Karen Mae M.

Manggob
BSED – MATHEMATICS 4
Module 2: Learners’ Motivation
Lesson 1: Learners’ Motivation and Its Dimensions

Learning Outcomes:
1. Describe learners’ motivation to learn;
2. Distinguish intrinsic from extrinsic motivation;
3. Explain the Dimensions of Learners’ Motivation through students’ perspectives.

Introduction:
Greetings,
Welcome to Lesson 1. In this lesson, you are expected to observe learners and ask
them about their motivation to learn. You must delve into students’ perspectives to
understand their interests and what keeps them engaged in the class. You are provided with
tables and instructions to guide you in gathering information from the learners. In order to
process your feelings and thoughts together with linking it to practice, series of questions
and situations are provided for you to answer.
Enjoy!

Objectives:
I must be able to observe students in class and interview them about their motivation
to learn.
ACTIVITY:

Observation Guide
Observe a class. Spend some time observing their teaching-learning interactions.
Focus your attention on the students self-determined participation and eagerness
to learn the lesson. Interview random students after class on what motivates them
to learn. Fill-in the diagram bellow.

Parents

To travel around
the world Grades

Money or to get To satisfy their

rich someday curiosity.

My Top 5 Motivators

Extrinsic Motivators Intrinsic Motivators

 Grades To travel around the world
Money or to become rich To satisfy their curiosity
Parents

Observation Guide
A. Group students’ motivators into the following categories:
a. Extrinsic- the desire to do or achieve something not so much
for the enjoyment of the activity itself, but because it will
produce a certain result.
b. Intrinsic- the desire to do or achieve something because one
truly wants to and takes pleasure or sees value in doing so.

Other comments:
So far, most students want to learn because they want to finish their studies, achieve
their dreams, have a stable job, and earn enough money to repay their parents' efforts and
travel around the world.

ANALYSIS:
Based on the students’ responses, try to classify their motivators into the Four Dimensions of
Motivation.
Competence Autonomy Value Relatedness

Grades To satisfy his/her Parents To travel around the

curiousity world
Money or to become
rich
 1. How similar or different are the motivation of learners you observed and interview
on your own motivation to learn?
We share interests, such as the desire to make my parents proud, to obtain a
stable job, and to become wealthy. These are the things that motivate me to learn and
complete my studies.
2. What do you think are the reason behind these learners’ motivation? Why?
For me, the motivation of these students is that they want to learn because they
want to have a comfortable life in the future, and learning is one of the keys to
success and becoming a better person living in this world.
3. Do you think that these students’ motivations can somehow be shaped by the teacher
or the school?
Of course, yes. The teacher is one of the main reasons why there are so many
professionals in this country. Teachers are the ones who taught the students so that
they could learn and gain valuable knowledge for the future.
4. How can learners motivate themselves based on Self-Determination theory?
Self-determination theory can help us understand what motivates a particular
individual's behavior. There are numerous factors that motivate students, and each of
these factors falls under the scope of the self-determination theory.
5. Based on the learners’ motivation, describe the four dimensions of motivation.

Autonomy is when a student feels in control because there is a clear link

between his or her actions and the outcome, but he or she still has some level of
autonomy because they have some say in whether or how the work is completed.
When a student is somewhat interested in or recognizes the value of an
assignment, this is referred to as value. Relatedness is   completing the assignment
earns the student social benefits such as inclusion in the class or other desirable social
group or acceptance from others. Competence is where the student feels capable of
completing the task.

ABSTRACTION:

