DIOCESE OF SURIGAO

Surigao City

SAINT JOHN’S SCHOOL

Bacuag, Surigao del Norte

STUDENT’S ACTIVITY SHEET

Name: __________________________ Date: ___________________________

Grade & Section: Grade 10 – St. _________________ Subject: Math - Grade 10
Expert Teacher: ___________________ Contact No.: _______________________
=========================================================================================
Activity No.: 1.1 – 1.3
Activity Title: Patterns in numbers and shape.
Topic: Sequence and Series
DepEd MELC: generates patterns.
Learning Target: At the end of the lesson, I can create and determine pattern.
Type of Activity: KUD / AMT
RBT Levels: Remembering, Analyzing, Applying
21st Century Skills: Communication, Critical Thinking, Career and Self - reliance
Institutional Core Values: Excellence, Faith/Risk, Communitarian
References: O.A Orence and M.O Mendoza,E-Math 10,2015
Deped Mathematics– Grade 10 Alternative Delivery Mode Quarter 1 – Module 1: Generating Patterns First Edition, 2020

Concept Note:
The Greek mathematician Pythagoras who lived during the sixth century BC was the founder of the Pythagorean
brotherhood. The group studied numbers of geometric arrangements of points, such as triangular numbers, square
numbers, and pentagonal numbers. The following illustrates the first few of each of these types of numbers.

Triangular Numbers

Square Numbers

Pentagonal Numbers

A sequence is a list of things (usually numbers) that are in order. Each number in the sequence is called a term.
Example: 3, 5, 7, 9, …
When the sequence goes on forever it is called an infinite sequence, otherwise it is a finite sequence.
Example: ( 1, 2, 3, 4,…) is a very simple sequence (and it is an Infinite sequence)
(1, 3, 5, 7) is the sequence of the first 4 odd numbers (and is a finite sequence)

Learning Activity:
The ordered list of numbers, such as
1, 3, 6, 15,…
1, 4, 9, 16, 25, …
 are called sequences of numbers. A sequence may be generated from shapes, patterns, or rulers. The number of
dots generated the sequences of the figurate numbers. Each number in sequence is called a term. Each term is identified
by its position in the ordered list.
Assessment Activity 1: What’s next?
Each item below shows a pattern. Answer the given questions.
1. What is the next number?
What is the 10th number?
0, 4, 8, 12, 16, ___
2. What is the next number?
What is the 8th number?
9, 4, -1, -6, -11, ___
3. What is the next number?
What is the 12th number?
1, 3, 9, 27, 81, ___
4. What is the next number?
What is the 7th number?
160, 80, 40, 20, 10, ___
5. What is the next number in the above sequence?
What is the 14th number?
1, 3, 7, 15, 31, ____
Assessment Activity 2: Complete the Frayer’s Model
Definition Facts/Characteristics

Examples Sequence Non-example

Assessment Activity 3: 3 – 2 – 1 Approach

3 Things I Have Learned

2 Things I Found Most Important

1 Question I Still Have In Mind

 DIOCESE OF SURIGAO
Surigao City

SAINT JOHN’S SCHOOL

Bacuag, Surigao del Norte

STUDENT’S ACTIVITY SHEET

Name: __________________________ Date: ___________________________

Grade & Section: Grade 10 – St. _________________ Subject: Math - Grade 10
Expert Teacher: ___________________ Contact No.: _______________________
=========================================================================================
Activity No.: 1.4 – 1.6
Activity Title: Arithmetic or Not
Topic: Sequence and Series
DepEd MELC: illustrates an arithmetic sequence, determines arithmetic means, nth term of an arithmetic sequence and
sum of the terms of a given arithmetic sequence.
Learning Target: At the end of the lesson, I can clarify and find arithmetic means, nth term of an arithmetic sequence and
sum of the terms of a given arithmetic sequence.
Type of Activity: KUD / AMT
RBT Levels: Remembering, Understanding, Applying
21st Century Skills: Critical Thinking and Problem Solving
Institutional Core Values: Excellence, Faith/Risk
References: O.A Orence and M.O Mendoza,E-Math 10,2015,
Deped Mathematics– Grade 10 Alternative Delivery Mode Quarter 1 – Module 1: Generating Patterns First Edition, 2020

