UNIVERSITY OF EASTERN PHILIPPINES

University Town, Catarman Northern Samar

COLLEGE OF EDUCATION

TEACHING INTERNSHIP PORTFOLIO

(My Field Teaching Experience)

RICCI MAE BALLADO CERBITO

BSED – Mathematics

Submitted in Partial Fulfillment

of the Requirements for the Course
EDUC 14 Teaching Internship

2023

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 TABLE OF CONTENTS

Page

Title Page 1

Table of Contents 2-3

Introduction 4-5

Acknowledgement 6-7

Prayer 8

Credo 9

Curriculum Vitae 10

Personal Educational Philosophy 11-12

A Brief Description of The Site of Practice Teaching 13

On-Campus Site of Practice Teaching 14

Off-Campus Site of Practice Teaching 15-17

Weekly Journal 18

On-Campus Weekly Journal 19-22

Off-Campus Weekly Journal 23-29

Sample of Lesson Plans 30

Detailed Lesson Plan 31-43

Semi-Detailed Lesson Plan 44-48

Brief Lesson 49-50

Pieces of Evidence of Community Outreach 51-53

Observation and Evaluation Forms 54

On-Campus Teaching Demonstration 55-62

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 Off-Campus Teaching Demonstration 63-68

Compilation of Lesson Plan 69

Best Lesson Plan Using Creative Strategy 70-84

Sample of Learner’s Worksheet and Feedback 85

Learner’s Worksheet 86

Learner’s Feedback 87

Titles and Brief Synopsis of Professional Readings 88

What is the Importance of Teaching Aids in Learning? 89-90

Teacher-Student Interactions: The Key to Quality Classrooms 91-93

Reflection 94

Professional Development Plan/Career Plan 96-99

Certificate of Completion 100

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 INTRODUCTION

Welcome to my portfolio. I am Ms. Ricci Mae B. Cerbito, a student

of University of Eastern Philippines, Catarman N. Samar, under the

program Bachelor of Secondary Education Major in Mathematics.

I chose this line of work because I want to stand apart. I have a

lot of options when it comes to my career, but teaching is the one that

I feel most at home in and is my calling.

I am aware that everyone needs an education and that it is the

key to accomplishing our individual goals. Every child should have

access to a great education, but not everyone does, particularly those

with disabilities. I want to impart my expertise and learning to my

students as a future educator. Some families lack the resources to send

or support their children to school, but I will assist those families,

especially the poor, in doing so.

Every kid has the right to go to school. I'll support every kid in

realizing their aspirations. No pupils were abandoned. My studies both

on and off campus helped me to recognize that teaching children

requires patience, hope, and a teacher who is empathetic. The noblest

profession is teaching because it requires a heart that is patient and

understanding. It also requires passion and courage.

This teaching internship portfolio aims to support and encourage

anyone who would be undertaking a similar task. My pre-service

teaching experiences are thoroughly reflected in this portfolio.

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 This include my resume, diploma, weekly journal, experiences in

the classroom, and my initial teaching philosophy. It also contained my

personal profile.

This portfolio’s objective is to evaluate pre-service teachers’

learning as they become ready for their future experiences and the

classroom. It also serves as a record of the pre-service teacher’s

development and achievements over the course of my internship.

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 ACKNOWLEDGEMENT

Acknowledgements are given to few people who were supportive in

completing this portfolio:

To the faculty members and all students in my on-campus teaching

internship at University of Eastern Philippines Laboratory High School

for allowing me to become part of the family.

To my cooperating teachers Ma’am Mryna Cornillez and Sir Cyrene

Corsino for their support, knowledge and guidance during my on-

campus internship period.

To my Grade 7-Daisy and Grade 9-Sampaguita students for their full

support and cooperation during my discussion.

To the faculty members and all students in my off-campus teaching

internship at Leonardo M. Amigo High School for allowing me to

become part of the family.

To my cooperating teacher Ma’am Amelita B. Uy for her support,

knowledge and guidance during my internship period.

To my Grade 7-Charity, Kindness, Love, and Generosity students for

their full support and cooperation during my discussion.

To my alma mater, University of Eastern Philippines for its pursuit of

excellence and as a leading institution in the field of education.

To my classmates, co-interns for their help and encouraging me to do

my best.

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 To my best friends Myla, Teresa, Trixie, and Checilyn for helping me

to survive this journey and supporting me in all of my decisions in life.

To my grandparents, aunties, uncles and cousins for their love, moral

and financial support throughout my journey.

To my parents Mama Anasel and Tatay Nono and my siblings for the

unconditional love and support they gave to me.

Above all, the Almighty God, for his eternal love, blessings, strength

and courage to face all the challenges in life.

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 PRAYER

Dear God,

As I embark on this journey as a student teacher, I ask for your

guidance and wisdom. Please help me to be patient and

understanding with my students, to inspire them to learn, and to

create a positive and safe learning environment.

Grant me the ability to communicate effectively with my students,

colleagues, and superiors. Help me to recognize each student's

strengths and weaknesses, and to provide individualized support and

encouragement.

Please give me the strength and resilience to handle the challenges

that come with being a teacher. Help me to stay motivated and

passionate about teaching, even when the workload is overwhelming

or the outcomes are not what I hoped for.

Above all, I pray that I can be an instrument of your love and grace in

the lives of my students. May I be a positive influence, a source of

inspiration, and a guide to help them reach their full potential.

In your holy name I pray,

Amen.

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 CREDO

As a student teacher, I believe in the power of education to transform

lives. I believe that every student has the potential to learn and grow,

and that it is my responsibility to nurture that potential.

I believe in creating a safe and inclusive learning environment where

all students feel valued and respected. I believe in treating my

students with kindness, empathy, and understanding.

I believe in the importance of collaboration and teamwork. I believe in

working with my colleagues, parents, and community members to

create a supportive network for my students.

I believe in the value of lifelong learning. I believe that as a teacher, it

is my responsibility to continue learning and growing, both personally

and professionally.

Above all, I believe in the power of hope and perseverance. I believe

that with hard work, dedication, and a positive attitude, anything is

possible. And I am committed to instilling that belief in my students,

so that they too can achieve their dreams and reach their full

potential.

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 CURRICULUM VITAE

PERSONAL BACKGROUND

Name : RICCI MAE BALLADO CERBITO

Date of Birth : JUNE 10, 2000

Place of Birth : BARANGAY NAPOTIOCAN

LAOANG, NORTHERN SAMAR

Civil Status : SINGLE

Home Address : BARANGAY NAPOTIOCAN

LAOANG, NORTHERN SAMAR

Father : RELITO E. CERBITO

Mother : ANASELIA B. CERBITO

EDUCATIONAL BACKGROUND

Tertiary : UNIVERSITY OF EASTERN PHILIPPINES

MAIN CAMPUS
CATARMAN, NORTHERN SAMAR

Secondary : UNIVERSITY OF EASTERN PHILIPPINES

LAOANG LABORATORY HIGH SCHOOL
LAOANG CAMPUS
LAOANG, NORTHERN SAMAR

: SALVACION NATIONAL HIGH SCHOOL

LAOANG, NORTHERN SAMAR

Elementary : NAPOTIOCAN ELEMENTARY SCHOOL

LAOANG, NORTHERN SAMAR

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 PERSONAL EDUCATIONAL PHILOSOPHY

A personal educational philosophy is a dynamic and evolving set

of beliefs and values that can be shaped by experience, reflection, and

ongoing professional development. It is an important tool for guiding

teaching practice and making decisions about curriculum, instruction,

and assessment.

My personal philosophy in education is the student-centered

learning. Student-Centered Learning is an approach to education in

which the focus is on student engagement and active participation in

the learning process. It emphasizes the idea that students should be

active participants in their own education, rather than passive

recipients of information.

