PROJECT-BASED LEARNING

 

PROJECT-BASED LEARNING

 

a.     Title	Quadratic Formula
b.     Grade Level/Subject	Grade 10 - Mathematics
c.     Project Based Learning	Project-based learning can develop the 21st-century skills, such as collaboration, communication, creativity, and critical thinking, while enhancing students' understanding of various mathematical operations and concepts.
d.     Content Standards	The Learner demonstrates understanding of key concepts of quadratic equations, inequalities and functions, and rational.
e.     Performance Standards	The learner is able to investigate thoroughly mathematical relationships in various situations, formulate real-life problems involving quadratic
f.       Learning Competencies	-       The students illustrate quadratic equations. M9AL-Ia-1 -       The students solve quadratic equations by: (a) extracting square roots; (b) factoring; (c) completing the square; and (d) using the quadratic formula. M9AL-Ib-1
g.     Learning Objectives	Specifically: -       Define quadratic equations. -       Demonstrate how to solve quadratic equation. -       Apply the quadratic formula to solve quadratic equations.
h.     Pre-Requisite Skills	-       Basic understanding of quadratic equations. -       Basic arithmetic skills: multiplication, division, addition, and subtraction. -       Basic understanding of square roots.
i.       Materials needed	a.     Technology-Hardware Required -       Laptop -       Smartphone -       Internet connectivity   b.     Audio-Visual -       Projector -       Speaker   c.     Manipulative -       Quadratic Formula Chart   d.     Technology-Software Required -       PowerPoint -       Khan Academy.   e.     Other Materials: -       Facebook Messenger and YouTube

 

Procedures:

1.     The teacher will group the class into 4 groups.

2.     The teacher will give the GRASPS framework activity which is shown in Learning Resource 3, instructing the learners to create a 3-to-5-minute video demonstrating the step-by-step process of solving a quadratic equation using a certain solving technique.

3.     The learners will work on their video for 40 minutes.

4.     As a group, learners will edit their video vlog for 15 minutes and post it on YouTube for 5 minutes.

5.     Their work will be assessment using an analytic rubric in Learning Assessment 4.

TOPIC LESSON	:	QUADRATIC FORMULA
OBJECTIVES	:	At the end of the activity learners were able to: -       Define quadratic equations. -       Demonstrate how to solve quadratic equation. -       Apply their overall understanding to quadratic formula using different solving techniques.
ACTIVITY	:	Learners will create a 3-to-5-minute video demonstrating the step-by-step process of solving a quadratic equation using: (a) extracting square roots; (b) factoring; (c) completing the square; and (d) using the quadratic formula.   The teacher will group the class into 4, and each group will demonstrate solving quadratic equations on certain solving techniques. Group 1 will demonstrate using extracting square roots; Group 2 will solve use factoring; Group 3 will perform using completing the square; and Group 4 will focus on using the quadratic formula.

 

Assessment:                 

1.     Summative Assessment:

-       Khan Academy (4-item test)

2.     Reflective and Diagnostic in nature. (Not recorded, so no rubrics will be utilized.):

The learners will answer the following questions as their assignment.

-       What I have learned?

-       What I liked about the lesson?

-       What I am struggling on the lessons?

-       What I wish to do/to experience on the next lesson

Learning Resource 3: Grasps Framework for Project-Based Learning Activities

 

Learning Assessment 3: Performance Checklist for Group Discussion Participation

Da‑Math Game
Assessment for Group Discussion Participation
	☐ Active Participation	:	Contributes ideas and asks questions.
	☐ Team Collaboration	:	Works well with group members.
	☐ Critical Thinking	:	Analyzes and discusses ideas effectively.
	☐ Clear Communication	:	Expresses ideas clearly.

 

Learning Assessment 4: Analytic Rubric for GRASPS Video

 

