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tbm=isch&sxsrf=ACYBGNQltRtmycEFmqjOh_hXgFod25L8JA%3A1568977988862&sa=1&ei=RLSEXbOYNKTUmAXMtILwBw&q=INTEGERS+CLIPART

ACTIVITY SHEETS
In
MATHEMATICS VI
Developed by:
MYLINE L. SALVADOR
 Republic of the Philippines
Department of Education
Cordillera Administrative Region
Schools Division of Tabuk City
City Hall Compound, Dagupan, Tabuk City

COPYRIGHT NOTICE
2019

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the Government of the

Republic of the Philippines. However, prior approval of the
government agency of office wherein the work is created shall be
necessary for exploitation of such work for profit.”

This material has been developed within the implementation of K-12

Curriculum through the Curriculum Implementation Division (CID) -
Learning Resource Management and Development System (LRMDS).
It can be reproduced for educational purposes and the source must
be acknowledged and the copyright is attributed. No work may be
derived from this material for commercial purposes and profit.

Developed by: MYLINE L. SALVADOR

ii
 PREFACE
This Activity Sheets is a project of the Curriculum Implementation
Division, particularly the Learning Resource Management and
Development Unit, Department of Education, Schools Division of Tabuk
City. It is in response to the implementation of the K-12 Curriculum.
This learning material is a property of the Department of
Education-CID, Schools Division of Tabuk City. It aims to improve
pupils’ performance specifically in Mathematics for Grade VI.

Date of Development: November 2018

Resource Location: Appas Elementary School

Northern Tabuk District
Schools Division of Tabuk City

Learning Area: Mathematics

Grade Level: VI

Resource Type: Learning Material

Quarter/Week: Second Quarter/ Week 8

Competencies: Interpret addition of integers using algebra

tiles and number lines
-M6NS-IIh-155

Perform Addition on Integers

-M6NS-Iii-156

Solve problems involving addition of

integers.
-M6NS-IIj- 157

iii
 ACKNOWLEDGEMENT
I would like to express my sincerest thanks to all the people

who helped me in the realization of this learning material

especially to the following:

• Ma’am Helen B. Orap and her LRMDS team for

providing us technical assistance;

• Ma’am Corazon G. Bravo, PSDS of NTD-1 for her

unending support ;

• Ma’am Juliana W. Javillonar, my school head for the

challenge and encouragement;

• to my co-teachers for the support, and

• to my family and friends.

To all of you, I am indebted.

DIVISION LRMDS STAFF

TEOFILA P. AGSUNOD LORIET L. IYADAN

Librarian II Project Development Officer II

HELEN B. ORAP
Education Program Supervisor-LRMDS

CONSULTANTS

LORRAINE F. TUBBAN
Chief, Curriculum Implementation Division

VIRGINIA A. BATAN
OIC, Assistant Schools Division Superintendent

BENEDICTA B. GAMATERO
OIC, Schools Division Superintendent

iv
 TABLE OF CONTENTS

Copyright Notice …………………………………….……..ii

Preface.…………………………………………….…………iii
Acknowledgement...…………………………….………...iv
Table of Contents…………………………………….……..v
Guide Sheet………………………………………….……….2
Activity Sheet………………………………………………...3
Activity 1………………………………….……………..5
Activity 2………………………………………….……..8
Activity 3………………………………………….……..9
Activity 4………………………………………………..10
Assessment..………………………………….………….…..11
Enrichment...………………………………….….………….12
Reference Sheet.……………………………..………...….13
Answer Sheet.………………………………………...….....15
Daily Lesson Log………………………….………..……….16

v
https://www.google.com/search?tbm=isch&sxsrf=ACYBGNQltRtmycEFmqjOh_hXgFod25L8JA%3A1568977988862&sa=1&ei=RLSEXbOYNKTUmAXMtILwBw&q=INTEGERS+CLIPART

ACTIVITY SHEETS
In
MATHEMATICS VI
 Hi, Kids! I am Teacher Ire-
ne. I am here to guide
you perform activities on
addition of integers.
https://ph.search.yahoo.com/yhs/search;_ylt=Awrx5ZYUaphcXhwAF0_fSQx

I hope that you will enjoy

every activity as we go
on with our lessons.
Are you ready kids?

MAIN TASK
• Perform addition on integers.