Concept Note:
Arithmetic sequence(Arithmetic Progression) the difference between one term and the next is a constant. In
other words, we just add the same value each time … infinitely.
Example: 1, 4, 7, 10, 13, 16, 19, 22, 25, …
This sequence has a difference of 3 between each number (called the common difference). The pattern is continued by
adding 3 to the last number each time.
The terms between any two nonconsecutive terms of an arithmetic sequence are known as arithmetic means.
A Series is the sum of all the terms in a sequence.

Summing or adding the terms of an Arithmetic sequence creates what is called a series.

Learning Activity:
Finding the next term.

Formula for the nth term and Finding the nth Term of a Sequence

Example:

Find the 20th term of 2, 4, 6, 8, …

 Write out: 2, 4, 6, 8, … n=nth term

 Common Difference: d = 2 a 1=1 st term
 Formula: a n=a1 + ( n−1 ) d d=common difference
 Plug in: a 20=2+ ( 20−1 ) 2 a n=last term
a 20 =2+ ( 19 ) 2
a 20=40
Finding the missing term/s in the Arithmetic Sequence.
Example:
Find the missing terms of 19, __, __, 4
a n=a1 + ( n−1 ) d a n=a1 + ( n−1 ) d a 1=19
Let n=4 4=19+ ( 4−1 ) d a 2=19−5=14
a n=a 4=4 4=19+ ( 3 ) d a 3=14−5=9
a 1=19 4−19=3 d a 4=4
d=? −15=3 d
−15 3 d
=
3 3
−5=d

Example: Insert 4 arithmetic means between 5 and 25.

Sol. Let a 1=5∧a6=25 . We will insert a 2 , a3 , a 4 ,a 5.
5 , a2 , a3 , a4 , a5 , 25
a 6=a1 +5 d
25=5+5 d
25−5=5 d
5d
20=
5
4=d
Therefore, the sequence will be 5, 9, 13, 17, 21, 25
Formulas to find the nth Partial Sum of an Arithmetic Sequence:

n n [ 2 a1 + ( n−1 ) d ]
Sn= ( a1 +a n ) or Sn=
2 2
Example:
What is 1+2+3+…+50+51+…+98+99+100?

n n [ 2 a1 + ( n−1 ) d ]
Sn= ( a1 +a n ) or Sn=
2 2
100 100 [ 2 (1 ) + ( 100−1 ) 1 ]
Sn= (1+100 ) Sn=
2 2
100 [ 2+ ( 99 ) 1 ]
Sn=50 ( 101 ) Sn=
2
100 [ 2+ 99 ]
Sn=5050 Sn=
2
100 [ 101 ]
Sn =
2
10100
Sn=
2
Sn=5050

Assessment Activity 1: Identifying Arithmetic Sequence

Tell whether each sequence is arithmetic or not. If it is arithmetic check on the Yes column then give the common
difference; if it is not, check the No column.
Sequence Yes No Common
 difference
1. 12, 16, 20, 24, …
2. 35, 32, 29, 26, …
3. 40, 45, 50, 55, …
4. -3, -23, -43, -63, …
5. 4, 9, 13, 17, …
6. -34, -64, -94, -124, …
7. -3, -40, -50, -60, …
8. -8, -3, 1, 4, …
9. -7, -9, -11, -13, …
10. 9, 14, 19, 24, …

Assessment Activity 2: Extend Me!

From the ideas you have shared and have gained, complete each statement as an evidence of mastering the skill in
determining the next term/s, the missing term/s, and the nth term of an arithmetic sequence.