Linking Theory to Practice

Here’s a quick review quiz to see how much you have learned about Self-Determination
theory and the Four Dimensions of Motivation. The questions are designed to get you
thinking about how the theory applies to your classroom. Encircle the letter of the correct
answer.
1. Teacher Ann always see to it that every achievement of her students will be
rewarded. She prepares stickers, fancy applauses and a lot of praises to give
 whenever a student get a correct answer in class. Which concept of Self-
Determination Theory is being observe by Teacher Ann?
a. Autonomy
b. Relatedness
c. Competence
d. Value
2. Based on Self-Determination Theory, humans are naturally driven to achieve
self-organization and what?
a. Purpose
b. Growth
c. Comfort
d. Affection
3. Coach Kiko hold an initiation rite to those who would wish to join the proud
varsity team, which dimension of motivation is being tapped by coach Kiko?
a. Relatedness
b. Competence
c. Control
d. Interest
4. Teacher Rajeb teaches his students how to sew using an electric sewing machine.
He then ask the students to make their own face masks. The students are eager
to do the task given by Teacher Rajeb, some students say that they will make
mask for them and their families to use. Which dimension of motivation is
observed in Teacher Rajeb’s students?
a. Relatedness
b. Competence
c. Control
d. Interest
5. Teacher Corrie is an ICT teacher, she ask her students to create a Vlog and
upload it using her selected online platform. The students are excited and have
multiple ideas for the Vlog’s content and design. What dimension of motivation
manifested by the students of Teacher Corrie?
a. Relatedness
b. Competence
c. Autonomy
d. Interest
APPLICATION:

AS A FUTURE
TEACHER
Describe how you are going to
motivate learners’ in your class.

Make a Lesson Plan that will

motivateYou justlearners
your finished Lesson 1. Get
to learn ready for the next Task!
your
lesson.

1. Describe how you are going to motivate learners’ in your class.

I will provide verbal recognition for successful progress or accomplishment.

Students should be given individual attention. When it is immediately useful, provide
informative, helpful feedback. Provide motivating feedback (praise) immediately after
task completion.

School Davao Oriental State Grade Level Grade 8

GRADES 1 to 12 University
DAILY LESSON PLAN Teacher Karen Mae M. Learning Area M8GE90- IVb-1
Manggob
Teaching Quarter 4th quarter
Dates and
Time

I. OBJECTIVES

A. Content Standards Demonstrates understanding of key concepts of inequalities in a triangle, and parallel
and perpendicular lines.

B. Performance is able to communicate mathematical thinking with coherence and clarity in

Standard formulating, investigating, analyzing, and solving real-life problems involving triangle
inequalities, and parallelism and perpendicularity of lines using appropriate and
accurate representations.
C. Learning
Applies theorem on triangle inequalities. M8GE90- IVb-1
Competencies
CONTENT Triangle Inequalities
III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide
pages
2. Learners Material
pages
3. Textbook pages
4. Additional Self Learning Module, Mathematics Quarter 4- Module 2
materials
B. Other Learning Laptop, Mobile Phones, Projector
Resource
IV. PROCEDURES
A. Reviewing In our study about triangles in the previous modules, we only discussed the
previous conditions which states that two segments are in equal lengths, or two angles are in
lesson or equal measures which is a description of an isosceles triangle.
presenting the
new lesson We have discovered the following theorems on triangle inequalities:

Inequalities in One Triangle:

Triangle Inequality Theorem 1 (Ss → Aa)

If one side of a triangle is longer than a second side, then the angle opposite
the first side is larger than the angle opposite the second side.

Triangle Inequality Theorem 2 (Aa → Ss)

If one angle of a triangle is larger than a second angle, then the side opposite
the first angle is longer than the side opposite the second angle.

Triangle Inequality Theorem 3 (S1 + S2 > S3)

The sum of the lengths of any two sides of a triangle is greater than the length
of the third side.

Exterior Angle Inequality Theorem

The measure of an exterior angle of a triangle is greater than the measure of
remote interior angle.

Inequalities in Two Triangles:

Hinge Theorem or SAS Inequality Theorem

If two sides of one triangle are congruent to two sides of another triangle, but
the included angle of the first triangle is greater than the included angle of the
 second, then the third side of the first triangle is longer than the third side of
the second.

B. Establishing a At the end of 60-minute period, the students will be able to to learn the application
purpose for theorems on triangle inequalities,
the lesson
C. Presenting Geometry means “earth’s measure”. It is field of mathematics that has been
examples/insta widely used in science, engineering and even arts. The uniqueness of Geometry is
nces of the present everywhere, in our environment and even in structures.
new lesson.
To understand better some of the theorems on triangle inequalities, you will have to
answer the activity below.

