is the percentage of probability of success in the entrance exam?
probability of the guest getting the air conditioned room? probability that
students like tea?

4. EQ: How can real life problems involving the determination of

occurrence or likelihood of events help you in your daily life?

Holistic Rubric for Guided Generalization:

Activity 7: Problem Analysis While Using Mathematical Models

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M2. Generalizes the
importance of using
mathematical models to
solve problems involving
probabilities of simple
events.

Learning Target:
I can decide the
appropriate
mathematical model in
solving problems
involving probabilities
of simple events

Assessment : Quiz #2 (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:

You are given a standard deck of card, you are ask to draw a single card,
what is the probability of drawing a black card?
Answer: There is ¼ probability of drawing a black card from a standard deck

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 Identified Correction of Explanation of Correction
Error and Error
Explanation

The error is the The answer should There are 26 black cards in a standard deck
answer because be ½ probability of and there is a total of 52 cards in the standard deck,
it should be ½ drawing a black so if we divide 26 by 52, we will obtain a result of ½.
probability card

Scaffold for Transfer 3: Recommendation of Vaccine

Instructions: Based on the data gathered, students must come up to a
recommendation about the Effective Covid-19 Vaccine Brand that will guide
the readers on what brand to receive during vaccination.

Clickable Links :
https://doh.gov.ph/vaccines/know-your-vaccines
https://www.cdc.gov/vaccines/covid-19/info-by-product/index.html

Screenshot of Online Resource:

Activity 8: Map of Conceptual Change

Below is a three column table, in the second column are statements or
concepts or ideas. You are tasked to identify whether the statement on the
second column is TRUE or FALSE. Write TRUE on the After column if you
think that the statement is correct and write FALSE if otherwise.

Reminder: Write your answers only on the AFTER column of the table.

Before Concept/Statement After

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 Probability is only a concept
Example: significant in complex FALSE
situations

1. Many aspects of our daily

lives differ in the chances
of occurrences.

2. A possibility is not
necessarily a probability.

3. Probability refers to the

likelihood of an event from
happening.

4. Doing an experiment is
getting the probability that
assumes that all outcomes
in the sample space are
equally likely to occur.

5. Statisticians like to get as

many samples or
respondents when
conducting experiments or
surveys for accuracy.

Activity 9: IRF Chart:

Instructions: After having different activities, you can now give your answer in
the"Final" row of the table below. Fill-in the IRF Chart below. This will help you
understand the determination of occurrence of likelihood of events to help you in
your daily life.

How can real-life problems involving the determination of occurrence or

likelihood of events help you in your daily life?
Initial

Revised

Final

TRANSFER

Performance Standard: Transfer Goal:

The learner is able to
formulate and
Students on their own and in the long run will be able to solve problems involving
PEAC2022Page 14
solve practical predicting outcomes that will serve as a basis for making a sound decision.
problems
involving
probability of
Performance Task: RESBAKUNA TAYO!
simple events.

The Department of Health is currently conducting the RESBAKUNA

T1. Investigates real life program. In your barangay, many of the residents are still anxious and
problems involving scared of being vaccinated. Your task as a Rural Health Officer is you will
probability of simple events.
provide informations regarding the low risk of being infected of COVID if
you are vaccinated; A data analyst in your team who will be presenting
well researched data regarding the COVID infection for the vaccinated and
unvaccinated individuals; A brochure designer who is responsible for
T2. make recommendation
based on the results of an
designing brochures to make it more interesting, substantial and appealing
investigation and mathematical to the eyes of the readers.Your output will be a tool to inform and
encourage the residents of the barangay to be vaccinated. Your output will
modeling
be evaluated accordingly with the following criteria; Accuracy of Data,
Mathematical Justification, Validity of the data, Data Organization
Learning Targets:
I can give example of Kind: Differentiated w/One Product (Brochure)
situations in real life
involving probability

I can make decisions

based on a probable
outcome of an event

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 Use of Web 2.0 App for Output (Ex. InShot, etc)
Instruction: You can use Canva in order to create your brochure output,
click on the link of the video tutorial for beginners provided below.

