My

Pre-Service
Teaching
Portfolio
(A partial requirement for
MST 200a: Field Study I)

Kristina E. Barrinuevo

BS Mathematics and Science Teaching – Major in Mathematics

University of the Philippines – Los Banos

 Table of Contents

Personal Educational Philosophy .. 1

Future Teaching Goals ................... 2

Curriculum Vitae ............................ 4

Brief Description of the Site .......... 5

Demo Teaching Lesson Plan and Documentation… 7

Reflective Essay ............................ 15

Personal Educational Philosophy
I believe that every child is unique in their own ways and that’s what makes them

special. Everybody has different knowledge on some things and the same on some. This is

where misconceptions start and misunderstanding between people happens. Thus, we

need guidance from people that will clear out confusions and relay the right knowledge

that we need. Therefore, I, as a teacher of Mathematics and Science, will make sure that

my students learn properly and comfortably in my class.

Since Mathematics and Science have a “hard subject” image for most of the children,

many of them are already scared to learn these subjects without even trying. As

their educator, I will make sure that this misinterpretation of the subjects will be

change in every student by using technologies and activities in the class to

make learning fun for them. I want my students to be comfortable and speak

during our discussions to make sure that they can follow the lesson.

Moreover, I want to be the teacher who really knows well what she is talking about

in front of her class by being prepared on my lessons and other concepts that

might help the students on the topics. Also, I will do my best to help my students

learn to think critically and logically not just in our class but also in real life situations.

My philosophy of teaching is not just about me as a teacher but is also about my

students. I will focus on their learning and improvement as much as I can, but I will

also improve a lot on my own by learning on my experiences and journey as a teacher and

also as a learner.

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 Future Teaching Goals
The teaching-learning process is much more different nowadays compared to the traditional

approach that previous generations experienced. Technological advancements are already used in the

classroom as aids to the children’s learning. Also, according to studies, children have different learning

styles. They can be a visual learner, kinesthetic learner, auditory learner or a combination of these

styles. Due to the differences of the students, educators should be aware of the innovations needed to

cater their educational needs and I, as a future educator will do everything I can to fulfill this mission.

My first goal is to make the environment comfortable and suitable for learning. Based from my

experience, one of the most important aspect of learning is the environment. A clean, well-lighted,

comfortable place are the characteristic of an environment that is conducive for learning. As

their teacher, I will make sure to set the mood of the classroom ready for learning by

instructing them to arrange their seats properly and making sure that the room is clean

and well-lighted.

Environment does not only refer to the place and things around people but also includes

the people around us. For a student to be comfortable, he/she should be comfortable of

the people around him/her. The place is much easier to set than the people, specifically the

students. Thus, it will be harder to reach this goal. But with the help of making the students

get to know each other well and understand their differences, the more that they will be open to

each other. Activities, groupings, and collaborative discussion will further help us achieve this goal.

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 When the students are already comfortable on their environment, it is now the time to

focus on catering their educational needs in terms of their learning styles. In learning

Mathematics, many students are afraid and scared of this subject saying that it is hard, and they

don’t understand it. Now that they are comfortable with the environment and their classmates,

the next goal is for them to be comfortable with the teacher, which is me. My mission

here is to make the class fun and understandable for them. I will use the

technological advancements available to get the attention of the class. Since

these students are inclined in using gadgets, I will use this to make the class fun for

them. Videos, pictures, games, and other visual aids are examples of what I can use. In this way,

the students can relate in our discussion and learning Mathematics will be much easier

for them.

Furthermore, my goals in teaching is to have a good environment for my

students, which refers to our classroom, the relationship of the students with each

other and importantly, my relationship to them as their teacher. And with the help of

the environment, I will use technological advancements to make them more active and

participative in class and cater their educational needs in the process. I will do my best to

do these goals, improve it in the future and fulfill my mission as an educator.

3
 Curriculum Vitae

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 Brief Description of the Site

The UP Rural High School (UPRHS), which is under the administration of the University

of Philippines – Los Banos, is our practicum site for MST 200a. It is located at Bay, Laguna and

can be reached by MST student teachers by riding a jeepney from UPLB campus or a tricycle from

Bay, Laguna. It is one of the best high schools in Laguna and is known for its excellence.

