Republic of the Philippines

COMMISSION OF HIGHER EDUCATION

LIBON COMMUNITY COLEEGE
Libon, Albay

Name: Stephany G. Tabagan Date: March 17, 2024

Course: BSEd IV – Mathematics Subject: Prof. Educ. 13
Coop. School: Ponso National High School Coop. Teacher: Kim James M. Matriz

EPISODE 8: WRITING MY FIRST LEARNING PLAN

MY PERFORMANCE TASKS
PERFORMANCE TASK 1
Request a sample lesson plan or a Daily Learning Plan from your CT. Study each part carefully.
Paste it here.

DETAILED LESSON PLAN IN

MATHEMATICS 7

I. OBJECTIVES:
A. Content Standards The learner demonstrates understanding of key concepts of sets and
the real number system.
B. Performance Standards The learner is able to formulate challenging situations involving sets
and real numbers and solve these in a variety of strategies.
C. Learning Competencies / Illustrates the different properties of operations on the set of integers.
Objectives a. Understand the basic concept of Integers
b. Locate the integers in the number line
c. Apply the concept of Integers in Real life or Opposites in Real
Life.
II. CONTENT NUMBERS AND NUMBER SENSE
III. LEARNING
RESOURCES
A. References
1. Teacher`s Guide pages PRACTICAL MATHEMATICS P. 53-55
2. Learner`s Guide pages PRACTICAL MATHEMATICS P. 53-55
3. Textbook pages PRACTICAL MATHEMATICS P. 53-55
4. Additional materials
from Learning Resources
B. Other Resources
IV. Procedures: 4 A’s
ACTIVITY

The Teacher will give The teacher will divide the class into three groups and the instruction
preliminary activity for the will be flashed on the screen, each team will guess or answer the
preparation of the new instructions given.
Topic.
The teacher will paste the Number line on the Floor.
The Activity is called “The Frog”.
Student will jump on the Number Line Depending on the
Instructions given by the teacher.
Instructions: This activity is about jumping on the perfect spot so
that the frog will go to his/her home. Some questions will be given
 and need to be answered so that the frog can go to his/her home.
 Frog 1: Will stand on the Zero. His/her home is on the
number 10. How many jumps he/she will need to go home?
 Frog 2: Will stand on the Zero. His/her home is on the
number 10. But he needs to get food on -2, How many jumps
backward to get the food? Now since he/she is on -2, how
many jumps he/she will need to go home?
 Frog 3: Starting on -6, he/she needs to add 3 jumps to get
foods first, next is to go back 5 jumps backward to get water
and add 10 jumps again to go home, what number in the
number line is the Home of the Frog?
 Frog 4: Starting on -5, he/she added 2 jump backwards, add
3 jumps forward then added again 5 jumps backward, and
finally jumps 10 forward. What is the number of the home of
the frog?
 Frog 5: Starting on number 5, the frog added 6 jumps
backwards, then added 7 jumps forward, then added 8 jumps
backwards. What number in the number is the Home of the
Frog?

ANALYSIS Guide Questions:

1. When the frog is jumping forward what happens to the value of
the number is it increasing or decreasing?
2. When the frog is jumping backwards what happens to the value of
the number is it increasing or decreasing?
3. What did you notice in the number line we used to jump?
4. Starting from the zero the values to the left is it increasing or
decreasing?
5. How about the values to right is it increasing or decreasing?

ABSTRACTION
Flashed through a Power Point Presentation:
The teacher will introduce
the Topic: Integer. Integers and Opposites in Real Life

Every number has an opposite. This relationship is best illustrated

graphically using a number line. The opposite of the whose number 1
(right of 0) is -1 (left of 0), the opposite of 2 is -2, and so on. A
number and its opposite have the distance from 0. The whole
numbers together with their opposites form the set called Integers.
Integers compose the infinite set of positive numbers, zero, and the
infinite set of negative numbers. All number you see on the Number
Line is integers.
 The integer -2 is a Negative Integer and the integer 5 (or +7) is a
Positive Integer. Negative Numbers or Integers are number less than
zero. They are written using the negative sign (-). Zero is neither
positive nor negative.

