Demo Ap Nasyonalista

DLP DATA
NAME:
LEARNING AREA:
GRADE LEVEL:
QUARTER
POSITION/DESIGNATION:
SCHOOL:
DIVISION:
EMAIL ADD:
SCHOOL HEAD
CONTACT NO.:
DLP DATA
ZOREN N. REPONTE
SCIENCE
SST - I
DON JULIAN ENAD MEMORIAL NATIONAL HIGH SCHOOL
CEBU PROVINCE
repontezoren@gmail.com
MYRNA MENDAROS
9565006802
REMINDER:
PLEASE COMPLETE
THE DATA ON THIS
SHEET
LEGEND:
HOLIDAYS
PLANNED
SUMMATIVE TEST
PLANNED
Week No. & Inclusive Date
CODE
COMPETENCY 05-Jun-17 06-Jun-17 07-Jun-17 08-Jun-17
Factors completely different types of

polynomials (polynomials with common
M8AL-Ia-b-1 monomial factor, difference of two squares, 05-Jun-17 06-Jun-17 07-Jun-17 08-Jun-17
sum and difference of two cubes, perfect
square trinomials, and general trinomials).
Solves problems involving factors of

M8AL-Ib-2 polynomials
M8AL-Ic-1 Illustrates rational algebraic expressions.
M8AL-Ic-2 Simplifies rational algebraic expressions.
Performs operations on rational algebraic

M8AL-Ic-d-1 expressions.
Solves problems involving rational algebraic
M8AL-Id-2 expressions.
Illustrates the rectangular coordinate
M8AL-Ie-1 system and its uses.***
M8AL-Ie-3 Illustrates linear equations in two variables.
M8AL-Ie-4 Illustrates the slope of a line.

Finds the slope of a line given two points,
M8AL-Ie-5 equation, and graph.
Writes the linear equation ax + by - c in the
M8AL-If-1 form y - mx + b and vice versa.
Graphs a linear equation given (a) any two

M8AL-If-2 points; (b) the x – and y – intercepts; (c)
the slope and a point on the line.***
Describes the graph of a linear equation in

M8AL-If-3 terms of its intercepts and slope.***
Finds the equation of a line given (a) two
M8AL-Ig-1 points; (b) the slope and a point; (c) the
slope and its intercepts.
Solves problems involving linear equations

M8AL-Ig-2 in two variables.
Illustrates a system of linear equations in
M8AL-Ih-1 two variables.
Graphs a system of linear equations in two
M8AL-Ih-2 variables.***
Categorizes when a given system of linear

M8AL-Ih-3 equations in two variables has graphs that
are parallel, intersecting, and coinciding.
Solves a system of linear equations in two

M8AL-Ii-j-1 variables by (a) graphing; (b) substitution;
(c) elimination.***
Solves problems involving systems of linear
M8AL-Ij-2 equations in two variables.
ive Date Week No. & Inclusive Date Week No. & Inclusive Date
09-Jun-17 12-Jun-17 13-Jun-17 14-Jun-17 15-Jun-17 16-Jun-17 19-Jun-17 20-Jun-17 21-Jun-17 22-Jun-17
09-Jun-17 13-Jun-17
15-Jun-17
16-Jun-17 19-Jun-17
20-Jun-17 21-Jun-17
22-Jun-17
Department of Education
Division of Cebu Province
Lahug, Cebu City
CURRICULUM MAP GANTT CHAR
(Budget Competency Calendar Matri
ive Date Week No. & Inclusive Date Week No. & Inclusive Date
23-Jun-17 26-Jun-17 27-Jun-17 28-Jun-17 29-Jun-17 30-Jun-17 03-Jul-17 04-Jul-17 05-Jul-17 06-Jul-17
23-Jun-17
28-Jun-17
29-Jun-17
30-Jun-17
03-Jul-17 04-Jul-17
06-Jul-17
nt of Education
Cebu Province
Cebu City
AP GANTT CHART
cy Calendar Matrix)
ve Date Week No. & Inclusive Date Week No. & Inclusive Date
07-Jul-17 10-Jul-17 11-Jul-17 12-Jul-17 13-Jul-17 14-Jul-17 17-Jul-17 18-Jul-17 19-Jul-17
07-Jul-17
10-Jul-17 11-Jul-17 12-Jul-17
13-Jul-17 14-Jul-17
18-Jul-17 19-Jul-17
No. & Inclusive Date Week No. & Inclusive Date Week No. & Inclusiv
20-Jul-17 21-Jul-17 24-Jul-17 25-Jul-17 26-Jul-17 27-Jul-17 28-Jul-17 31-Jul-17 01-Aug-17