SUB-TASKS
• Interpret addition of integers using Math tiles or
chips.
• Interpret addition of integers using number lines.
• Solve problems involving addition of integers.

2
 Kids, this is your first
challenge. Can you
solve the equations on
the board?

1. (+5) + (+2) = N
2. (-5) + (-2) = N
3. (+5) + (-2) = N
4. (-5) + (+2) = N

https://www.google.com.ph/search?biw=1234&bih=581&tbm=isch&sa=1&ei=Nb_eW7aiE5Hr -
QaXirnQAg&q=blackboard+clipart&oq=blackboard

So easy kids! Those equations

can be solved using the “Tile
Model”.
What you need here are black
tiles that represent negative
numbers and white tiles that
represent positive numbers.
Each black tile represents -1
while each white tile represents
https://www.google.com.ph/search? q=teacher+clipart&tbm=isch&tbo= u&source=u
+1.
niv&sa=X&ved=2ahUKEwi66de1gLreAhXCMd4KHbQGBvUQ7Al6BAgGECE&biw=1234
&bih=581#imgrc=e491iNyR8gghnM:

3
 The steps below will guide you in solving
the given equations.

https://www.google.com.ph/search? q=teacher+clipart&tbm=isch&tbo=

1. To add +5 and +2, you need 5 white tiles and 2 white tiles. Put
them together and we have 7 white tiles in all.

• This means that (+5) + (+2) = +7

2. To add -5 and -2, you need 5 black tiles and 2 black tiles. Put
them together and we have 7 black tiles in all.

• This means that (-5) + (-2) = -7

3. To add +5 and -2, you need 5 white tiles and 2 black tiles. Put
them together.

•Take note that if we put together a white tile and a black

tile, the result is zero like of that encircled above. So, what re-
main are 3 white tiles and that is equivalent to +3.
•Similarly (+5) + (-2) = +3

4. To add -5 and +2, you need 5 black tiles and 2 white tiles. Put
them together.

Take note that if we put together a white tile and a black

•
tile, the result is zero like of that encircled above. So, what
remains are 3 black tiles which is equivalent to -3.
•Similarly (-5) + (+2) = -3

4
 Get ready for the first
activity kids!

https://www.google.com.ph/search? q=teacher+clipa rt&tbm

=isch&tbo= u&source=u
iv&sa=X&ved=2ahUKEwi66de1gLreA

INSTRUCTION: Add the integers using the “Tile Model”. Use

the tiles provided for you. Write your answers in the box.

1. (+6) + (+5) =

2. (-6) + (-5) =

3. (-2) + (+6) =

4. (+7) + (-9) =

5. (+10) + (-5) =

Great job Kids!

I think you are now ready to
explore more.
This time we will try the other
technique of adding
integers.
We will add integers using
number lines.

This time you will need a mod-

el of number line.
Get ready kids for there will be
https://www.google.com.ph/search? q=teacher+clipa rt&tbm =isch&tbo=
u&source=u iv&sa=X&ved=2ahUKEwi66de1gLreA

more activities that await you.

Have fun!

5
 Let’s take the same
equations and we will
check if we will arrive
with the same answer.

1. (+5) + (+2) = N
2. (-5) + (-2) = N
3. (+5) + (-2) = N
4. (-5) + (+2) = N

In using the number line for adding

integers, you have to remember
these:
• Always start at zero.
• Add a positive integer by moving
to the right on the number line.
• Add a negative integer by mov-
ing on the left on the number
line.
Please be guided with the following
examples.

1. To add +5 and +2, we will move to the right on the number line
since they are both positive integers.
+7
+2
+5

This means that (+5) + (+2) = +7.

6
2. To add -5 and -2, we will move to the left on the number line
since they are both negative integers.
-7
-2
-5

This means that (-5) + (-2) = -7.

3. To add +5 and -2, we will move to the right on the number line
for the positive integer while we move to left for the negative
integer.

+3
-2
+5

Similarly, (+5) + (-2) = +3

4. To add -5 and +2, we will move to the right on the number line
for the positive integer while we move to left for the negative
integer.
-3
+2
-5

Similarly, (-5) + (+2) = -3

Did we arrive with the same result as to

the “Tile Model”?
Yes! So, we can add integers using any
of these techniques.

