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SUBJECT AREA: Mathematics GRADE/LEVEL: 10 QUARTER: FIRST

ENDURING
CONTENT PERFORMANCE FORMATION LEARNING UNDERSTANDINGS PERFORMANCE
CONTENT TRANSFER GOAL ASSESSMENTS ACTIVITIES
STANDARD STANDARD STANDARD COMPETENCIES AND ESSENTIAL TASK
QUESTIONS

Patterns The learner The learner is Apply the  Generates patterns. EQ: How do Students on their  Windshield VIDEO TUTORIAL  RCC Worktext
and Algebra demonstrates able to fundamental  Illustrate an arithmetic patterns and own will be able Check  Frayer’s
understanding formulate and concepts and algebra can be to investigate and  Concept Video tutorials, Model
sequence.
whether recorded  Cooperative
of key solve problems principles of  Determines arithmetic used in real-life solve real-life Formation
concepts of involving sets and the application? problems which  Mind Map or live, are Learning
means and nth term of
sequences, sequences, patterns and involve predicting  Skill important to  Jigsaw
an arithmetic
students because
polynomials polynomials algebra to sequence. outcomes to be Booster Strategy
 When the they add another  Cornell Notes
and and polynomial understand the  Finds the sum of the EU: Students will able to make
polynomial equations in effect of these sound Linear term dimension to  Problem
terms of a given be able to
different on how they is Present learning that Solving Using
equations arithmetic sequence. understand that recommendations.
disciplines influence  Practice makes a student's Mathematical
 Illustrates a geometric the formulation of
through people’s way Means educational Modeling
sequence. mathematical
appropriate of living and Perfect experience more
 Differentiates a equations arising
and accurate thinking that  3-2-1 Chart effective.
geometric sequence from sequences
representations affects the from an arithmetic and series can help  Memory G – is to make a
relationship to sequence. predict the Lane video tutorial
God and its  Differentiates a finite outcomes of  Making
creation. geometric sequence certain real life Connection R – Teacher
from an infinite problems.  Try It
A – Math Teacher
geometric sequence.  Worksheet
and Gr. 9 students
 Illustrates other types
of sequences (e.g., S – follow some
harmonic, Fibonacci). procedures
 Solves problems
P – making a video
involving sequences.
tutorials in
 Performs division of
connection with
polynomials using long
the unit topics.
division and synthetic
division.
 Proves the Remainder
Theorem and the
Factor Theorem.
 Factor polynomials.
 Illustrates polynomial
equations.
 Solves polynomial
equations.
 Solves problems
involving polynomials
and polynomial
equations.
SUBJECT AREA: Mathematics GRADE/LEVEL: 10 QUARTER: SECOND

ENDURING
CONTENT PERFORMANCE FORMATION LEARNING UNDERSTANDINGS TRANSFER PERFORMANCE
CONTENT ASSESSMENTS ACTIVITIES
STANDARD STANDARD STANDARD COMPETENCIES AND ESSENTIAL GOAL TASK
QUESTIONS

Geometry The learners The learners Apply the  derives inductively the EQ: How does the Students will be  Windshield TESSELATION  RCC Worktext
demonstrates are able to fundamental relations among chords, geometry are able to apply Check  Frayer’s
understanding formulate and concepts and useful tools in the key  Concept A Tessellation (or Model
arcs, central angles, and
of key find solutions principles solving real-life concepts of Formation Tiling) is when we  Cooperative
inscribed angles.
 Mind Map cover a surface
concepts of to challenging geometry and  proves theorems related problems? geometry in Learning
circles and situations to understand finding  Skill Booster with a pattern of  Jigsaw
to chords, arcs, central
flat shapes so that
coordinate involving circles the effect of angles, and inscribed solutions and  When the Strategy
geometry and other these on how making Linear term there are no  Cornell Notes
angles. EU: Students will
overlaps or gaps.  Problem
related terms they influence  illustrates secants, understand that decisions for is Present
in different people’s way of tangents, segments, and geometry are certain life  Practice G – is to make an Solving Using
disciplines living and sectors of a circle. useful tools in problems. Means artwork with the Mathematical
through thinking that  proves theorems on solving real-life Perfect use of geometric Modeling
appropriate affects the secants, tangents, and problems and in  3-2-1 Chart shapes and figures
and accurate relationship to segments. making decisions  Memory we discussed
representations God and its  solves problems on given certain Lane throughout the
creation. circles. constraints.  Making unit.
 derives the distance Connection
formula.  Try It R – Artsists
 applies the distance  Worksheet
A – Gr. 10 students
formula to prove some and Math Teacher
geometric properties.
 illustrates the center- S – follow some
radius form of the procedures
equation of a circle.
P – make a
 determines the center
tessellation and a
and radius of a circle
project plan that
given its equation and
vice versa.
 graphs a circle and other clarify or specify
geometric figures on the the objectives.
coordinate plane.
 solves problems
involving geometric
figures on the
coordinate plane.
SUBJECT AREA: Mathematics GRADE/LEVEL: 10 QUARTER: THIRD

