REGION III
SCHOOLS DIVISION OF MEYCAUAYAN
BANCAL INTEGRATED SCHOOL
ACTION PLAN FOR LEARNING RECOVERY
GRADE 8
MATHEMATICS 8
I.
Project Profile and Overview
Program
Proponent
Grade 8 - Analiza P. Junio and Arlene C.
Africano
Program
Owner
Bancal Integrated School - JHS Department
Target
Learners
Key Stage 3 – Numeracy (110)
Number of
Batches and
Proposed
Implementatio
n Date
1
July 18 2022 – August 12, 2022
Proposed
Venue
School Based
Total
Proposed
Budget
110 x Php100 = Php11 000
II.
Background and Rationale
Shared Vision:
In the next three years (2022-2025).
1
We envision the Schools Division of City of Meycauayan as a
service-driven and committed organization that addresses reading
ability, numeracy, and process skills gaps of learners across key
stages. Through our Learning Recovery Plan, learners can acquire
appropriate literacy, numeracy and process skills which enable
them to become competent.
We will provide data-driven reading, numeracy and process skills
and interventions across grade levels. The teachers and parents
are capacitated as mentors through learning and development
system.
Quality assured instructional materials and relevant pedagogical
frameworks shall be introduced.
Both internal and external stakeholders will actively participate
towards bridging the learners to develop skills across their
development.
SMART GOAL:
By the end of School Year 2024-2025, 100 % of the identified
learners with reading, numeracy, and process skill difficulties
based on the Observation Survey of Early Literacy Achievement
results and Phil-IRI in English and Early Grade Reading
Assessment (EGRA)/ School-based reading assessment/Phil-IRI
in Filipino across three (3) key stages
(Grades 1-3, Grades 4-6, and Grades 7-10), results of Project ALL
Numerates, and Science Skills Assessment Tool in the 30 schools
in the Division of City of Meycauayan should be able to
demonstrate acceptable and appropriate reading proficiencies,
numeracy, and Science skills as prescribed in MELCs.
2
Discussion Points:
● Explain the need to design and implement this particular
initiative?
Based on the zone of proximal development of
Vygotsky there is a difference between what a learner can
do without help and what he or she can achieve with
guidance and encouragement from a skilled partner
(McLeod, 2019).
Based on the administered quarterly assessments
reflected in their official result of the computed final ratings
being read by Scholl Checking Committee (SCC) and
Division Checking Committee (DCC),the one hundred ten
(110) Grade 8 learners did not master factoring different
types of polynomials and solving problems involving factors
of polynomials.
The table shows the number of grade 8 learners who were
not able to master the mentioned competencies.
Table 1
Key Stage 3 - Mathematics 8
Number of Learners Who were not able TO Master the
Above- Listed MELCS
3
● Include any priority activities that are aligned with your
initiative based on the needs assessment.
These skills are important to be built so that learners
would become numeracy literate and be able to solve higher
level learning competencies in Grade 9 Mathematics.
● Describe priority competency gaps in literacy and numeracy
that were uncovered because of this initiative.
The competency gaps that need to be addressed
include the mastery of basic operations (addition,
subtraction, multiplication, and division) on factoring
polynomials.
Least Learned Competencies in Mathematics
Grade: 8
MELCS
Quarter No. : 1st
MELC CODE
1.
Factors completely different types of polynomials M8AL - Ia - b - 1
(polynomials with common monomial factor,
difference of two squares, sum and difference of
two cubes, perfect square trinomials, and general
trinomials).
2.
Solves
problems
polynomials.
3.
Finds the equation of a line given (a) two points; (M8ALIg-1)
(b) the slope and a point; (c) the slope and its
intercepts. (M8ALIg-1)
involving
factors
of M8AL-Ib-2
4
Based on the quarterly assessment, the table above shows
the mathematics 8 least learned competencies in quarter 1 .
Among the least learned, we prefer to prioritize on the two
(2) learning competencies. 1) Factoring different types of
polynomials (M8AL-Ia-b-1) and 2) Solves problems involving
factoring of polynomials.
III.
Description
Discussion Points:
● What is the project initiative all about? Describe the type of
intervention (e.g., classroom training, benchmarking,
coaching, etc.).
