NAME OF SCHOOL

SCHOOL ADDRESS
OBE LEARNING PLAN
SUBJECT: MATHEMATICS GRADE LEVEL: 7 QUARTER: FIRST
DESIGNED BY: ARVIN P. ARQUILETA (St. Paul College BALAYAN) SCHOOL YEAR: 2018-2019
JEFFERSON L. URMINITA (Our Lady of Peace School - ANTIPOLO)
GINA R. VILLON (OLPS)
LIFE PERFORMANCE OUTCOME: CORE VALUES:
LPO1: Mindful, Self-directed LEARNERS and ROLE MODELS CHRIST-CENTEREDNESS (Mindfulness)
LPO3: Credible, Responsive COMMUNICATORS and TEAM PLAYERS COMMUNITY (Open-mindedness)
PROGRAM OUTCOME/S:
All SPCEM Graduates can:
PO1: Accurately apply fundamental mathematical concepts, skills, processes, and tools to address appropriate real-life situations and derive workable solutions to them.

All SPCEM Math Specialists can:

PO2: Accurately apply advanced analytical mathematical concepts, skills, processes, and tools to address and formulate plausible solutions to problems commonly encountered in
specialized professional fields.
FOCUSED ESSENTIAL PERFORMANCE OUTCOME:
EPO2: Describe and explain the new critical thinking and problem-solving abilities they have developed as the result of self-initiated learning experiences and projects.
EPO6: Consistently seek feedback from informed, credible individuals on the accuracy, clarity, authenticity, objectivity and of their mathematical reasoning and practice
revising and restating them until they are accurate
INTENDED LEARNING ASSESSMENT STRATEGIES CONTENT TEACHING LEARNING EXPERIENCES TIME FRAME REMARKS
OUTCOMES
1. Describe and explain the 1.1 Categorizing Grid Developing types of sets 1. Daily routines (Prayer, Checking of Day 1
new critical thinking and *See rating scale below Attendance,
problem-solving abilities in 2. Recite the ILO and Paulinian affirmation.
developing types of sets To assess their critical thinking and problem-
(LPO1, PO1, EPO2) solving abilities, the class will be grouped for the
(DepEd: M7NS-Ia-1) activity, ZOO TRIP. (ILO1) (WS_Math L1,
Activity 1.)

2. Consistently seek feedback
from peers on the accuracy
of their mathematical
reasoning in developing
involving sets
(LPO3, PO1, EPO6)
2.1 Misconception Check a. Five members in a group according to
2.2 Analogy Prompt: their committee/interest/learning styles.
*See rating scale below b. Directions:
i. List down twenty (20) animals and
create a category grid to classify them
according to their characteristics.
Some animals may fall under several
categories.
ii. After categorizing, each group will
describe and explain how their result
is related to set, subset and universal
set. (WS_Math L1, Activity 2.

3. Develop types of sets as
the result of self-initiated
learning experiences and
projects
(LPO1, PO1, EPO2)
(DepEd: M7NS-Ia-1)
4. Consistently seek feedback
from peers on the accuracy
of their mathematical
reasoning in developing
involving sets
(LPO3, PO1, EPO6)
APO1: Using mathematical proficiency, initiate and sustain efforts that draw attention to environmental issues and propose workable measures to reduce and eventually
eliminate them
APO2: Join others in operating local projects that tangibly protect and preserve the environment and all life forms
APO3: Resolutely understand, address, and resolve issues or problems of their communities
ADOPTED BY:
3.
Using misconception check, result will be
presented in small group to refine their
solution/answer. Refined answers will be
presented in class. (ILO2) WS_Math L1,
Activity 3.
Essential Question:
i. How are set and types of set related
to categorizing/organization of things,
ideas, objects and the likes?
ii. How do set and types of set affect our
day to day activities? (APC3)
4. Using Analogy Prompt, synthesis about the
students’ learning on types of set will be
facilitated by the teacher (ILO2)
3.1 Student-generated sets 1. Students will read ILO and recite Paulinian Day 2
*See rating scale below Affirmation.
2. To assess their critical thinking and problem-
solving abilities, each student will develop
his/her own set indicating one universal set,
at least three subsets and null set. (ILO3)
WS_Math L1, Activity 4.
3. After developing, each student will look for a
4.1 Think-Pair-Share-Square partner where they can share and compare
4.2 Summarization their output. Initial refinement will be done in
*See rating scale below the paired activity. (ILO 4)
4. Refined output will be shared and presented
to the whole class. Final refinement will be
done. (ILO 4)
5. Each student will write his/her learning
experience in developing types of set.
WS_Math L1, Activity 5.
6. Processing of learning experiences will be
facilitated by the teacher.
APPLIED PERFORMANCE COMMITMENTS
CHECKED BY:
Rating Scale for Zoo Trip (Some animals may fall under several categories)
 Rating Scale Description (Evidence of Learning) Score
Highly Proficient At least 3 types of set were related to the category grid 3
Proficient 2 types of set were related to the category grid 2
Not yet Proficient 1 - 0 type of set was related to the category grid 1

Rating Scale for Analogy Prompt

Rating Scale Description Score

Highly Proficient 3 or more analogies 3
Proficient 2 analogies 2
Not yet Proficient 1 - 0 analogy 1

Rating Scale for Developing Types of Set

Rating Scale Description Score

Highly Proficient At most 1 missing criterion 4
Proficient 2 missing criteria 3
Partially Proficient 3 missing criteria 2
Not yet Proficient More than 3 missing criteria 1

Rating Scale for Learning Experience

Rating Scale Description Score

Highly Proficient 3 or more statements given 3
Proficient 2 statements given 2
Not yet Proficient 1 - 0 statement given 1