 A sequence is arithmetic when

_____________________________________________________________________.
 To get the common difference of an arithmetic sequence,
_____________________________________________________________________.
 To get the next term of an arithmetic sequence,
_____________________________________________________________________.
 To determine the nth term of an arithmetic sequence, use the
_____________________________________________________________________.
 To determine the missing term/s of an arithmetic sequence given its first and last terms,
____________________________________________________________________________________________
____________________________________________________________________________________________
___________________________.
 Find the sum of the first 25 terms of the arithmetic sequence 4, 9, 14, 19, 24, …
 Find the sum of the multiplies of 3 from 15 to 45.

Assessment Activity 3: Filling Me Up!

 DIOCESE OF SURIGAO
Surigao City

SAINT JOHN’S SCHOOL

Bacuag, Surigao del Norte

STUDENT’S ACTIVITY SHEET

Name: __________________________ Date: ___________________________

Grade & Section: Grade 10 – St. _________________ Subject: Math - Grade 10
Expert Teacher: ___________________ Contact No.: _______________________
=========================================================================================
Activity No.: 1.7-1.9
Activity Title: What’s Up Geometric?
Topic: Sequence and Series
DepEd MELC: illustrate a geometric sequence, differentiates a geometric sequence from an arithmetic sequence.
Learning Target: At the end of the lesson, I can demonstrate and distinguish a geometric sequence from an arithmetic
sequence.
Type of Activity: KUD / AMT
RBT Levels: Remembering, Understanding, Applying
21st Century Skills: Critical Thinking & Problem Solving, ICT
Institutional Core Values: Excellence
References: O.A Orence and M.O Mendoza,E-Math 10,2015,
Deped Mathematics– Grade 10 Alternative Delivery Mode Quarter 1 – Module 1: Generating Patterns First Edition, 2020

Concept Note:

The terms in a geometric sequence with negative r will oscillate between positive and negative.

The nth term an of the sequence is an = a1 r n - 1, where a1 is the first term, r is the common ration, and n is the number of
terms.

Learning Activity:

Example of finite geometric sequence:

 5, 25, 125, 625 32, 16, 8 , 4 , 2 1, 10, 100, 1 000, 10 000
Example of infinite geometric sequence:
1 1 1 1 1
80, 40, 20, 10, 5, ... , , , , ,… 0.8, 1.6, 3. 2, 6.4, 12.8, …
2 6 18 54 162
Example 1:
Find the 11th term of the geometric sequence80, -40, 20, -10,…
Solution:
The given geometric sequence ha a1 = 80, and the common ratio is determined in the following manner:
a2 −40
r= = substitute the value of a2 (second term) and a1 (first term)
a1 80
1
r¿− 2 simplify to lowest term

1
substitute a1 = 80,r¿− , and n = 11 for the formula for an.
2
a n = a1 r n - 1
−1 11 - 1
an = 80 ( ¿
2
−1 10
an = 80 ( ¿
2
1
an = 80 ( ¿
1,024
80
an =
1,024
10
an =
128
Example: Find the next term in the arithmetic sequence 7, 15, 23, 31,?
First, find the common difference of each pair of consecutive numbers.

 15−7 = 815−7=8
 23−15 = 823−15=8
 31−23 = 831−23=8

Assessment Activity 1 : Find me!

A. State whether each of the following sequence is geometric or not.

1. 5,20,80,320 , …
2. 5 ,−10,20 ,−40
3. 1,0.6,0 .36,0.216 ,…
10 10 10 10
4. , , ,
3 6 9 15
5. 4,0,0,0,0 , …

Assessment Activity 2 : Complete me!

