Module 1: Course Orientation

Module 2: Most Essential Learning Competencies

(MELCs)
Module 3A: Designing Instruction in the Different
Learning Delivery Modalities
Module 3B: Learning Resources
Module 4: Planning for Continuing Professional
Development and LAC Planning
Module 5: Building the Teaching Portfolio Related
to the Implementation
of the Modalities

EDMER F. AGUILAR
Teacher II
 UNPACKING OF MELCs

1. Form a group of four members within your LAC, preferably with fellow teacher's
in your respective learning area.
2. Using the curriculum guide and a list of the MELCs, choose MELCs in the first
quarter and unpack these into learning objectives.
3. Each team will present their unpacked learning objectives.
Discussion and processing will follow each presentation. Suggestions and insights
from each group will be considered in enhancing the learning objectives

Unpacking MELCs

MELCs Learning Objectives

Differentiate accuracy from precision  Define accuracy and precision.
(STEM-GP12EU-Ia-2) (Remembering)
 Classify accuracy and precision.
(Understanding)
 Demonstrate accuracy and
precision in a real-life situation.
(Applying)
 Differentiate accuracy from
precision.
(Analyzing)

Combining MELCs

Quarter 1 Content Standard Performance MELCs

Standard
The learners Solve, using
demonstrate an experimental and Differentiate
understanding of… theoretical vector and scalar
approaches, quantities
1. Vectors and multiconcept,
vector addition rich-context
2. Components of problems
vectors involving vectors
3. Unit vectors Perform addition
of vectors
 Rewrite a vector
in component
form

Prepared by:

EDMER F. AGUILAR
Teacher II/ LAC Member

Noted by:

MARILYN L. ESMALLA, PhD

Master Teacher II/ LAC Facilitator
 LIST OF TARGETED LEARNER INTERVENTION

Learner Group Name of Student/s Targeted Intervention

Learners without Ringcunada, Grazelle Make a weekly supervisory
parents or household Ann plan for them and check their
member who can Regonas, Melvin module and activity sheets.
guide and support Paradero, Luigi
their learning at
home
Struggling readers James Dave Casidno Reading through phone call.
Provide learning materials and
parents should facilitate and
ask the family member to
assist the student.
No access to devices Moner, Macarimban Provide modules for them.
and internet (group Salvaloza, Genesis Mar
chats) Bugais, John Lloyd
Castro, John
Inaccessible (Living Jhon Cris Yuson Provide modules but make
in remote and/or sure to check their work
unsafe areas) weekly.
Indigenous people Laborte, Marvin Provide module and make sure
Naungayan, Shieka to check their work weekly.
Getalla, Kale Marie Also, make sure to check the
Gurang, Marlon content of the module if it is
culture-friendly for them.
Persons with Danilo Tarranza Provide learning materials that
Disabilities suit to their needs.
Working Students Orfecio, Elaine Flexible time and schedule on
Lopez, Althea Rose submission of modules due to
Baco, Josel Jane humanitarian consideration.
Icoy, Christopher
Morales, Lomelyn
Dialao, Kinna
Arellano, Clint Albert
Bonifacio, Jeirald
Yuson, Jhon Chris
Zafra, Joel
Castellano, Jireh Joied

LEARNING TASK FOR DISTANCE LEARNING

Learning Delivery Modality (select one): ODL MDL TV/RBI BL

Grade Level and Learning Area: Grade 12- General Physics 1
Lesson/Topic: Vectors
Learning Objectives:  Define vectors
 Explain how vectors are added
 Perform addition of vectors

Learning Resources/Materials Needed: Module, Self-Learning Activity Sheets

 LESSON PLAN IN GENERAL PHYSICS 1

Date: November 19, 2020

Most Essential Learning Competency:
Perform addition of vectors (STEM_GP12V-Ia-9)

Learning Objectives:
At the end of the module, the students will be able to:
a. Define vectors
b. Explain how vectors are added
c. Perform addition of vectors
Preliminary Tasks:
Topic: VECTORS
Materials: Module, Self-Learning Activity Sheets
Reference: Youtube, DepEd Commons, LRMDS

Motivation:
In the module, students will answer the pretest in the module which
is the What I Know portion in the module.