20-Jul-17
21-Jul-17 24-Jul-17
25-Jul-17
26-Jul-17
27-Jul-17 28-Jul-17
31-Jul-17 01-Aug-17
Week No. & Inclusive Date Week No. & Inclusive Date
02-Aug-17 03-Aug-17 04-Aug-17 07-Aug-17 08-Aug-17 09-Aug-17

02-Aug-17 03-Aug-17
e Date
10-Aug-17
PLANNED DATE ACTUAL DATE
June 05-08, 2017 8/7/2017
June 09 & 13, 2017
June 15, 2017
June 16 & 19, 2017
June 19-21, 2017
June 22-23, 2017
June 28, 2017
June 29, 2017

June 30, 2017
July 03-04, 2017
July 06-07,2017
July 10-12, 2017
July 13-14, 2017

July 18-20, 2017
July 21 & 24, 2017
July 25, 2017
July 26, 2017
July 27-28, 2017
July 31 & Aug. 01, 2017
Aug. 02-03, 2017

30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
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30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
30-Dec-99
Lamacan, Sibonga, Cebu
CURRICULUM MAP
(BUDGET COMPETENCY CALENDAR MATRIX)
GRADE LEVEL: 8 SUBJECT AREA: SCIENCE
Performance
Content/Topic Content Standard Code
Standards
Factoring M8AL-Ia-b-1
Problems involving
Factors of M8AL-Ib-2
Polynomials
Rational Algebraic M8AL-Ic-1

Expressions
Simply Rational M8AL-Ic-2
Algebraic Expression
Operations on
RationalAlgebraic M8AL-Ic-d-1
Expressions
Problems involving
Rational Algebraic M8AL-Id-2
Expressions
Rectangular M8AL-Ie-1
Coordinate System
The learner is able M8AL-Ie-3

to formulate real-
The learner life problems
demonstrates involving factors of M8AL-Ie-4
understanding of key polynomials,
concepts of factors rational algebraic
of polynomials, expressions, linear M8AL-Ie-5
rational algebraic equations and
expressions, linear inequalities in two
equations and variables, systems
Linear Equations in inequalities in two of linear equations M8AL-If-1
Two Variables variables, systems and inequalities in
of linear equations two variables and
and inequalities in linear functions,
two variables and and solve these
linear functions. problems accurately M8AL-If-2
using a variety of
strategies.
two variables and and solve these
linear functions. problems accurately
using a variety of
strategies.
M8AL-If-3
Equation of a Line M8AL-Ig-1
Problems involving
Linear Equations in M8AL-Ig-2
Two Variables
M8AL-Ih-1
M8AL-Ih-2
Linear Equations in M8AL-Ih-3

Two Variables, Graphs
and its Application
M8AL-Ii-j-1
M8AL-Ij-2
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Prepared by:
ZOREN N. REPONTE
SST - I
EMORIAL NATIONAL HIGH SCHOOL
macan, Sibonga, Cebu
RICULUM MAP
ETENCY CALENDAR MATRIX)
SCIENCE QUARTER: 1
No. of Days/Week No./

Competencies Date Remarks
Factors completely different types

of polynomials (polynomials with
common monomial factor, difference June 05-08, 2017
of two squares, sum and difference
of two cubes, perfect square
trinomials, and general trinomials).

polynomials June 09 & 13, 2017
Illustrates rational algebraic June 15, 2017

expressions.
Simplifies rational algebraic June 16 & 19, 2017
expressions.
Performs operations on rational June 19-21, 2017

algebraic expressions.
Solves problems involving rational June 22-23, 2017

Illustrates the rectangular June 28, 2017

coordinate system and its uses.***
Illustrates linear equations in two June 29, 2017

variables.
Illustrates the slope of a line. June 30, 2017
Finds the slope of a line given two July 03-04, 2017

points, equation, and graph.
Writes the linear equation ax + by -

c in the form y - mx + b and vice July 06-07,2017
versa.
Graphs a linear equation given (a)

any two points; (b) the x – and y July 10-12, 2017
– intercepts; (c) the slope and a
point on the line.***
Describes the graph of a linear
equation in terms of its intercepts July 13-14, 2017
and slope.***
Finds the equation of a line given