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 How To Use Canva For BEGINNERS!
(Canva Tutorial 2020)
https://www.youtube.com/watch?v=zJSgUx5K6V0

Analytic Rubric:

Self-Assessment:

Expected I can do this I need help to I cannot do

Skills by myself. I do this but I this by myself

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 can talk about can talk about and I cannot
it to others. it to others. talk about it to
others.

I can gather
data through a
survey

I can interpret
the data
gathered from a
survey

I can suggest
decisions based
on my gathered
data and
interpretation

I can give
example
situations in real
life involving
probability

I can make
decisions based
on a probable
outcome of an
event

Values Integration

Reflection Journal:
Description: Kindly answer this activity which would show how
important this lesson is in your day-to-day activities.

In this lesson, I learned about _______________________.

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 I can use these concepts ___________________________

These are very important because ______________________________.

I understand that _________________________________________.

I can use the basic concepts of probability in my day-to-day activities by

_____________________________________________.

CALENDAR OF ACTIVITIES
WEEK 1

MON TUE WED THU FRI

Pre - Test FIRM UP FIRM UP FIRM UP Homeroom

EXPLORE Act. 1: Video Act 2: Hands On Scaffold for

Watching with Modeling w/ Transfer 1
Frayer Model Demo
IRF Chart

Assess. 1: Fill in Assess. 2:

Map of the Blank Multiple Choice
Conceptual
Change

WEEK 2

MON TUE WED THU FRI

FIRM UP FIRM UP FIRM UP FIRM UP Homeroom

Act. 3 - 4: Video Assess. 4: Scaffold for Quiz #1

Watching: Practice Exercises Transfer 2
Theoretical Vs.
Experimental
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 Act. 5: IRF Chart
Assess. 3: Venn
Diagram

WEEK 3

MON TUE WED THU FRI

DEEPEN DEEPEN DEEPEN DEEPEN Homeroom

Act. 6 (Gallery Act. 7: Problem Scaffold for Act. 8: Map of

Walk) Guided Analysis Transfer 3 Concept. Change
Generalization

Assess. (Q #2) Act. 9: IRF Chart

Error Correction

WEEK 4

MON TUE WED THU FRI

TRANSFER TRANSFER TRANSFER Homeroom

Post Test
Performance Task Performance Task Self - Assessment
(Reflection
Journal)

UNIT ASSESSMENT SAMPLES

A. ACQUISITION
1. SELECTED RESPONSE TEST ITEMS:

LEARNING COMPETENCY TEST ITEM(S)

(A)
A1. Illustrates an An (1) _________________ is a situation or an activity that
experiment, outcome, sample involves the chances or probability that leads to a result called an

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 space and event. M8GE - (2) ____________.
IVf - 1

A2. Counts the number of A student has a choice of 5 sandwiches and 6 juices. In how many
occurrences of an outcome in ways can he choose 1 sandwich tuand 1 juice?
an experiment: (a) table; (b) A. 10 B. 20 C. 30 D. 40
tree diagram; (c) systematic
listing; and (d) fundamental
counting principle. M8GE -
IVf - g - 1

Theoretical Experimental
Probability Probability
A3 Illustrates an
experimental probability and
a theoretical
probability. M8GE - IVi -1

A4. Finds the probability of a

simple event. M8GE - IVh - A teacher has written the name of each student on a piece of
1 paper and placed the names in a box. She randomly draws a paper
from the box to determine which student will present the answer
to the problem of the day. If there are 17 boys and 14 girls in the
class, what is the theoretical probability that a girl’s name will be
drawn?

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

LEARNING COMPETENCY: (M)

__________________________________________________________________________________

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

ARTICLE/PROBLEM: In an entrance exam only three students are selected for every 100 students who appear
for the examination. What is the percentage probability of success in the entrance? Justify your answer.

QUESTION:What is the percentage probability of success in the entrance?

YOUR CLAIM:The percentage probability of success in the entrance exam is 3%.

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 Cite from the article two evidences that support your claim:

EVIDENCE 1: The solution in this situation can be determined using the key concepts of probability since the
number of outcomes that is favorable to the event as well as the number of all possible outcomes are given which is 3
and 100 respectively.

EVIDENCE 2: P(success) = (number of outcomes favorable to the event)/(all possible outcomes) = 3/100 = 3%

Explain how your evidence supports your claim.