There are several key components of student-centered learning,

including:

1. Collaboration: Students work together and learn from each other,

often in small groups or teams.

2. Personalization: Instructors adapt learning experiences to

individual student needs, interests, and abilities.

3. Inquiry-based learning: Students are encouraged to ask

questions, seek answers, and explore topics through independent

research and investigation.

4. Project-based learning: Students work on real-world projects,

often with a focus on problem-solving and critical thinking.

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 5. Active learning: Students engage in hands-on activities, rather

than simply listening to lectures or reading textbooks.

Overall, the goal of student-centered learning is to create a more

interactive, engaging, and self-directed learning experience that

empowers students to take ownership of their education and develop

the skills they need to succeed in the real world.

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A BRIEF DESCRIPTION OF
THE SITE OF PRACTICE
TEACHING

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 ON-CAMPUS TEACHING INTERNSHIP

The University of Eastern Philippines-Main Campus. It is the first

state university in the Visayas, hence, a comprehensive state university

in Eastern Visayas. The university has three campuses, the main

campus is located in UEP, Catarman and the other two branches are in

Laoang and Catubig. The university is 14.6 km away from the main

town of Catarman.

The school is located in one of the barangays of Catarman. With

a total of 8 classrooms, with 2 assigned sectioning for both grades 9

and 10: Basic Education Curriculum and Science Curriculum. The

school's implementation of this consistent sectioning has been going on

for years now. The secondary school consists of students from various

areas in Northern Samar. This high school was prominently located to

accommodate the academic necessity of a total of 341 students in this

high school.

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 OFF-CAMPUS TEACHING INTERNSHIP

THE HISTORY OF LEONARDO M. AMIGO HIGH SCHOOL

The unprecedented increase of the enrollment of the students at

Makiwalo Community gave birth to Makiwalo Integrated School in the

year 2004. Pursuant to the provision of RA 6695 otherwise known as

free Secondary Education Act of 1998 which states that, "it is a policy

of the state to provide free public secondary education Then the

concerted efforts of the schools division superintendent, Dr. Thelma C

Quitaliz, Mr. Allan Acedera, principal of the Makiwalo Elementary

School with the coordination of the school officials, PTCA and the Brgy

Officials and the incumbent Brgy. Captain Bennie Vicario Cabalitan,

submitted a resolution No. 14-5- 2004 on March 2004 a resolution of

intent and commitment of the municipal government of Mondragon,

Northern Samar to provide help for the opening operation and

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maintenance of integrated school in Brgy. Makiwalo, under the

incumbency of the late Hon. Elito E. Dapulag as Vice Mayor Ismael C.

Bugna in the same year.

On June 2014, the Makiwalo lntegarated School started its

operation with the full support of the LGU of Mondragon through the

efforts of the Mayor Ismael C. Bugna, late Ho Elito Dapulag as Vice

Mayor, and Municipal Councilor Matias Cabalitan Four locally - paid

teachers detailed and one make shift school building was made,

intended for high school students.

On July 27, 2009, Congressman Paul R. Daza, in there 14th

congress, pass the RA 9824, and act converting the Makiwalo

Integrated School in Brgy. Makiwalo, Muncipal of Mondragon, Province

of Northern Samar into National High School and appropriating funds

therefore, "Approved into law of President Gloria Macapagal Arroyo on

November 26, 2009"

On December 20, 2010, through the effort of Municipal Vice

Mayor Matias B. Cabalitan, the deed of donation was signed for a

hectare relocation site of the newly converted Makiwalo National High

School within the vicinity of Brgy. Makiwalo located at Sitio Alisyao to

avoid congestion and overcrowding of pupils and students in the

elementary campus, this was realized through the generosity and

kindness of the heirs of Dr. Leonardo M. Amigo as the Donor of School

Site on December 3, 2012, Dr. Luisa Bautista-Yu, CESO III, DepEd

Regional Director signed a regional memorandum No 86, 2012

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Renaming Makiwalo National High School (MNHS) into Municipality of

Mondragon Northern Samar to Leonardo M. Amigo High School.

From November 3, 2011 to May 2016, the School was managed

by Mr. Rolito L. Unay the Head Teacher III/OIC with 18 faculty

members. From June 2016 up to December 2022, the school was

managed by Ma'am Clara E. Gallano with 17 Junior High School

Teachers, I Head Teacher III and 6 Senior High School Teachers. From

January 2023 up to present, the school was managed by Ma'am Maria

Glenda P. Muncada, School Head/Head Teacher III, 1 Administrative

Officer, 1 Senior Bookkeeper, 1 Disbursing Officer, 23 Junior High

School Teachers and 8 Senior High School Teachers who continuously

coping with the different challenges in the academic and assiduously

working hand-in- hand to realize its mission and vision and to serve its

clientele at its best.

The junior high school department has 12 classrooms, while the

senior high school department has 4 classrooms. The entire school has

its own clinic, library, canteen, three comfort rooms in different areas,

a guidance office, and a principal’s office. The school also follows the

health protocol and guidelines given by the Department of Health, as

they have their own sanitizing equipment and hand washing area.

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WEEKLY JOURNAL

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 ON-CAMPUS TEACHING INTERNSHIP

Week 1 (January 16-20, 2023)

This week is the first week of our on-campus teaching internship.

I immediately go to my assigned classroom for our first shifting in class
and I was assigned in Grade 7-Daisy. On first day, me and my co-intern
Danielle and Vina observed the mathematics class at the time 10:00-
11:30 and after that, Ma'am Mryna Cornillez our cooperating teacher
talked to us about the process and flow of giving the lessons that we
were going to teach in the following week. In the next day, I go to my
cooperating teacher to check my lesson plan for the next week lesson.

Week 2 (January 23-27, 2023)

Me and my co-intern started to teach in Grade 7 Daisy. Ms.

Danielle teach the class about the "Introduction of Measurement and
the Measurement of Length". On January 26, I teach the class about
"Converting Measurements". This week is also the second and last week
for our first shifting in our on-campus teaching internship. Even though
we only spent for 2 weeks, a lot of memories were created with my
students and I learned a lot about my cooperating teacher, she guided
us how to be an effective teacher in the future.

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Week 3 (January 30 – February 3, 2023)

This is the first week of our second shifting. Kriza, Teresa and I
were assigned to Grade 9 Sampaguita and our new cooperating teacher
is Sir Cyrene Corsino. We had our meeting in the afternoon, and our CT
gave us the lessons that we were going to teach for the following week.
On the third day, Teresa was the first one to teach the class, next is
Kriza and the last is me.

Week 4 (February 6-10, 2023)

This is the second week of our second shifting. On first day, I was
scheduled to teach the class, and I immediately go to the classroom at
7:50 am as the class will start at 8:00 am. My lesson is about "Triangle
Similarity: AA Similarity Theorem). All of the students were all
participative in class and I was happy that we create an enormous bond
in my first day of teaching. This week should be our last week, however
most of the cooperating teachers in math decided not to have third
shifting, instead let the student teachers stay on their designated grade
level as they end the on-campus teaching.

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Week 5 (February 13-17, 2023)

This week is the third week of our second shifting. I observed my

co-interns on their teaching class. On February 16, it was my second
time teaching and my lesson is about "Triangle Similarity: Theorem 63-
64."

Week 6 (February 20-24, 2023)

This week is the fourth week of our second shifting. I observed

my co-interns on their teaching class and checked the outputs and
evaluation of my students from the previous lesson.

Week 7 (February 27 - March 3, 2023)

This week is the fifth week of our second shifting. On the first
day, I teach the class about "Theorem 72. The Pythagorean Theorem".
This is the last topic that I discussed in the class.

