Scribd
Upload
15 views4 pages

Unpacking Guide Template

Uploaded by

Ms. Eunice Namion
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
15 views4 pages

Unpacking Guide Template

Uploaded by

Ms. Eunice Namion
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 4

UNPACKING GUIDE

Subject: Mathematics 9
Learning Competency: illustrate and describe point, line, ray, line segment, angle, and plane using models
and geometric notations.

Steps Consensus
1. Identify the verb. (Is it measurable? Do we
need to change it to make it measurable?) Illustrate and describe

2. Determine the conceptual nouns/noun point, line, ray, line segment, angle, and plane
phrases
3. Identify prepositional phrases (context), if using models and geometric notations
there is any.
4. Identify the required cognitive process Applying
Understanding
Creating
5. Determine the skill, 21st century skill that  Critical Thinking
needs to be developed during instruction  Problem Solving
 Communication
 Collaboration
 Creativity

6. Examine the specific learning targets I can illustrate and describe point.
I can illustrate and describe line.
I can illustrate and describe ray.
I can illustrate and describe line segment.
I can illustrate and describe angle.
I can illustrate and describe plane using models
and geometric notations.

7. Describe learning progression (-1, +1) G3- (1st Quarter) recognize, using models, and draws
a point, line, line segment, and ray.
8. Identify the pre-requisite skills (implicit Draw point
learning targets) not taught in the previous Draw line
level/s that students must learn. Draw ray
Draw line segment
Draw angle
Draw a plane
9. Describe the learning rigor. 1. Draw objects that involves point, line, ray,
line segment, and plane using models and
geometric notations.
10. Determine the most appropriate Mini-task: creating a design using point, line, ray,
summative assessments line segment, angles and plane using models and
geometric notations.
11. List down viable activities or strategies. Exploring a design
Brainstorming
Drawing an object and creating a design

12. List down the necessary resources that will Protractor


support the targets. Ruler
Pencil
Coloring Materials
Activity Sheets
13. Describe how pedagogical approaches Paired Activity
happen in the teaching and learning of the Brainstorming/Plan
standard. Decide
Apply
Create
14. Describe vision, mission integration. illustrate and describe point, line, ray, line segment,
angle, and plane using models
and geometric notations with precision.
(Competent)
UNPACKING GUIDE
Subject: Mathematics 9
Learning Competency: construct perpendicular and parallel lines.

Steps Consensus
1. Identify the verb. (Is it measurable?
Do we need to change it to make it Construct
measurable?)

2. Determine the conceptual perpendicular and parallel lines


nouns/noun phrases
3. Identify prepositional phrases using models and geometric notations
(context), if there is any.
4. Identify the required cognitive Application
process Understanding
5. Determine the skill, 21st century  Critical Thinking
skill that needs to be developed  Problem Solving
during instruction  Communication
 Collaboration
6. Examine the specific learning I can construct perpendicular lines.
targets I can construct parallel lines.

7. Describe learning progression (-1, G3- (1st Quarter) recognize and draw parallel,
+1) intersecting, and perpendicular lines.
8. Identify the pre-requisite skills Draw point
(implicit learning targets) not Draw line
taught in the previous level/s that Draw ray
students must learn. Draw line segment
Draw angle
Draw a plane
9. Describe the learning rigor. 2. Draw objects that involves point, line,
ray, line segment, and plane using
models and geometric notations.
10. Determine the most appropriate Mini-task: creating a design using point, line,
summative assessments ray, line segment, angles and plane using
models and geometric notations.
11. List down viable activities or Exploring a design
strategies. Brainstorming
Drawing an object and creating a design

12. List down the necessary resources Protractor


that will support the targets. Ruler
Pencil
Coloring Materials
Activity Sheets
13. Describe how pedagogical Paired Activity
approaches happen in the teaching Brainstorming/Plan
and learning of the standard. Decide
Apply
Create
14. Describe vision, mission integration. illustrate and describe point, line, ray, line
segment, angle, and plane using models
and geometric notations with precision.
(Competent)

You might also like