 DIOCESE OF SURIGAO
Surigao City

SAINT JOHN’S SCHOOL

Bacuag, Surigao del Norte

PERFORMANCE ACTIVITY
(Multi-Intelligences)

Name: __________________________ Date: ___________________________

Grade & Section: Grade 10 – St. _________________ Subject: Math - Grade 10
Expert Teacher: ___________________ Contact No.: _______________________
=========================================================================================
Released Date: _____________________________ Submission Date: _____________________________

Performance Activity on Sequence and Series using the Multiple Intelligences Theory:

Linguistics:
Make a poem or a composition describing or illustrating the importance of sequence and series in solving real life situations.

Logical Mathematical:
Formulate a real-life problem/scenario in our your community involving sequence and series solve it using the various methods

Spatial:
Make/create a Math Cartoon or a Math Comics portraying the real life application and uses of sequence and series.

Musical:
Compose an original song or a jingle describing the uses and importance of sequence and series in solving real-life problem in your
home or Community

Bodily- Kinesthetic:
Browse on internet an action song about the concept of sequence and series, and then make a dance or choreograph a presentation that
interprets the song you’ve browsed.

Interpersonal:
Compose Create a Tutorial video which discussing on how to solve Real- life problems involving sequence and series using the
various methods. Upload your output in any social media platform you liked.

Intrapersonal:
Choose a certain articles about how the concept sequence and series being used in different sector such as business, education
science and technology etc. and reflect on it. How does it help you in your future job, business or studies?

Naturalist:
Make a report on how to solve minimizes the impact of certain environmental and ecological problem or pollution using the concept
of sequence and series.

DIOCESE OF SURIGAO
Surigao City

SAINT JOHN’S SCHOOL

Bacuag, Surigao del Norte

STUDENT’S ACTIVITY SHEET

Name: __________________________ Date: ___________________________

Grade & Section: Grade 10 – St. _________________ Subject: Math - Grade 10
Expert Teacher: ___________________ Contact No.: _______________________
=========================================================================================
Activity No.: 1.10 – 1.12
Activity Title: The Search Is On
Topic: Sequence and Series
DepEd MELC: determine geometric means, nth term of a geometric sequence and sum of the terms of a given finite or
infinite geometric sequence.
Learning Target: At the end of the lesson, I can find geometric means, nth term of a geometric sequence and sum of the
terms of a given finite or infinite geometric sequence.
Type of Activity: KUD / AMT
RBT Levels: Remembering, Understanding, Creating
21st Century Skills: Critical Thinking and Problem Solving
Institutional Core Values: Excellence, Communitarian
References: O.A Orence and M.O Mendoza,E-Math 10,2015,
Deped Mathematics– Grade 10 Alternative Delivery Mode Quarter 1 – Module 1: Generating Patterns First Edition, 2020

Concept Note:
The geometric mean, sometimes referred to as compounded annual growth rate or time-weighted rate
of return, is the average rate of return of a set of values calculated using the products of the terms. What does
that mean? Geometric mean takes several values and multiplies them together and sets them to the
1/nth power.

Learning Activity:

 finding the nth term of a geometric sequence

Assessment Activity: 1 Find Me!
Assessment Activity 2: Finding Meaning In A Geometric Mean.

Assessment Activity 3: May the Best Man Win

 DIOCESE OF SURIGAO
Surigao City

SAINT JOHN’S SCHOOL

Bacuag, Surigao del Norte

STUDENT’S ACTIVITY SHEET

Name: __________________________ Date: ___________________________

Grade & Section: Grade 10 – St. _________________ Subject: Math - Grade 10
Expert Teacher: ___________________ Contact No.: _______________________
=========================================================================================
Activity No.: 1.13
Activity Title: Problems involving sequence
Topic: Sequence and Series
DepEd MELC: solves problems involving sequence.
Learning Target: At the end of the lesson, I can explain problems involving sequence.
Type of Activity: U / M
RBT Levels: Understanding,
21st Century Skills: Critical Thinking and Problem Solving
Institutional Core Values: Excellence
References: O.A Orence and M.O Mendoza,E-Math 10,2015,
Deped Mathematics– Grade 10 Alternative Delivery Mode Quarter 1 – Module 1: Generating Patterns First Edition, 2020

Learning Activity:

Assessment Activity 1: Beyond the Basics

1.