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

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 Q4 Q5 Q6

Q7 Q8 Q9

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 support my answer is…

REASONING: The evidence I chose supports my answer because…

QUESTION NO. ___:

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 CLAIM: My answer to the question is

EVIDENCE: The statement in the article that support 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 support 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

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 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, ANSWER student to read and analyze.
SHEET AND ANSWER KEY 2. Question(s) are given in line with Make
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 the 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 the 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
article 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. Student is also asked to
support answer 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
answer. They make a claim on which is
the best. They have to give Evidence

PEAC2022Page 26
 citing texts and Reason to justify their
choice.

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:
You are given a standard deck of card, you are ask to draw a single card, there are 13 black cards, 13 face
cards, 26 red card, what is the probability of drawing a black card?
Answer: There is ¼ probability of drawing a black card from a standard deck

Identified Error and Correction of Error Explanation of Correction

Explanation

The error is the number of The number of black cards There are 26 black cards
black cards is 26 in a standard deck
The error is the number of The number of face cards is There are three face cards
face cards 16 each for spade, hearts,
club and diamonds
The error is the answer The answer should be ½ There are 26 black cards
because it should be ½ probability of drawing a in a standard deck and
probability black card there is a total of 52 cards
in the standard deck, so if
we divide 26 by 52, we
will obtain a result of ½.

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)

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 PERFORMANCE STANDARD:

SITUATION:

The Department of Health is currently conducting the RESBAKUNA program. In your barangay, many of the
residents are still anxious and scared of being vaccinated. Your task is to encourage people to be vaccinated
presenting data of low risk of infection COVID 19

GOAL: To encourage people to be vaccinated presenting data of low risk of infection COVID 19

ROLE: Your task as a Rural Health Officer is you will provide informations regarding the low risk of being
infected of COVID if you are vaccinated; A data analyst in your team who will be presenting well
researched data regarding the COVID infection for the vaccinated and unvaccinated individuals; A brochure
designer who is responsible for designing brochures to make it more interesting, substantial and appealing
to the eyes of the readers. Your output will be a tool to inform and encourage the residents of the
barangay to be vaccinated.

PRODUCT: A brochure

AUDIENCE: Residents of the baranggay

STANDARD FOR SUCCESS:

Accuracy of Data, Mathematical Justification, Validity of the data, Data Organization

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:

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 SITUATION:

GOAL:

ROLE:

PRODUCT:

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.

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

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.

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 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.

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)

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 AUDIENCE:

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.

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5E. PERFORMANCE TASK (DESIGN THINKING)

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

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 5. Test

6. Publish

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 number of steps for Learn,
Practice and Show.

Activity Directions/Resource Choices/Content/Link Output Date

Completed

Step 1: LEARN

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 Step 2: PRACTICE

Step 3: PRACTICE

Step 4: SHOW

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

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 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. 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. Teacher Notes section is deleted in the students’ playlist copy.

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

CRITERIA 4 3 2 1 RATING

OUTSTANDING SATISFACTORY DEVELOPING BEGINNING

Accuracy of The data provides The data provides The data provides The data does not
Data accurate, complete, and accurate and complete information about the provide any
comprehensive information the low low risk of being infected information about
information about the risk of being infected of of COVID if vaccinated the low risk of being
low risk of being infected COVID if vaccinated infected of COVID if
of COVID if vaccinated vaccinated

Justification is logically Justification is clear, Justification is not so Justification is

Mathematical clear, convincing and and convincingly clear. Some ideas are ambiguous. No
Justification professionally delivered. delivered. Some not connected to each information is
Information provided is information provided is other. Not all provided.
connected to each one. connected to each one. information is provided.

Validity of Data The data used are The data used are There are items in the Data are
authentic and updated. authentic. Data taken data used which are not hypothetical and are
Data taken from reliable from reliable sources. authentic. not reliable.
sources.

Data The data follows a logical The data follows a Some parts of the data The data is difficult
Organization coherent sequence. It is logical sequence. It is are not correctly to follow. Ideas are
detailed and clear. clearly written. sequenced thus causing vague
confusion for the reader.
The brochure made use The brochure made The brochure failed
of effective, detailed and use of appropriate, The brochure is detailed to use appropriate
clear multimedia. detailed and clear but inappropriate. and clear
multimedia. multimedia.

TOTAL:

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