To graph an integer, locate the point corresponding to the integer on

The teacher will show the a number line. The number that corresponds to a point is called its
number line and the student coordinate.
will locate the point to
identify the coordinate. Graph of a point with coordinate -4 Graph of a point with
coordinate 3

Graph of a point with coordinate -5 Graph of a point with

coordinate 2

Graph of a point with coordinate -2 Graph of a point with

coordinate 5

Graph of a point with coordinate -6 Graph of a point with

coordinate 4

Graph of a point with coordinate -3 Graph of a point with

coordinate 7

The following are examples of such situations in real life.

Some of the Examples will Situations Representing Situations Representing
Negative Integers Positive Integers
be translated in Tagalog or
A loss of 3 kilos is -3 A gain of 3 kilos is 3
Bicol to understand the Deduction of Php 1,200 is - A raise of Php 1,200 is 1,200
situations. 1,200
15 km west is -15 15 km east is 15
Expenditures of Php 175 Savings of Php 175 monthly is
monthly is -175 175

Now, try to complete the following table:

12 m. below sea level
Profit of Php 5,000 is 5,000
Forward by 7 steps is 7
Loss of Php 3,500 is -3,500
Demerit of 8 points is -8
Php 75 decrease in daily
allowance is -75

How will you interpret the negative symbol (-)?

Examples:
1. -10 Negative Ten A – Symbol placed
 directly before a
number is read as
“negative.”
The first – symbol
is read as “the
2. –(-10) The opposite opposite of” and the
second – symbol is
read as “negative.”
Take note of the
space before and
after the – sign.
3. 10-5 Ten minus five
This indicates
subtraction and – is
read as “minus.”
APPLICATION

The teacher will give an Write or Identify the Integer representing each of the following
activity to be answered situations.
orally by the students. 1. Si lito nagpabakal bote, bakal mi lata kantidad 50 pesos.
______________
2. Nag pa kilo si Jose nag bawas su kilo nya ning 10 kilo.
_______________
3. Inutangan ika ning 5 pesos ni barkada mo. ______________
4. Nag iipon ka at hinuhulog mo sa alkansya 5 piso kada araw,
pang 4 na araw mo na ito. ___________
5. Binigyan ka ng baon ng iyong magulang sa halagang 10
peso, at pag dating ng recess bumili ka ng 1 toron kay mam
cory sa halagang 7 peso ilan nlng natira sayo? ___________
6. Bryan dived 5 meters into the swimming pool. _________
7. Jaycel deposited Php 1,000 to her savings account.
_____________
8. Marie spent Php 875 on a gift for her debutante cousin.
__________
9. Last week, Joanna earned Php 525 for selling CDs and
DVDs _________
10. Blue team lost the basketball game to Red team by 5 points.
__________

V. Evaluation On ½ sheet of Paper list some 5 Situations representing Negative

Integers and 5 Situations Representing Positive Integers.
VI. Assignment Review our lesson for it will be our pre-requisite learning about
Visualizing integers and their Order on the Number Line.

Prepared By:

Kim James M. Matriz

Question: Is the learning plan developmentally sequenced to meet curriculum requirements?

Explain.
The learning plan is developmentally sequenced to meet curriculum requirements in a way
that the content and activities are organized in a logical order that aligns with the developmental
stages and abilities of the students. This ensures that students can progressively build upon their prior
knowledge and skills, moving from simpler concepts of locating integers to more complex ones in a
structured manner. Additionally, the learning plan ensures that students meet the necessary standards
and learning objectives outlined by educational authorities, which ensures that they receive a
comprehensive and well-rounded education. By carefully sequencing the learning experiences,
educators can optimize student engagement, understanding, and retention of the material, ultimately
leading to more successful learning outcomes.

Insights on the Daily Lesson Plan

It is essential to prioritize clarity and engagement in a daily lesson plan which focus on one of
the fundamental concepts in Mathematics. This is because utilizing a variety of instructional methods,
such as visual aids, manipulatives, and interactive activities, can help students grasp abstract concepts
related to positive and negative numbers. Additionally, incorporating opportunities for practice and
formative assessment allows teachers to monitor student progress and adjust instruction as needed to
ensure mastery of integer concepts.

What is the impact of this to me as a teaching intern?

As a teaching intern, creating and implementing daily lesson plans provides me with valuable
hands-on experience in instructional design and delivery. It allows me to develop your skills in
planning engaging and effective lessons that cater to diverse student needs, while also honing my
ability to assess student understanding and adjust instruction accordingly. This experience equips me
with valuable insights and strategies that I can apply to future teaching endeavors.