7
 Get ready with your number lines for the
activity below.
Have fun, kids!

INSTRUCTION: Add the integers using number lines. Write

your answers in the box.

1. (-9) + (+5) = 1.

2. (-6) + (-4) = 2.

3. (+2) + (+6) = 3.

4. (+7) + (4) = 4.

5. (+10) + (-5) = 5.

“Did you get them all correct?

If so, Congratulations!
Based from the activities given, can you now say
the rules in adding integers with like and unlike
signs?”

REMEMBER THESE RULES:

Rule #1: Adding Integers with the Same

Signs
• When adding integers with signs that
are the same, ADD the numbers and
keep the sign.

Rule #2: Adding Integers with Unlike

Signs
• When adding integers with signs that
are DIFFERENT, SUBTRACT the numbers
and keep the sign of the number with
the largest absolute value.

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8
 Now that you know the rules in adding inte-
gers, I think you can now add larger inte-
gers even without the use of tiles and num-
ber lines.
Bring out your paper and pen and enjoy
solving the equations on the board below.

INSTRUCTION. Find the sum of the following equations. Write

the letter of your answers from the choices below. Write them
on the blank provided for each number to reveal the hidden
message.
1. (-25) + (+17)
S=0
2. (+73) + (-29) H = +251
3. (-89) + (-103) M = -8
T = -192
4. (+194) + (+57)
A = +44
5. (+318) + (-29)
F = -75
6. (-35) + (+35) N = -52
7. (-30) + (-45) U = +55
I = +289
8. (+83) + (-28)
J = +52
9. (+34) + (-86)

_____ _____ ____ ____ ____ ____ ____ ____ ____

1 2 3 4 5 6 7 8 9
What is the hidden message? ______________________________

https://www.google.com.ph/search?biw=1234&bih=581&tbm=isch&sa=1&ei=Nb_eW7aiE5Hr-QaXirnQAg&q=blackboard+clipart&oq=blackboard

Did you get them right?

BRAVO, kids!
Try again the next activity to further enrich your
skill on adding integers.

9
Analyze and solve the following problems
on the board below.
You may use any technique in solving
them.
You can do this, kids!

INSTRUCTION. Read, analyze, and solve the problems. Use

any technique in solving them. Write your solution and
answer in your paper.

PROBLEM #1:
• In an football tournament, the Philippine Azkals won 3
points against a team in Game 1 but lost 2 points in
Game 2. What was the Azkal’s net point?

PROBLEM #2
• A glass of water had a temperature of 28OC at ordinary
room conditions. After adding some ice cubes, the
temperature dropped by 12OC. Find the present
temperature of the water.

https://www.google.com.ph/search?biw=1234&bih=581&tbm=isch&sa=1&ei=Nb_eW7aiE5Hr-QaXirnQAg&q=blackboard+clipart&oq=blackboard

Good job, kids!

Be patient because we are just
few steps away from completing
our tasks.
Get ready again for our next
activity.

10
INSTRUCTION: Read and analyze each item carefully. Choose
the letter that corresponds to your answer. Use any technique to
solve the following equations. Write your answers on the answer
sheet provided.
1. What is the sum of (-21) + (+31)?
a. -10 b. +10 c. -52 d. +52

2. What is the result when you add -28 and +28?

a. +56 b. -56 c. -49 d. 0

3. If +8 is added to -7, the sum is _______.

a. +15 b. -15 c. +1 d. -1

4. Which of the following sets of integers will give the least sum?
a. (-12)+(+24) b. (+12)+(+24) c. (+24)+(-12) d. (-24)+(-12)

5. Using a number line, which of the following is the correct

interpretation of the equation (-4) + (-3) = -7?

a.

b.

c.

6. Mrs. Reyes bought fruits which costs P700.00 from a wholesaler

and sold them in her fruit stand. On Monday, her sales was
P800.00; on Tuesday, P500.00 but on Wednesday, she lost
P400.00 because some of the fruits were already rotten. How
much did Mrs. Reyes gain?

a. P2,400.00 b. P1,700.00 c. P900 d. P200

Did you get them right?

Very good, Kids!
Turn to the next page for your
enrichment activity.

11
A. Fill in the blanks to complete the equations.

1. (+63) + _______________ = +38

2. ______ + (+45) = +60

3. (-105) + ____________ = -10

B. Solve the following problems.

1. Abigail was overweight at 40 kg. She decided to have

Zumba sessions to lose weight. After a month, she was able to
lose 4 kg. Then, after a month she gained 2 kg. What is
Abigail’s present weight?

