The document outlines an integrative performance task for grade 11 students at Nangka High School. The task involves students working in groups to bake and sell pastries, applying concepts from 8 subject areas. Students will take on roles like planners, organizers, and entrepreneurs. They must bake products for 4 hours according to techniques, compute costs and selling prices, sell products or hire others to sell on commission. Students will present their outputs and be evaluated using rubrics on subjects like baking, career planning, nutrition science, math and business calculations, communication skills and more. The document provides detailed goals, roles, audiences, products, standards and rubrics for assessment of the integrative performance task.

1. Integrative Performance
Tasks
Make Baking Feasible
Grade 11
NANGKA HIGH SCHOOL, SHS

2. GRASPS Model

4. GRASPS Model
Goals:
• To bake pastry products according to techniques and appropriate
conditions; and enterprise requirement and standards. (Bread and
Pastry Production)
• To produce a signage about the proper etiquette in the TVL
laboratory. Consider number of items minimum of 5 and maximum
of 8. (H.O.P.E)
• Prepare a career plan based on the identified career options to attain
personal life’s goals. (Personal Development)
• To identify the nutritional value of the baked product itself and
ingredients used in making the pastry products. (Earth and Life
Science)

5. GRASPS Model
Goals:
• Construct word problems and make solutions that involve the
following: (GENERAL MATH & BUSINESS MATH)
a. Simple or compound interest (General Math)
Situation: You will borrow money as capital to be used for baking and
selling the pastry products
b. Straight Commission (Business Math)
Situation: You will sell pastry products to earn commissions

6. GRASPS Model
Goals:
• To identify and check on the qualification of students who
will be given responsibilities to take part in this
activity.(Staffing) (Organization and Management)
• To employ various communicative strategies in the given
situation. (Oral Communication)

7. GRASPS Model
Role:
• The learners will act as planners, organizers,
graphic designer, entrepreneur, nutritional
dietitian, cook, food servers and other roles
needed for the production operation.

8. GRASPS Model
Audience:
•School principal, teachers, parents,
students and other stakeholders.

9. • As part of the performance task for the 2nd grading
of this school year, the grade 11 students will bake
different pastry products which they will sell to
earn income.
• This will also showcase the integrative performance
tasks of 8 subject areas.

10. GRASPS Model
Product / Performance:
Your group’s task is to prepare and bake pastry
products for 4 hours according to techniques and
follow the health and safety protocols. You will
compute the cost and selling price of finished
products. To earn income, you may find someone to
help sell your baked pastries, just give them
commissions. Finally, you will present your output to
your teachers and classmates.

11. GRASPS Model
Standard Rubrics:
• Rubrics for setting up of the venue, foods/pastry, and other preparations.
(Bread and Pastry Production)
• Rubrics for a signage about the proper etiquette in the TVL laboratory.
(H.O.P.E)
• Rubrics for a career plan. (Personal Development)
• Rubrics for making a thorough list of nutritional value of the ingredients
used in making pastry products. (Earth & Life Science)

12. GRASPS Model
Standard Rubrics:
• Rubrics for constructing and solving problems involving simple and
compound interest as well as interest and commission.
(General Math & Business Math)
• Rubrics for the quality of answers on the four questions stated
(please see output) (Organization and Management)
• Rubrics for the program delivery exhibiting the communicative
strategy. (Oral Communication)

13. GRASPS Model
Standard Rubrics:
Bread and Pastry Production Output:
Performance Levels
4- Advanced = Can Perform this skill without supervision and with initiative and adaptability to
problem situations.
3- Proficient = Can Perform this skill satisfactorily without assistance or supervision
2-Approaching to Proficiency= Can Perform this skill satisfactorily but requires some assistance and/or
supervision.
1-Basic= Can perform parts of skill satisfactorily but requires considerable assistance and or
supervision.

14. GRASPS Model
Standard Rubrics:
HOPE

15. GRASPS Model
Standard Rubrics:
Personal Development

16. GRASPS Model
Standard Rubrics:
Earth and Life Science

17. GRASPS Model
Standard Rubrics:
General Mathematics/Business Math

18. GRASPS Model
Standard Rubrics:
Organization and Management

19. GRASPS Model
Standard Rubrics:
Oral Communication

20. NHS SHS Department
1.Ms. Maritess S. Zara
2. Mr. Dunhill Jan E. Elmido
3. Ms. Sylvette G. Sabaupan
4. Ms. Maybele L. Roa
5. Ms. Lea Jenyka A. De Lara
6. Ms. Remelyn A. Tolentino
7. Ms. Girlie C. Cao
8. Mr. Nestor E. Acosta

21. Thank
you