On March 3, we attended and actively participated on the "Seminar

Workshop on Emerging Trends in Teaching Across Learning Areas: An
Experiential Way."

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Week 8 (March 6-10, 2023)

This week is the sixth week of our second shifting. We were all
busy preparing for the third quarter examination. We first have the unit
test for the Grade 9-Sampaguita.

Week 9 (March 13-17, 2023)

This week is the seventh week of our second shifting. We were all
busy preparing for the requirements for off-campus internship. This
week also is the schedule of 3rd Quarter Examination. After we gave
the exam, we immediately checked and record the results. We also
prepared all the attendance, outputs, results of quizzes and gave it to
our cooperating teacher as he insisted that instead of computing the
grades, he gave us the time to prepare for our off-campus teaching. He
told us that he can manage his time for that and no need to worry.

On March 14, all of the practice teacher in the college of

education attended and actively participated in the "Orientation
Seminar on Teaching Internship" at the UEP Gymnatorium in
preparation for our off campus teaching next week.

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 OFF-CAMPUS TEACHING INTERNSHIP

Week 1 (March 20-24, 2023)

This week is the first week of our off-campus teaching internship.

I was assigned in Grade 7 with four sections (Charity, Kindness, Love
and Generosity). On first day of my internship, I observed the class on
each section while my cooperating teacher Ma'am Amelita Uy is in the
front lecturing about the parts of circle. I observed that some of the
students in each section were mostly absent. After the class on 3 pm,
Ma'am Amy gave me the class list as well as the MELCs and guided me
the topic that I will be teaching for the following weeks. On Friday
morning, Ma'am Amy checked my lesson plan for my first teaching
schedule on Monday.

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Week 2 (March 27-31, 2023)

This week is the second week of our off-campus teaching

internship. On the first day of the week, I teach about the "Angles
formed by Parallel Lines Cut by a Transversal". I was happy that most
of the students were all participative in class and I didn't feel the
pressure inside the classroom.

On March 29, we celebrated the women's month with a theme

"We Gender Equality: Inclusive Society"

Week 3 (April 3&4, April 11-14, 2023)

This week is the third week of our off-campus teaching

internship. I teach about Polygon and the whole class were participative
throughout my discussion then I gave them an assignment that they
were going to do in holy week.

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 The class resume on April 11, and I let the class construct
different types of polygon.

Week 4 (April 17-20, 2023)

This week is the fourth week of our off-campus teaching

internship. We were all busy as we prepare for the 3rd quarter
examination and for my local demonstration.

On April 17, at exactly 9:45 am, I had my local demonstration. I

was so happy and feel proud that I did a great job on my local demo.
Thank you to Ma'am Amy for helping me throughout this journey, to
Ma'am Olga for observing and giving me unexpected feedback. Lastly,
to my Grade 7 Kindness for their cooperation.

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 On April 19 and 20, all of the students in LMAHS took their 3rd
Quarter Examination.

Week 5 (April 24-28, 2023)

This week is the fifth week of our off-campus teaching internship.

We were all busy checking all the test papers, encoding the scores and
results of the students quizzes and output as well as computing them.
This week also serve as rest week for the students on the academic
stress they feel and change their mood into some extra-curricular
activities as they showcase their talents on April 24-25 celebrating the
"Festival of Talents".

Week 6 (May 2-6, 2023)

This week is the sixth week of our off-campus teaching

internship. We are all busy preparing for the grand demonstration
26
teaching. From the mathematics major, we chose Maria Teresa T.
Carpio as our representative to do the grand demonstration.

On May 5, at exactly 2 pm, the event started. We are all happy

and celebrated our victory as we successfully made the grand
demonstration.

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 On May 6, Saturday morning, the school had their "Third Quarter
Portfolio Day". I was happy and proud for my students who made a
great success on their study. They showed me their certificate of
recognition, took a picture and congratulated them in their success. For
those students who didn't make it, still I am proud because I know that
they are doing their best at all times.

Week 7 (May 8-12, 2023)

This week is the seventh week of our off-campus teaching

internship. It is also the start of the modular class, where the students
in LMAHS will only go to the school premises on Monday for class
teaching and receiving the modules and every Tuesday and Wednesday
the students shall be at home only and they will be back on Thursday
to submit their modules and activity and get another set of modules.

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 On Monday, I teach the class about "Real-Life Problems that can
be Solved by Statistics" after that, I give them the modules and activities
that they will answer on Tuesday and Wednesday.

On Thursday, the class submitted their modules and activities

and I teach them the "Different Types of Statistical Instruments" and
then eventually gave them modules and activities about the lesson we
discussed today.

Week 8 (May 15-17, 2023)

This is the last week of our off-campus teaching internship. We

are all busy checking all the modules and activities submitted by the
students. After that, I record all the scores and submitted all the
modules, activity and class record to my cooperating teacher. I gave my
farewell message to my students and cooperating teacher as I finished
my internship on May 17. I am happy that they appreciated my teaching
strategy and effort throughout the journey of my teaching experience.

I will miss them so much.

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SAMPLE OF LESSON PLANS

DETAILED
SEMI-DETAILED
AND BRIEF

30
 A DETAILED LESSON PLAN IN MATHEMATICS 7

Cerbito, Ricci Mae Ballado

Practice Teacher

I. Objective
At the end of the lesson, students should be able to:
1. identify the angles formed when two parallel lines are cut by
a transversal;
2. derive relationships among angles formed by two parallel
lines cut by a transversal; and
3. appreciate the importance of parallel lines in real life
situation.

II. Subject Matter

Topic: Angles formed by parallel lines cut by a
transversal.
Reference: J.G. Bernabe et al Geometry Textbook for
Third Year pages 73 – 80.
Materials: Manila paper, chalkboard, chalk, scotch tape,
pen, ruler, flags, and power point presentation.

III. Procedure
Teacher’s Activity Students’ Activity

A. Routinary Activity

Prayer The students will stand up and

pray.
Greetings GOOD MORNING MA’AM!
Attendance Assigned student will mention the
name of those students who are not
around.
Classroom Management The students will pick up all the
pieces of paper inside the classroom.

B. Review
Before we start, let us first have a
review.
We discussed about the parts of a
What was the last topic that we circle.
discussed last meeting?

What parts particularly? The central angles and inscribed

angles.

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Let us try answering this activity by
identifying the central angle and
inscribed angle.

Central angles:
O
E D ∠𝐶𝑂𝐸, ∠𝐷𝑂𝐵, ∠𝐶𝑂𝐷, ∠𝐵𝑂𝐸
Inscribed angles: ∠𝐴𝐵𝐶 𝑜𝑟 ∠𝐶𝐵𝐴

B
C. Motivation
Before we proceed, let us first
have an activity. I will group you
into four groups. This activity is
called “AM I PARALLEL?” I will show
you some pictures, and what you
are going to do is to raise the green
flag ( ) if the picture represents
PARALLEL and raise the red flag
( ) if the picture does NOT
represent parallel.

Do you understand? Yes Ma’am!

Let us start now.

1.

1. (PARALLEL)

32
2.

2. (NOT PARALLEL)

3.

3. (NOT PARALLEL)

4.

4. (PARALLEL)

5.

5. (PARALLEL)

33
6.

6. (NOT PARALLEL)

7.

7. (PARALLEL)

8.

8. (PARALLEL)

Very good class!

Based on the activity that we have

done, what do you think will be our Our lesson today has something to
lesson today? Who has an idea? do with parallel lines.

That’s correct!

34
 Today, we will discuss about the (The teacher will present the
angles formed when two parallel objectives of the lesson)
lines are cut by a transversal.