2. A car traveled 20 km towards North on its first trip. If it traveled

8 km going back, how far is the car from its starting point?

Job well done, kids!

We have already completed
our tasks.

For questions and clarifica-

tions, please refer to the
“Reference Sheet” on the
next page.

12
• Addition of integers is the same as “combining”.

• We can combine two integers using any manipulatives

such as Algebra tiles, chips, cards, and other things that
could represent negative and positive numbers.

• We can also interpret addition of integers using a number

line.

• In using the number line for adding integers, remember the

following:
1. Always start at zero.
2. Add a positive integer by moving to the right on the
number line.
3. Add a negative integer by moving to the left on the
number line.

When adding integers,

• If the addends have the same sign, add the numbers

and copy the common sign.

• If the addends have different signs, subtract the

numbers and copy the sign of the larger number.

13
 For more information, refer to the
following books and web references.

BOOK REFERENCES

Elenzano, M. T. (2015). Beyond math for

grade VI. Quezon City: Phoenix Publishing
House

Perez, Marjoseph H. et. al. (2016). 21st Century

Mathletes. Quezon City: Vibal Group, Inc.

Orines, Fernando B. et. al. (2012). Next Century

Mathematics. Quezon City: Phoenix
Publishing House.

WEB REFERENCES

https://www.google.com.ph/search? q=teacher+clipart&tbm=isch&tbo=
u&source=u
niv&sa=X&ved=2ahUKEwi66de1gLreAhXCMd4KHbQGBvUQ7Al6BAgGECE&

https://www.google.com.ph/search? q=teacher+clipart&tbm=isch&tbo=
u&source=u
niv&sa=X&ved=2ahUKEwi66de1gLreAhXCMd4KHbQGBvUQ7Al6BAgGECE&

https://www.google.com.ph/search?
q=reminder+notepad+landscape&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj
KtsHHubreAhXRdd4KHfh6DmYQ_AU

https://www.google.com.ph/search? biw=1234&bih=581&tbm= isch&sa

=1&ei=Nb_eW7aiE5Hr-QaXirnQAg&q=blackboard+clipart&oq=blackboard

14
 ASSESSMENT SHEET
CHECKING TIME! 1. b
2. d
3. c
ACTIVITY 1
4. d
5. b
1. +11
6. d
2. -11
ENRICHMENT SHEET
3. +4
A.
4. -2
1. -25
5. +5
2. +15
3. +95
ACTIVITY 2
B.
1. -4
1. 38 kg.
2. -10
Solution:
3. +8
40 kg – 4 = 36
4. +11
36 kg + 2 = 38 kg
5. +5
2. 12 km.
ACTIVITY 3
Solution: North represents
1. M
positive so, 20 km-8 km
2. A
going back is 12 km from
3. T
the starting point.
4. H
5. I ACTIVITY 4
6. S PROBLEM #1: Azkal’s net point
7. F is 1.
8. U
9. N Solution: 3 – 2 = 1
What is the hidden message?
MATH IS FUN PROBLEM #2: The present tem-
perature of the water is 160C.

Solution: 28-12 = 16

15
 School: Appas Elementary School Grade Level: VI
DAILY LESSON LOG Teacher: Myline L. Salvador Learning Area: MATHEMATICS
Teaching Dates and
Time: Quarter: 3rd QUARTER

WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard The learner demonstrate understanding of order of operations, ratio and proportion, percent, exponent, and integers
Performance Stand- The learner is able to apply knowledge of order of operations, ratio and proportion, percent, exponent, and integers in mathe-
ard matical problems and real-life situations
Learning Competen- Compare integers Addition of integers Describe and Interpret Perform addition on Summative Test
cies / Objec- with other numbers using materials such as addition of integers integers (M6NS-Iii-156)
tives such as whole num- algebra tiles, counters, number lines (Refer to Assess-
bers, fractions, and chips, and cards (M6NS-IIh-155) Solve routine and non- ment Sheet of the
decimals (M6NS-IIh-155) routine problems involv- Activity Sheet)
( M6NS-IIg-152) Solve routine and non- ing addition of integers
Compare and Ar- Solve routine and non- routine problems in- (M6NS-IIj- 157)
range integers from routine problems involv- volving addition of
least to greatest and ing addition of integers integers (M6NS-IIj-
vice versa ( MGNS- (M6NS-IIj- 157) 157)
IIh-154
II. CONTENT Numbers and Num- Numbers and Number Numbers and Num- Numbers and Number
ber Sense Sense ber Sense Sense