The said high school has buildings filled with classrooms, an audio-visual room, faculty

rooms, library, computer room, gymnasium, canteen and a field. It offers junior high school and

senior high school which has an admission process that can filter the finest students. With the

process, each level leads to having 3 sections each and has an approximately 30-40 students or

more but not exceeding 50.

 Most of the classrooms have whiteboard and chalkboards for teachers who prefer either

way. Also, projectors and TVs are available whenever we need to use them for our discussion.

Without any bias, the school is itself is very conducive for learning. The classrooms are well-

lighted and materials for learning are readily available. Also, there are available study areas at the

library and the lobby.

This institution has its own house rule and regulations that every student, teachers and

staff follow. The students are strictly instructed to wear uniforms and faculty members wear smart

casual teaching attires. Aside from the classes, the school also has different activities to give the

students other experiences besides their academics. Parent-teacher conferences are also given

importance to involve the parents in their children’s performance in the school.

Overall, UPRHS is a reputable institution where the development of each child is the focus

and equal opportunities are given to each student to reach their full potentials both in their

curricular and co-curricular activities. Moreover, the school also serve as a venue for

the development of educators to reach the educational qualities they need in

the future.

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 Demonstration
Teaching Lesson
Plan and
Documentation
Student Teacher: Kristina E. Barrinuevo
Cooperating Teacher: Ann Jelin Gonzales-Angeles
MST 200a Adviser: Lynie B. Dimasuay

Lesson Plan in: Arithmetic Sequences and Series

Grade and Section: ADMATH 8A
Date: April 24, 2018
Duration: 1.5 hours

I. Objectives
At the end of the lesson, the students should be able to:
A. define an arithmetic sequence;
B. solve for the nth term of an arithmetic sequence; and
C. find the sum of the terms of a finite arithmetic sequence.

II. Subject Matter

A. Title: Arithmetic Sequences and Series
B. References
Lial, M., Hornsby, J., & McGinnis, T. (2005). Algebra, 9th edition. Pearson Education
South Asia PTE, LTD.
Arithmetic Sequences. (n.d.). Retrieved from http://www.coolmath.com/algebra/19-
sequences-series/05-arithmetic-sequences-01
C. Materials
Visual Aids

III. Preparatory Activities (5 minutes)

A. Greetings - The teacher will greet the students and ask them to take their seats.
B. Checking of Attendance - Absentees will be noted.
C. Classroom Management – The teacher will ask the students to pick up the pieces of
trash around the room and all the materials that are not related to the subject will be
asked to put away.

IV. Learning Activities

A. Recall/ Review/Motivation (15 minutes)
The teacher will show a set of terms. The students will be instructed to answer the
next three terms for each sequence.
Fill in the blanks:
1) A, D, G, J, M, P, ___, ___, ___
2) November, September, July, May, ________, _________, _________
3) O, T, T, F, F, S, S, E, N, ___, ___, ___

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 4) 10, 5, 0, -5, ___, ___, ___

Answers: 1) S, V, Y 2) March, January, November 3) T, E, T 4) -10, -15, -20

B. Lesson Proper (40 minutes)

Objective A: Define an arithmetic sequence.
From the given above, the teacher will introduce what an arithmetic sequence is.
A, D, G, J, M, P, …
Let’s convert the letters into numbers where A = 0.
➔ 0, 3, 6, 9, 12, 15, …
O, T, T, F, F, S, … → 1, 2, 3, 4, 5, 6, …
10, 5, 0, -5, 10, …

Do you see the pattern for how each of the sequence?

We add 3 each time. We add 1 each time. We add -5 each time.

So, the sequences continue by adding a number to the previous term.

We call this number the "common difference."

Arithmetic Sequence is a sequence in which each term after the first differs from the
preceding term by a fixed constant, called the common difference.
Thus, for every positive integer n in the domain of the sequence, 𝑑 = 𝑎𝑛+1 − 𝑎𝑛 .