At the end of the lesson, students

should be able to;
1. identify the angles formed
when two parallel lines are cut by a
transversal,
2. derive relationship among
angles formed by two parallel lines
cut by a transversal, and
3. appreciate the importance of
parallel lines in real life situation.

D. Lesson Proper
Activity
Let us have another activity. Please
remain in your group. I will give you
some colored papers and stickers.
You are going to use these materials
in your activity.
This activity is called “OH PARALLEL
LINES CUT BY A TRANSVERSAL,
WHAT ANGLE AM I TO YOU?’’

Mechanics:
Step 1. Using your ruler and pen, Group 1, identify the “Interior
draw two parallel lines. Angles.”
Step 2. Cut the two parallel lines by
a transversal line. Group 2, identify the “Exterior
Step 3. Identify the angles assigned Angles.”
in your group.
Step 4. Use the stickers by pasting it Group 3, identify the “Alternate
on the angles that you have chosen. Interior and Exterior Angles.”
Choose only one pair of alternate
interior angles and one pair for
alternate exterior angles.

Group 4, identify the

“Corresponding Angles.” Choose at
least two pairs of corresponding
angles.

Did you understand? Yes Ma’am

35
Okay, I will only give you 5 minutes (The students will do their activity.)
to do the activity.

Are you done? Yes Ma’am!

Let us now check your outputs. (Each group will present their
output.)
Thank you for your presentation
class.

Let us give yourselves a good job (The students will do the good job
clap. clap.)

Analysis
What did you observe in the
activity? Two parallel lines are cut by a
transversal and it formed angles.

Very good!

How do you consider that the two

lines are parallel? If the line does not intersect no
matter how we extend the line.

What do you think will happen if

two parallel lines are cut by a
transversal line? It will form different angles.

Yes, when two parallel lines are cut

by a transversal line, there are
angles that will be formed.

Abstraction
Before we proceed, I want to ask if
anyone here can draw parallel lines
on the board? Student 1

Very good!

So, we have now parallel lines and

we will cut it by a transversal line.

36
Who can draw a transversal line?
(transversal line)

What is a transversal line?

Transversal line is a line that
intersects two or more lines at
different points.

Suppose we have here line A and B.

These two parallel lines will be cut
by transversal line C.

C
As you can see, there are angles
that were formed when we cut the
parallel lines by a transversal.

How many angles were formed? 8 angles

That’s correct!

We will put some numbers on each

angle so that we can identify now
what kind of angle was formed. 1 2
A 3 4

5 6
B 7 8

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First, we will identify the INTERIOR
ANGLES. INTERIOR ANGLES – are the four
angles that lie inside the lines.
What is an interior angle?

A 3 4

5 6
B

The interior angles are

∠3, ∠4, ∠5, 𝑎𝑛𝑑 ∠6

Next, we have the EXTERIOR

ANGLES. EXTERIOR ANGLES – are the four
angles that lie outside the lines.

1 2
A

B
7 8

The exterior angles are

∠1, ∠2, ∠7, 𝑎𝑛𝑑 ∠8

Did you understand? Yes, Ma’am

Let us come now to the next angle

formed, the ALTERNATE INTERIOR
ANGLES. ALTERNATE INTERIOR ANGLES –
are two interior angles that lie on
opposite sides of a transversal.

38
 3 4

5 6

The alternate interior angles which

are ∠3 𝑎𝑛𝑑 ∠6.

What are the other alternate interior

angles here in our example? ∠4 𝑎𝑛𝑑 ∠5

Very good!

Next is, ALTERNATE EXTERIOR

ANGLES. ALTERNATE EXTERIOR ANGLES –
are two exterior angles that lie on
opposite sides of a transversal.
Based on the given figure, where do
you think is the alternate exterior
angles? 1 2

7 8

Student 1: I think the alternate

exterior angles are
∠1 𝑎𝑛𝑑 ∠8; ∠2 𝑎𝑛𝑑 ∠7
How do you say so?
Because from the word exterior
angles and it lies on opposite sides,
just like the alternate interior
angles, alternate exterior angles are
those angles that lie opposite
Excellent! outside the line.

Based on the figure, the alternate

exterior angles are here,

39
 1 2

7 8

The alternate exterior angles

∠1 𝑎𝑛𝑑 ∠8; ∠2 𝑎𝑛𝑑 ∠7

Did you understand? Yes Ma’am

Let’s move on to the last angle

formed when parallel lines cut by a
transversal, the CORRESPONDING
ANGLES. CORRESPONDING ANGLES – are
two angles, one interior and one
exterior on the same side of the
transversal.

In this figure, we have 4 pairs of

corresponding angles. Two pairs in
the left side and other two pairs in
the right side.
Let us first identify the 1 2
corresponding angles that lies on 3 4
the same left side of transversal.
5 6
7 8

So, on the left same side of the

transversal, we have two pairs of
corresponding angles. What are
those angles? ∠1 𝑎𝑛𝑑 ∠5; ∠3 𝑎𝑛𝑑 ∠7

Who can give the other two pairs of

corresponding angles on the same
right side of the transversal? ∠2 𝑎𝑛𝑑 ∠6; ∠4 𝑎𝑛𝑑 ∠8

Very good!

40
Did you understand? Yes Ma’am

Before we proceed to our next

activity, let us summarize what
you’ve learned today.

How can you say that the two lines

are parallel? If they do not intersect to each other
even if you extend the line.

What is a transversal? It is a line that intersects two or

more lines at different points.

If we cut the parallel lines by a

transversal, what are the names of
the different angles formed? Interior Angles, Exterior Angles,
Alternate Interior Angles, Alternate
Exterior Angles and Corresponding
Angles.
Very good!

Application
Let us have now another example,
it is to test if you really understand
the lesson. This time, it will be an
individual activity. I will give you 3
minutes only to answer. Then, some
students will come on the board to
share his/her answers. If not, then I
will call some students randomly to
write the answers on the board.
Did you understand? Yes Ma’am.

Let us start now.

Instructions: Identify the following
angles formed when parallel lines
cut by a transversal line.

b
a
cc d
c c (The students will answer the
1
m n problem.)
p
co
2

41
Are you done? Yes Ma’am

Let us first identify the transversal

line.

Who can identify where is the

transversal here in our problem? Student 1.
Transversal line = 3
Let us come now to the angles
formed.

Kindly identify the interior and

exterior angles. Student 2.
Interior Angles = ∠𝑐, ∠𝑑, ∠𝑚, ∠𝑛
Exterior Angles = ∠𝑎, ∠𝑏, ∠𝑜, ∠𝑝

Very good!
Who can now identify the alternate
interior angles? Student 3.
Alternate Interior Angles =
∠𝑐 𝑎𝑛𝑑 ∠𝑛; ∠𝑑 𝑎𝑛𝑑 ∠𝑚
Very good!
Next, who can identify the alternate
exterior angles? Student 4.
Alternate Exterior Angles =
∠𝑎 𝑎𝑛𝑑 ∠𝑝; ∠𝑏 𝑎𝑛𝑑 ∠𝑜
Very good!
Next is the corresponding angles.
Who wants to present the answer on
the board? Student 5.
Corresponding Angles =
∠𝑎 𝑎𝑛𝑑 ∠𝑚; ∠𝑐 𝑎𝑛𝑑 ∠𝑜
∠𝑏 𝑎𝑛𝑑 ∠𝑛; ∠𝑑 𝑎𝑛𝑑 ∠𝑝

Excellent class! Let us give

yourselves another good job clap.
(The students will do the good job
clap.)
Before we proceed to your
evaluation, I will show you a short
video clip about the importance of
having parallel lines in real life
situation.

Please listen to the video.

(The students will watch and listen
https://youtu.be/oYVrJ6rKDLA attentively to the video
presentation.)