2.
 DIOCESE OF SURIGAO
Surigao City

SAINT JOHN’S SCHOOL

Bacuag, Surigao del Norte

STUDENT’S ACTIVITY SHEET

Name: __________________________ Date: ___________________________

Grade & Section: Grade 10 – St. _________________ Subject: Math - Grade 10
Expert Teacher: ___________________ Contact No.: _______________________
=========================================================================================
Activity No.: 1.14 – 1.16
Activity Title: Solve me!
Topic: Polynomial Function
DepEd MELC: performs division of polynomials using long division and synthetic division and proves the remainder
theorem, factor theorem and the rational root theorem.
Learning Target: At the end of the lesson, I can solve division of polynomials using long division and synthetic division,
proves the remainder theorem, factor theorem and the rational root theorem.
Type of Activity: KUD / AMT
RBT Levels: Remembering, Understanding, Applying
21st Century Skills: Critical Thinking and Problem Solving
Institutional Core Values: Excellence, Faith/Risk
References: O.A Orence and M.O Mendoza,E-Math 10,2015,
Deped Mathematics– Grade 10 Alternative Delivery Mode Quarter 1 – Module 1: Generating Patterns First Edition, 2020

Concept Note:
Polynomial are sums (and differences) of polynomial “terms”. For an expression to be a polynomial term, any
variables is the expression must have whole number powers (or else the “understood” power of 1, as in x 1, which is
normally written as x). A plain number can also be a polynomial term. In particular, for an expression to be a polynomial
term, it must contain no square roots of variables, no fractional or negative powers on the variables, and no variables in
the denominators of any fractions
Long Division is the process of repetitive steps and in dividing polynomials the laws of exponents and the
distributive property are also applied.
Synthetic division is a shortcut method for dividing two polynomials which can be used in place of the standard
long division algorithm. This method reduces the dividend and divisor polynomials into a set of numeric values. After
these values are processed, the resulting set of numeric outputs is used to construct the polynomial quotient and the
polynomial remainder. Write the 0 coefficient for the missing term in the dividend.
Learning Activity:

Synthetic Division Example:

Long Division Example:
Assessment Activity 1: Solve me!
 Divide the polynomials.
2
1. x −6 x +8 by x −2
2. 2 x3 +3 x 2−6 x−8 by x−4
Assessment Activity 2: Is it polynomial?
 DIOCESE OF SURIGAO
Surigao City

SAINT JOHN’S SCHOOL

Bacuag, Surigao del Norte

PERFORMANCE ACTIVITY

Name: ____________________________________ Subject: Mathematics – Grade 10

Grade Level & Section: _______________________ Subject Teacher: _________________________

Released Date: _____________________________ Submission Date: _____________________________

Performance Activity on Polynomial Function using the Multiple Intelligences Theory:

Linguistics:
Make a poem or a composition describing or illustrating the importance of Polynomial Function in solving real life situations.

Logical Mathematical:

Formulate a real-life problem/scenario in our your community involving Polynomial Function solve it using the various
methods

Spatial:
Make/create a Math Cartoon or a Math Comics portraying the real life application and uses of Polynomial Function.

Musical:

Compose an original song or a jingle describing the uses and importance of Polynomial Function in solving real-life problem
in your home or Community

Bodily- Kinesthetic:

Browse on internet an action song about the concept of Polynomial Function, and then make a dance or choreograph a
presentation that interprets the song you’ve browsed.

Interpersonal:

Compose Create a Tutorial video which discussing on how to solve Real- life problems involving Polynomial Function using
the various methods. Upload your output in any social media platform you liked.

Intrapersonal:

Choose a certain articles about how the concept Polynomial Function being used in different sector such as business,
education science and technology etc. and reflect on it. How does it help you in your future job, business or studies?