The one hundred ten (110) incoming Grade 9 learners will be
provided intervention activities to master the basic knowledge
on factoring polynomials through using explicit teaching,
collaborative, and game-based approach.
Teachers who employ explicit instruction revisit previous
lessons, present new material gradually, continually check for
understanding, guide learners through shared practice and
eventually lead them to independent learning.
Collaboration framework makes use of five components
grounding with which the diversity of people, group,
organization, communities share a desire to collaborate; the
core foundation which focused on the shared purpose and
destiny of the collaboration efforts; outcomes that will be
achieved by implementing collaboration; and process and
contextual factors those which affect the everyday activities
of the collaboration (Bergstorm et. al., 2007).
5
In cooperative game/ competition, competition between
groups of players enforce cooperative behavior where they
develop their own strategies to achieve their own goals.
Teacher/s will discuss basic operations (addition,
subtraction, division, and problem solving) on factoring
polynomials using the given budget of work.
Follow-up drill exercises will be provided at home with the
support of the parents and other learning facilitators.
Involve stakeholders as possible learning facilitators to
sustain the activity.
● What is the role of the teachers, parents, and stakeholders
in the project?
Through face-to-face modality, the teacher/s will facilitate the
activities, discuss, and provide assessments before, during
and after each topic.
Parents will be capacitated on how to guide and assist their
children in solving factoring of polynomials and solving
problems involving factoring of polynomials and they will be
provided with activity sheets to continue the activity at their
home through drill exercises. Particularly they will:
● Remind the learner that there is an assigned drill for the
day.
● Check the answer of the learner using the answer key.
● Give feedback if the answer of the learner is correct.
Stakeholders will be informed and encourage to support the
implementation of the follow-up intervention activities in the
community including tutorial sessions through collaboration with
6
their respective barangay member in-charge of education to
further sustain the activity inschool and their respective homes.
Specifically they will:
⧫ Form groups of learners having the same difficulties.
⧫ Conduct tutorial activities once once a week on the
target topics
⧫ Provide feedback after the assessment.
● Explain link to other past, ongoing, or future literacy
programs, (e.g., Continuing Improvement Program), as well
as pre-requisites, if any.
This initiative supports the goal as reflected in the AIP to
improve the numeracy skills of Grade 7-10 with 90% of
learners who are mathematically literate.
● Briefly describe major content areas and methodologies of
the intervention.
Teachers will prepare the budget of work to be checked and
approved by the school head focusing on the factoring of
polynomials and solving problems involving factoring of
polynomials. Quality assured learning activity sheets will be
prepared and provided to the teachers and learning
facilitators.
Parents will be provided with a guide on how to enrich the
activities based on the budget of work that will be used in
school and follow-up in their respective homes and even
circle groups in the community.
The budget of work shall reflect the competency -
7
Factoring of polynomials solving problems involving factoring
of polynomials, wherein the learners are expected to perform
the following:
● Factors completely different types of polynomials:
▪ polynomials with common monomial factor
▪ difference of two squares,
▪ sum and difference of two cubes
▪ perfect square trinomials,
▪ and general trinomials
● Solves problems involving factors of polynomials
Assessment tasks will be given by their teachers and
communicated to their parents.
Explicit teaching will be explained to the parents and other
learning facilitators so that they will be guided on the needed
follow-up they will provide at home.
Game-based methods will be applied to engage the
students in problem solving.
● If the project initiative is a component of a bigger program,
explain how the differences are linked.
This initiative is linked with the Project All Numerates of the
division for Grades 7-10.
● Mention which part of the school improvement plan or
annual improvement plan the project initiative is aligned.
This initiative supports the goal of the AIP to improve the
numeracy skills of Grade 7-10 with 90% of learners who are
mathematically literate.
8
IV. Target Recipients’ Description
Discussion Points:
● How were recipients selected? What is their profile? (project
recipients, participants etc.)
The 110 incoming Grade 9 learners were selected based on
their scores in the diagnostic assessment on factoring
polynomials.
● Discuss criteria for selecting recipients and how these
promote inclusiveness and equity.
Cannot factor polynomials and solve problems involving
factoring polynomials.
● Present relevant demographics (e.g., gender, age,
geographical assignments, etc.).