42
Thank you, class.

Any questions? None, Ma’am.

IV. Evaluation
In a ¼ sheet of paper, identify
the following.

k m
s u l n
Z t v

X Y

Transversal = ____________ Transversal = Z

Interior angles = __________ Interior angles = ∠𝑢, ∠𝑘, ∠𝑣, ∠𝑙
Exterior angles = __________ Exterior angles = ∠𝑠, ∠𝑡, ∠𝑚, ∠𝑛
Alternate interior angles = _________ Alternate interior angles =
Alternate exterior angles = _________ ∠𝑢 𝑎𝑛𝑑 ∠𝑙; ∠𝑣 𝑎𝑛𝑑 ∠𝑘
Corresponding angles = ____________ Alternate exterior angles =
∠𝑠 𝑎𝑛𝑑 ∠𝑛; ∠𝑡 𝑎𝑛𝑑 ∠𝑚
Corresponding angles =
∠𝑠 𝑎𝑛𝑑 ∠𝑘; ∠𝑢 𝑎𝑛𝑑 ∠𝑚
∠𝑡 𝑎𝑛𝑑 ∠𝑙; ∠𝑣 𝑎𝑛𝑑 ∠𝑛

V. Assignment
Create an infographic about what
you learned today. You can put it in
a bond paper or colored paper.
Here’s the criteria on making your
infographic.

Content 15%
Originality 15% (answers may vary)
Creativity 10%
Neatness 10%

Total = 50%

43
 A SEMI-DETAILED LESSON PLAN IN MATHEMATICS 7

Cerbito, Ricci Mae Ballado

Practice Teacher

I. Objectives
At the end of the lesson, the student should be able to:
1. identify statistical and non-statistical questions;
2. identify numerical (discrete or continuous) and categorical data;
3. demonstrate the basic concepts of statistics; and
4. poses real life problems that can be solved by statistics

II. Subject Matter

Topic: Real Life Problems that can be Solved by Statistics

Reference: C.M. Amar et. al (2020) Mathematics Grade 7
Alternative Delivery Mode Quarter 4 pages 2 to 10.
Materials: Chalkboard, chalk, manila paper, visual aid, jar,
scissors, tape, and pen.

III. Procedure
A. Routinary Activities

Prayer
Greetings
Checking of Attendance
Classroom Management

B. Review

The teacher will ask the students what was the topic they
discussed last meeting. After that, an activity will be given to the
students to test if they can retain their knowledge on previous lesson.

1. Find the sum of the interior angles of regular dodecagon.

44
 C. Motivation

The teacher will give another activity for the new lesson. The
activity is a song entitled “Data, Data”. The lyrics is about statistics and
the students will sing the lyrics in the tune of twinkle, twinkle little star.

DATA, DATA
(In tune of Twinkle, Twinkle Little Star)

Data, Data, what are you?

We COLLECT you, oh it’s true!
ANALYZE you that’s my plan.
INTERPRET to understand.
Data, data, what are you?
I’ll PRESENT you right on cue.

D. Lesson Proper
Activity
The teacher will divide the class into four groups and they will
answer another activity called “QUICK SURVEY”. The students will be
given 5 minutes to do the activity.

1. Ask your groupmates how much do they spend in their

snacks?
2. Tally how many are spending,
__________ below Php 10.00
__________ exactly Php 10.00
__________ above Php 10.00
3. Present your output.

Analysis

Teacher will ask the students what they had observed in the
activity. The teacher will ask every group about their interpretation in
their activity. Then, teacher will ask who can define statistics and what
they will do after collecting the data needed.

45
Abstraction
Teacher will discuss the Real-Life Problems that can be solved by
Statistics.
Statistics is a branch of Applied Mathematics specializing in
procedures for collecting, organizing, presenting, analyzing, and
interpreting data from observations.
Let us first identify non-statistical and statistical questions.
Non-Statistical Questions are questions that have definite answer and
no need to gather data.
Example of Non-Statistical Questions:
1. How old are you?
2. What is your favorite subject?
3. How many siblings does Elise have?

A Statistical Question is one that can be answered by collecting data

that vary.
Example of Statistical Questions:
1. How many hours does the grade 7 students spend time in studying?
(Summarizing question)
2. Do the grade 7 students spend more time in social media than
studying? (Comparing question)
3. Do students who spend more time in studying do better in exam?
(Relationship question)

There are two types of data: numerical and categorical.

Numerical Data Set are those in numerical form which are either
continuous or discrete.

• Discrete data are those that can be counted in a finitely.

Examples of Discrete Data:

1. Number of boys and girls in grade 7 per section
2. The result of rolling 3 dice
3. The number of books in the shelves
• Continuous data are measurements that can take any value
from an is infinite range.

Examples of Continuous Data:

1. The heights of all grade 7 students

46
 2. Age of persons
3. Distance travelled by an airplane overtime.

Categorical Data Set take nonnumerical values, such as colours,

information or questions that are answerable by YES or NO, labels, etc.
(example: large, medium, and small)
Examples of Categorical Data
1. Since our country is infected with Corona Virus, do you follow the
health protocols given by the Department of Health?
2. Winter melon is my favorite milk tea flavor.
3. Blue signifies calmness, relaxation and peace.

The 4 steps below can be followed to solve real life problems using
statistics
1. Pose the question that can be answered by data.
2. Determine a plan to collect data.
3. Organize and summarize the data.
4. Interpret the results and answer the question posed in Step 1
using the organized and summarized data.

Application
The teacher will give an activity to the students to test if they
really understand the lesson. There are 5 questions written in a piece
of paper inside the jar. One student will be call out randomly to take
one paper inside the jar and will answer whether the question is
statistical or not.
1. What time did I woke up this morning?
2. What are the heights of grade 7 students?
3. What were the high temperature of the municipalities in
Northern Samar?
4. How old am I?
5. Do students want face to face classes than online classes?

IV. Evaluation
The teacher will give an evaluation to the students.
In a ¼ sheet of paper, answer the following:

A. Determine whether the question is a statistical question or non-

statistical question.
1. Who is my favorite Korean Drama star?
2. What are the favorite movie of the grade 7 students?

47
3. How many days are in November?
4. What is the typical age of the grade 7 Mathematics teacher?
5. How many brothers and sisters does my classmates have?

B. Identify each of the following data sets as categorical (C) or

numerical (N).
1. Ages of grade 7 students
2. Favorite flavor of ice cream for each of 6th graders
3. Internet browsing hours spent of grade 7 students
4. My favorite milk tea flavors.
5. Number of students in each section

V. Assignment
In each of the following, create one question or data. Write your
answer in a ½ sheet of paper crosswise.
1. Statistical Question
2. Non-Statistical Question
3. Categorical Data
4. Discrete Data
5.Continuous Data

48
 A BRIEF LESSON PLAN IN MATHEMATICS 7

Cerbito, Ricci Mae Ballado

Practice Teacher

I. Objectives
At the end of the lesson, the student should be able to:
1. identify the different types of statistical instruments;
2. formulate simple statistical instrument; and
3. value cooperation in doing activity on how to formulate simple
statistical instruments.

II. Subject Matter

Topic: Formulates Simple Statistical Instrument

Reference: C.M. Amar et. al (2020) Mathematics Grade 7
Alternative Delivery Mode Quarter 4 pages 11 to 15.
Materials: Chalkboard, chalk, manila paper, hand-outs, scissors,
tape, and pen.

III. Procedure

A. Routinary Activity

Prayer
Greetings
Checking of Attendance
Classroom Management

B. Review

The teacher will ask the students what was the topic they
discussed last meeting. After that, an activity will be given to the
students to test if they can retain their knowledge on previous lesson.

