Albay Lac Template-2

CONDUCTING LAC TEMPLATE
Procedure and Time Task Description

Allotment
Before Learning Session

Before the meeting The group identifies and plans the learning goals. These are then
communicated to each member.
The facilitator asks the LAC members to bring learning activity

sheets from their respective grade levels. He/she also
encourages to bring essential LAC materials such as reference
materials (books, self-learning modules, etc.), laptops, and
notebooks
During Learning Session

Discussion of the -
previous learning
session
Presentation of a topic
A. Facilitated Group Priming Activity: MYSTERY SCRAMBLES (5 minutes)

Learning Activity
Unscramble the letters in each item to reveal the
mystery word.
B. Conducted Peer 1. CONJECTURING
Learning Activity
2. REASONING
3. PROVING
4. DECISION MAKING
5. APPLYING
6. CONNECTING
C. Study Group
Activity Lecture Proper: (40 minutes)
The Department of Education K to 12 Basic Education

Curriculum in Mathematics has two major goals: critical thinking
and problem-solving. Moreover, it focuses on eight major
numeracy skills and processes: (1) knowing and understanding,
(2) estimating, (3) computing and solving, (4) visualizing and
LEARNING AREA
modeling, (5) representing and communicating, (6)
conjecturing and reasoning, (7) proving and decision making,
and (8) applying and connecting.
Albay Numeracy Assessment Test result revealed that the

last three mentioned skills scored the lowest.
A. Conjecturing and Reasoning

● Conjecturing is the skill of formulating mathematical
theories that still need to be proven. Conjectures arise
when one notices a pattern that holds true for many
cases.
● An example of an activity that can encourage learners
to make their conjectures is by asking them to
complete a conditional statement “If p then q.”
Examples:
1. If…, then the sum of two numbers is even.
2. If the product of two numbers is even, then…
3. If…, then the line L bisects the area of the
quadrilateral.
● Reasoning is the process of explaining using sound

analyses, following the rules of logic.
● An example of an activity that can sharpen learners’
reasoning skills is by using puzzles. This can lead
learners to understand the logic behind it.
Example:
For each of these number pyramids, the value of
each cell is the sum of the two beneath. Find the
missing values in each pyramid.
B. Proving and Decision Making

● Proving is the skill of demonstrating the truth or
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falsifying a theory using reasoning and arguments.
● If learners are to gain skills on how to construct proofs,
the activities need to pay attention to creating
opportunities for students to understand and
appreciate the structure of the proof.
● Teachers can provide proving activities by giving them
statements and reasons, needed for the proofs,
jumbled together.
● Decision-making is the skill of arriving at a choice or

decision based on sound, logical procedures and
mathematical analyses.
● Exposing the learners to problems that can be solved
in several ways provides them an opportunity to use
their decision-making skills in choosing a shorter way to
solve the problem.
For example, in the problem:

The sum of two numbers is 3, and their product is 5.
What is the sum of the reciprocals of the two
numbers?
Method 1: The standard way

The natural way is by substituting the value of y
in xy = 5, which gives, x2 – 2x + 3 = 0, and then
using the quadratic formula, etc…
Method 2: The poet’s way

1/x + 1/y = (x+y)/xy, therefore the answer is 3/5.
C. Applying and Connecting

● Applying is the skill of using concepts, procedures,
algorithms, and other mathematical constructs in
practical situations and phenomena.
● Connecting is the skill of integrating mathematics with
other school subjects and other areas in life.
● Contextualization of activities and examples is
recommended so that the learners realize the
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relevance of math concepts to real life.
Question and Answer: (3 minutes)
The facilitator asks the following questions:
1. What learning activities have you made already which can

also develop the discussed numeracy skills?
2. Which of the presented activities are seldom used in LAS?
3. What modifications in the LAS do you need to do to address
the numeracy skills of the learners?
Mechanics of the Workshop: (2 minutes)
1. The LAC members will be divided into three groups.

2. Each group will decide on what learning activity sheets will
be modified and to be integrated with activities that
develop the discussed numeracy skills
3. Each group is given 40 minutes to modify the chosen LAS.
Workshop Proper: (40 minutes)
Each group will modify the chosen LAS by developing

activities that develop the numeracy skills discussed in the
mini-lecture.
Presentation of Outputs: (10 minutes)
Have one representative per group present the modified LAS

to the LAC members. The groups may use PowerPoint
presentation to present the modified parts. Each group is
given three minutes to present the output.
Share 10 minutes
The LAC members share what they have learned from the
session including their practices on how they develop learning
activities focusing on the discussed numeracy skills. LAC
members will also share what activities in the LAS they need to
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modify to address the numeracy skills of the learners.
Synthesize 5 minutes
The facilitator summarizes the key concepts from what the

participants have shared. The facilitator ends the session by
sharing a quote to inspire the LAC members.
What to do next 3 minutes
The group plans for the specific activities as an application of

their learning from the session.
Next Steps 2 minutes
The group confirms the topic and the date of the next learning
session.
After Learning Session

Implementation The LAC members implement the modified LAS. Assessment will
be done to test whether the modified activities targeted the
learners’ numeracy skills.
Prepared by:
ARIS B. NISOLA
Teacher III
Mathematics
Cotmon National High School
Camalig South
Validated by:
FELMA A. BONITO NAME NAME
Education Program Division LAC Trainer Language Editor

Supervisor
LEARNING AREA
Mathematics
LEARNING AREA

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CONDUCTING LAC TEMPLATE

Procedure and Time Task Description

Before Learning Session

The facilitator asks the LAC members to bring learning activity

During Learning Session

A. Facilitated Group Priming Activity: MYSTERY SCRAMBLES (5 minutes)

The Department of Education K to 12 Basic Education

Albay Numeracy Assessment Test result revealed that the

A. Conjecturing and Reasoning

● Reasoning is the process of explaining using sound

B. Proving and Decision Making

● Decision-making is the skill of arriving at a choice or

For example, in the problem:

Method 1: The standard way

Method 2: The poet’s way

C. Applying and Connecting

Question and Answer: (3 minutes)

The facilitator asks the following questions:

1. What learning activities have you made already which can

Mechanics of the Workshop: (2 minutes)

1. The LAC members will be divided into three groups.

Workshop Proper: (40 minutes)

Each group will modify the chosen LAS by developing

Presentation of Outputs: (10 minutes)

Have one representative per group present the modified LAS

The facilitator summarizes the key concepts from what the

What to do next 3 minutes

The group plans for the specific activities as an application of

Next Steps 2 minutes

After Learning Session

FELMA A. BONITO NAME NAME

Education Program Division LAC Trainer Language Editor

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