III. LEARNING RE-

SOURCES
References
Teacher’s Guide 21st Century Math- 21st Century Mathletes 21st Century Mathletes 21st Century Mathletes
pages letes 6, pp. 47-50 6, 6, 6,
pp. 50-53 pp. 50-53 pp. 50-53
Learner’s Materials
pages
Textbook pages 21st Century Math- 21st Century Mathletes 21st Century Mathletes 21st Century Mathletes
letes 6, pp. 144-151 6, pp. 152-157 6, pp. 152-157 6, pp. 152-157
Additional Materi-
als from
Learning Re-
source (LR)
Portal
Other Learning Re- Activity Sheet Activity Sheet Activity Sheet Activity Sheet
sources Manipulatives Manipulatives Manipulatives Manipulatives
IV. PROCEDURES
A. Reviewing previ- Have a drill on com- Compare the following Combine the integers Add the integers using
ous lesson or paring the following integers by writing the using tiles. number lines.
presenting the quantities by writing symbol > or on the line. 1. -6 _____ -2 1. -6 _____ -2
new lesson <or >. 1. +13 _____ +8 2. +7 _____ -5 2. +7 _____ -5
1. P2500.00 pesos 2. -6 _____ -2 3. -1 _____ +9 3. -1 _____ +9
savings ___ 3. +7 _____ -15 4. +4 _____ - 4 4. +4 _____ - 4
P1240.00 pesos 4. -1 _____ +9
savings. 5. +4 _____ - 4
2. ½ meter of
cloth_____ 2
meters of
clothes.

Review by arranging
numbers according
to values. Start from
the one that is clos-
est to zero.
3. 2, ¾, 1, 0.5, 7
4. ½, 3, 6, 2/5, 0.75

16
B. Establishing a pur- Activity Title: “How does Mrs. Reyes bought fruits that Abigail lost 4 kilograms for How do you add integers?
pose for the lesson your mother budget your cost P 700.00 from a whole- the last three months but
family income? saler and sold them in her when she weigh herself,
Post the following Ques- fruits stand. On Monday, her she found out that she
tions: sales is P800.00 and on gained 2 kg. If she
1. How much is your Tuesday, P500.00. But on weighed 36 kg before,
family monthly in- Wednesday, she lose what was her present
come? P400.00 because some of weight.
the fruits are already rotten.
Cont. See Guide p. 47 Considering the sales of
fruits for the three days, did
Mrs. Reyes gain or lose
profit?
C. Presenting Examples/ Using the data given by Considering the sales of How do you represent the Without using tiles or num-
Instances of new the pupils, choose a set Mrs. Reyes on the three gain and loss in Abegail’s ber line, try to add this
lesson of integers wherein the days, ask the pupils to rep- weight? integer
total amount of expenses resent the gain and loss (+34) + (-28)
is greater than the month- using integers. To determine
ly income. From hence, the total sales means to
explain that such situa- combine the gains and loss.
tion requires the exist- How are we going to com-
ence of negative num- bine the gain and loss?
bers. What is the total sale of
What are negative num- fruits of Mrs. Reyes?
bers? How can we determine if
What are positive num- Mrs. Reyes gained or
bers? lost money from selling
her fruits?
Cont. See guide p.
48
D. Discussing new con- Discuss that real-life situ- Deepening Deepening Deepening
cepts and practicing ations can be represent- Let the pupils determine how Let the pupils determine Let the pupils formulate
new skills #1 ed by integers. See guide to combine integers by stud- how to combine integers the rules in adding
p.48 ying the given examples by studying the given ex- integers with like or
below: amples below: unlike signs by solving
1. ( +4 ) + ( +3)= ( +7) 1. ( +4 ) + ( +3)= ( +7) the equations in the
2. (-4) + ( -3)= ( -7) 2. (-4) + ( -3)= ( -7) activity sheet.