Learning Procedures:
A. Activity: Head-To-Tail Method of Vector Addition
In this part, students will be able to perform addition of vectors through
the following procedures:

Method: Head-to-Tail Method of Vector Addition

1. Draw a rough sketch of the situation.

2. Choose a scale and include a reference direction.

3. Choose any of the vectors and draw it as an arrow in the correct direction
and of the correct length – remember to put an arrowhead on the end to
denote its direction.

4. Take the next vector and draw it as an arrow starting from the arrowhead
of the first vector in the correct direction and of the correct length.
 5. Continue until you have drawn each vector – each time starting from the
head of the previous vector. In this way, the vectors to be added are drawn
one after the other head-to-tail.

6. The resultant is then the vector drawn from the tail of the first vector to
the head of the last. Its magnitude can be determined from the length of its
arrow using the scale. Its direction too can be determined from the scale
diagram.

Activity 1
Categorize each quantity as being either a vector or a scalar.

1. 10 km ____________________
2. 60 km/h South ____________________
3. 40 mi downward ____________________
4. 50 calories ____________________
5. 250 bytes ____________________
6. 500 m/s NE ____________________
7. -9.8 m/s2 ____________________
8. 1000 kg ____________________
9. 1 hour ____________________
10.120 m/s SW ____________________

Activity 2

Determine the magnitude and direction of the following vectors using a ruler and
protractor. Use the scale:1 cm = 10 m/s

1.

2.

3.
4.

5.

B. Analysis:
1. How did you perform addition of vectors?
2. What are the steps in solving addition of vectors?
3. What problems did you encounter in addition of vectors?

C. Abstraction:

Vectors are different to scalars and must have their own notation. There
are many ways of writing the symbol for a vector. In this book vectors will be
shown by symbols with an arrow pointing to the right above it. For example,
F⃗, W⃗and v⃗represent the vectors of force, weight and velocity, meaning they
have both a magnitude and a direction.

Sometimes just the magnitude of a vector is needed. In this case, the arrow
is omitted. For the case of the force vector:

F⃗represents the force vector

F represents the magnitude of the force vector
 Graphical representation of vectors 
Vectors are drawn as arrows. An arrow has both a magnitude (how
long it is) and a direction (the direction in which it points). The starting point
of a vector is known as the tail and the end point is known as the head.

Another common method of expressing directions is to use the points

of a compass: North, South, East, and West. If a vector does not point
exactly in one of the compass directions, then we use an angle. For example,
we can have a vector pointing 40° North of West. Start with the vector
pointing along the West direction (look at the dashed arrow below), then
rotate the vector towards the north until there is a 40° angle between the
vector and the West direction (the solid arrow below). The direction of this
vector can also be described as: W 40° N (West 40° North); or N 50° W
(North 50° West).

Downloaded from https://www.siyavula.com/read/science/grade-10/vectors-and-

scalars/20-vectors-and-scalars-0

Drawing vectors 
In order to draw a vector accurately we must represent its magnitude
properly and include a reference direction in the diagram. A scale allows us
to translate the length of the arrow into the vector's magnitude. For
instance, if one chooses a scale of 1 cm = 2 N (1 cm represents 2 N), a force
of 20 N towards the East would be represented as an arrow 10 cm long
pointing towards the right. The points of a compass are often used to show
direction or alternatively an arrow pointing in the reference direction.

D. Application:
In this part, students will do the What I Can Do portion of the module.

Give the magnitude and direction from your house to school. Calculate the
resultant vector.
Evaluation:
Multiple Choice. Choose the letter of the best answer. Write the chosen letter
on a separate sheet of paper.

