RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
TEACHER: DUSTINE HARVEY A. INTAL
DATE SUBMITTED:
March 29, 2022
RATER:
SUBJECT & GRADE LEVEL:
Mathematics 8
DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the questions/prompts provided. Use
any local or official language that you are comfortable with. Use extra sheets if needed. Please limit your response to
500 words.
OBJECTIVE 10
Adapted and used culturally appropriate teaching strategies
to address the needs of learners from indigenous groups
PROMPT #1
Below is an assessment activity for a class of 30 learners, five of which belong to an indigenous peoples (IP) group.
Evaluate the appropriateness of the activity to your learners. Write your response in this form.
Directions: For your assessment, research on the following roles in your community by asking your parents or
anyone with knowledge on these roles. Choose from Set A and Set B. Explain why these are important roles.
Set A
1. mayor
2. councilors
3. medical officers
Set B
1. datu/chieftain
2. community elders
3. healers
YOUR REFLECTIONS
Education is regarded as a human right in and of itself and an essential tool for achieving other human rights and
fundamental freedoms. It is the door through which economically and socially underprivileged people can rise
beyond poverty and fully access the resources they need to engage in their communities fully. Education is
becoming more widely recognized as one of the best long-term financial and social investments a country can
make. Indigenous children and adults can exercise and enjoy their economic, social, and cultural rights with the
help of appropriate education. It also improves their ability to exercise civil rights, allowing them to have a more
significant say in political policy decisions that affect their human rights. As a result, education is critical for the
enjoyment, preservation, and transmission of indigenous cultures, languages, customs, and knowledge.
The given assessment above will provide the learners with their choice. This intercultural approach will boost
positive community life between individuals from various cultures and religions by focusing on individuals as a
central element and holders of rights. Set A will allow the students who respect mayors, councilors, and medical
officers to conduct their assessment, while Set B will let the indigenous learners do their interviews with their
datu/chieftain, community elders, and healers. This can help us understand the students’ preferences, strengths
and weaknesses when communicating and how these can help or hinder us when communicating across cultures.
This good intercultural communication fundamentally requires intercultural awareness, an understanding that
different cultures have different standards and norms. The idea is that if you don’t understand how your students
communicate, you might make some poor decisions as a teacher. Intercultural communication is crucial in school
and education because it prevents bad teaching.
RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
TEACHER: DUSTINE HARVEY A. INTAL
DATE SUBMITTED:
March 29, 2022
RATER:
SUBJECT & GRADE LEVEL:
Mathematics 8
DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the questions/prompts provided. Use
any local or official language that you are comfortable with. Use extra sheets if needed. Please limit your response to
500 words.
OBJECTIVE 10
Adapted and used culturally appropriate teaching strategies
to address the needs of learners from indigenous groups
PROMPT #2
Design a lesson plan for your class that integrates aspects of indigenous peoples (IP) culture using national
mandates on indigenous people’s education (IPEd) as reference:
• Republic Act No. 8371 or the Indigenous People’s Rights Act of 1997
• DepEd Order No. 62, S. 2011, or the Adopting the National Indigenous Peoples (IP) Education Policy
Framework
• DepEd Order No. 32, S. 2015, or the Adopting the Indigenous Peoples (IP) Education Curriculum Framework
The integration of IP culture in the lesson plan must be highlighted and annotated in this reflection form.
Attach your lesson plan here.
YOUR ANNOTATIONS
The activity below is part of the lesson plan attached here, designed for intercultural differences in which indigenous
learners and non-indigenous learners can both answer.
Constructivism Approach
ACTIVITY 1: PICTURE ANALYSIS
The teacher will show the following pictures to the students and give them time to think.
Direction: Observe the pictures shown. Then, answer each question comprehensively.
RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
From the picture shown, ask the students the given questions.
1. What have you seen in the picture? What do they have in common?
2. Why are there triangles in the structures? Are the
triangles congruent?
3. Why are the bridges and buildings stable?
4. When do we say that two triangles are congruent?
I employed constructivist teaching because this approach will let learners learn with their beliefs. Learning is actively
involved in the process of meaning and knowledge construction rather than passively receiving information. With
these, I can create a collaborative problem-solving environment where my students become active participants in
their own learning.
Learning Area
Learning Delivery Modality
Mathematics
Limited Face-to-Face
TUGBO INTEGRATED SCHOOL
School
Grade Level
8
Learning Area
Mathematics
Teaching Date
Quarter
Third
Teaching Time
No. of Days
1
Teacher
LESSON
EXEMPLAR
DUSTINE HARVEY A. INTAL
I. Objectives
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies
or Objectives
The learner demonstrates understanding of key concepts of axiomatic structure
of geometry and triangle congruence.
The learner is able to communicate mathematical thinking with coherence and
clarity, in formulating, investigating, analyzing and solving real life problems
involving triangle congruence.
At the end of the lesson, students must be able to:
a. define congruent triangles;
b. identify corresponding congruent parts between two congruent triangles;
and
RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
D. Most Essential
Learning
Competencies
(MELC)
E. Enabling
Competencies
II. Content
III. Learning Resources
c. appreciate the importance of triangle congruence in real life.
