Republic of the Philippines

NORTHERN ILOILO POLYTECHNIC STATE COLLEGE

Estancia, Iloilo

SCHOOL OF EDUCATION
Teacher Education Department

COURSE SYLLABUS IN EED 108- TEACHING MATHEMATICS IN THE INTERMEDIATE GRADES ( BEED)
2nd Semester 2019 – 2020

QUALITY POLICY

NIPSC commits itself to continually strive to provide quality and relevant instruction, research and extension activities adhering to quality standards and
regulatory requirements in order to meet the highest level of clientele satisfaction with commitment to continual improvement of the management system.

VISION

“A globally competitive State University in Asia”

MISSION

“Human resources development through quality and relevant education, environment-friendly modern technologies and preservation of Filipino
values and culture for sustainable and improved quality of life.”

GOALS

The College shall have the following goals:

1. Produce human capital imbued with scientific and technological skills endowed with desirable values and work ethics;
2. Provide quality education in the fields of industry, agriculture, fisheries, technology, sciences, education and other relevant undergraduate and
graduate programs;
3. Establish a university research culture responsive to community and global needs;
4. Enhance research-based extension programs and transfer of sustainable technologies;
5. Maximize productivity through efficient and effective resource management; and
6. Strengthen linkages with local, national and international partner-agencies.

CORE VALUES
C-ommunicative
R-esearch oriented
E-xcellent time manager
A-cademically competent
T-echnically equipped
I-nnovative
V-alues oriented
E-nvironment friendly

PURPOSES

The Northern Iloilo Polytechnic State College has the following purposes:

1. Provide advanced and higher education and training in the fields of industry, agriculture, fisheries, arts, sciences, education, management, hospitality &
tourism, information technology, engineering, criminal justice and services as well as, continuing education;

2. Promote progressive leadership in research and advanced studies in the fields of industry, agriculture, fisheries, arts, sciences, education, management,
hospitality & tourism, information technology, engineering, criminal justice;

3. Undertake sustainable extension activities for technology transfer and solution of social problems, and;

4. Enhance its critical role in community development.

Matrix Showing the Alignment of the Institutional Goals and Objective to the College Mission

Institutional Goals 1 2 3 4 5
1.To turn out competent graduates in the polytechnic areas, who are prepared for occupational and professional
requirements, and gainful employment. / /
2.To improve the instructional resources e.g. libraries, classrooms, laboratories and workshops. / /
3.To provide opportunities for student’s expressions of their aesthetics, physical, intellectual, emotional and social
development. / /
4.To strengthen faculty competencies through in-service programs, scholarships and study assistance’ / /
5.To support the faculty to undertake research aimed at improving the teaching and learning situation. / /
 6.To enhance the management capabilities of key officials through the use of participatory decision making. / /
7.To contribute to community improvement by encouraging faculty and staff members to become leaders/officers
and members of civic, professional, religious, and other NGO’s in the service area, / /
8.To use research to generate knowledge and find solutions to social problem, / /
9.To make institutional development planning as a means for responding to changes / /
10.To promote a college environment that is conducive to the pursuit of learning and other academic activities. / /

GOALS OF THE SCHOOL OF EDUCATION

1. Produce students who are equipped with appropriate knowledge and skills needed for their profession and values to become successful teachers.
2. Increase the competence/capability of its faculty in providing quality education to help the students to maximize their potentials in becoming useful and
productive members of the society.
3. Cultivate the spirit of inquiry in students by encouraging research so they will truly become agents of change.
4. Develop critical and creative thinking skills in students to help them in their intellectual endeavors.
5. Provide activities that will enhance the total development of the students.

Matrix Showing the Alignment of the Goals of School of Education to the College’s Mission

Goals of School of Education 1 2 3 4 5

1. Produce students who are equipped with appropriate knowledge and skills needed for their profession and values to
become successful teachers. / /
2. Increase the competence/capability of its faculty in providing quality education to help the students to maximize their
potentials in becoming useful and productive members of the society. / /
3. Cultivate the spirit of inquiry in students by encouraging research so they will truly become agents of change / /
4. Develop critical and creative thinking skills in students to help them in their intellectual endeavors. / /
5. Provide activities that will enhance the total development of the students. / /

PROGRAM OBJECTIVES

In consonance with the mission statement of the Teacher Education Department, its Bachelor in Secondary Education (BSED) and Bachelor in
Elementary Education (BEED) programs are designed to:

1. Provide quality instruction to produce teachers with sufficient knowledge and skills necessary for immediate and gainful employment and to make
them competent professionals;
2. Expose students to varied learning activities and experiences that will enhance their critical thinking so that they will be able to do their work well;
 3. Involve students in research, extension, and production activities that will make them knowledgeable, useful and productive citizens;
4. Instill in students values to make them better persons.