40% of the mothers who stay at home as housewives
60% of the family members (siblings) are numeracy literate.
90% of parents own a mobile device (cell phone).
2 Mathematics teachers.
V. Operations Plan
PRE-IMPLEMENTATION - PHASE
9
OBJECTIVE ACTIVITIE
S
Presentation
and approval
of the action
plan for
numeracy
skills
intervention
in Math 7-10
TARG PERSO RESO OUTPU
ET
N/S IN URCES
T
DATE CHAR NEEDE
GE
D
Identificatio July
n of the
12,
learners
2022
who will
undergo
the
interventio
n.
School Consoli Identifie
Head,
dated
d the
Final
Math
Math
Grades intervent
Teache Assess ion
rs
ment in recipient
Science s
,
English Created
TWG in
and
Mathe the
maticsA intervent
ion
ction
program
Plan
.
Approve
d action
plan for
the
intervent
ion
program
.
Information `
Disseminatio
n
July
13-15,
2022
School
Head,
School
Memo,
Attenda
nce
Sheet,
10
Math
Letter Minutes
Teache to the
of the
rs
Parents Meeting,
Activity
Completi
on
Report,
Memora
ndum of
Agreem
ent.
Preparatio Printing of
n of the
learning
materials materials
in the
interventio
n.
July
13-15,
2022
School
Head,
Interve
ntion
Material
Math
s Kit
Teache
and
rs,
Distribu
tion
List.
Parents
Accompl
ished
Distributi
on,
List of
intervent
ion
Mathem
aticsmat
erials kit.
IMPLEMENTATION - PHASE
11
OBJECT ACTIVIT TARGE
IVE
IES
T DATE
PERSO
N/S IN
CHARG
E
RESOU
RCES
NEEDE
D
Intervent
ion
Mathem
atics
Material
s
Impleme
nt the
Enrichm
ent/Inter
vention
for
Mathem
atics 8.
Impleme
ntation
of the
Enrichm
ent/Inter
vention
for
Mathem
atics 8.
July 18, School
2022Head,
August
Mathem
12,2022
atics
Teacher
s,
Monitori
ng of the
progress
of the
learning
recovery
program
Conduct
regular
monitori
ng of the
learning
recovery
program
.
July 18, School
2022Head,
August
12,2022
Mathem
atics
Teacher
s,
-Monitor
progress
of the
learners
-Put the
OUTPU
T
Enhance
d
learners’
skills in
numerac
y
Parents
Parents
Intervent
ion
Material
s in
Mathem
atics 8
The
conduct
of
monitori
ng the
learning
recovery
program
shall
have
been
monitore
d
through
12
criteria
on how
to
monitor
the
parents
classroo
m visit,
interview
s,
consulta
tion,
-Put the
criteria
on how
to
monitor
the
teachers
(use of
COT)
video/ph
one calls
and
home
visitation
.
POST-IMPLEMENTATION - PHASE
OBJECT ACTIVIT TARGE
IVE
IES
T DATE
PERSO
N/S IN
CHARG
E
RESOU
RCES
NEEDE
D
Evaluate Assess
the
ment/ev
perform aluation
School
Head
Mathem Accompl
atics 8
ished
intervent the
July 18,
2022August
OUTPU
T
13
ance of of the
12,2022
ion Kit
Mathem
the
learner’s
atics
learners. perform
Teacher
ance
s,
using
Parents
the 20item
test.
assessm
ent.
Recogni
ze the
learner’s
active
participa
tion in
the
intervent
ion.
Awardin
g of
certificat
e to
learnerparticipa
nts.
Certificat
e of
recogniti
on shall
have
been
awarded
to the
participa
nts.
Submiss
ion of
the
activity
completi
on
report.
Preparat July
ion and 2022
submissi
on of
ACR.
July 18, School
2022Head,
August
Mathem
12,2022
atics
Teacher
s,
Parents
Certificat
e of
Completi
on
Propone Printed/s Activity
nts
oft copy Completi
of ACR on
Report
shall
have
been
14
submitte
d.
