Scenario : A high school teacher is planning a lesson on fractions but notices that the students struggle to see the relevance of the topic to their daily lives. Question : How could the teacher incorporate real-world scenarios to make learning fractions more engaging and meaningful for the students?

a. Introduce a project where students bake cookies and measure ingredients using fractions.

c. Use only textbook examples to explain fractions.

b. Discuss the history of fractions without connecting them to real life.

d. Show students how to perform advanced mathematical operations unrelated to fractions.

Scenario : A math teacher wants to teach geometric shapes and measurements but knows that the students find it difficult to relate to abstract concepts. Question : How could the teacher use real-world examples (e.g., architecture, sports, or art) to demonstrate the practical application of geometry?

b. Ask students to create models of their dream houses, incorporating geometric shapes and measurements.

d. Use geometry terms without giving any practical examples.

a. Discuss geometric shapes used in popular video games.

c. Focus only on theoretical geometry principles.

S cenario : A teacher is integrating math and art in a lesson where students create geometric designs and use mathematical principles such as symmetry, patterns, and proportions. Question : How should the teacher incorporate both subjects effectively to enhance learning?

b. Guide students to explore the mathematical principles behind their artistic designs, emphasizing the connection between geometry and art.

a. Teach the mathematical concepts and art techniques separately without showing their connections.

c. Focus only on the artistic aspects of the design and avoid teaching the underlying math concepts.

d. Teach only the mathematical formulas and principles without letting students apply them creatively in their artwork.

Scenario : A high school teacher is introducing probability but finds that students are confused about how probability applies to their lives. Question : How can the teacher make probability more understandable and relevant?

a. Explain probability by showing how it applies to predicting outcomes in games, such as rolling dice or drawing cards.

c. Teach probability only through abstract word problems.

d. Skip probability and focus on basic arithmetic instead.

b. Focus only on the mathematical formula for calculating probability without any examples.

A math teacher is teaching linear equations but notices that many students struggle to see how equations apply to real-life situations. Question : How could the teacher connect linear equations to everyday life?

a. Use examples like budgeting or salary calculations where the total amount depends on a fixed rate or price.

c. Discuss abstract mathematical theories that don’t relate to real life.

b. Focus only on solving abstract algebraic problems without practical examples.

d. Teach only the theory behind linear equations, ignoring practical applications.

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Mitigation and Adaptation. The Philippines is situated in a disaster risk area where hazards will always be present. The government's response to mitigate and adapt to these hazards is through the creation of hazard maps. Hazard maps are developed to indicate the places where most natural hazards occur or will most likely occur. Identifying these places can aid in informed land-use and the persons-in-charge can create emergency response plans. With the proper knowledge of hazards and the actions to be taken if ever they occur will help in the reduction and mitigation of the dangers of these natural hazards to life and property. In the Philippines, the Department of Environment and Natural Resources (DENR) created a Geohazard Mapping and Assessment Program implemented by the Mines and Geosciences Bureau, which identifies areas vulnerable to geologic hazards or geohazard. They are also responsible for developing the hazard maps. High susceptibility to landslide. • Areas with high susceptibility rating have active/recent landslides and tension cracks that would directly affect the community. Those with steep slopes and drainages that are prone to landslide damming are also highly susceptible to landslides. Moderate susceptibility to landslide. • Areas with moderate landslide susceptibility rating have inactive/old landslide and tension cracks which are located away from the community. These areas usually have moderate slopes. Low susceptibility to landslide . • Areas with low to gentle slopes and lacking tension cracks have low landslide susceptibility rating. High susceptibility to flooding . • Areas with greater than 1-meter flood height. These areas are usually flooded for several hours during heavy rains include landforms of topographic lows such as active river channels, abandoned river channels and areas along river banks; also prone to flashfloods. Low to moderate susceptibility to flooding. • Areas with less than 10-meter flood height. These are usually inundated during prolonged and extensive heavy rainfall or extreme condition. Aside from the development of hazard maps, action plans should be conceptualized to identify the priorities for action and plan for the possible impacts affecting the country. Local programs should be established to help the people who are most affected by natural disasters to recover from their losses. Such programs can include training the people to innovate and think out of the box to come up with ideas or solutions that will be more effective for their livelihood. Education is also a means for people to mitigate and adapt to natural hazards. It can increase mass awareness regarding natural hazards; thus, increasing their chances of survival. It is also a means of promoting access to information and resources that will help individuals be better prepared for natural hazards. Lastly, formal education can empower individuals to be more adaptive with their responses to and recovery from natural hazards. In preparation for natural hazards, information regarding what to do before during, and after a natural hazard is disseminated all over the country. The following are the things to do to be prepared for each natural hazard..

1 What is the Australian Qualifications Framework (AQF)? 2 Describe three nationally accredited training products. 3 Define CBA. How is CBA different from other types of assessment? Briefly describe how the four (4) principles of assessment impact the CBA process. 4 Briefly describe how the rules of evidence impact the collection of evidence. 5 Describe different methods of gathering evidence for CBA . Describe the three main assessment methods. Describe the two different assessment pathways. What is recognition of prior learning (RPL), and what are the benefits? 6 What are the three endorsed components of training packages? 7 Briefly describe the components of a unit of competency (UofC). 8 What is the ACSF? Identify the five core skills. 9 How do the dimensions of competency guide assessment practices? 10 What is the purpose and context of assessment? How can you contextualise an assessment while maintaining the integrity of the Unit of Competency? 11 What is the difference between assessment tools and assessment instruments? What are the essential parts of an assessment tool? 13 What is the purpose of mapping against units of competency? 14 Describe reasonable adjustment in competency-based assessment. What are the limitations? 15 What would you do if a candidate provided you with evidence that was not authentic? 16 How does the marker’s guide support you in objective assessment judgement? 17 Give an example of inclusive language when giving assessment instructions. 18 What are the key WHS instructions that are required prior to commencing assessment? 19 What do you look for when clustering units of competency for an assessment tool? 20 What are the key characteristics of a cohort of learners that need to be considered in the planning an assessment tool?

Contextualized sentences for these terms. hola gracias por favor buenos días buenas tardes buenas noches hasta luego perdón saludar escuchar abrir cerrar levántate levántense siéntate siéntense

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Currículo contextualizado, enseñanza situada, aprendizaje situado, características, ventajas y aplicación en educación básica regular

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