Category	Exemplary (4 points)	Proficient (3 points)	Developing (2 points)	Needs Improvement (1 points)
Content Accuracy	Accurate and insightful explanation of the quadratic formula. Steps are clearly explained with helpful examples and connections to prior knowledge.	Accurate explanation and application of the quadratic formula. Steps are clearly explained and easy to follow.	Some errors in the explanation or application of the quadratic formula. Steps are mostly clear but may have minor omissions.	Significant errors in the explanation or application of the quadratic formula.  Steps are unclear or missing.
Clarity and Organization	Presentation is exceptionally well-organized and engaging. Key concepts are explained clearly and concisely with effective transitions.	Presentation is well-organized and easy to follow. Key concepts are clearly explained.	Presentation shows some organization but could be clearer.  Some concepts are explained adequately, others are not.	Presentation is disorganized and difficult to follow.  Key concepts are not clearly explained.
Engagement and Creativity	Video is highly engaging and creative. Presentation is dynamic, enthusiastic, and captivating, effectively maintaining viewer interest throughout.	Video is engaging and incorporates some creative elements. Presentation is enthusiastic and holds viewer interest.	Video shows some attempt at engagement but could be more creative. Presentation is somewhat engaging.	Video is unengaging and lacks creativity.  Presentation is monotone and unenthusiastic.
Technical Quality	Excellent audio and video quality.  Professional presentation with clear audio and visuals.	Good audio and video quality. Minimal distracting elements.	Audio or video quality has some issues.  Some distracting elements are present.	Poor audio or video quality.  Distracting background noises or visuals.
Target Audience Focus	Video expertly addresses the needs of the target audience.	Video effectively addresses the needs of the target audience.	Video partially addresses the needs of the target audience. Language is mostly appropriate.	Video does not address the needs of the target audience.

PROBLEM-BASED LEARNING PLAN

PROBLEM-BASED LEARNING PLAN

 

a.     Title	Conversion of Rational Numbers Through Baking
b.     Grade Level/Subject	Grade 7 - Mathematics
c.     Problem Based Learning	A teaching method in which complex world problems are used as the vehicle to promote learners learning of concepts and principles as opposed to direct presentation of facts and concepts.
d.     Content Standards	The learner demonstrates understanding of key concepts of sets and real number system.
e.     Performance Standards	The learner is able to formulate challenging situations involving set and real numbers and solve these in a variety of strategies.
f.       Learning Competencies	-       The learner expresses rational numbers from fraction form to decimal form and vice versa. M7NS-Ig4
g.     Learning Objectives	-       Define rational numbers, fractions and decimals. -       Calculate the conversion of fractions to decimals and vice versa. -       Assess learners learning by letting them answer an assessment in khan Academy.
h.     Pre-Requisite Skills	-       Basic understanding of fractions and decimals. -       Basic arithmetic skills: multiplication, division, addition, and subtraction.
i.       Materials needed	a.     Technology-Hardware Required -       Laptop -       Smartphone -       Internet connectivity   b.     Audio-Visual -       Projector -       Speaker   c.     Manipulative -       Measuring cups -       Measuring spoons -       Weighing scale   d.     Technology-Software Required -       PowerPoint -       Khan Academy   e.     Other Materials: -       Oven -       Personal Protective Equipment -       Baking ingredients

 

Procedures:

1.     Provide a concise introduction to the lesson. The teacher will act as a facilitator of learning.

2.     Set the mood of the lesson as if it was everyone are in the bakery. The teacher act as the senior chef and all the learners will act as culinary interns.

3.     The teacher will be the one to ask ideas of the learners to activate their prior knowledge about fractions and decimals. The teacher will use Socratic method of teaching: art of questioning.

Guide Questions:

-     Enumerate the words that are related to rational numbers, fractions, and decimals.

4.     The teacher will relate all the answers of the learners to come up with the proper idea and definitions of rational, fractions, and decimals. Let the learners be engaged in the conversion of numbers in fraction form to decimal form and vice versa. Learners will be grouped into four groups, and they will be given a recipe, ingredients, baking equipment, and personal protective equipment (PPE). Learners will be instructed to accomplish the preparation of the cookie dough in 15 minutes.

Characteristics:

-     Use effective instructions on the recipe.

-     Effective conversion of measurements. Fraction grams to decimal grams and decimal cups and spoons to fraction cups and spoons.

-     Interaction between students and increasing level of students’ participation

Teacher will:

-     Facilitate the learners to figure out the task and activities.

-     Be prepared to assist and guide the learners or groups with troubles that they might encounter along the activity.

-     Evaluate the logical and procedural understanding of the learners in the lesson by asking them questions.

5.     Teacher able to assess students’ errors, doubts, and potential trouble spots to provide necessary guidance.

6.     The teacher observes learners’ behavior and assess procedural checklist that the learners were able to demonstrate. After 15 minutes the prepared cookie dough will be place in the preheated oven. After oven’s timer went off, the teacher and learner will eat their baked cookies.

Assessment:

1.     Summative Assessment (Recorded):

While waiting the cookies to bake, students will take the 4-item.

-     Khan Academy (4-item test)

2.     Reflective and Diagnostic in nature. (Not recorded, so no rubrics will be utilized.):

The learners will answer the following questions as their assignment.

-     What I have learned?

-     What I liked about the lesson?

-     What I am struggling on the lessons?

-     What I wish to do/to experience on the next lesson?