PERFORMANCE TASK 2
Make your Daily Lesson Plan (DLP) outline using the given template. Prepare a
developmentally sequenced learning Plan with learning outcomes aligned with the learning
competencies.

Subject Area Mathematics

Topic / Learning Content: Solving problems involving equations and inequalities in one
variable.

Learning Competencies The learner solves problems involving equations and inequalities
in one variable. (M7AL-IIj-2)

Learning Outcomes What to attain or realize?

Content Standards The learner demonstrates understanding of key concepts of

algebraic expressions, the properties of real numbers as applied in
linear equations, and inequalities in one variable.

Performance Standards The learner is able to model situations using oral, written,
graphical, and algebraic methods in solving problems involving
algebraic expressions, linear equations, and inequalities in one
variable.

Learning Resources What to use?

PowerPoint Presentation

Procedures What to do?

 Clearly define the learning objectives for the lesson.
Before the lesson Ensure students understand what they are expected to
learn by the end of the session.
 Administer a brief pre-assessment or diagnostic activity to
gauge students' prior knowledge and identify any
misconceptions they may have.
 Engage students by activating their prior knowledge
related to solving equations and inequalities in one
variable. This could be through a brief review or
discussion.
 Prepare any necessary resources such as worksheets,
examples, visual aids, or interactive activities to support
learning during the lesson.

The lesson proper  Capture students' interest and attention through interactive
activities, real-life examples, or relevant problems related
to solving equations and inequalities.
 Provide clear, step-by-step instructions on various
methods for solving equations and inequalities, such as
inverse operations, combining like terms, or using the
properties of inequalities.
 Model the process of solving equations and inequalities
with multiple examples, demonstrating different scenarios
and solution techniques.
 Facilitate guided practice sessions where students solve
problems collaboratively or with teacher guidance,
gradually increasing the complexity of problems.
 Differentiate instruction to meet the diverse needs of
students, providing additional support or challenges as
necessary.
 Continuously assess students' understanding through
formative assessment techniques such as questioning,
observation, or short quizzes.
 Provide timely and constructive feedback to students as
they work through problems, highlighting both correct
approaches and areas for improvement.
After the lesson
 Summarize the key concepts and problem-solving
strategies covered during the lesson, reinforcing
understanding and addressing any lingering questions.
 Assign homework or independent practice problems to
reinforce learning and provide opportunities for students
to apply their knowledge independently.
 Encourage students to review their notes and reflect on
what they have learned, identifying any areas of confusion
or concepts they would like to explore further.
 Provide extension activities or challenges for students
who have mastered the basic concepts, allowing them to
delve deeper into the topic or apply their knowledge in
new contexts.
 Assess students' mastery of the concepts through formal
assessment methods such as quizzes, tests, or projects.
 Provide feedback on homework assignments and
assessments, offering additional support or enrichment as
needed to ensure all students continue to make progress.
PERFORMANCE TASK 3
Write your Daily Learning Plan. Get your topic/content from your Cooperating Teacher. Follow
the DLP format. Write your plan on the space provided.

Republic of the Philippines

Department of Education
Region V (Bicol)
Schools Division of Albay
PONSO NATIONAL HIGH SCHOOL
Ponso, Polangui, Albay

Ponso National High Grade

School 7 – Maka-Diyos
School Level
Grade 7
Practice Learning
DETAILED Stephany G. Tabagan Mathematics
Teacher Area
LESSON PLAN
Teaching Dates April 1, 2024
Quarter 4th
and Time 9:10 AM – 9:50 AM

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of algebraic
expressions, the properties of real numbers as applied in linear
equations, and inequalities in one variable.

B. Performance Standard The learner is able to model situations using oral, written, graphical,
and algebraic methods in solving problems involving algebraic
expressions, linear equations, and inequalities in one variable.

C. Learning The learner solves problems involving equations and inequalities in

Competency/Objectives one variable.
(M7AL-IIj-2)

At the end of the lesson, learners are expected to:

a. translates word problems into linear equations.
b. solves problems using first degree equations in one variable.
c. demonstrates positivity in dealing with problems.

