Mathematics 1 Q4 Week 5: Position, Movement, and Time

• This learning plan is for Mathematics 1, for the school year 2024-2025, Quarter 4, Week 5 of 6 (March 3-7).
• Sessions 1-4 have a time allotment of 45 minutes, Session 5 also has a time allotment.

Instructional Objectives (LC1)

• Deals with position and movement of objects.

Session 1 & 2

• Students will describe the movement of objects, whether clockwise or counterclockwise.
• Students can identify if objects moved in half turn or a quarter turn.

Session 3 & 4

• Students can tell the time shown by the analog clock.

Session 5

• This session is summative.

Resources

• Reference Book
• School's Vision-Mission.

Teacher Action Summary

• Communicating the established goals and the objectives for the sessions.
• Applying research-based strategies such as Silent Reading, Note-taking and Summarizing, Cooperative Learning, Setting Objective and Providing Feedback and Asking Questions, and Reinforcing Effort and Recognition.
• Using appropriate learning resources, direct and interdisciplinary approaches and activities to support the standards.
• Eliciting questions from the class to clarify understanding.
• Asking convergent and divergent questions to stimulate thinking.
• Integrating the school's vision-mission and desirable values in the instructional procedures.
• Using research-based formative assessments, Think-Pair-Share, Illustration Board Talk (IBT), and Quick Writes to check for understanding.
• Conducting learning intervention activity for all student groups (individual, paired, collaborative, teacher-assisted) based on the results of formative assessments.

Student Learning Action Summary

• Students participate in different learning tasks and activities.
• Students use appropriate learning resources.
• Students ask clarificatory questions.
• Sharing expected ideas and outputs is encouraged.
• The content should be related to real life situations.
• Students demonstrate 21st century skills through different learning tasks.
• Students reflect on the school's vision-mission.

Teaching-Learning Procedures (Session 1 & 2, March 3 & 4, 2025, 45 minutes)

• Present a scenario: "Martin and Liza jogged around the circular motion."
• The directions of their movements are different, Martin is running clockwise, while Liza is moving counterclockwise.
• Define "clockwise" as the direction of the movement of the hours on a clock.
• Define "counter clockwise" as the opposite direction of the movement of the hands of the clock.
• Provide illustrations of movements in both clockwise and counter clockwise directions.
• Conduct a formative assessment.

Activities

• Write "C" if the picture shows a clockwise direction, write "CC" if the picture shows a counter clockwise direction.
• Review clockwise and counter clockwise movement.
• Show a picture of a half and quarter turn.
• Pupils describe the movements observed.
• Discuss the differences between a quarter and a half turn.
• Demonstrate half and quarter turn movements.
• Present examples of half and quarter turns.
• Conduct a formative assessment, Book - Answer "Lets do basic" on page 264-265.

Intervention and Enrichment Program

• Focus on the learning competency: identifying the movement of an object.
• Assessment involves students writing "C" for clockwise and "CC" for counter clockwise directions in presented pictures.

Proficiency Report

• Description of proficiency levels:
  • Beginning: scores below 74%
  • Developing: scores ranging from 75% - 84%
  • Proficient: scores ranging from 85% - 89%
  • Advanced: scores 90% and above.

Results

• A percentage breakdown of learners in the session.

Intervention Activity

• Beginning students intervention is identifying the movement of an object
• The intervention for developing students is similar with the addition of feedback.
• For proficient and advanced students, intervention involves assisting the beginning and developing pupils.

Session 3 & 4 (March 5-6, 2025)

• Start by presenting an analog clock.
• Ask students to identify the time, explain what a clock is, and describe its parts (short hand and long hand).
• Provide an example of telling time, like "3 o'clock," and have students guess other times.
• Introduce half-hour and quarter-hour concepts after discussing telling time by the hour.
• Half past the hour is when the minute hand is at 6 and is 30 minutes

Activities

• Students should try to tell or guess times shown on analog clocks.
• Conduct a formative assessment using the book pages 273-275.

Session 5, (March 7, 2025)

• The session is summative.

Intervention and Enrichment Program

• Learning competency: is reading and telling time using an analog clock.
• Formative assessment used from book pages 273-275.

Proficiency Report

• Description and results are similar, but referring to telling time using an analog clock.
• Description of proficiency levels:
  • Beginning: scores below 74%
  • Developing: scores ranging from 75% - 84%
  • Proficient: scores ranging from 85% - 89%
  • Advanced: scores 90% and above.
• Intervention activity for beginning and developing students involves identifying the time shown on an analog clock.
• Profficient and Advanced students should give assistance to beginner and developing pupils.

Attachments

• HFA Vision-Mission
• Formative Assessment
• Summative Assessment (Written Works)