Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: 1 Learning Area: General Mathematics Grade Level: Grade 11 Quarter: 1st Duration: 1 hr
Learning Competency/ies: The learner represents real-life situations using functions including piece- Code: M11GM-Ia-1
(Taken from the Curriculum Guide) wise functions.
Key Concepts / Applying function based in real-life situation.
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition
Remembering identify, retrieve, recognize, Identify functions from the given real-life
of knowing duplicate, list, memorize, situations.
The learner can recall information and retrieve relevant
something with repeat, describe, reproduce
knowledge from long-term memory
familiarity gained
through experience Understanding interpret, exemplify, classify,
The learner can construct meaning from oral, written and summarize, infer, compare,
or association
graphic messages explain, paraphrase, discuss

Skills Applying execute, implement, demonstrate,

The ability and The learner can use information to undertake a dramatize, interpret, solve, use,
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
through deliberate, Analyzing differentiate, distinguish, compare,
systematic, and The learner can distinguish between parts and contrast, organize, outline, attribute,
sustained effort to determine how they relate to one another, and to the deconstruct
smoothly and overall structure and purpose
adaptively carryout
complex activities or
Evaluating coordinate, measure, detect, defend,
The learner can make judgments and justify decisions judge, argue, debate, describe,
the ability, coming critique, appraise, evaluate
from one's generate, hypothesize, plan, design, Formulate real-life situations where function is
knowledge, practice, Creating
The learner can put elements together to form a develop, produce, construct, applied.
aptitude, etc., to do formulate, assemble, devise
something functional whole, create a new product or point of view

Attitude Categories: List of Attitudes:

Growth in 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
feelings or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty, Personal
emotional point to, reply, select, sit, Study, use discipline, Perseverance, Sincerity,
areas. 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Patience, Critical thinking, Open-
A settled reacts to a particular phenomenon. Learning outcomes may emphasize compliance in mindedness, Interest, Courteous,
way of responding, willingness to respond, or satisfaction in responding (motivation). Obedience, Hope, Charity, Fortitude,
thinking Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, Resiliency, Positive vision,
or feeling practice, present, read, recite, report, select, tell, write Acceptance, Determined,
about 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple Independent , Gratitude, Tolerant, Demonstrate
someone acceptance to the more complex state of commitment. Valuing is based on the internalization Cautious, Decisive, Self-Control, collaboration in the
or of a set of specified values, while clues to these values are expressed in the learner's overt Calmness, Responsibility, accomplishment of
something behavior and are often identifiable. Accountability, Industriousness, the given task.
, typically Industry, Cooperation, Optimism,
one that is
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Satisfaction, Persistent, Cheerful,
reflected initiate, invite, join, justify, propose, read, report, select, share, study Reliable, Gentle, Appreciation of
in a 4. Organization - Organizes values into priorities by contrasting different values, resolving one’s culture, Globalism,
person’s conflicts between them, and creating a unique value system. The emphasis is on comparing, Compassion, Work Ethics, Creativity,
behavior relating, and synthesizing values. Entrepreneurial Spirit, Financial
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Literacy, Global, Solidarity, Making a
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize stand for the good, Voluntariness of
5. Internalizing values - (Characterization): Has a value system that controls their behavior. The human act, Appreciation of one’s
behavior is pervasive, consistent, predictable, and most importantly, characteristic of the rights, Inclusiveness, Thoughtful,
learner. Instructional objectives are concerned with the student's general patterns of adjustment Seriousness, Generous, Happiness,
(personal, social, emotional). Modest, Authority, Hardworking,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Realistic, Flexible, Considerate,
propose, qualify, question, revise, serve, solve, verify Sympathetic, Frankness
Values Categories: List of Values:
A 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting,
principles name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends and truth, Kindness, Humble
standards reacts to a particular phenomenon. Learning outcomes may emphasize compliance in
of responding, willingness to respond, or satisfaction in responding (motivation).
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
one's 2. Maka-tao
perform, practice, present, read, recite, report, select, tell, write
judgment Concern for Others, Respect for
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
of what is human rights, Gender equality,
simple acceptance to the more complex state of commitment. Valuing is based on the
important Family Solidarity, Generosity, Demonstrate help, and
internalization of a set of specified values, while clues to these values are expressed in the
in life. Helping, Oneness respect ideas among the
learner's overt behavior and are often identifiable.
Go group.
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form,
beyond
initiate, invite, join, justify, propose, read, report, select, share, study
learner’s
4. Organization - Organizes values into priorities by contrasting different values, resolving
life on
conflicts between them, and creating a unique value system. The emphasis is on comparing,
earth,
relating, and synthesizing values. 3. Makakalikasan
include
more than Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Care of the environment, Disaster
wealth explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, Risk Management, Protection of
and fame, synthesize the Environment, Responsible
and would 5. Internalizing values - (Characterization): Has a value system that controls their behavior. Consumerism, Cleanliness,
affect the The behavior is pervasive, consistent, predictable, and most importantly, characteristic of Orderliness, Saving the ecosystem,
eternal the learner. Instructional objectives are concerned with the student's general patterns of Environmental sustainability
destiny of adjustment (personal, social, emotional).
millions. Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, 4. Makabansa
Intention practice, propose, qualify, question, revise, serve, solve, verify Peace and order, Heroism and
ally Appreciation of Heroes, National
adding Unity, Civic Consciousness, Social
value to responsibility, Harmony,
people Patriotism,
everyday. Productivity
2. Content Functions and their Graphs