Matrix showing the alignment of the School of Education Program Objectives to its Goals

Program Objectives of the School of Education 1 2 3 4 5

1.Provide quality instruction to produce teachers with sufficient knowledge and skills necessary for immediate and gainful
employment and to make them competent professionals; / /

2.Expose students to varied learning activities and experiences that will enhance their critical thinking so that they will be able to do
their work well; / /

3.Involve students in research, extension, and production activities that will make them knowledgeable, useful and productive
citizens; / /

4.Instill in students values to make them better persons. / /

Program Outcomes/Student Learning Outcomes:

The graduates of BEED and BSEd programs are teachers who are able to:

1. manifest basic and higher level literacy, communication, numeracy, critical thinking, and other learning skills needed for higher learning as well as
competence in the field of work.
2. demonstrate a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in order to
constantly improve their teaching knowledge, skills and practices
3. engage in scholarly research and extension and production activities that would benefit not ony the institution where they are connected with but
of the community as a whole
4. practice and demonstrate professional and ethical requirements of the teaching profession

Matrix Showing the Alignment of the Departments Program outcomes to it Objectives

Program Outcomes of the School of Education 1 2 3 4

 1.manifest basic and higher level literacy, communication, numeracy, critical thinking, and other learning skills needed for higher
learning as well as competence in the field of work. / /

2.demonstrate a deep and principled understanding of the learning processes and the role of the teacher in facilitating these
processes in order to constantly improve their teaching knowledge, skills and practices / /

3.engage in scholarly research and extension and production activities that would benefit not ony the institution where they are
connected with but of the community as a whole / /

4.practice and demonstrate professional and ethical requirements of the teaching profession / /

Curriculum Map Showing the Alignment of Courses in the BSED Curriculum to its Program Outcomes.

BACHELOR OF ELEMENTARY EDUCATION

CURRICULUM MAPPING

First COURSE RELATIONSHIP TO PROGRAM OUTCOME

Semester
a B c d E f g h i j k l
GE 1 Purposive Communication
GE 2 Readings in Philippine History
GE 3 Mathematics in the Modern World
1st year GE 4 Komunikasyon sa Akademikong Filipino
GE 5 Art Appreciation
GE 6 Understanding the Self
PEd 101 The Child and Adolescent Learners and Learning
Principles
PE 1 Physical Fitness
NSTP 1 CWTS / ROTC

Second COURSE RELATIONSHIP TO PROGRAM OUTCOME

Semester
a B c d E f g h i j k l
GE 7 Masining na Pagpapahayag/Retorika
 GE 8 Ethics
GE 9 The Contemporary World
GE 10 Panitikan ng Pilipinas
1st year GE 11 Science, Technology and Society
GE 12 The Life and Works of Rizal
EEd 101 Building and Enhancing New Literacies Across the
Curriculum
PE 2 Rhythmic Activities
NSTP 2 CWTS / ROTC

RELATIONSHIP TO PROGRAM OUTCOME

First COURSE
Semester a b c d E f g h i j k l
PEd 108 Technology for Teaching and Learning 1
PEd 105 Facilitating Learner-Centered Teaching
EEd 102 Teaching Science in Elementary Grades (Biology and
Chemistry)
2nd year
EEd 103 Teaching Math in the Primary Grades
EEd 104 Teaching Social Studies in the Elementary Grades
(Culture and Geography)
EEd 105 Pagtuturo ng Filipino sa Elementarya (1) – Estruktura
at Gamit ng Wikang Filipino
EEd 106 Good Manners and Right Conduct (Edukasyon sa
Pagpapakatao)
GE EL 4 Environmental Science
PE 3 Individual/Dual Games