49
 C. Motivation

The teacher will give another activity for the new lesson. There
are five statements and the students will choose whether it is always,
sometimes, and never according to their answer on each statement.

D. Lesson Proper
Activity
The teacher will give an activity to the students where they will
write in a piece of paper what is the subject they could understand
easily and the subject they find difficult to understand. The students
will be given 5 minutes to do the activity.
Analysis

Teacher will ask the students what they had observed in the
activity.
Abstraction
Teacher will discuss the different types of statistical instruments.
Application
The teacher will ask the students what statistical instrument they
can use in the future and make an example of statistical questions
using one of the chosen statistical instruments.

IV. Evaluation
The teacher will give a five-items fill in the blank as an evaluation
to the students.

V. Assignment
The teacher will give an assignment to the students where they
will formulate a sample questionnaire about the favorite subject of their
classmates.

50
 PIECES OF EVIDENCE
OF
COMMUNITY OUTREACH

51
52
 This community outreach program seeks to provide learning
opportunity to the communities outside of the academic setting. Our
aims as student teacher is to extend our knowledge through engaging
and helping children in the community. Our community placement is
in Brgy. Cawayan, Catarman Northern Samar, because it is the nearest
barangay in the university. We, the Mathematics major decided to
divide into groups which consist of five student teachers each group to
cater the need of the learner.

First is the identification of the beneficiaries by conducting

house-to-house visitation last February 4, 2023, two learners were
chosen and they were Mae Claire C. Marquez a grade 3 pupil and
Louella A. Barlaan a grade 1 pupil, we began by assessing the students’
prior knowledge and understanding of the topic, we conducted a pre-
test to determine the student’s weaknesses and strengths in this area
and identified areas that need reinforcement. After that we introduced
the topic by teaching the concept of fundamental operation in
mathematics which are the addition, subtraction, multiplication and
division as well as their definitions. We demonstrated the use of
appropriate symbols and provided real-life problems to illustrate the
concepts relevance, to engage the learners and make the teaching and
learning process fun and exciting we used various teaching strategies
just like drawings and illustrations as well as using storylines where
learner can apply their newfound knowledge.

Furthermore, on our very first session the students’ reacted

positively to our way of teaching which helped them to understand the
concept better and they were eager to complete and understands the
concept better.

53
 OBSERVATION AND
EVALUATION FORMS

54
OBSERVATION AND EVALUATION FORMS
(ON-CAMPUS)

55
56
57
58
59
60
61
62
OBSERVATION AND EVALUATION FORMS
(OFF-CAMPUS)

63
64
65
66
67
68
COMPILATION OF MY DETAILED LESSON PLAN WITH DIFFERENT
SUBJECT MATTER

69
BEST LESSON PLAN USING
CREATIVE STRATEGY WITH
COMPLETE SET OF
MATERIALS

(This is the detailed lesson plan I used for my

local demonstration.)

70
 A DETAILED LESSON PLAN IN MATHEMATICS 7

Cerbito, Ricci Mae Ballado

Practice Teacher

I. Objective
At the end of the lesson, students should be able to:
1. identify the angles formed when two parallel lines are cut by
a transversal;
2. derive relationships among angles formed by two parallel
lines cut by a transversal; and
3. appreciate the importance of parallel lines in real life
situation.

II. Subject Matter

Topic: Angles formed by parallel lines cut by a
transversal.
Reference: J.G. Bernabe et al Geometry Textbook for
Third Year pages 73 – 80.
Materials: Manila paper, chalkboard, chalk, scotch tape,
pen, ruler, flags, and power point presentation.

III. Procedure
Teacher’s Activity Students’ Activity

A. Routinary Activity

Prayer The students will stand up and

pray.
Greetings GOOD MORNING MA’AM!
Attendance Assigned student will mention the
name of those students who are not
around.
Classroom Management The students will pick up all the
pieces of paper inside the classroom.

B. Review
Before we start, let us first have a
review.
We discussed about the parts of a
What was the last topic that we circle.
discussed last meeting?

What parts particularly? The central angles and inscribed

angles.

71
Let us try answering this activity by
identifying the central angle and
inscribed angle.

Central angles:
O
E D ∠𝐶𝑂𝐸, ∠𝐷𝑂𝐵, ∠𝐶𝑂𝐷, ∠𝐵𝑂𝐸
Inscribed angles: ∠𝐴𝐵𝐶 𝑜𝑟 ∠𝐶𝐵𝐴

B
C. Motivation
Before we proceed, let us first
have an activity. I will group you
into four groups. This activity is
called “AM I PARALLEL?” I will show
you some pictures, and what you
are going to do is to raise the green
flag ( ) if the picture represents
PARALLEL and raise the red flag
( ) if the picture does NOT
represent parallel.

Do you understand? Yes Ma’am!

Let us start now.

1.

1. (PARALLEL)

72
2.

2. (NOT PARALLEL)

3.

3. (NOT PARALLEL)

4.

4. (PARALLEL)

5.

5. (PARALLEL)

73
6.

6. (NOT PARALLEL)

7.

7. (PARALLEL)

8.

8. (PARALLEL)

Very good class!

Based on the activity that we have

done, what do you think will be our Our lesson today has something to
lesson today? Who has an idea? do with parallel lines.

That’s correct!

74
 Today, we will discuss about the (The teacher will present the
angles formed when two parallel objectives of the lesson)
lines are cut by a transversal.

At the end of the lesson, students

should be able to;
1. identify the angles formed
when two parallel lines are cut by a
transversal,
2. derive relationship among
angles formed by two parallel lines
cut by a transversal, and
3. appreciate the importance of
parallel lines in real life situation.

D. Lesson Proper
Activity
Let us have another activity. Please
remain in your group. I will give you
some colored papers and stickers.
You are going to use these materials
in your activity.
This activity is called “OH PARALLEL
LINES CUT BY A TRANSVERSAL,
WHAT ANGLE AM I TO YOU?’’

Mechanics:
Step 1. Using your ruler and pen, Group 1, identify the “Interior
draw two parallel lines. Angles.”
Step 2. Cut the two parallel lines by
a transversal line. Group 2, identify the “Exterior
Step 3. Identify the angles assigned Angles.”
in your group.
Step 4. Use the stickers by pasting it Group 3, identify the “Alternate
on the angles that you have chosen. Interior and Exterior Angles.”
Choose only one pair of alternate
interior angles and one pair for
alternate exterior angles.

Group 4, identify the

“Corresponding Angles.” Choose at
least two pairs of corresponding
angles.

Did you understand? Yes Ma’am

75
Okay, I will only give you 5 minutes (The students will do their activity.)
to do the activity.

Are you done? Yes Ma’am!

Let us now check your outputs. (Each group will present their
output.)
Thank you for your presentation
class.

Let us give yourselves a good job (The students will do the good job
clap. clap.)

Analysis
What did you observe in the
activity? Two parallel lines are cut by a
transversal and it formed angles.

Very good!

How do you consider that the two

lines are parallel? If the line does not intersect no
matter how we extend the line.

What do you think will happen if

two parallel lines are cut by a
transversal line? It will form different angles.

Yes, when two parallel lines are cut

by a transversal line, there are
angles that will be formed.

Abstraction
Before we proceed, I want to ask if
anyone here can draw parallel lines
on the board? Student 1

Very good!

So, we have now parallel lines and

we will cut it by a transversal line.

76
Who can draw a transversal line?
(transversal line)

What is a transversal line?

Transversal line is a line that
intersects two or more lines at
different points.

Suppose we have here line A and B.

These two parallel lines will be cut
by transversal line C.

C
As you can see, there are angles
that were formed when we cut the
parallel lines by a transversal.