1. Which of the following is an example of a vector quantity?

a. acceleration c. volume
b. mass d. temperature

2. Displacement is a
a. base quantity c. scalar quantity
b. derived quantity d. vector quantity

3. Identify the following quantities as scalar or vector: the mass of an object, the
number of leaves on a tree and wind velocity.
a. vector, scalar, scalar c. scalar, scalar, vector
b. vector, scalar, vector d. scalar, vector, vector
4. If two forces 20 N towards North and 12 N towards South are acting on an
object. What will be the resultant force?
a. 32 N North b. 20 N South c. 32 N South d. 8 N North

5. A student adds two displacement vectors with magnitudes of 3 m and 4 m

respectively. Which one of the following could not be a possible choice for the
resultant?
a. 1.3 m b. 3.3 m c. 5 m d. 6.8 m

6. Find the displacement a hiker walks if he travels 9.0 km north, and then turns
around and walks 3.0 km south?
a. 0.5 km c. 6.0 km
b. 3.0 km d. 12.0 km

7. A runway dog walks 0.64 km due N. He then runs due W to a hot dog stand. If
the magnitude of the dog’s total displacement vector is 0.91 km, what is the
magnitude of the dog’s displacement vector in the due west direction?
a. 0.27 km b. 0.33 km c. 0.41 km d. 0.52 km

8. An escaped convict runs 1.70 km due East of the prison. He then runs due
North to a friend’s house. If the magnitude of the convict’s total displacement
vector is 2.50 km, what is the direction of his total displacement vector with respect
to due East?
a. 340 SE b. 430 SE c. 470 NE d. 560 NE

9. Two vectors A and B are added together to form a vector C. The relationship
between the magnitudes of the vectors is given by A + B = C. Which one of the
following statements concerning these vectors is true?
a. A and B must be displacements
b. A and B must have equal lengths
c. A and B must point in opposite directions
d. A and B point in the same direction

10. Which expression is FALSE concerning the vectors are shown in the sketch?

C
B

A
a. C=A+B b. C + A = -B c. A + B + C = 0 d. C  A + B

11. How to add vectors graphically?

a. put them in line c. put them tip to tip
b. put them tail to tail d. put them tip to tail
12. Which of the following is the definition of vector?
a. a quantity that has only magnitude
b. a quantity that has both magnitude and direction.
c. a quantity that has only one direction
d. a quantity that has magnitude but may or may not have direction

13. Which of the following answer contains two scalar quantities and one vector
quantity?
a. mass, displacement, time c. temperature, displacement, force
b. momentum, velocity, acceleration d. time, length, mass

14. A boy walks far 5km along a direction 53 0 West of North. Which of the
following journeys would result in the same displacement?
a. 4km N, 3 km W c. 3 km N, 2 km W
b. 4 km W, 3 km W d. 3 km N, 4 km W

15. Which procedure should NOT be considered in finding the resultant vector
graphically?
a. use component method c. use ruler and protractor
b. use head to tail method d. use scale

Assignment:
Kindly answer the following:
A. Draw each of the following vectors to scale. Indicate the scale that you have
used. Use graphing paper, pencil, pen, ruler and protractor.

1. 12 km south

2. 1.5 m N 450 W

3. 1 m/s 200 E of N

4. 50 km/h

5. 5 mm

B. Harold walks to school by walking 600 m Northeast and then 500 m N 40° W.
Determine his resultant displacement by using accurate scale drawings.

C. A frog is trying to cross a river. It swims at 3 m/s in a northerly direction

towards the opposite bank. The water is flowing in a westerly direction at 5 m/s.
Find the frog's resultant velocity by using appropriate calculations. Include a rough
sketch of the situation in your answer.