(a) two points; (b) the slope and a July 18-20, 2017
point; (c) the slope and its
intercepts.
Solves problems involving linear July 21 & 24, 2017

equations in two variables.
Illustrates a system of linear July 25, 2017

Graphs a system of linear equations July 26, 2017

in two variables.***
Categorizes when a given system of

linear equations in two variables July 27-28, 2017
has graphs that are parallel,
intersecting, and coinciding.
Solves a system of linear equations

in two variables by (a) graphing; July 31 & Aug. 01,
(b) substitution; (c) 2017
elimination.***
Solves problems involving systems of Aug. 02-03, 2017

linear equations in two variables.
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0 12/30/99
Approved by:
MYRNA MENDAROS
School Head
CURRICULUM MAP
(BUDGET COMPETENCY CALENDAR MATRIX)
MONTHLY MONITORING AND ACCOMPLISHMENT REPORT
NOT
QUARTER DATE COMPETENCY CARRIED CARRIED REASONS
Factors completely different types
of polynomials (polynomials with
common monomial factor,
1 8/7/2017 difference of two squares, sum and SCHOOL ACTIVITY
difference of two cubes, perfect
square trinomials, and general
trinomials).
12/30/1899 Solves problems involving factors of
polynomials
12/30/1899 Illustrates rational algebraic

expressions.
12/30/1899 Simplifies rational algebraic

expressions.
12/30/1899 Performs operations on rational

12/30/1899 Solves problems involving rational

12/30/1899 Illustrates the rectangular

coordinate system and its uses.***
12/30/1899 Illustrates linear equations in two

variables.
12/30/1899 Illustrates the slope of a line.
12/30/1899 Finds the slope of a line given two

points, equation, and graph.
Writes the linear equation ax + by -

12/30/1899 c in the form y - mx + b and vice
versa.
12/30/1899 any two points; (b) the x – and y –
intercepts; (c) the slope and a point
on the line.***
12/30/1899 equation in terms of its intercepts
and slope.***
Finds the equation of a line given
12/30/1899 (a) two points; (b) the slope and a
point; (c) the slope and its
intercepts.
12/30/1899 Solves problems involving linear

12/30/1899 Illustrates a system of linear

12/30/1899 Graphs a system of linear equations

in two variables.***
12/30/1899 linear equations in two variables
has graphs that are parallel,
intersecting, and coinciding.
Solves a system of linear equations
12/30/1899 in two variables by (a) graphing; (b)
substitution; (c) elimination.***
12/30/1899 Solves problems involving systems

of linear equations in two variables.
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GH SCHOOL
TRIX)
ENT REPORT
DATE
PROFICIENCY PROFILE INSPECTED/MONITORED/R
OF STUDNETS EMARKS
COMPETENCY CHECKLIST
LEARNING AREA: SCIENCE QUARTER: 1
CODE COMPETENCY PLANNED ACTUAL

M8AL-Ia-b-1 monomial factor, difference of two squares,
June 05-08, 2017 8/7/2017
M8AL-Ib-2 polynomials June 09 & 13, 2017 12/30/1899
M8AL-Ic-1 Illustrates rational algebraic expressions.
6/15/17 12/30/1899
M8AL-Ic-2 Simplifies rational algebraic expressions.
June 16 & 19, 2017 12/30/1899
M8AL-Ic-d-1 expressions. June 19-21, 2017 12/30/1899
M8AL-Id-2 expressions. June 22-23, 2017 12/30/1899
Illustrates the rectangular coordinate system
M8AL-Ie-1 and its uses.*** 6/28/17 12/30/1899
M8AL-Ie-3 Illustrates linear equations in two variables.
6/29/17 12/30/1899
M8AL-Ie-4 Illustrates the slope of a line. 6/30/17 12/30/1899
M8AL-Ie-5 equation, and graph. July 03-04, 2017 12/30/1899
M8AL-If-1 form y - mx + b and vice versa. July 06-07,2017 12/30/1899