Naturalist:
Make a report on how to solve minimizes the impact of certain environmental and ecological problem or pollution using the
concept of Polynomial Function.
 DIOCESE OF SURIGAO
Surigao City

SAINT JOHN’S SCHOOL

Bacuag, Surigao del Norte

STUDENT’S ACTIVITY SHEET

Name: __________________________ Date: ___________________________

Grade & Section: Grade 10 – St. _________________ Subject: Math - Grade 10
Expert Teacher: ___________________ Contact No.: _______________________
=========================================================================================
Activity No.: 1.17 – 1.19
Activity Title: Let’s Factor It Out!
Topic: Polynomial Equation
DepEd MELC: factors polynomials
Learning Target: At the end of the lesson, I can Factors polynomials.
Type of Activity: KUD / AMT
RBT Levels: Remembering, Analyzing, Applying
21st Century Skills: Communication, Critical Thinking and Problem Solving
Institutional Core Values: Excellence, Faith/Risk
References: O.A Orence and M.O Mendoza,E-Math 10,2015
Deped Mathematics– Grade 10 Alternative Delivery Mode Quarter 1 – Module 1: Generating Patterns First Edition, 2020

Concept Note:
Factoring an expression means finding all the prime factors of the given product. If the only factors of the
polynomial are the polynomial itself and 1, then the polynomial is said to be prime.
Factoring polynomials is involving polynomials, polynomial equations, and polynomial function require this skills. That
polynomial functions can be linear, quadratic or cubic expressions.
Learning Activity:
Example:
1. Factor: -6x5 – 15x4 + 9x3
Solution: -6x 5 -15x4 + 9x3 = 3x3 (-2x2 – 5x + 3)
= -3x 3 (2x2 + 5x – 3)
= -3x 3 (2x – 1) (x + 3)
2. The polynomial 2x4 – 21x2 + 27 can be transformed into a quadratic trinomial by letting u = x2. The
resulting trinomial is factorable.
Solution: 2x4 – 21x2 + 27 = 2u2 – 21u + 27
= (2u – 3) (u – 9)
Since u = x2,
2x4 – 21x2 + 27 = (2u – 3) (u – 9)
= (2x 2 – 3) (x2 – 9)
But x2 – 9 can be still be factored into (x +3) (x – 3)
= (2x 2 – 3) (x + 3) (x – 3)
Assessment Activity 1: Is it a factor?

Assessment Activity 2: Factor Me Dear!

Assessment Activity 3: Solve, and then Decide

Solve and complete your solution.

The side of your square lot is (5x – 3) meters. How many meters of fencing materials are needed to enclose your square
lot? If one square meter of the lot costs Php 15,000.00, what is the cost of the square lot?
 DIOCESE OF SURIGAO
Surigao City

SAINT JOHN’S SCHOOL

Bacuag, Surigao del Norte

STUDENT’S ACTIVITY SHEET

Name: __________________________ Date: ___________________________

Grade & Section: Grade 10 – St. _________________ Subject: Math - Grade 10
Expert Teacher: ___________________ Contact No.: _______________________
=========================================================================================
Activity No.: 1.20-1.21
Activity Title: Let’s Try To Figure It Out!
Topic: Polynomial Function
DepEd MELC: illustrate polynomial equations.
Learning Target: At the end of the lesson, I can illustrate polynomial equations.
Type of Activity: KU / AM
RBT Levels: Remembering, Understanding
21st Century Skills: Communication, Critical Thinking and Problem Solving
Institutional Core Values: Excellence, Faith/Risk
References: O.A Orence and M.O Mendoza,E-Math 10,2015
Deped Mathematics– Grade 10 Alternative Delivery Mode Quarter 1 – Module 1: Generating Patterns First Edition, 2020

Concept Note:
Polynomial equation – an equation involving polynomial expression.
A polynomial equation of degree n in one variable x is an equation that can be written in the form
anxn + an-1xn-1 + an-2xn-2 +...+a2x2 + a1x + a0 = 0 , where an,an-1,an-2,...a0 are real numbers.
The degree of the polynomial equation is determined by the highest exponent of the variable. For instance, the
polynomial equation 5x6 – 3x4 + 2x2 -1 =0 is of the 6 th degree and the polynomial equation -7x 5 +3x4 + 4x3 – 2x2 –x + 3 = 0
is of the 5th degree. A value of the variable which satisfies a polynomial equation is called a root of the equation.