Second RELATION TO PROGRAM OUTCOME

Semester COURSE
a b c d E f g h i j k L
PEd 102 The Teaching Profession
PEd 104 Foundations of Special and Inclusive Education
EEd 107 Teaching Science in Elementary Grades (Physics,
Earth and Space Science)
 EEd 108 Teaching Math in the Intermediate Grades
EEd 109 Content and Pedagogy for the Mother Tongue
2nd year
EEd 110 Teaching Social Studies in Elementary Grades
(Philippine History and Government)
EEd 111 Edukasyong Pantahanan at Pangkabuhayan
GE EL 5 Gender and Society
PE 4 Team Sports and Games

First RELATIONSHIP TO PROGRAM OUTCOME

Semester COURSE
a B c d E f g h i j k L
EEd 112 Teaching English in the Elementary Grades
(Language Arts)
PEd 109 Teacher and the School Curriculum
EEd 113 TTL2 – Technology for Teaching and Learning in the
Elementary Grades
3rd year PEd 106 Assessment of Learning 1
EEd 114 Teaching Music in the Elementary Grades
E115 Teaching English in the Elementary Grades Through
Literature
EEd 116 Teaching Arts in the Elementary Grades

Second RELATIONSHIP TO PROGRAM OUTCOME

Semester COURSE
a B c d E f g h i j k L
EEd 117 Elective: Teaching Multi-Grade Classes
EEd 118 The Teacher and the Community School Culture and
Organizational Leadership
PEd 107 Assessment of Learning 2
3rd year EEd 119 Teaching PE and Health in the Elementary Grades
EEd 120 Pagtuturo ng Filipino sa Elementarya (II) Panitikan
ng Pilipinas
 EEd 121 Research in Education
EEd 122 Edukasyong Pantahanan at Kabuhayan with
Entrepreneurship

First RELATIONSHIP TO PROGRAM OUTCOME

Semester COURSE
a B c d E f g h i j k L
FS 1 Field Study 1
FS 2 Field Study 2
PEd 111 Undergraduate Thesis

4rh year

Second COURSE RELATION TO PROGRAM OUTCOME

Semester a B c d E f g h i j k L
PEd 112 Problems Met in Teaching Internship
4th year
PEd 113 LET Enhancement/Review, Pre-board
PEd 114 Teaching Internship

Legend:
a. Articulate and discuss the latest developments in the specific field of practice;
b. Effectively communicate orally and in writing using both English and Filipino;
c. Work effectively and independently in multi-disciplinary and multi-cultural teams;
d. Act in recognition, social, and ethical responsibilities;
e. Preserve and promote “Filipino historical and cultural heritage” ( based on RA 7722 )
f. Generate and share knowledge relevant to specific fields in the study of business administration;
g. Participate in the formulation and implementation of business administrative developments plans and programs;
h. Apply scientific method in the conduct of research activities;
i. Understand and apply the concepts of business administrative productivity and sustainability in the context of national, regional, and global developments;
j. Engage in business production and post-production activities;
k. Promote sound administrative technologies to various clients and in the manpower development for business administration;
 l. Employ relevant tools in information technology in solving business administration-related problems.

I – Introduce P – Practice D – Demonstrate

Detailed Teaching Syllabus

School: Northern Iloilo Polytechnic State College
Program: Bachelor of Elementary Education

 Prepared by: Reviewed by: Recommending Approval: Approved by:

SUNNY G. GABINETE, LPT, Ph. D.

FRESAN R. MAGNATE, LPT, MAEd Chairperson, BEEd Program
Instructor/Professor HELEN A. GASAPO, LPT, Ed. D. ALMA R. DEFACTO, Ed. D.
Dean, School of Education Vice Pres., Academic Affairs
Course Code: Descriptive Title:
EED 105 Teaching Math in the Intermediate Grades

Course Credit (s): 3 units Lecture Hours/Week: 3 hours/week Laboratory Hours/Week: none
Pre- requisites:
None

Course Description:

As preparation for teaching in the intermediate grades, this course emphasizes the integration of technological pedagogical content knowledge that includes topics on rational numbers,
measurement, geometric figures, pre-algebra concepts, application of simple probability and data analysis. This course is capped with microteaching that utilizes appropriate teaching strategies for the
development of critical and problem solving, reasoning, communicating, making corrections, representations and decisions in real life situations.
Course Outcomes:

At the end of the course, the students should be able to:

Knowledge
1. Know how to effectively design mathematics instruction in the intermediate grades.
Skills
 1. Use the different approaches in presenting the mathematics in the intermediate grades.
Values
1. Affirm honesty and integrity in the application of different methods, approaches or strategies used in teaching mathematics in the intermediate learners in their teaching
endeavors.