V. Instructional Design
Day/ Sessi Outp Topic/
Time on
uts
Conten
Objec
t
tives
Highlig
hts
At the
end of
the
sessio
n,
partici
pants
will be
able
to:
WEEK 1 (July 18-22, 2022)
DAY Learn Factori
1 - 2 Define ers
ng
comm who Polyno
on
are
mials
mono devel with
mial
oping Commo
factor in
n
solvin Monom
Factor g
ial
polyno Math factor
mial
emati
Method Nominat Resources
ology
ed
Project
Team
Member
s
Factor
each
expressi
on.
Show
your
solution
with the
step-bystep
process
Grade 8 ● Activity
Mathema
sheets/
tics
Manila
Teachers
paper
● Blackboa
rd chalks
● Eraser
● Masking
tape
● Laptop
15
with
comm
on
mono
mial
factor
DAY
3
cs
conc
epts
will
be
able
to
defin
e
great
est
com
mon
mono
mial
factor
and
can
factor
polyo
mials
with
com
mon
mono
mial
factor
.
Relate Learn
the
ers
import who
ance
are
of
devel
Factori
ng
Polyno
mials
with
Commo
Complet
e the
table to
practice
factorin
g
Grade 8 ● Activity
Mathema
sheets/
tics
Manila
Teachers
paper
● Blackboa
rd chalks
16
factori
ng
polyno
mials
with
comm
on
mono
mial
factor
DAY
4-5
oping
in
solvin
g
Math
emati
cs
conc
epts
will
be
relate
the
impor
tance
factor
ing
polyn
omial
s with
com
mono
mial
factor
.
Learn
Identif ers
y and who
factor are
binomi devel
als
oping
that
solvin
are
g
differe Math
n
Monom
ial
factor.
commo
n
monomi
al
factor.
Factor
Factori each
ng
expressi
Polyno on as a
mials
differen
(Differe ce
nce of betwee
two
n two
squares
● Eraser
● Masking
tape
● Laptop
Grade 8 ● Blackboa
Mathema
rd chalks
tics
● Eraser
Teachers ● Masking
tape
● Laptop
17
nce of
two
squar
es.
emati square
cs
s)
conc
epts
will
be
able
to
identi
fy
and
factor
bino
mials
that
are
differ
ence
s of
two
squar
es.
Day/ Sessi Outp Topic/ Method Nominat Resources
Time on
uts
Conten ology
ed
Objec
t
Project
tives
Highlig
Team
hts
Member
At the
s
end of
the
sessio
n,
partici
pants
18
will be
able
to:
WEEK 2 (July 25-29, 2022)
DAY
Learn Factori
1
Identif ers
ng
y and who polyno
find
are
mials
the
devel (differe
factors oping nce of
binomi in
two
als
solvin square
that
g
s)
are
Math
differe emati
nce of cs
two
conc
squar epts
es.
will
be
able
to
identi
fy
and
factor
bino
mials
with
differ
ence
s of
two
Factor
the
followin
g. Write
your
answers
on a
separat
e sheet
of
paper.
Grade 8 ● Blackboa
Mathema
rd chalks
tics
● Eraser
Teachers ● Masking
tape
● Laptop
19
DAY
2-3
Identif
y the
cube
of a
numb
er/ter
ms
deter
mine
the
factors
of
polyno
mials
with
the
sum
and
differe
nce of
two
cubes;
squar
es.
Learn
ers
who
are
devel
oping
in
solvin
g
Math
emati
cs
conc
epts
will
be
able
to
identi
fy
and
deter
mine
the
factor
s of
the
polyn
omial
with
sum
and
Factori
ng
Polyno
mials
(Sum
and
differen
ce of
two
cubes)
Find the
factors
of the
followin
g using
the sum
and
differen
ce of
two
cubes.
Grade 8 ● Blackboa
Mathema
rd chalks
tics
● Eraser
Teachers ● Masking
tape
● Laptop
● https://wo
rdwall.net
/resource
/2277104
5/differen
ce-oftwosquares
● https://wo
rdwall.net
/resource
/3245811
/factorthe-sumanddifference
-of-twocubes
20
DAY
4
Deter
mine
the
factors
of
polyno
mials
with
the
sum
and
differe
nce of
two
cubes
differ
ence
and
two
cube
s.