D. Adrianne walks to the shop by walking 500 m Northwest and then 400 m N 30°
Determine her resultant displacement by doing appropriate calculations.
 ASSESSMENT METHODS IN DISTANCE LEARNING

Assessment Methods How to Adapt Assessment Method in DL

Integrative Test Send 20 questions in a form of a unit test to
the students.
KWL activities The KWL activities are integrated in their
modules.
Open-ended questions Some open-ended questions are already
integrated in the modules.
Internet/multimedia Some activities in the modules require
presentations students to search in a given link. Based on
that link, the students will answer guide
questions from the video or presentation
found on those links.
Essay-type Assessment: Send rubrics of the essay and tell them to
5 points achieve the standards given to get high
points. Send it to your group chat.
 Work Week Plan
SY 2020-2021
Quarter 1
Grade 12- STEM A

Monday Tuesday Wednesday Th

Learnin Learnin Learn
Learning
Module g Module g Module g
Week/Date Area/MEL
Title Area/M Title Area/M Title Area/
C/s
ELC/s ELC/s ELC/
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October 19- Development Res
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October 26- Development Res
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various Module 4-6: that Module 4-5: ways Module 4: a
contempor Various care for The Human that Self- resea
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assesses semester- the Module 4-5: sulat 1- Modyul e
health- module 1 to significa Ethnocentri nang 4-6: Ang variou
related 6: Dance nce of sm and maayos kahalagah simpl
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various Module 4-6: that Module 4-5: causes Module 5: a
contempor Various care for The Human and Aspects of resea
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their Forms ment Environmen stress nt life
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related 6: Dance nce of sm and maayos kahalagah n
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 ACTIVITY 3: WEEKLY HOME LEARNING PLAN
Read items 7 to 11 of the Appendix D of the DepEd Memorandum DM-CI-2020-
00162. After you read the guidelines on creating an ILMP, copy and fill out the
table below in your Study Notebook to see how the ILMP differs from the WHLP.

Weekly Home Learning Plan Individual Learning

(WHLP) Monitoring Plan
Purpose A tool to guide learners and A tool for monitoring
learning facilitators or learners who lag behind
household partners in based on the results of
tracking the subject areas to their formative and
be tackled and activities to summative assessments
perform at home
For Whom? Learners and learning Teachers and learning
facilitator or household facilitator or household
partner partner
Components Learning area, learning Learner’s needs,
competencies, learning tasks, intervention strategies,
mode of delivery monitoring date,
learner’s status
Has to be Yes Yes
communicated to
parents?

INDIVIDUAL LEARNING MONITORING PLAN

LEARNER’S NAME: Cyre Angelou N. Ballenas

GRADE LEVEL: 12- STEM A
Learning Area Learner’s Interventio Monitoring Learner’s Status
Needs n Strategies Date Insignifican Significan Mastery
Provided t Progress t Progress

General The learner The teacher November

Physics 1 needs may provide 26, 2020 
further more
explanation examples of
and more problems
examples involving the
on the addition of
process of vectors.
adding
vectors Detailed
process on
adding two
or more
vectors are
also provided
INTERVENTIO Learner is not making significant progress in a timely manner. Intervention
N STATUS strategies need to be revised.
Learner is making significant progress. Continue with the learning plan.
Learner has reached mastery of the competencies in learning plan.
FORM 4: LAC ENGAGEMENT REPORT
This form should be accomplished by each LAC Member at the end of every LAC
session.

NAME OF MEMBER: EDMER F. AGUILAR LAC SESSION ID.: LDM2_G10

REGION: XI (Davao Region) DATE OF LAC SESSION:

11/19/2020

DIVISION: Davao del Norte NUMBER OF LAC SESSION: 3

Part A
Please indicate the extent to which you agree with each of the following statements by
ticking
the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =
Strongly agree)

Comments /
Remarks (For
example, if you
disagree or strongly
disagree, please
SD D N A SA indicate why.)

THE LAC SESSION

1. I learned a lot from my 

colleagues in this LAC
session.

2. The LAC session deepened 

my understanding of the
SLM content.