Teaching/Learning Teaching Equipment Textbook (T) Time

Intended Learning Outcomes Topics Activities and Materials and Assessment Allot- Remarks
(ILO) (TLA) (TEAM) References (R) Task Tool ment

1. Familiarized with the Mission, Vision, 1. Vision, Mission, Goals and Interactive Class Chalkboard/Whiteboard NIPSC Student 1 hour
Goals and Objectives of the College and of Objectives of the College discussion Handbook
the Department; and 2. Grading System, Admission Power point
2. Aware of the grading system, admission and Retention Policies of the presentation
and retention policies of the Department. Department

1. Know the basic principle of rational Chapter 1: Rational Numbers Small Group Multi media http://
numbers; Sharing Whiteboard and pen www.ncert.nic.in Rubric for
2. Identify and solve rational numbers using Lesson 1: Introduction Class discussion Guide questions /ncerts/l/ Individual Individual
its properties; Google Classroom Power point hemh101.pdf Lesson Lesson plans 4 hours
3. Represent rational numbers in a number Lesson 2: Properties of Activities Presentation Plans, and video
line; and Rational Numbers Through demonstratio
4. Identify two or more rational numbers video n
between two rational numbers. Lesson 3: Representation of lesson
Rational Numbers on the demonstr
Number Line ation

Lesson 4: Rational Numbers

between Two Rational
Numbers

Chapter 2: Measurement 2 hours

1. Know the teaching pedagogies that can Lesson 1: Teaching Individual or small http:// Individual Rubric for
be apply in teaching measurement; and Pedagogy in teaching group exercise TV Screen eworkshop.on.c Lesson Individual
2. Perform demonstration integrating some measurement Whole class HDMI a/edu/ Plan Lesson Plan
strategies that may improve teaching Discussion Computer / Laptop resources/
learning process in measurement. White board and Pen guides/
Android Phone Guide_Measure
ment_456.pdf

Lesson 2: Measuring length, 3 hours

1. Understand and use metric units of mass, mass, volume and capacity TV Screen
length, volume and capacity in practical Individual or small HDMI T-1 Individual Rubric for
situations; group exercise Computer / Laptop Lesson Individual
2. Express quantities in terms of larger and Whole class White board and Pen Plan Lesson Plan
smaller units; Discussion Android Phone
3. Identify strategies that can be integrated Peer teaching
in teaching measuring length, mass, volume
and capacity; and
4. Construct Lesson Plan about the topic.

1. Understand and use units of temperature; Lesson 3: Measuring TV Screen

2. Express quantities in terms of Kelvin, Temperature Individual or small HDMI
Celsius, and Fahrenheit; and group exercise Computer / Laptop Individual Rubric for
3. Construct Lesson Plan about the topic Whole class White board and Pen T-1 Lesson Individual 1.5
with integrated teaching strategies that may Discussion Android Phone Plan Lesson Plan hours
improve learning. Peer teaching

1. Understand and use units of Time; Lesson 4: Measuring Time Individual or small TV Screen
2. Calculate time in terms of the 12-hour and group exercise HDMI
24-hour clock; Whole class Computer / Laptop Individual Rubric for
3. Read and interpret clocks, dials and time- Discussion White board and Pen T-1 Lesson Individual 1.5
tables; and Peer teaching Android Phone Plan Lesson Plan hours
4. Construct Lesson Plan about the topic
with integrated teaching strategies which
may improve learning.

1. Understand and use units appropriate in Lesson 5: Measuring Angle Individual or small TV Screen
measuring angles; and group exercise HDMI
2. Construct Lesson Plan about the topic Whole class Computer / Laptop Individual Rubric for
with integrated teaching strategies which Discussion White board and Pen T-1 Lesson Individual 1.5
may improve learning. Peer teaching Android Phone Plan Lesson Plan hours
1. Recognize the connection between ratios Lesson 6: Comparing Individual or small TV Screen
and fractions; Quantities Using Ratio group exercise HDMI
2. Reduce ratios to their simplest form; Whole class Computer / Laptop Individual Rubric for
3. Understand and use the elementary ideas Discussion White board and Pen T-1 Lesson Individual 1.5
of common measures of ratio and rates of Peer teaching Android Phone Plan Lesson Plan hours
change; and
4. Construct Lesson Plan about the topic
with integrated teaching strategies which
may improve learning.