Learn
ers
who
are
devel
oping
in
solvin
g
Math
emati
cs
conc
epts
will
be
able
to
deter
mine
the
factor
s of
the
polyn
omial
with
differ
Factori
ng
polyno
mials
(sum
and
differen
ce of
two
cubes)
My
Turn:
Factor
the
followin
g
polyno
mials
complet
ely.
Grade 8 ● Blackboa
Mathema
rd chalks
tics
● Eraser
Teachers ● Masking
tape
● Laptop
21
DAY
5
ence
of
two
cube
s
Learn
Identif ers
y
who
perfec are
t
devel
squar oping
e
in
trinomi solvin
als.
g
Math
emati
cs
conc
epts
will
be
able
to
identi
fy
perfe
ct
squar
e
trino
mials.
Factori
ng
polyno
mials
(Perfect
Square
Trinomi
als)
For
which
values
of 𝑘 will
the
followin
g
polyno
mials be
a
perfect
square?
Grade 8 ● Blackboa
Mathema
rd chalks
tics
● Eraser
Teachers ● Masking
tape
● Laptop
● https://wo
rdwall.net
/resource
/7478825
/factoring
-generalquadratic
trinomials
●
22
Day/ Sessi Outp Topic/
Time on
uts
Conten
Objec
t
tives
Highlig
hts
At the
end of
the
sessio
n,
partici
pants
will be
able
to:
WEEK 3 (August 1 - 5 , 2022)
DAY Learn Factori
1-2
Deter ers
ng
mine
who polyno
the
are
mials
factors devel (Perfect
of
oping Square
perfec in
Trinomi
t
solvin als)
squar g
e
Math
trinomi emati
als.
cs
conc
epts
will
be
able
to
deter
Method Nominat Resources
ology
ed
Project
Team
Member
s
Find the
factors
of the
followin
g
perfect
square
trinomia
ls. Write
your
answer
on a
separat
e sheet
of
paper.
Grade 8 ● Blackboa
Mathema
rd chalks
tics
● Eraser
Teachers ● Masking
tape
● Laptop
23
DAY
3-4
mine
the
factor
s of
perfe
ct
squar
e
trino
mials
Learn
Identif ers
y and who
deter are
mine
devel
the
oping
factors in
of
solvin
gener g
al
Math
trinomi emati
als
cs
conc
epts
will
be
able
to
identi
fy
and
deter
mine
the
Factori
ng
polyno
mials
(Gener
al
Trinomi
al)
Identify
if the
given
polyno
mial is
factorab
le or
not? If
factorab
le, state
the
type of
factorin
g to be
used.
Write
your
answer
on a
separat
e sheet
of
paper.
Grade 8 ● Blackboa
Mathema
rd chalks
tics
● Eraser
Teachers ● Masking
tape
● Laptop
24
DAY
5
factor
s of
gener
al
trino
mials.
Deter Learn
mine
ers
the
who
factor are
of
devel
gener oping
al
in
trinomi solvin
al.
g
Math
emati
cs
conc
epts
will
be
able
to
deter
mine
the
factor
s of
gener
al
trino
mials.
Factori
ng
polyno
mials
(Gener
al
Trinomi
al)
Conduct
the
administ
ration of
Post
Test
Grade 8 ● Blackboa
Mathema
rd chalks
tics
● Eraser
Teachers ● Masking
tape
● Laptop
25
Day/ Sessi Outp Topic/ Method
Time on
uts
Conten ology
Objec
t
tives
Highlig
hts
At the
end of
the
sessio
n,
partici
pants
will be
able
to:
WEEK 4 (August 7 - 12 , 2022)
DAY Learn Solve
1
Identif ers
Proble
y the
who ms
steps are
Involvin
in
devel g
solvin oping Factori
g word in
ng of
proble solvin Polyno
ms.
g
mials
Math
emati
cs
conce
pts
will
be
able
to
identif
Nominat Resources
ed
Project
Team
Member
s
Grade 8 ● Blackboar
Mathema
d chalks
tics
● Eraser
Teachers ● Masking
tape
● Laptop
26
DAY
2-4
-Solve
proble
ms
involvi
ng
factori
ng of
polyno
mials
y the
steps
in
solvin
g
word
probl
ems.
.