3. My perspective on the 
topic/s covered has changed
as a result of the LAC
session.

4. I participated actively in the 

LAC session by sharing my
 assignment and insights,
asking questions, and giving
feedback on what colleagues
shared.

5. I interacted with different 

people during the LAC
session.

ACTION PLAN

6. I feel motivated to apply in 

my region/division/district
what I have learned in this
lesson.

7. I intend to apply what I have 

learned from the lesson in
my region/division/district

Part B
Please provide the information requested.

1. I need further clarification and/or resources on the following topics:

Learning Tasks for Distance Learning

2. I encountered the following problems or challenges:

I encountered problems on the different learning tasks for distance learning,

especially on assessing student learning based on the different learning tasks.

3. Other comments/suggestions:
None
FORM 3: LAC Session Report
This form should be accomplished by the LAC Facilitator at the end of every LAC
session.

LAC ID: LDM2_G10 REGION: XI

LAC FACILITATOR: MARILYN L. LAC SESSION NO.: 3

ESMALLA, PhD

DATE AND TIME OF SESSION: VENUE/PLATFORM OF SESSION:

CARMEN NHS/ F2F
11/19/2020 @ 1:00 PM

Number of members present (attach attendance document):

Materials and resources:

___ Self-Learning Module

___ Activity sheets
___ Digital resources
___ Online resources
___ Smartphone
___ PC
___ LAC session guide
___ Others. Please specify:
_______________________________________

Part A
Please indicate the extent to which you agree with each of the following statements
by ticking the appropriate box.

(SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA = Strongly agree)

SD D N A SA Comments / Remarks
(For example, if you
disagree or strongly
disagree, please
 indicate why.)

MEMBER PARTICIPATION

1. All of the members came 

prepared for the LAC
session

2. All of the members had 

an opportunity to share
and discuss their
assignment, insights,
and ideas

3. Members listened to 
each other’s insights and
ideas.

4. The members’ 
assignments showed an
understanding of the
lessons in the SLM.

5. The members 
demonstrated
engagement in and/or
enthusiasm for the
learning tasks during
the session (including
providing feedback
on each other’s
assignment).

FACILITATION

6. I managed the sharing 

and discussion during
the LAC session by
keeping the discussion
focused on the lesson or
topic.

7. I encouraged all the 

members to actively
participate in the LAC
session (i.e., for the
teachers to share their
work and ideas/
insights).
 8. I provided useful 
feedback on the
teachers’ assignments.

Part B
Please provide the information requested.

1. The best part of the session (i.e. what went well):

I think the best part was when we are making relevant intervention on the
challenges we faced for our diverse students.

2. Problems or challenges encountered and how they were resolved:

The problem or challenges encountered were on the proper intervention for our
students especially on “struggling readers”, knowing we cannot do a face-to-face
with our learners in terms of assessing their learning skills. However, our group
have finalized an intervention for this problem.

3. Other topics discussed apart from the recommended topics, if any:

Aside from the topics being discussed, our LAC facilitator told us to prepare for our
individual learning monitoring plan where we will choose one of our students with
learning problems and assess what proper learning intervention suits him or her
well in order to make significant changes on his or her learning.

4. Recommendations/Plans for next LAC session:

In the next LAC session, I would suggest that the teachers will be given the topics
in order for us to search for possible questions and its corresponding answers. In
this way, some problems and challenges will be addressed immediately as to finish
the session earlier.

Prepared by:
EDMER F. AGUILAR
Teacher II/ LAC Member

Noted by:
MARILYN L. ESMALLA, PhD
Master Teacher II/ LAC Facilitator
RAPID ASSESSMENT OF LEARNING RESOURCES FROM DEPED-SANCTIONED
PORTAL

Is the LR Material… YES NO Cannot be

determined

1. connected and relevant to the MELCs? 

2. appropriate to the grade level and 

learner characteristics in terms of
language, activities?

3. easy to reproduce and/or disseminate? 

4. from a credible source/author? 

5. culture- and gender- fair? 