(See Activity Sheet) (See Activity Sheet)

E. Discussing new con- Explain the content in Group the pupils to discover Group the pupils to discov- Discuss the steps and rules
cepts and practicing their MAthletes textbook the steps in adding integers er the steps in adding inte- in adding integers.
new skills #2 pp. 146-149 using tiles. gers using number lines Provide more examples.
F. Developing mastery Have a group activity on Have a group activity to Have a group activity to Have a Pair Activity to an-
(Leads to Formative arranging integers from answer activity 1 in the answer activity 2 in the swer activity 3 in the Activity
Assessment) the least to greatest and activity sheet. activity sheet. Sheet.
vice versa.
G. Finding practical ap- Arrange the following Group Activity Group Activity Group Activity
plications of con- integers from the least to In a right minus wrong quiz, In a right minus wrong Use the 4 step plan to solve
cepts and skills in the greatest and greatest Kara got -10 in the first part quiz, Kara got -10 in the the problem.
daily living to the least. while she got 7points in the first part while she got Mt. Everest, the highest
1. 2, -6, - 8, 5, -1, 7, -5 second part. What was the 7points in the second part. elevation in Asia, is 29 028
2. 25, -20, 18, 15, -15 total score of Kara in their What was the total score of feet above sea level. The
3. 40, 41, -20, 25, 30 quiz? Kara in their quiz? dead sea, the lowest eleva-
4. 40, 50, -40, -50, 10 (Use tiles to represent your (Use number line to repre- tion, I 1 312 foot below sea
solutions and answer) sent your solutions and level. What is the sum of
answer) these two elevations?

17
H. Making generali- How will you com- How do we add inte- How do we add inte- How do we add inte-
zations and pare integers? gers with the same gers with the same gers with the same
abstractions How will you arrange signs using tiles? signs using number signs?
about the les- integers from the How do add integers line? How do add integers
son least to the greatest with different signs How do add integers with different signs?
or greatest to the using tiles? with different signs
least? number line?
I. Evaluating Learn- Arrange the following INSTRUCTION: Add INSTRUCTION: Add Add the following inte-
ing integers from the the integers using the the integers using gers.
least to the greatest. “Tile Model”. Use the number lines. Write 1. (-25) + ( +17)
1. -3, -8, 0, -5, 9, 6 tiles provided for you. your answers in the 2. (+73) + (-29)
2. -2, 5. 7, -8, -1, - Write your answers in box. 3. (-89) + ( -103)
5 the box. 4. (+ 194) + (+57)
1. (-9) + (+5) = 5. (-217)+ ( +104)
3. -11, -5, 8, -1, -5
1. (+6) + (+5) = 2. (-6) + (-4) =
4. 15, -9, 12, -17, - 2. (-6) + (-5) = 3. (+2) + (+6) =
8, 3 3. (-2) + (+6) = 4. (+7) + (4) =
5. 13, 0, -13, 17, - 4. (+7) + (-9) = (+10) + (-5) =
8, 3 5. (+10) + (-5) =
Cont. Mathletes Text
book p. 150
J. Additional activi- Write > or < to make Solve each problem. Solve the problem. Solve each problem.
ties for applica- ach statement true. A car traveled 20 km Kris gets on the ele-
tion and reme- 1. -5 ____ 0 towards the North on its A glass of water had a vator on the eleventh
diation 2. 9 ____ -8 first trip. If it traveled 8 temperature of 28OC floor. The elevator
3. -7 ____ 7 km going back, how far at ordinary room con- goes down two floors
4. 55 ____ -75 is the car from its start- ditions. After adding and stops. It then
5. -32 ____ -24 ing point now? continues to go down
some ice cubes, the
four more floors
temperature dropped where Kris got off. In
by 12OC. Find the what floor did he get
present tempera- off the elevator?
ture of the water. Cont. refer
21st Century
Mathletes 6
textbook p.
156
V. REMARKS
VI. REFLECTIONS
A. No. of learners
who earned
80% on the
formative as-
sessment
B. No. of learners
who require
additional activ-
ities for remedi-
ation who
scored below
80%
C. Did the remedial
lessons work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue to
require remedi-
ation

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E. Which of my
teaching strate-
gies worked
well? Why did
this work?
F. What difficulties
did I encoun-
tered which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with oth-
er teachers?

DepEdCARLR#: 178-08-19

19