II. CONTENT SOLVING PROBLEMS INVOLVING LINEAR EQUATION

(NUMBER AND AGE-RELATED WORD PROBLEM)
III. LEARNING
RESOURCES
A. References K-12 Basic Curriculum
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages Patterns and Practicalities on G7 Math pp: 280-302 Gladys Nieverra
 Elementary Algebra (Based on BEC) p:178-179 P. Depadhon, et al.
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning PowerPoint Presentation
Resources
IV. PROCEDURES TEACHER’S ACTIVITY STUDENT’S ACTIVITY
PRELIMINARIES
a. Greetings “Good morning, class!” “Good morning, Ma’am!”

b. Classroom “Before we start our lesson, (Students will arrange their chairs
Management kindly align your chairs and and will pick up the trashes.)
pick up the pieces of trash
c. Checking of around you.”
Attendance (The Class Monitor will cite the
“Let me check who is not absentees.)
around. Class Monitor, will you
cite those who are absent (The students will pass their
today?” assignment.)
“I have given you an
assignment, right? Kindly pass it
forward.”

LESSON PROPER
a. Reviewing Aldub Roadtrip to Tagaytay! Expected Answer:
previous lesson or Yaya Dub and Alden went to
presenting the new visit Sky Ranch Tagaytay. They 8−5=3
lesson enjoy their road rip while
travelling through different
places in Cavite. The location x +2 y=575
for stop over corresponds to
conditions (mathematical verbal
sentences) they need to form 79 km
equations in order to reach their t=
60 kph
destinations.

The number of
hours decreased by
5 is 3.00

Alden paid ₱
575.00 for their
snacks. The amount
of snacks Alden

The number of
hours the car travels
at the distance of
79km at the average
 b. Establishing a Observe. Expected Answer:
purpose for the Let us translate the conditions in
lesson the problem into symbol to form
an equation.

I have a
n
number.
The number
n+3
increase by 3.
Multiply the
5(n+3)
sum by 5.
Subtract 10
from the 5(n+3)−10
product.
Ten subtracted
from the
product of the
5(n+3)−10=25
sum of a
number and 3 is
25.

Solving for n ,
Solution:
5(n+3)−10=25
5(n+3)−10+10=25+10
5 n+15=35
5 n+15+(−15)=35+(−15)
5 n=20
(1/5)(5 n)=(20)(1/5)
n=4

The number is 4.

c. Presenting Illustrative Examples:

examples/ instances of Number Problem: Solution:
the lesson The sum of three consecutive Let x = 1st integer
integers is 33. What are these x +1 = 2nd consecutive integer
three integers? x +2= 3rd consecutive integer

Equation:
( x ) + ( x+ 1 )+ ( x+2 )=33
3 x+ 3=33
3 x=33−3
1 1
( 3 x )=( 30 )
3 3
x=10
1st integer
x=10
2nd consecutive integer
x +1=10+1=11
3rd consecutive integer
 x +2=10+2=12

Therefore, the three consecutive

integers that summed up to 33 are
10, 11 and 12.
Age Problem:
Kathryn is 4 years younger than Solution:
Mario. Three years from now, The table will help us to solve the
she will be two-thirds as old as problem:
Mario. Find their present ages.
Present Age after
Age 3 years
Mario x x +3
Kathry x−4 x−4+3
n

Equation:
2
x−1= (x +3)
3
3 x−3=2 x +6
3 x−2 x=6+3
x=9
Therefore, Mario is 9 years old.

x−4
9−4
5
Therefore, Kathryn is 5 years old.

d. Discussing new Directions: Solve the following

concepts and problems by following the
practicing new skills provided steps.
#1
1. The sum of two numbers is Solution:
44. Their difference is 8. Find a. Representation:
the two numbers. Let x = the smaller number
y = the larger number
b. Solve the equation and state the
answer:
44−x −x=8
44−2 x=8
−2 x=8−44
−1 −1
( ¿(−2 x )=−36( )
2 2
x=18

The smaller number is 18.