Example 1: (Finding the Common Difference)

Find the common difference, d, for the arithmetic sequence -9, -7, -5, -3, -1, …
Solution:
We find d by choosing two adjacent terms and subtracting the first from the
second. Choosing -9 and -7 gives the following.
𝑑 = 𝑎𝑛+1 − 𝑎𝑛 = −7 − (−9) = −7 + 9
𝑑=2
*Ask the students to find d from other two adjacent numbers. They will observe that they
will get the same result for d since it is a fixed constant.

Example 2: (Finding terms when a1 and d are given.)

Find the first 5 terms of an arithmetic sequence with a1 = -12 and d=5.
Solution:
a1= -12, thus the sequence starts with -12.
a2= -12+5 = -7
 a3= -7+5 = -2
a4= -2+5 = 3
a5= 3+5 = 8

Other example: The first term is 7, and the common difference is -3.
Ans. a1=7, a2= 4, a3= 1, a4= -2, a5= -5

Objective B: Solve for the nth term of an arithmetic sequence.

Show that there is a pattern in solving the nth term of an arithmetic sequence.
Show that there is a pattern in solving the nth term of an arithmetic sequence.

Term Term Value Term Term Value

A1 -12 A1 -12
A2 -12 + 5 = -7 A2 -12 + 1(5) = -7
A3 -12 + 5 + 5 = -2 A3 -12 + 2(5) = -2
A4 -12 + 5 + 5 + 5 = 3 A4 -12 + 3(5) = 3
A5 -12 + 5 + 5 + 5 + 5 = 8 A5 -12 + 4(5) = 8

Here's the cool thing: We're NOT going to have to keep making these tables! Since all
arithmetic sequences behave the same way (continue by adding a number), we can get a
formula that works for ALL of them!
In simplifying, the terms on the table, we get, 𝑎𝑛 = −12 + (𝑛 − 1)(5).

Nth Term of an Arithmetic Sequence

In an arithmetic sequence with first term a1 and common difference d, the nth
term, an, is given by the following.
𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑

Example 3: (Finding terms of an arithmetic sequence)

Determine an for the arithmetic sequence -3, 1, 5, 9, …
Solution:
The first term, a1, is -3 and d = 1-(-3) = 4. Let’s find an by substituting values for
a1 and d in the formula for an.
𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑
𝑎𝑛 = −3 + (𝑛 − 1)4
𝑎𝑛 = −3 + 4𝑛 − 4
𝑎𝑛 = 4𝑛 − 7

Example 4: Determine a18 for the arithmetic sequence having a2=9 and a3=15.
Solution:
To get d, subtract the given consecutive terms such that d= 15-9 = 6.
The first term, a1, is found as follows.

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 𝑎2 = 𝑎1 + 𝑑
9 = 𝑎1 + 𝑑
𝑎1 = 3
We will find an by substituting values for a1 and d in the formula for an.
𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑
𝑎18 = 3 + (18 − 1)6
𝑎18 = 3 + (17)6
𝑎18 = 3 + 102
𝑎18 = 105

Objective C: Find the sum of the terms of a finite arithmetic sequence.

The teacher will tell a story about Carl Friedrich Gauss.
“Carl Friedrich Gauss is one of the world's most famous mathematicians. When
Gauss was about 9 years old, he is already a super genius. As usual, the teacher walked
into the class and gave them an interesting arithmetic problem.
Here was the day's problem: Add the integers from 1 to 100.
The students started thinking and writing on their papers. Then the teacher
quickly noticed that Gauss was not writing. He said, "CARL! Why aren't you working?".
"Because I already know the answer.", Gauss said. "Oh? Why don't you share your
answer with the class?", the teacher said. "It's 5050.", Gauss said.

It was true. Gauss had figured it out... In his head... At 9 years old...
How did you think he did it? What’s the trick?

Let's write out the problem like this:

There's a pattern here!

Check this out:

There are 50 pairs of 101... That’s 50 (101) = 5050

Arithmetic Series
An arithmetic series is the sum of the terms of an arithmetic sequence.