How many angles were formed? 8 angles

That’s correct!

We will put some numbers on each

angle so that we can identify now
what kind of angle was formed. 1 2
A 3 4

5 6
B 7 8

77
First, we will identify the INTERIOR
ANGLES. INTERIOR ANGLES – are the four
angles that lie inside the lines.
What is an interior angle?

A 3 4

5 6
B

The interior angles are

∠3, ∠4, ∠5, 𝑎𝑛𝑑 ∠6

Next, we have the EXTERIOR

ANGLES. EXTERIOR ANGLES – are the four
angles that lie outside the lines.

1 2
A

B
7 8

The exterior angles are

∠1, ∠2, ∠7, 𝑎𝑛𝑑 ∠8

Did you understand? Yes, Ma’am

Let us come now to the next angle

formed, the ALTERNATE INTERIOR
ANGLES. ALTERNATE INTERIOR ANGLES –
are two interior angles that lie on
opposite sides of a transversal.

78
 3 4

5 6

The alternate interior angles which

are ∠3 𝑎𝑛𝑑 ∠6.

What are the other alternate interior

angles here in our example? ∠4 𝑎𝑛𝑑 ∠5

Very good!

Next is, ALTERNATE EXTERIOR

ANGLES. ALTERNATE EXTERIOR ANGLES –
are two exterior angles that lie on
opposite sides of a transversal.
Based on the given figure, where do
you think is the alternate exterior
angles? 1 2

7 8

Student 1: I think the alternate

exterior angles are
∠1 𝑎𝑛𝑑 ∠8; ∠2 𝑎𝑛𝑑 ∠7
How do you say so?
Because from the word exterior
angles and it lies on opposite sides,
just like the alternate interior
angles, alternate exterior angles are
those angles that lie opposite
Excellent! outside the line.

Based on the figure, the alternate

exterior angles are here,

79
 1 2

7 8

The alternate exterior angles

∠1 𝑎𝑛𝑑 ∠8; ∠2 𝑎𝑛𝑑 ∠7

Did you understand? Yes Ma’am

Let’s move on to the last angle

formed when parallel lines cut by a
transversal, the CORRESPONDING
ANGLES. CORRESPONDING ANGLES – are
two angles, one interior and one
exterior on the same side of the
transversal.

In this figure, we have 4 pairs of

corresponding angles. Two pairs in
the left side and other two pairs in
the right side.
Let us first identify the 1 2
corresponding angles that lies on 3 4
the same left side of transversal.
5 6
7 8

So, on the left same side of the

transversal, we have two pairs of
corresponding angles. What are
those angles? ∠1 𝑎𝑛𝑑 ∠5; ∠3 𝑎𝑛𝑑 ∠7

Who can give the other two pairs of

corresponding angles on the same
right side of the transversal? ∠2 𝑎𝑛𝑑 ∠6; ∠4 𝑎𝑛𝑑 ∠8

Very good!

80
Did you understand? Yes Ma’am

Before we proceed to our next

activity, let us summarize what
you’ve learned today.

How can you say that the two lines

are parallel? If they do not intersect to each other
even if you extend the line.

What is a transversal? It is a line that intersects two or

more lines at different points.

If we cut the parallel lines by a

transversal, what are the names of
the different angles formed? Interior Angles, Exterior Angles,
Alternate Interior Angles, Alternate
Exterior Angles and Corresponding
Angles.
Very good!

Application
Let us have now another example,
it is to test if you really understand
the lesson. This time, it will be an
individual activity. I will give you 3
minutes only to answer. Then, some
students will come on the board to
share his/her answers. If not, then I
will call some students randomly to
write the answers on the board.
Did you understand? Yes Ma’am.

Let us start now.

Instructions: Identify the following
angles formed when parallel lines
cut by a transversal line.

b
a
cc d
c c (The students will answer the
1
m n problem.)
p
co
2

81
Are you done? Yes Ma’am

Let us first identify the transversal

line.

Who can identify where is the

transversal here in our problem? Student 1.
Transversal line = 3
Let us come now to the angles
formed.

Kindly identify the interior and

exterior angles. Student 2.
Interior Angles = ∠𝑐, ∠𝑑, ∠𝑚, ∠𝑛
Exterior Angles = ∠𝑎, ∠𝑏, ∠𝑜, ∠𝑝

Very good!
Who can now identify the alternate
interior angles? Student 3.
Alternate Interior Angles =
∠𝑐 𝑎𝑛𝑑 ∠𝑛; ∠𝑑 𝑎𝑛𝑑 ∠𝑚
Very good!
Next, who can identify the alternate
exterior angles? Student 4.
Alternate Exterior Angles =
∠𝑎 𝑎𝑛𝑑 ∠𝑝; ∠𝑏 𝑎𝑛𝑑 ∠𝑜
Very good!
Next is the corresponding angles.
Who wants to present the answer on
the board? Student 5.
Corresponding Angles =
∠𝑎 𝑎𝑛𝑑 ∠𝑚; ∠𝑐 𝑎𝑛𝑑 ∠𝑜
∠𝑏 𝑎𝑛𝑑 ∠𝑛; ∠𝑑 𝑎𝑛𝑑 ∠𝑝

Excellent class! Let us give

yourselves another good job clap.
(The students will do the good job
clap.)
Before we proceed to your
evaluation, I will show you a short
video clip about the importance of
having parallel lines in real life
situation.

Please listen to the video.

(The students will watch and listen
https://youtu.be/oYVrJ6rKDLA attentively to the video
presentation.)

82
Thank you, class.

Any questions? None, Ma’am.

IV. Evaluation
In a ¼ sheet of paper, identify
the following.

k m
s u l n
Z t v

X Y

Transversal = ____________ Transversal = Z

Interior angles = __________ Interior angles = ∠𝑢, ∠𝑘, ∠𝑣, ∠𝑙
Exterior angles = __________ Exterior angles = ∠𝑠, ∠𝑡, ∠𝑚, ∠𝑛
Alternate interior angles = _________ Alternate interior angles =
Alternate exterior angles = _________ ∠𝑢 𝑎𝑛𝑑 ∠𝑙; ∠𝑣 𝑎𝑛𝑑 ∠𝑘
Corresponding angles = ____________ Alternate exterior angles =
∠𝑠 𝑎𝑛𝑑 ∠𝑛; ∠𝑡 𝑎𝑛𝑑 ∠𝑚
Corresponding angles =
∠𝑠 𝑎𝑛𝑑 ∠𝑘; ∠𝑢 𝑎𝑛𝑑 ∠𝑚
∠𝑡 𝑎𝑛𝑑 ∠𝑙; ∠𝑣 𝑎𝑛𝑑 ∠𝑛

V. Assignment
Create an infographic about what
you learned today. You can put it in
a bond paper or colored paper.
Here’s the criteria on making your
infographic.

Content 15%
Originality 15% (answers may vary)
Creativity 10%
Neatness 10%

Total = 50%

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 COMPLETE SET OF MATERIALS
These are the materials that I used during my local
demonstration. I only provide a Power Point Presentation and some
materials for the activity. The following slide are some of the highlights
in my PPT.

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SAMPLE OF LEARNER’S
WORK AND FEEDBACK

85
LEARNER’S WORKSHEET

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LEARNER’S FEEDBACK

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 TITLES AND BRIEF
SYNOPSIS OF
PROFESSIONAL READINGS
AND REFERENCES

88
WHAT IS THE IMPORTANCE OF TEACHING AIDS IN LEARNING?
SYNOPSIS

I. Introduction

If I may, learning is the process of acquiring information,

thoughts, wisdom, formation, and experiences. It happened

everywhere, at any time, and in a variety of ways. Teachers are the ones

who guide their pupils’ learning in a classroom setting by using

teaching tools. These resources are essential for enabling pupils to learn

as they prefer. For a better grasp of the lesson, it enables students to

learn under the guidance of the instructor.