Learn
ers
who
are
devel
oping
in
solvin
g
Math
emati
cs
conce
pts
will
be
able
to
solve
word
probl
ems
involv
ing
factor
Solving
Proble
ms
Involvin
g
Factors
of
Polyno
mials
-Solve
the
followin
g word
problem
s. Write
your
complet
e
solution.
Grade 8 ● Blackboar
Mathema
d chalks
tics
● Eraser
Teachers ● Masking
tape
● Laptop
-Break
student
s up
into
pairs
and
explain
that
they are
going to
create
word
problem
27
s of
polyn
omial
s
DAY
5
Factor
s
compl
etely
differe
nt
types
of
polyno
mials
(polyn
omials
with
comm
on
mono
mial
factor,
differe
nce of
Learn
ers
who
are
devel
oping
in
solvin
g
Math
emati
cs
conce
pts
will
be
able
to
deter
mine
the
factor
s of
gener
al
trino
mials.
s for
each
other to
solve
Factori
ng
polyno
mials
(Gener
al
Trinomi
al)
Factor
the
followin
g
polyno
mials
complet
ely and
write
the
matchin
g letter
on the
blank
above
the
answer.
When
you are
done,
you
will be
able to
decode
the
answer
to the
questio
n
Grade 8 ● Blackboar
Mathema
d chalks
tics
● Eraser
Teachers ● Masking
tape
● Laptop
28
two
square
s, sum
and
differe
nce of
two
cubes,
perfect
square
trinomi
als,
and
gener
al
trinomi
als).
Solves
proble
ms
involvi
ng
factors
of
polyno
mials.
VI. Operations Plan
Activities
Target
Date
above.
Write
your
answer
in
a
separat
e sheet
of
paper.
Person in
Charge
Resources Output
Needed
29
Preparation First
week of
● Orient
Teachers summer
● Preparati
on of
Materials
● Meeting
with
parents
School
head
Teachers
PTA
Action
plan
Manual
Implementat
ion
Monitorin
g
Post
Implementat
ion
Post test
Evaluatio
n
Study the example and provide your critique based on the following questions:
1. Is the shared vision and SMART goals aligned with the description of the action plan?
2. How did the SH/PSDS used data to inform the concept of the action plan?
3. Is the school community involved in the intervention used? If none, what aspect needs reflective
thinking?
4. Did the members of the team engaged in a reflective thinking to arrive at the activities?
5. How was coaching done by the school head and PSDS? If none, which aspect needs coaching?
6. Are there procedure that allowed the proponents of the project collect evidence of effective
implementation? If none, what can be done?
Rubric to assess the project initiative output
30
Criteria
Met requirements
Partially met
majority of
requirements
(4 points)
Partially met few
requirements
(2 points)
Did not meet
requirements
(1 point)
(3 points)
Report
The report specified all
parts and details as
indicated in the
guidelines.
The report missed
about 25% of parts
and details as
indicated in the
guidelines.
The report missed
about 50% of parts
and details as
indicated in the
guidelines.
The report missed
more than 50% of
parts and details as
indicated in the
guidelines.
Plan
The actual
implementation matches
the plan indicated.
The actual
implementation did
not match 25% of the
plan indicated.
The actual
implementation did
not match 50% of the
plan indicated.
The actual
implementation did
not match for more
than 50% of the plan
indicated.
Evidence of
Implementation
There is evidence
provided for each phase
of the implementation.
25% of the evidence
provided for each
phase of the
implementation is
not provided.
50% of the evidences
provided for each
phase of the
implementation is
not provided
More than 50% of
the evidences
provided for each
phase of the
implementation is
not provided
Results
Results as reflected in the
performance indicators
for the objectives of the
program are provided.
25% of the results as
reflected in the
performance
indicators for the
objectives of the
program are not
provided.
50% of the results as
reflected in the
performance
indicators for the
objectives of the
program are not
provided.
More than 50% of
the results as
reflected in the
performance
indicators for the
objectives of the
program are not
provided.
Prepared by:
ANALIZA P. JUNIO
Teacher III
ARLENE C. AFRICANO
31
Teacher I
Reviewed by:
GENARO V. RELENTE
Principal III
Noted by:
JERRY R. CAMACHO EdD
EPSvR-In-Charge
Approved by:
DOMINADOR M. CABRERA, PhD
Chief Education Supervisor, CID
32