“ENOUGH IS ENOUGH”

Materials Needed: clean broom sticks or straws, manila paper scissors,

and ruler.
Procedures:

1. Cut pieces of clean sticks into the following lengths in inches:

1 inch, 2 inches, 3 inches, 4 inches, 5 inches.

2. With each set of sticks with its measure, try to form triangle ABC.

D. Discussing the The teacher will conduct the following activity.

new concepts
and practicing Title of the Activity: THINK-PAIR-SHARE
new skills #1 Procedure: The teacher will present a powerpoint presentation with an activity, and
E. Discussing the each student will respond to it. After 20 minutes, each student will find his or her
new concepts partner and share their response. Students will be called at random by the teacher
and practicing to write their answers on the board.
new skills #2
Directions: In your house, have you seen triangles? What are those? Name it and
F. Developing draw at least five (5) things/structures that looks like triangles in your house.
mastery
(Leads to
formative
assessment 3)

DRAW IT HERE

After the acivity, the teacher will provide feedback by asking the following questions:

1. What pattern did you observe when you compared the sum of the lengths of
the two shorter sticks with the length of the longest stick?
2. What pattern did you observe with the sets of sticks which do not form a
triangle?

The teacher will present the following key concepts and examples:

You have just applied the Triangle Inequality Theorem in terms of sides in
constructing a triangle. This theorem states that,

The sum of the lengths of any two sides of a triangle is greater than
the length of the third side.
 The sum of the measures of any two sides of a triangle is greater than
the measure of theside.
third

Model Symbols:
:
a+b>c
a+c>b

b+c>a

G. Finding The teacher will conduct the following activity:

practical
application of Travel Distances: You and your friend are flying separate planes. You leave the
concepts and airport and fly 120 miles due west. You then change the direction that is 30N for 70
skills in daily miles. (W 30° N indicates a north-west direction that is 30° north of due west). Your
living friend leaves the airport and flies 120 miles due east. She then changes direction and
flies E 40° for 70 miles. Eacg of you has flown 190 miles, but which plane is farther
from the airport?

H. Making The teacher summarizes the mathematical skills or principles used to recognize the
generalization traingle inequality theorems and apply it in real life.
and
abstraction 1. What did you do to arrive at the answer?
about the 2. How will you apply each theorem related to inequalities triangle?
lesson
I. Evaluating The teacher lets the students answer the items below:
learning
1. CRANES
In the diagram, a crane is shown lifting an object to two different heights. The length
of the red arm of the crane is fixed. Which is shorter MN or RS ? Explain your
reasoning.

J. Additional Multi-step Problem: Use the diagram of the tank cleaning system’s expandable arm
activities for shown below.
 application or
remediation

a. As the cleaning system arm expands, ED gets longer. As ED increases,

what happens to m∠EBD? What happens to m∠ DBA ?

b. Name a distance that decreases as ED gets longer.

V. REMARKS

VI. REFLECTION

 No. of __No. of learners who earned 80% in the evaluation

learners who
earned 80%
in the
evaluation
 No. of __No. of learners who require additional activities for remediation who scored below
learners who 80%
require
additional
activities for
remediation
who scored
below 80%
 Did the Did the remedial lesson worked? __No. of learners who have caught up with the
remedial lesson
lesson
worked? No.
of learners
who have
caught up
with the
lesson
 No. of __No. of learners who continue to require remediation
learners who
continue to
require
remediation
 Which of my Strategies that worked well were as follows:
teaching  Repetition
strategies  Math Games
worked well?  Group collaboration
Why did this  Timed-Testing
 work?  PowerPoint Presentation
Why did this work?
 Materials' Availability
 Student’s Cooperation

 What  Student’s Behavior

difficulties did  Student’s Family Problems
I encounter  Bullying
which my  Student’s Readiness
principal or
supervisor can
help me
solve?
 What  Video Presentation where I can show or present my lectures to my students
innovation or and video presentation is one of the good materials to encourage students to
localized learn about my lessons.
material did I
use/discover
which I wish
to share with
other
teachers?