Sum of the First n Terms of an Arithmetic Sequence

 If an arithmetic sequence has first term a1 and common difference d, then the sum Sn of
the first n terms is given by the following.
𝑛
𝑆𝑛 = (𝑎1 + 𝑎𝑛 )
2
𝑜𝑟
𝑛
𝑆𝑛 = [2𝑎1 + (𝑛 − 1)𝑑]
2

The first formula is used when the first and last terms are known; otherwise, the second
formula is used. *Show how the second formula was derived.

Example 5: Evaluate the sum of the first 60 positive integers.

Solution:
The first 60 positive integers form the arithmetic sequence 1, 2, 3, 4, …,60.
𝑛
𝑆𝑛 = (𝑎1 + 𝑎𝑛 )
2
60
𝑆60 = (1 + 60)
2
𝑆60 = 1830

Example 6: Consider the arithmetic sequence -9, -5, -1, 3, 7, … Evaluate S12.
Solution:
To get the sum of the first 12 terms, we use the second formula since a1 and n are given,
and we can solve for d.
𝑑 = −5 − (−9) = −5 + 9 = 4
𝑛
𝑆𝑛 = [2𝑎1 + (𝑛 − 1)𝑑]
2
12
𝑆12 = [2(−9) + (12 − 1)4]
2
𝑆12 = 156

NOTE: 𝑆𝑛 = ∑𝑛𝑖=1(𝑑𝑖 + 𝑐), where c and d are real numbers, represents the sum
of the terms of an arithmetic sequence having first term, 𝑎1 = 𝑑(1) + 𝑐, last term
𝑎𝑛 = 𝑑(𝑛) + 𝑐 and common difference d. These sums can be evaluated using the
formulas in this section.

Example 7: Evaluate ∑10 𝑖=1(4𝑖 + 8).

Solution:
This sum contains the first 10 terms of the arithmetic sequence having
𝑎1 = 4 ∗ 1 + 8 = 12 𝐹𝑖𝑟𝑠𝑡 𝑡𝑒𝑟𝑚 𝑎𝑛𝑑
𝑎10 = 4 ∗ 10 + 8 = 48 𝐿𝑎𝑠𝑡 𝑡𝑒𝑟𝑚

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 𝑛
Using the formula 𝑆𝑛 = 2 (𝑎1 + 𝑎𝑛 ), we obtain the following sum.
10
10
∑(4𝑖 + 8) = 𝑆10 = (12 + 48) = 5(60) = 300
2
𝑖=1

Other example: Evaluate ∑9𝑘=3(4 − 3𝑘)

Ans. S7 = -98

C. Generalization (10 minutes)

➢ Arithmetic Sequence is a sequence in which each term after the first differs from
the preceding term by a fixed constant, called the common difference. Thus, for
every positive integer n in the domain of the sequence, 𝑑 = 𝑎𝑛+1 − 𝑎𝑛 .
➢ Nth Term of an Arithmetic Sequence: 𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑
➢ Arithmetic Series is the sum of the terms of an arithmetic sequence.
➢ Sum of the First n Terms of an Arithmetic Sequence:
𝑛 𝑛
𝑆𝑛 = (𝑎1 + 𝑎𝑛 ), 𝑜𝑟 𝑆𝑛 = [2𝑎1 + (𝑛 − 1)𝑑]
2 2
The first formula is used when the first and last terms are known; otherwise, the
second formula is used.
𝑆𝑛 = ∑𝑛𝑖=1(𝑑𝑖 + 𝑐), where c and d are real numbers, represents the sum of
the terms of an arithmetic sequence having first term, 𝑎1 = 𝑑(1) + 𝑐, last term
𝑎𝑛 = 𝑑(𝑛) + 𝑐 and common difference d. These sums can be evaluated using the
formulas in this section.

V. Assessment/ Evaluation (20 minutes)

Determine the common difference (d), the eighth term (a8), and the sum of the first ten
terms (S10) for each arithmetic sequence.
1. 4, 10, 16, 22, …
2. a2 = 9, a4 = 13
3. -8, -12, -16, -20, …

Bonus: Evaluate ∑6𝑖=1(𝑖 − 8).