1. Calculate and use the sums of the interior Chapter 3: Geometry Figures Individual or small TV Screen
and exterior angles of regular and irregular group exercise HDMI
polygons; Lesson 1: Polygons Whole class Computer / Laptop Individual Rubric for
2. Use a formula, such as (2n  4) right Discussion White board and Pen T-1 Lesson Individual 3 hours
angles or (n – 2)o 180o, for the sum of the Peer teaching Android Phone Plan Lesson Plan
interior angles of a polygon with n sides; and
3. Construct Lesson Plan about the topic
with integrated teaching strategies which
may improve learning.

1. Understand a proof that the angle sum of Lesson 2: Triangles Individual or small TV Screen
a triangle is 180o; group exercise HDMI
2. Understand a proof that the exterior angle Whole class Computer / Laptop Individual Rubric for
of a triangle is equal to the sum of the Discussion White board and Pen T-1 Lesson Individual 3 hours
interior angles at the other two vertices; Peer teaching Android Phone Plan Lesson Plan
3. Use the angle properties of equilateral,
isosceles and right-angled triangles; and
4. Construct Lesson Plan about the topic
with integrated teaching strategies which
may improve learning.

1. Understand a proof that the angle sum of Lesson 3: Quadrilaterals Individual or small TV Screen
a quadrilateral is 360o; group exercise HDMI
2. Understand and use the properties of the Whole class Computer / Laptop Individual Rubric for
square, rectangle, parallelogram, trapezium, Discussion White board and Pen T-1 Lesson Individual 2 hours
rhombus and kite; Peer teaching Android Phone Plan Lesson Plan
3. Classify quadrilaterals using their
geometric properties; and
4. Construct Lesson Plan about the topic
with integrated teaching strategies which
may improve learning.

1. Understand the meaning of terms related Lesson 4: Circle Individual or small TV Screen
to the circle: center, radius, chord, diameter, group exercise HDMI
circumference, tangent, arc, sector and Whole class Computer / Laptop Individual Rubric for
segment. Discussion White board and Pen T-1 Lesson Individual 2 hours
2. Understand and use the angle properties Peer teaching Android Phone Plan Lesson Plan
of the circle to calculate unknown angles:
 The angle in a semicircle is a right
angle.
 The angle at the center is twice the
angle at the circumference.
3. Construct Lesson Plan about the topic
with integrated teaching strategies which
may improve learning.

MIDTERM EXAMINATION 1 HOUR

1. Add and subtract whole numbers with or Chapter 4: Pre-algebra Individual or small TV Screen
without regrouping.; Concept group exercise HDMI
2. Solve application problems using addition Whole class Computer / Laptop Individual Rubric for
or subtraction; Lesson 1: Whole Numbers Discussion White board and Pen T-1 Lesson Individual 3 hours
3. Know and understand the order of 1.1 Addition and Subtraction of Peer teaching Android Phone Plan Lesson Plan
operations in whole number; and Whole Numbers
4. Construct Lesson Plan about the topic 1.2 Multiplication and Division
with integrated teaching strategies which of Whole Numbers
may improve learning. 1.3 Order of Operation

1. Add and subtract integers with or without Lesson 2: The Integers Individual or small TV Screen
regrouping.; 2.1 Addition and Subtraction of group exercise HDMI
2. Solve application problems using addition Integers Whole class Computer / Laptop Individual Rubric for
or subtraction; 2.2 Multiplication and Division Discussion White board and Pen T-1 Lesson Individual 3 hours
3. Know and understand the order of of Integers Peer teaching Android Phone Plan Lesson Plan
operations in integers; and 2.3 Order of Operations with
4. Construct Lesson Plan about the topic Integers
with integrated teaching strategies which
may improve learning.