3. Learning Resources Multimedia resources, internet, LM and TG

4. Procedures
4.1 Introductory Activity (____ minutes). This part introduces the lesson Curriculum
content. Although at times optional, it is usually included to serve as a warm-up Contextualization Recall the definition of function and relation.
activity to give the learners zest for the incoming lesson and an idea about what
Localization:
it to follow. One principle in learning is that learning occurs when it is conducted
Consider/include here
in a pleasurable and comfortable atmosphere.
the appropriate Local
Heritage Themes:
4.2 Activity/Strategy (____ minutes). This is an interactive strategy to
A. Annual Rites,
Group activity:
elicit learner’s prior learning experience. It serves as a springboard for new Each group will provide three real-life situations. Then ask
Festivals, and each group which of the three situations are functions or not
learning. It illustrates the principle that learning starts where the learners are.
Rituals function.
Carefully structured activities such as individual or group reflective exercises,
(Historical/Religious
group discussion, self-or group assessment, dyadic or triadic interactions,
Festivals, Local
puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like
Cultural Festivals,
may be created. Clear instructions should be considered in this part of the
Local
lesson.
Delicacies/Products
4.3 Analysis (____ minutes). Essential questions are included to serve as a Festivals, Rituals, How did you come up with the output?
guide for the teacher in clarifying key understandings about the topic at hand. Wedding Ritual, What makes you decide that the given situation is a function? not
Critical points are organized to structure the discussions allowing the learners to Palihi Ritual, Burial function?
maximize interactions and sharing of ideas and opinions about expected issues. Ritual,
Affective questions are included to elicit the feelings of the learners about the B Literary Anthologies What is your idea of a piece-wise function?
activity or the topic. The last questions or points taken should lead the learners Written In Local
to understand the new concepts or skills that are to be presented in the next Language (BALITAW,
part of the lesson.
4.4 Abstraction (____ minutes). This outlines the key concepts, important BALAK, Folktales/ A power point presentation showing that functions as well as
skills that should be enhanced, and the proper attitude that should be Short Stories, Local piece-wise function can be used to model real situations.
emphasized. This is organized as a lecturette that summarizes the learning Heroes
emphasized from the activity, analysis and new inputs in this part of the lesson. C. Historical Events, Example. Give a function C that can represent the cost of buying
Enduring Values, x meals, if one meal costs P40.
Indigenous Materials, Solution: Since each meal costs P40, then the cost function is
Indigenous Cultural C(x) = 40x.
Communities/Indigeno
us People, Indigenous
Games
D. Topography, Flora/
Fauna (Falls,
4.5 Application (____ minutes). This part is structured to ensure the Mountains, River, Which of the following relations are functions?
commitment of the learners to do something to apply their new learning in their Cave, Trees, Flower, 1) f = {(1,2), (2,2), (3,5), (4,6)}
own environment. Fauna 2) g = {(a,b), (a,c), (a,d), (b,d)}
E. Food & Local 3) h = {(1,2), (2,2), (3,2), (4,2)}
products
G. Role Model Family

4.6 Assessment (___ minutes). For the Teacher to: a) Assess whether Answer the following:
learning objectives have been met for a specified duration, b) Remediate 1. Emma and Brandon drive away from a camp ground.
and/or enrich with appropriate strategies as needed, and c) Evaluate whether Emma went North and Brandon went East. Emma’s
learning intentions and success criteria have been met. (Reminder: Formative speed is 40 kph and Brandon’s speed is 75 kph.
Assessment may be given before, during, or after the lesson). Choose any from Express the distance between the cars as a function of
the Assessment Methods below: time.
2. A buko pie store can produce buko pie at P95. It is
estimated that if the selling price of the buko pie is x
pesos, then the number of buko pie sold each day is
1,000 – x. Express the daily profit of the store as a
function of x.
Assessment Method Possible Activities
a) Observation Investigation, Role
(Formal and informal observations of learners’ performance or behaviors are Play, Oral
recorded, based on assessment criteria) Presentation, Dance,
Musical Performance,
Skill Demonstration,
Group Activity (e.g.
Choral Reading),
Debate, Motor &
Psychomotor Games,
Simulation Activities,
Science Experiment
b) Talking to Learners / Conferencing Hands-on Math
(Teachers talk to and question learners about their learning to gain insights on Activities, Written
their understanding and to progress and clarify their thinking) Work and Essay,
Picture Analysis,
Comic Strip, Panel
Discussion, Interview,
Think-Pair-Share,
Reading
c) Analysis of Learners’ Products Worksheets for all
(Teachers judge the quality of products produced by learners according to subjects, Essay, Provide at least three real-world scenarios that can be modeled by
agreed criteria) Concept a function.
Maps/Graphic
Organizer, Project,
Model, Artwork,
Multi-media
Presentation, Product
made in technical-
vocational subjects
d) Tests Skill Performance
(Teachers set tests or quizzes to determine learners’ ability to demonstrate Test, Open-Ended
mastery of a skill or knowledge of content) Question, Practicum,
Pen and Paper Test,
Pre and Post Test,
Diagnostic Test, Oral
Test, Quiz

4.7 Assignment (____ minutes). Fill-in below any of the four purposes:
  Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson Evaluate the following functions at x = 2:

1) f(x) = 3x + 2
2) g(x) = x2 – 2x + 3

4.8 Concluding Activity (____ minutes). Explain the line:

This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote,
parable or a letter that inspires the learners to do something to practice their new learning. “ A man without mission, is like a boat without destination”

5. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.

7. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions. Indicate below whichever is/are appropriate.
A. No. of learners who
earned 80% in the
evaluation.

B. No. of learners who

require additional
activities for
remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
D. No. of learners who
continue to require
remediation.

E. Which of my
learning strategies
worked well? Why
did these work?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
 teachers?

Prepared by:
Name: Raymond S. Cruel School: Mayor Pablo O. Lim Memorial High School
Position/Designation: SST 2 Division: Bohol
Contact Number: 099202938 Email address: gemsray@gmail.com

Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others