Illustrates triangle congruence (M8GE-IIIf-1)
Triangle Congruence
A. References
a. Teacher’s Guide
Pages
b. Learner’s
Material Pages
c. Textbook Pages
d. Additional
Materials from
Learning
Resources
B. List of Learning
Resources
for
Development
and
Engagement Activities
IV. Procedure
pp. 380-383
pp. 349-352
pp. 349-352
Mathematics 8 Learner’s Packet (LeaP)
PIVOT 4A Learner’s Material Mathematics Grade 8
A. Introduction
A. Routinary Matters
● Prayer
● Greetings
● Classroom Management
● Checking of Attendance
B. Review
Complete Me!
Direction: Supply the missing word to complete each statement.
1. In every triangle, the sum of the measures of the three interior
180º.
2. If two angles are vertical angles, then they are
3. If two triangles form a linear pair, then they are
is
.
.
RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
C. Priming Activities
Let’s Play Jigsaw!
Direction: Put the jigsaw piece in the space where it fits as quickly as you can.
The first group to complete the activity wins the game, followed by the second
and third groups, who are declared first, second, and third placers, respectively.
(The activity can be done by group following the health and safety protocols
strictly. The teacher will act as a facilitator)
The teacher will ask this question: So, what’s the main idea of this game?
A player put the jigsaw piece that is exactly similar to the space on the board, or,
that is congruent to it.
Constructivism Approach
ACTIVITY 1: PICTURE ANALYSIS
The teacher will show the following pictures to the students and give them time
to think.
Direction: Observe the pictures shown. Then, answer each question
comprehensively.
RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
From the picture shown, ask the students the given questions.
1. What have you seen in the picture? What do they have in common?
2. Why are there triangles in the structures? Are the
triangles congruent?
3. Why are the bridges and buildings stable?
4. When do we say that two triangles are congruent?
B. Development
The teacher will show figures of triangle congruence and discuss examples.
Questioning:
●
●
●
What can you say about the shape and size of the first figure?
second figure? and third figure?
Among the given figures, which pair of triangles are congruent?
Can we consider figure 3 as congruent triangles?
RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
●
How can we ensure that the triangles are of the same shape and
size?
In figure 3, if triangles ABC and TSR can match up their vertices by
flipping and rotating the figures until they overlap exactly then you will notice
the corresponding sides and the corresponding angles that overlapped are
congruent.
Let the students state the definition of congruent triangles based on the given
examples.
RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
C. Engagement
Collaborative Approach
Ask the students to group into 3. A representative from each group shall be asked
to report their output (maximum of 2 minutes each.
RUBRIC FOR GRADING:
Score
Performance Indicators
Distinguished Fully and eloquently articulates idea and develop connections among
mathematical concepts. The presentation has clearly defined structure
10
Proficient
8
Basic
6
Unsatisfactor
y
4
and the answer is accurate.
Clearly articulates mathematical concept. The presentation is not that
clearly defined but the answer is accurate.
Explains mathematical concepts without difficulty but expresses idea in
rudimentary form. The answer is not precise.
Displays errors in knowledge of mathematical concepts. There is an
attempt to solve the problem, but the final answer is incorrect.
ACTIVITY 2: MARK ME
Direction: Mark the angles and sides each of pair of triangles to indicate that
they are congruent.
Process questions after the group activity
RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
Can you name the corresponding sides? Corresponding angles?
How many pairs of corresponding parts are congruent if two triangles are
congruent?
Where do you see congruent triangles?
D. Assimilation
Directions: Show that the legs of the swing are congruent triangles. Complete
the list of corresponding congruent parts and name the congruent triangles.
Valuing
V. Assessment
Direction: Given
ABC ≅
DEF, find the measurement for each side and
angle based on the figure below. Write your answer on a piece of paper.
RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
When are two triangles congruent?
VI. Reflection
∙ The learners communicate the explanation of their personal assessment as
indicated in the Learner’s Assessment Card.
∙ The learners will write their personal insights about the lesson in their notebook
using the prompts below:
I understand that
.
I realize that
.
I need to learn more about
.
VII. Agreement
VIII. Others
A. No. of learners
who earned 80% on
the
formative
assessment
B. No. of learners
who require additional
activities for
remediation.
C. Did the remedial
lessons work? No. of
Show how triangle congruence works in the situation below. Assume that you
are one of the contestants.
Situation:
In the upcoming City Festival, there will be a contest on kite flying. As a
contestant, you are to submit the design of your kite and an instruction guide on
how to make and fly a kite. You will also submit the mechanics on how you
came up with your design.
RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
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 it work?
F. What difficulties
did I encounter which
my
principal
or
supervisor can help
me solve?
G. What innovation or
localized material/s
did I use/discover
which I wish to share
with other teachers?
H. No. of learners
who earned 80% on
the
formative
assessment
Prepared and Submitted:
DUSTINE HARVEY A. INTAL
Teacher I,Mathematics 8