Learning Activity:
Example of the polynomial equations are the following.
X+2=0 (linear equation)
3x2 – x + 7 = 0 (quadratic equation)
-2x3 –x2 + 1 = 0 (cubic equation)
Find all the possible rational zeros of f ( x )=2 x 3+ 3 x 2−8 x +3

According to the rational zero theorem, any rational zero must have a factor of 3 in the numerator and a factor of 2 in
the denominator.

p :factors of 3=± 1 ,± 3

q : factors of 2=±1 , ±2

p 1 3
The possibilities of , in simplest form are, ± 1, ± ,± 3 , ±
q 2 2
These values can be tested by using direct substitution or using synthetic division and finding the remainder. Synthetic
division is the better method because if a zero is found, the polynomial can be written in factored form, and if possible,
can be factored further, using more traditional methods.

p 2 3 -8 3

q
1 2 5 -3 0 Is a zero
-1 2 1 -9 2

1 2 4 -6 0 Is a zero

2
−1 2 2 -9 15
2 2
3 2 9 19 60

-3 2 -3 1 0 Is a zero

3 2 6 1 9
2 2
−3 2 0 -8 15

1
Therefore, the zeros of f ( x )=2 x 3+ 3 x 2−8 x +3 are 1, , and −3 .
2

Assessment Activity 1: Spot the Difference

Assessment Activity: 2 Frayers Model

 DIOCESE OF SURIGAO
Surigao City

SAINT JOHN’S SCHOOL

Bacuag, Surigao del Norte

PERFORMANCE TASK

Name: __________________________ Date: ___________________________

Grade & Section: Grade 10 – St. _________________ Subject: Math - Grade 10

Expert Teacher: ___________________ Contact No.: _______________________
=========================================================================================
Released Date:____________________________ Submission Date: ______________________

Goal To be able to create a manpower plan through appropriate and accurate representations.
Role Foreman
Audience Family, relatives, and neighbors
Situation A newly-wed couple plans to construct a house. The couple has already a house plan made by their engineer friend.
As a foreman of the project, you are tasked to prepare a manpower plan to be presented to the couple.
Performance Create your own manpower plan that includes the number of workers needed to complete the project, their daily
wage, the duration of the project, and the budget. Write it in a 1 whole long bond paper.
Standard The manpower plan will be evaluated based on reasoning, accuracy, practicality, and efficiency.

CRITERIA OUTSTANDING SATISFACTORY DEVELOPING BEGINNING Score

4 3 2 1
REASONING Explanation shows Explanation shows Explanation shows Explanation shows
thorough reasoning substantial reasoning. gaps in reasoning illogical reasoning.
and insightful
justifications.
ACCURACY All computations are All computations are Most of the Some of the
correct and shown in correct. computations are computations are
detail. correct. correct.
PRESENTATION The presentation is The presentation is The presentation is The presentation is
delivered in a very delivered clearly. delivered in a delivered
convincing manner. Appropriate visual disorganized undoubtedly. It
Appropriate and materials were used. manner. Some does not use any
creative visual visual materials. visual materials
 materials were used.
PRACTICALITY The proposed plan The proposed plan will The proposed The proposed plan
will be completed at be complete in lesser project will be will be completed
the least time. time. completed with a with the most
greater number of number of days.
days.
EFFICIENCY The cost of the plan The cost of the plan is The cost of the plan The cost of the plan
is minimal. reasonable. is expensive. is very expensive.

Final score