1. Know and identify examples of Lesson 3: Fundamentals of Individual or small TV Screen

mathematical expressions Algebra group exercise HDMI
2. Translate word statement to mathematical 3.1 Mathematical Expressions Whole class Computer / Laptop Individual Rubric for
state and vice versa; 3.2 Evaluating Algebraic Discussion White board and Pen T-1 Lesson Individual 4 hours
3. Simplify and Evaluate algebraic Expressions Peer teaching Android Phone Plan Lesson Plan
expressions; and 3.3 Simplifying Algebraic
4. Construct Lesson Plan about the topic Expressions
with integrated teaching strategies which 3.4 Combining Like Terms
may improve learning.

1. Describe what "statistics" means in the Chapter 5: Data Analysis Individual or small TV Screen
context of this course. group exercise HDMI
2. Explain the process of statistics Lesson 1: Fundamental Whole class Computer / Laptop Individual Rubric for
3. Distinguish between qualitative and Elements of Statistics Discussion White board and Pen https:// Lesson Individual 4 hours
quantitative variables Peer teaching Android Phone faculty.elgin.e Plan, Lesson Plan
4. Distinguish between discrete and du/dkernler/ Concept and concept
continuous variables statistics/ map map.
5. Determine the level of measurement of a ch01/ about
variable Chapter1.pdf statistics
6. Construct Lesson Plan about the topic
with integrated teaching strategies which
https://
may improve learning.
www.pearson
highered.com/
assets/
samplechapter
/
0/1/3/1/01314
67573.pdf

Lesson 2: Collection of Data Individual or small TV Screen

group exercise HDMI
1. Know two methods of collecting data; Whole class Computer / Laptop Individual Rubric for
2. Know and understand the procedures in Discussion White board and Pen https:// Lesson Individual 4 hours
collecting data quantitative or qualitative Peer teaching Android Phone faculty.elgin.e Plan Lesson Plan
type; du/dkernler/ and data
3. Perform data collection method; and statistics/ Conduct collection
4. Construct Lesson Plan about the topic ch01/ data
with integrated teaching strategies which Chapter1.pdf collection
may improve learning.
http://
dl.lib.mrt.ac.lk
/bitstream/
handle/
123/213/
Chapter04.pdf
?
sequence=4&i
sAllowed=y

Lesson 3: Organizing and Individual or small TV Screen https://

Graphing of Data group exercise HDMI k101.unob.cz/
1. Arrange and put the data according to Whole class Computer / Laptop ~neubauer/ Individual Rubric for
their common characteristics; Discussion White board and Pen pdf/ Lesson Individual 4 hours
2. Make analysis and interpretation easy; Peer teaching Android Phone stat_lecture7.p Plan Lesson Plan
3. Prepare a frequency distribution df and data
Table; and Conduct a organization
4. Construct Lesson Plan about the topic simple and
https://
with integrated teaching strategies which analysis presentation
may improve learning. www.sagepub. and
com/sites/ interpretat
default/files/ ion of
upm- data.
binaries/
43436_2.pdf

Lesson 4: Measures of Central Individual or small TV Screen

Tendency of Ungroup Data group exercise HDMI
1. Compute mean, median, and mode from Whole class Computer / Laptop Individual Rubric for
raw data; Discussion White board and Pen http:// Lesson Individual 4 hours
2. Interpret what mean, median, and mode Peer teaching Android Phone www.cimt.org. Plan Lesson Plan
tell you; uk/cmmss/ and Measure
3. Explain how mean, median, and mode S1/Text.pdf Solve the of central
can be affected by extreme data values; and mean, tendency
4. Construct Lesson Plan about the topic median, activity
with integrated teaching strategies which mode and
may improve learning. range of
their
quantitativ
e data
collected

FINAL EXAMINATION 1 HOUR

RESOURCES: (Textbook and References)

T-1: Crisostomo, R., de Sagun, P. & Padua (2013). Our World of Math. Vibal Publishing
T-2:

SUGGESTED READINGS/ REFERENCES

http://www.ncert.nic.in/ncerts/l/hemh101.pdf
https://faculty.elgin.edu/dkernler/statistics/ch01/Chapter1.pdf
https://www.pearsonhighered.com/assets/samplechapter/0/1/3/1/0131467573.pdf
http://dl.lib.mrt.ac.lk/bitstream/handle/123/213/Chapter04.pdf?sequence=4&isAllowed=y
https://k101.unob.cz/~neubauer/pdf/stat_lecture7.pdf
https://www.sagepub.com/sites/default/files/upm-binaries/43436_2.pdf
http://www.cimt.org.uk/cmmss/S1/Text.pdf