Answers:
1. d = 6, a8 =46, S10 = 310
2. d = 2, a8 =21, S10 = 160
3. d = -4, a8 =-36, S10 =-250
Bonus: S6 = -27
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 Reflective Essay
UP Rural High School is a very familiar place for us MST students. We observed classes

here since our MST 101. Now, I am here as a student teacher (ST) who will not just observe from

the back but will soon experience to have discussions in front of the class. I am very enthusiastic

to learn to be a good and responsible educator in the future.

Maam Ann Jelin Gonzales, my coordinating teacher (CT) in MST 200a, is one of the

most respectable teachers I know. She is very good at explaining the concepts to the students in

a way that they will understand. Also, she gives practical advices for me to improve my skills in

teaching and I learned a lot when I observe her in class.

My substitute coordinating teacher when Maam Jelin is on leave was Maam May Ann

Lapitan. She was also a very good model for us pre-service teachers. She is very considerate and

understanding and you can see it on the way she treats her students but also strict whenever it is

needed. She is very inspiring whenever she shares to us her experiences when she was just her

age. Moreover, she always pushes us to do our best and makes us realize what to improve more.

Aside from the excellent faculty members, the students here in UP Rural are distinctively

smart children. They perform well on their academics and they are also very active in their

extracurricular activities. They can really participate well in class and it can be observed that

they are eager to learn the lessons. But even though they are intelligent kids, they are still

normal students that need a fun and active class for them to enjoy it. It can really be observed
that whenever I give them group activities or games, they really enjoy it and become

participative in class. They are also motivated to recite because they earn points.

My first solo teaching was overwhelming, but it turned out fine. I’ve had some minor

issues on making the lesson plan and visual aids. It is really hard to think about fun activities

that we can connect to topic and I am not that artsy to do visual aids. But then again, I took this

as a challenge and did whatever it takes to start my journey as a pre-service teacher. I asked for

advices from my fellow student teachers, my cooperating teacher and the internet. Moreover,

the student’s cooperativeness and participation in the discussion, it went well. After the class,

my cooperating teacher and my adviser gave me advices on what should I improve more and

practice in class so that I can be better in my final demonstration. Some issues were the tone of

my voice and on how to ask questions in class. It was very fulfilling, and I took note to myself to

learn from my experiences here in my practicum.

Besides observation, lesson planning and solo teaching, my duties as a pre-service

teacher includes constructive works, attendance in school activities, demo teaching and

simultaneous teaching with ST or CT. Simultaneous teaching or co-teaching is somehow more

challenging than solo teaching. I expected it to be easier since there are two of us that will work

together in the preparation and the discussion in class but, it is harder for me. Because

sometimes, the person that I am partner with will not cooperate in the planning of the lesson

and there is a lack of communication. Also, in the class discussion, I noticed that most of us have

a different approach on the topic that will confuse the students if we did not plan it well.

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But as time goes by, we became familiar to each other and used techniques to have a better co-

teaching discussion in class.

When the time came to prepare for my grand teaching demonstration, I was very excited

but at the same time nervous. This is now the time to show what I have learned in my training

and see if I improved. The preparation of the lesson plan is much more tiring because time

management in the class is one factor that will be observed by the panel. We had revisions of our

lesson plans and visual aids were also checked by my cooperating teacher. I did my best in every

bit of requirement to finish my final teaching demonstration. Fortunately, it turned out good. I

was nervous at first but as the discussion goes, I gain more self-confidence and did all my best to

deliver the topic well. After the demo, we had a conference meeting with the panel. They had

really inspiring comments and advices that made me realize what I need to improve on more

and what attitude and techniques I need to retain. It was a very rewarding feeling and

experience.

The more the practices I had in teaching the student, the more I notice myself improving

in terms of calling them by their names, doing my lesson plan and visual aids, approaching noisy

students, connecting the parts of the discussion, the volume of my voice, and more. It is really

true that practice makes us better. There are still things that I somehow need to improve on but

with the help of more training, my adviser, my cooperating teachers, my co-MSTs and my

students, I will know what those are and will do my best to improve it to become a good

educator.