II. Summary/Discussion

The use of teaching aids is crucial to the learning process. The

provision of and assistance with student learning is provided by in

contains. It offers the ability to teach diverse learner types who have

distinct learning styles, such as auditory and visual learners. It offers

specific justifications and illustrations for abstract concepts that

students find challenging to comprehend.

Although instructional tools are helpful in the learning process,

students’ learning shouldn’t solely rely on them. If the pupils are not

informed on how to interpret the teaching tool, it could fail. Both

teachers and students should contribute to the learning process by

properly evaluating and utilizing educational resources.

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II. Reactions/ Reflection

“Teaching aids are aids only. They are not to be so enthusiastically used

that effort on the part of the learner is ignored.”

As was said in the article’s quotation above, instructional aid are

merely tools. It should never be viewed as the only factor in determining

what the students learn. Teaching aids should be utilized as

supplemental materials to strengthen, complete, and make clear

concepts or facts. It should be used to teach pupils how to learn using

the resources that are accessible. However, teachers also value

instructional tools, making them vital to both parties. It is an essential

ally of instructors in their line of work. Pictures, words, and drawings

are used to help students understand concepts better. It fosters the

intelligence, creativity, and inventiveness of instructors. Students’

interests are maintained and their enthusiasm for learning is

reinforced.

Reference:
http://www.publishyourarticles.net/knowledgehub/education/what-
is-the-importance-of-teaching-aids-in-learning/5277/

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TEACHER-STUDENT INTERACTIONS: THE KEY TO QUALITY
CLASSROOMS

SYNOPSIS

I. Introduction

Each instructor has a unique manner of interacting or

communicating with their students. Their contact paves the path for

developing a relationship between teacher and student that creates

space for learning. However, learning doesn’t happen through simple

contact between professors who give instructions and students who

merely take in what you teach. The contact takes place in a healthy

setting where students can feel accepted as individuals who require

care, understanding, and support—not merely to master academic

subjects. The Classroom Assessment Scoring System (CLASS), created

by the Center for Advanced Study of Teaching and Learning at the

University of Virginia, placed emphasis on this type of interaction.

II. Summary/Discussion

The Classroom Assessment Scoring System (CLASS) offers a

perspective on the manner in which teachers interact with their pupils

inside the school, namely in the classroom. This contact encompasses

the students’ development as a person, including their emotions,

conduct, abilities, and more. It also serves educational goals. Due to

the instructors’ role as their guides in their development, pupils might

benefit from an atmosphere that supports their overall development.

The Classroom Assessment Scoring System (CLASS) also lists

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techniques that can be used by teachers to become more approachable

to their students. The way the teacher responded to the various

demands of their students was also highlighted. It lists several different

factors under the three major categories of “Emotional support,”

“Classroom organization,” and “Instructional support.” If something

were done or put to use, pupils would develop and achieve more. If

students and teachers get along well, learning would benefit. It was

done so that the kids would feel secure and eager to pursue better

opportunities for themselves as long as they knew that their teachers

accepted, supported, understood, and cared about them.

II. Reactions/ Reflection

The major actors in the classroom are the teacher and the

students. Their interactions provide a setting in which learning is

possible. If teachers demonstrate concern for their students and foster

open communication between them, students will perform better

academically and grow more fully.

But as the saying goes, “familiarity breeds contempt.” Even

though there was a need for emotional support, there should always be

a restraint when it comes to instruction. There was a risk that a pupil

would mistreat you if you allowed them to get too comfortable or familiar

with you. When teachers, you must interact with your pupils,

demonstrating care for their growth and encouragement when they

succeed, but you also must be concerned with how they see you

personally.

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 As educators, it is our job to support the personal growth and

development of each of our pupils. The knowledge we imparted to them

should advance their overall growth, not just their intellectual capacity.

Our observations of them ought to have an effect on their personalities

as well. Instead of pressuring them to respond the way we want them

to, we should allow them to do so based on what we have shown them.

However, it might not always be appropriate since if we always rely on

how they want to respond, it might be abusive and deviant, therefore

there are instances when we need to enforce what we want.

Reference: http://www.readingrockets.org/article/teacher-student-

interactions-key-quality-classrooms

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 REFLECTION

According to Mark Twain, "The man who does not read good

books is no better than the man who cannot."

The aforementioned quote exhorted us to read good novels, but

it's not always possible. There are good articles to read on if there are

no good books. We learned information from these publications or

expert readings that may be useful to us. The information we learned

from reading it contributed to our intellectual development. As I read

the two articles above, I learn that it adds to our knowledge.

The significance of teaching aids was made clear to me in the first

article I read. It clarifies for me how much I cherish the educational

materials I always provide for my students. It provides me with

suggestions for how teaching tools can help my pupils learn. In

addition, I discovered that teaching aids are effective tools that support

students' learning and help them comprehend abstract ideas.

The Classroom Assessment Scoring System (CLASS), the second

one, gave me insight into how teachers ought to engage with the pupils.

The interaction that would give the pupils a safe environment was the

one that needed to happen. The setting that should be developed should

have a welcoming atmosphere that encourages students' development.

It establishes three overarching categories, such as "emotional

support," "classroom organization," and "instructional support," that

would represent those principles. These provide educators the chance

to consider how they could build rapport with their students.

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Indeed, reading increases one's knowledge of global issues. They

contain the information that is difficult to learn simply by observing and

watching. Reading helps you learn, and learning opens up a lot of

opportunities for you.

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 PROFESSIONAL
DEVELOPMENT PLAN/
CAREER PLAN

96
NAME: RICCI MAE BALLADO CERBITO

POSITION: STUDENT TEACHER / GRADUATING STUDENT

Short-Term Goals (6-20 months):

1. After graduation I will enroll to a review center and maximize my time

in reviewing for the upcoming Licensure Examination for Teacher.

2. After taking the LET, I will find some part time job while waiting for

the results. I will save my income in preparation for graduate studies.

3. Look for school that needs substitute teacher. Observe and learn

from experienced teachers during the student teaching placement.

4. Attend professional development sessions offered by the school

district to improve classroom management skills.

5. Create an electronic portfolio that showcases teaching strategies and

reflects on progress

Mid-Term Goals (2-5 years):

1. Obtain a full-time teaching position in a school district with a diverse

student population.

2. Attend graduate school to earn a Master's degree with a focus on

urban education.

3. Expand classroom technology skills to incorporate blended learning

and digital content into lessons.

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Long-Term Goals (5+ years):

1. Obtain leadership role in the school, such as department chair or

team lead

2. Develop a professional learning community that collaborates on best

teaching practices for diverse student learning

3. Serve as a mentor teacher to other student teachers completing their

placements.

Action Steps:

1. Schedule regular observations with experienced teachers and reflect

on observed teaching methods.

2. Attend district professional development sessions focused on

classroom management techniques.

3. Create digital lesson plans, worksheets and activities that

incorporate technology and acquire skills to effectively use digital media

in the classroom.

4. Research graduate school programs in urban education and seek

application deadlines and requirements.

5. Attend district professional development sessions focused on

interpersonal communication skills and on building and maintaining

professional learning communities.

6. Offer to assist in staff meetings and provide support to colleagues in

the school community.

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Professional Development/Career Plan Review:

- Review progress towards short-term goals every three months and

adjust strategies as needed

- Work with mentor teacher or supervisor to evaluate progress and

make any necessary adjustments to the plan

- Establish and maintain a network of education contacts and seek

feedback from peers and supervisors regarding progress toward goals.

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