6. free from red flags on possible 

copyright and plagiarism issues?

7. the layout and format easy to read and 

pleasing to the eyes?

1. Was the material able to meet all the requirements?

- Yes, the downloaded LR material met the learning targets of the lesson. The LR
has the basic standards required to deliver the MELCs.
2. Were there any questions in the assessment tool where you answered "No"
or "Cannot Be Determined"? What decision will you make on the LR material?
Why?
- The evaluation method has achieved the quality and reliability of the activities to
manipulate and optimize the use of the LR portal.
3. Are there other aspects of the material not covered by the tool but still
need to be assessed? Specify which aspect/s.
- The learning material covered the lesson but require some description and
terminology to achieve the best understanding of the concepts.
4. How does this exercise help you in picking the right and appropriate LRs
for your lesson and your learners?
-This assessment tool was a great help for us teachers in choosing the best LR for
our subject matter. It taught us to consider first all requirements needed in
obtaining our desired LR.
RAPID ASSESSMENT OF LEARNING RESOURCES FROM NON-DEPED PORTAL

Is the LR Material… YES NO Cannot be

determined

1. connected and relevant to the MELCs? 

2. appropriate to the grade level and 

learner characteristics in terms of
language, activities?

3. easy to reproduce and/or disseminate? 

4. from a credible source/author? 

5. culture- and gender- fair? 

6. free from red flags on possible 

copyright and plagiarism issues?

7. the layout and format easy to read and 

pleasing to the eyes?

1. Was the material able to meet all the requirements?

- Yes, the downloaded LR material met the learning targets of the lesson. The LR
has the basic standards required to deliver the MELCs.
2. Were there any questions in the assessment tool where you answered "No"
or "Cannot Be Determined"? What decision will you make on the LR material?
Why?
- I will still use the material simply because it fits the needs of my learners even if I
am not sure of its rightful owner.
3. Are there other aspects of the material not covered by the tool but still
need to be assessed? Specify which aspect/s.
- None
4. How does this exercise help you in picking the right and appropriate LRs
for your lesson and your learners?
- It makes me extra cautious in selecting the LRs I need for my learners.

Prepared by:
EDMER F. AGUILAR
Teacher II/ LAC Member

Noted by:
MARILYN L. ESMALLA, PhD
Master Teacher II/ LAC Facilitator
 FINALIZED LDM INDIVIDUAL DEVELOPMENT PLAN

Action Plan
(Recommended
Developmental Developmental Timeline Resources
Strengths Needs Intervention) Needed
Learning
Objectives of Intervention
the PD
Program
Focusing Can make the Making Attend Year- MOOE
teaching and best output for lesson plan orientation round Other
learning the new normal aligned with about School
class DepEd’s MELCs, LAC Funds
MELCs session
discussing
MELCs-
based lesson
plans
Support Provide the Applying the Attending Inset, School
curriculum quality assessment seminar LAC funds
management modules for my tool in about sessions
and students in the choosing learning Self-
implementation Modular learning resources, funding
Distance resources for LRMDS and
Learning in this the modules DepEd
new normal commons

Applied skills Used a range of Improve Attend Year- Self-

in the effective teaching skills and various round funding
communication strategies to strategies to seminars, MOOE
of learners enhance develop workshops. Others
needs, progress learner meaningful Benchmark
and achievement in teaching- with other
achievement to literacy and learning teachers.
key numeracy skills process
stakeholders, including
including assessments
parents and tools and
guardians techniques
to enhance
students’
mastery in
my subject.
Practices Make specific Improve Improving Year- Self-
ethical and changes in the intrapersonal work-related round funding
professional system or in skills and coordination
behavior and own work work Others
conduct, taking methods to management
into account improve practices
the impact of performance
my actions and
decisions

Prepared by:

EDMER F. AGUILAR
Teacher II/ LAC Member

Noted by:

MARILYN L. ESMALLA, PhD

Master Teacher II/ LAC Facilitator