ENDURING
CONTENT PERFORMANCE FORMATION LEARNING UNDERSTANDINGS TRANSFER PERFORMANCE
CONTENT ASSESSMENTS ACTIVITIES
STANDARD STANDARD STANDARD COMPETENCIES AND ESSENTIAL GOAL TASK
QUESTIONS

Statistics The learner The learner is Provide  illustrates the EQ: How does the Students on  Windshield SURVEY  RCC Worktext
and demonstrates able to use opportunities permutation of objects. statistics and their own will Check  Frayer’s
 Concept Survey is a method
Probability understanding precise for students to  derives the formula for probability can be be able to Model
of key counting apply their used in real-life formulate and Formation of gathering  Cooperative
finding the number of
concepts of technique and understanding application? solve real life  Mind Map information from a Learning
permutations of n
combinatorics probability in of statistics and problems  Skill sample of people,  Jigsaw
objects taken r at a time.
traditionally with
and formulating probability  solves problems involving the Booster Strategy
conclusions and through  When the the intention of  Cornell Notes
probability involving permutations. EU: Students will quadrilaterals
generalizing the  Problem
making meaningful  illustrates the be able to and similarities. Linear term
tasks in real life is Present results to a larger Solving Using
decisions combination of objects. understand that
and following  Practice population. Surveys Mathematical
 solves problems the solution to real
the teachings of Means provide a critical Modeling
involving permutations life statistics and
Christ. Perfect source of data and
and combinations. probability
 3-2-1 Chart insights for nearly
 illustrates events, and depends on the
 Memory everyone engaged
union and intersection model and
Lane in the information
of events. accuracy of
 Making economy, from
 illustrates the computation.
Connection businesses and the
probability of a union of
 Try It media to
two events.
government and
 solves problems  Worksheet
academics.
involving probability
G – make a survey
about the specific
topic given by the
Teacher.

R – Statistician
A – Licean students,
Teachers and
community

S – follow some
procedures

P – collect data,
organize and
interpret the data.
SUBJECT AREA: Mathematics GRADE/LEVEL: 10 QUARTER: FOURTH

ENDURING
CONTENT PERFORMANCE FORMATION LEARNING UNDERSTANDINGS TRANSFER PERFORMANCE
CONTENT ASSESSMENTS ACTIVITIES
STANDARD STANDARD STANDARD COMPETENCIES AND ESSENTIAL GOAL TASK
QUESTIONS

Statistics The learner The learner is Provide  illustrates the following EQ: How does the Students on  Windshield SURVEY  RCC Worktext
and demonstrates able to conduct opportunities measures of position: statistics and their own will Check  Frayer’s
Probability understanding systematically a for students to probability can be be able to  Concept Survey is a method Model
quartiles, deciles and
of key mini research apply their used in real-life formulate and Formation of gathering  Cooperative
percentiles.
 Mind Map information from a
concepts of applying the understanding  calculates a specified application? solve accurately Learning
measures of different of statistics and authentic  Skill Booster sample of people,  Jigsaw
measure of position (e.g.
traditionally with
position statistical geometry 90th percentile) of a set problems  When the Strategy
through the intention of  Cornell Notes
methods of data. EU: Students will involving Linear term
generalizing the  Problem
meaningful  interprets measures of be able to statistics and is Present
tasks in real life  Practice results to a larger Solving Using
position. understand that probability. population. Surveys
and following  solves problems the solution to real Means Mathematical
the teachings of Perfect provide a critical Modeling
involving measures of life problems
Christ.  3-2-1 Chart source of data and
position. involving statistics
 Memory insights for nearly
 formulates statistical and probability.
Lane everyone engaged
mini-research.
 Making in the information
 uses appropriate
Connection economy, from
measures of position
 Try It businesses and the
and other statistical
 Worksheet media to
methods in analyzing
government and
and interpreting
academics.
research data.
G – make a survey
about the specific
topic given by the
Teacher.

R – Statistician
A – Licean students,
Teachers and
community

S – follow some
procedures

P – collect data,
organize and
interpret the data.

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