The larger number is 26 .
2. In a bottle recycling campaign
of GMATHS, Daniel collected 7 Solution:
more bottles than James. a. Representation:
Together, they collected 65 Let x = bottle collected by Daniel
bottles in all. How many bottles y = bottle collected by James
 did Daniel collect? b. Equation:
[(7+ x )+ x=65]
c. Solve the equation:
[(7+ x )+ x=65]
2 x=65−7
2 x=58

()1
2
2 x=58
1
2 ()
x=26
d. Answer: 26 bottles

e. Discussing new Come to think of it… Expected Answer:

concepts and 1. Did you guess the number 1. Yes.
practicing new skills correctly in activity?
#2
2. How did you come up with 2. By analyzing the problem
your answer? carefully and noting what is
required and given.
3. Can you give the steps in
solving linear equation in one 3. The following steps are used to
variable? manipulate an equation and
isolate the unknown variable.
There is no set order, as the steps
used depend on what is given:
 We may add, subtract,
multiply, or divide an
equation by a number or
an expression as long as
we do the same thing to
both sides of the equal
sign. Note that we cannot
divide by zero.
 Apply the distributive
property as needed:
a (b+ c)=ab+ac .
 Isolate the variable on one
side of the equation.
 When the variable is
multiplied by a
coefficient in the final
stage, multiply both sides
of the equation by the
reciprocal of the
coefficient.

f. Developing mastery Solve the following problems. Expected Answer:

(Leads to Formative 1. Three times a number 1. 3 x−4=2 (x+6)
Assessment 3) decreased by four is equal 3 x−4=2 x +12
to twice the sum of the 3 x−2 x=12+4
number and six. What is the x=16
number?

2. Margie is 3 times older than 2. Let x=¿ Lilet’s age

 Lilet. In 15 years, the sum 3 x=¿ Margie’s age
of their ages is 38 years.
Find their present ages. (x +15)+(3 x +15)=38

Solving for x :
4 x+30=38
4 x=38−30
4 x=8
x=2

Therefore, Lilet’s current age is 2

years old, and Margie’s current
age is 6 years old.

g. Finding practical Activity: Expected Answer:

applications of 1. Define Variables:
concepts and skills in - Let’s denote your current age
daily living as (x ).
- Your father’s current age will
be (52−x )(since the sum of your
ages is 52).
The sum of your age and your 2. Translate the Given
father is 52. 3 years ago, your Information:
father's age is two years more - Three years ago, your father’s
than thrice your age. Find your age was (52−x −3).
age 2 years hence. - Your age three years ago
was (x−3).

3. Formulate an Equation:
- According to the problem, your
father’s age three years ago
was two years more than thrice
your age three years ago:
[52−x−3=3(x−3)+2]

4. Solve for (x):

- Expand and simplify the
equation:
49−x=3 x−9+ 2
49−x=3 x−7
2 x=56
x=28

5. Find Your Age 2 Years

Hence:
Your age 2 years from now will
be:
x +2
28+2
¿ 30

Therefore, your age 2 years hence

 will be 30 years.

h. Making Steps involved in solving a

generalizations and linear equation word problem:
abstractions about the
lesson  Read the problem
carefully and note what
is given and what is
required and what is
given.
 Denote the unknown by
the variables as x, y,
…….
 Translate the problem to
the language of
mathematics or
mathematical
statements.
 Form the linear equation
in one variable using the
conditions given in the
problems.
 Solve the equation for
the unknown.
 Verify to be sure
whether the answer
satisfies the conditions
of the problem.

i. Evaluating learning Directions: Read and analyze Answer Key:

the following problems. Solve 1. B
and choose the letter of the 2. C
correct answer on the given 3. A
choices.

1. Using letter n , translate the

statement to an equation: I am
four times as old as I was 9
years ago.
A. n=4 (n−9)
B. n+ 9=4 n
C. n=4 n−9
D. n−9=4 n

2. Olga is twice as old as Arthur,

and Luke is one-fourth the age
of Vina. Vina is 8 years older
than Olga. Arthur is 20 years
old. Who is the youngest?
A. Olga
B. Arthur
C. Luke
D. Vilma
 3. Two numbers have a ratio of
4:7. If their sum 121. Find the
smaller number.
A. 44
B. 77
C. 60
D. 63

j. Additional activities Solve the problem. Solution:

for application or The sum of present age of Baste Let’s break down the problem
remediation and the age before 7 years is 31. step by step:
Find the present age of Abe. 1. We have two people:
What will be his age after 7 Baste and Abe.
years? 2. The sum of Baste’s
present age and the age
before 7 years is 31.