GRADING SYSTEM
 Cognitive 60%
Quizzes 20%
Major Exams 30%
Class Participation 10%
Psychomotor 30%
Oral/Written 15%
Project of Practicum 15%
Affective 10%
RICH Values and Attendance
_________
TOTAL 100%

RUBRIC FOR ASSESSMENT

Lesson Plan Development Rubric

Beginning Developing Accomplished Exemplary

Criterion Score
1 2 3 4
Instructional goals and
objectives are stated but are
Instructional goals and
Instructional goals and not easy to understand. Instructional goals and objectives
objectives are stated. Learners
objectives are not stated. Learners are given some clearly stated. Learners have a
have an understanding of what
Learners cannot tell what is information regarding what is clear understanding of what is
Instruction Goals and is expected of them. Learners
expected of them. Learners expected of them. Learners are expected of them. Learners can
Objectives can determine what they
cannot determine what they not given enough information determine what they should know
should know and be able to do
should know and be able to do to determine what they should and be able to do as a result of
as a result of learning and
as a result of learn. know and be able to do as a learning and instruction.
instruction.
result of learning and
instruction.
Some instructional strategies Most instructional strategies
Instructional strategies
are appropriate for learning are appropriate for learning
appropriate for learning
Instructional strategies are outcome(s). Some strategies outcome(s). Most strategies
outcome(s). Strategy based on a
Instructional Strategies missing or strategies used are are based on a combination of are based on a combination of
combination of practical
inappropriate. practical experience, theory, practical experience, theory,
experience, theory, research and
research and documented best research and documented best
documented best practice.
practice. practice.
 Method for assessing student Method for assessing student Method for assessing student
Method for assessing student learning and evaluating learning and evaluating learning and evaluating instruction
Assessment learning and evaluating instruction is vaguely stated. instruction is present. Can be is clearly delineated and authentic.
instruction is missing. Assessment is teacher readily used for expert, peer, Can be readily used for expert,
dependent. and/or self-evaluation peer, and/or self-evaluation
Selection and application of Selection and application of
Selection and application of
Selection and application of technologies is beginning to be technologies is basically
technologies is appropriate for
technologies is inappropriate appropriate for learning appropriate for learning
Technology Used learning environment and
(or nonexistent) for learning environment and outcomes. environment and outcomes.
outcomes. Technologies applied to
environment and outcomes. Technologies applied do not Some technologies applied
enhance learning.
affect learning. enhance learning.
Some materials necessary for
Most materials necessary for All materials necessary for student
student and teacher to
Materials Needed Material list is missing. student and teacher to and teacher to complete lesson
complete lesson are listed, but
complete lesson are listed. clearly listed.
list is incomplete.
Lesson plan is unorganized and Complete package presented in
Organization and Lesson plan is organized, but Lesson plan is organized and
not presented in a neat well organized and professional
Presentation not professionally presented. neatly presented.
manner. fashion.
Total
Concept Map Development Rubric

CATEGORY 4 3 2 1
Title Title tells the purpose/content of Title tells the purpose/content of Title tells the purpose/content of Purpose/content of the map is not
the map, is clearly distinguishable as the map and is printed at the top of the map, but is not located at the clear from the title.
the title (e.g. larger letters, the map. top of the map.
underlined, etc), and is printed at
the top of the map.

Map Legend/Key Legend is easy-to-find and contains a Legend contains a complete set of Legend contains an almost complete Legend is absent or lacks several
complete set of symbols, including a symbols, including a compass rose. set of symbols, including a compass symbols.
compass rose. rose.

Labels - Accuracy At least 90% of the items are labeled 80-89% of the items are labeled and 79-70% of the items are labeled and Less than 70% of the items are
and located correctly. located correctly. located correctly. labeled and located correctly.

Neatness of Color and Lines All straight lines are ruler-drawn, all All straight lines are ruler-drawn, Most straight lines are ruler-drawn, Many lines, corrections of errors,
errors have been neatly corrected most errors have been neatly most errors have been neatly and/or features are not neatly done.
and all features are colored corrected and most features are corrected and most features are
completely. colored completely. colored completely.