Let’s denote Baste’s present age

as B. Then we can express the
given information
mathematically:
B+(B−7)=31

Solving this equation:

2 B−7=31
2 B=38
B=19

So Baste’s present age is 19 years.

Now let’s find Abe’s present age.

Since the sum of their ages before
7 years was 31, we can express
Abe’s age before 7 years as:
A ( before )=B−7
A ( before )=19−7
A ( before )=12

Abe’s present age is the sum of

his age before 7 years and the 7
years that have passed since then:
A ( present ) =A ( before )+7
A ( present ) =12+ 7
A ( present ) =19

Therefore, Abe’s present age is

also 19 years.

Finally, let’s calculate Abe’s age

after 7 years:
A(future)= A( present )+7
¿ 19+7
¿ 26
 So, after 7 years, Abe will be 26
years old.

V. ASSIGNMENT Study.
How to solve money and geometry related word problems?

VI. REMARKS MASTERY LEVEL

Number of Students Passed: _____

Number of Students Failed: _____
Total Number of Students: ______
Mastery Level: ________________

VII. REFLECTION
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional
activities for
remediation who
scored below 80
%
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
this work?

F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
Prepared by: Checked by:

Stephany G. Tabagan Kim James M. Matriz

Practice Teacher – Mathematics Cooperating Teacher
MY ASSESSMENT TASKS
Choose the letter of the correct answer.

1. Which is a blueprint of the daily instructional activities of the teacher?

A. Learning Plan C. Learning Procedures
B. Learning Content D. Learning Materials

2. Which refers to the materials used to enrich classroom instruction?

A. Learning Plan C. Learning Content
B. Learning Procedures D. Learning Resources

3. Which can be given as an optional activity to reinforce students’ learning?

A. Art work C. Assignment
B. Activities D. Assessment

4. Why is learning plan important?

A. It keeps teachers on cue
B. It is a requirement of the profession
C. It enables the teachers to do what is next
D. It guides the teachers in her/his daily activities

5. Which plan is used by teachers who are new in the service or those who have less than a year
of teaching experiences?
A. Daily Lesson Log C. Detailed Lesson Plan
B. Daily Lesson Plan D. Daily Learning Activities

6. Which assessment task is aligned to this competency: “identify a classroom routine?”

A. Is classroom routine necessary for class order and discipline?
B. Give an example of classroom routine
C. What is meant by classroom routine?
D. What is the disadvantage of a classroom routine?
MY LEARNING ARTIFACTS
Request three (3) samples of Learning Plans from various schools with different formats. You may
also wish to surf the net for some samples. Acknowledge the source.
MY SCORING RUBRIC

Meets Approaching Meets Does Not Meet

INDICATORS Standard of Standards of Acceptable Acceptable
Excellence Excellence Standards Standard

CRITERIA 4 3 2 1

- Has all the - Has some - Has minimal - No aspect of

aspects of work aspects of work aspects of work work meets level
that exceed level that exceed level that meet level of of expectations.
Performance of expectation. of expectation. expectation.
- Has errors,
Tasks - Show - Demonstrates - With some omissions and
exemplary solid performance errors and misconceptions.
performance. and mastery is not
understanding. thorough.

Assessment - With 5 correct - With 4 correct - With 3 correct - With less than 3
Tasks answers. answers. answers. correct answers.

- The piece/s of - The piece/s of - The piece/s of - The piece/s of

evidence of evidence of evidence of evidence of
learning is/are learning is/are learning is/are learning is/are
Learning
aligned with aligned with aligned with ONE NOT aligned with
Artifacts
learning SOME of the of the learning the learning
outcomes. learning outcomes. outcomes.
outcomes.

- The learning - The learning - The learning - The learning

tasks are done tasks are done tasks are done tasks are poorly
Creativity and
very creatively creatively and quite creatively done and need
Resourcefulness
and resourcefully. and resourcefully. improvement.
resourcefully.

- The assigned - The assigned - The assigned - The assigned

learning tasks learning tasks are learning tasks are learning tasks are
Submission of
are submitted on submitted a day submitted 2 days submitted 3 days
Requirements
or before the after the deadline. after the deadline. or more after the
deadline. deadline.

MY TOTAL SCORE

AMELITA P. SADUESTE, Ed. D j

Practicum Supervisor