M8AL-If-2 points; (b) the x – and y – intercepts; (c) the
slope and a point on the line.***
July 10-12, 2017 12/30/1899

M8AL-If-3 terms of its intercepts and slope.***
July 13-14, 2017 12/30/1899
M8AL-Ig-1 points; (b) the slope and a point; (c) the
slope and its intercepts. July 18-20, 2017 12/30/1899
Solves problems involving linear equations
M8AL-Ig-2 in two variables. July 21 & 24, 2017 12/30/1899
Illustrates a system of linear equations in
M8AL-Ih-1 two variables. 7/25/17 12/30/1899
M8AL-Ih-2 variables.*** 7/26/17 12/30/1899

M8AL-Ih-3 equations in two variables has graphs that
July 27-28, 2017 12/30/1899
M8AL-Ii-j-1 variables by (a) graphing; (b) substitution;
(c) elimination.*** July 31 & Aug. 01, 2017 12/30/1899
M8AL-Ij-2 equations in two variables. Aug. 02-03, 2017 12/30/1899
0 0 12/30/99 12/30/1899
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Prepared by: Approved by:
ZOREN N. REPONTE MYRNA MENDAROS

SST - I School Head
Curriculum Implementation Monitoring Form 1
Teacher: ZOREN N. REPONTE School:DON JULIAN ENAD MEMORIAL NAT

Learning Area/Subject: SCIENCE Grde Level: 8
Reason(s) for Not

Date the Competency was Teaching
CODE COMPETENCY the Competency
Taught as Scheduled

M8AL-Ia-b-1 monomial factor, difference of two squares, 7-Aug SCHOOL ACTIVITY

M8AL-Ib-2 30-Dec 0
polynomials
M8AL-Ic-1 Illustrates rational algebraic expressions. 30-Dec 0
M8AL-Ic-2 Simplifies rational algebraic expressions. 30-Dec 0

M8AL-Ic-d-1 30-Dec 0
expressions.
M8AL-Id-2 30-Dec 0
expressions.
Illustrates the rectangular coordinate system
M8AL-Ie-1 30-Dec 0
and its uses.***
M8AL-Ie-3 Illustrates linear equations in two variables. 30-Dec 0
M8AL-Ie-4 Illustrates the slope of a line. 30-Dec 0

M8AL-Ie-5 30-Dec 0
equation, and graph.
M8AL-If-1 30-Dec 0
form y - mx + b and vice versa.
M8AL-If-2 points; (b) the x – and y – intercepts; (c) the 30-Dec 0
slope and a point on the line.***
M8AL-If-3 30-Dec 0
terms of its intercepts and slope.***
M8AL-Ig-1 points; (b) the slope and a point; (c) the slope 30-Dec 0
and its intercepts.
Solves problems involving linear equations in
M8AL-Ig-2 30-Dec 0
two variables.
Illustrates a system of linear equations in two
M8AL-Ih-1 30-Dec 0
variables.
M8AL-Ih-2 30-Dec 0
variables.***

M8AL-Ih-3 equations in two variables has graphs that 30-Dec 0
Reason(s) for Not
Date the Competency was Teaching
CODE COMPETENCY the Competency
Taught as Scheduled

M8AL-Ii-j-1 variables by (a) graphing; (b) substitution; (c) 30-Dec 0
elimination.***
M8AL-Ij-2 30-Dec 0
0 0 30-Dec 0
0 0 30-Dec 0
0 0 30-Dec 0
0 0 30-Dec 0
0 0 30-Dec 0
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TOTAL COMPETENCY 41
TOTAL OF COMPETENCIES TAUGHT
PERCENTAGE 0.00%
Prepared by:
RUTHIEL B. SEBULLIN EMMA C. MONTALLA, Ed. D.

Subject Teacher School Head
MORIAL NATIONAL HIGH SCHOOL
Proposed Course of
Action
Proposed Course of
Action
GANTT CHART
CODE COMPETENCY DLP DATE
DLP NO.: DATE

polynomials (polynomials with
common monomial factor, difference June 05-08, 2017
of two squares, sum and difference
of two cubes, perfect square
trinomials, and general trinomials).
0 M8AL-Ia-b-1 August 18, 2018

Solves problems involving factors of June 09 & 13, 2017
0 M8AL-Ib-2 polynomials August 20, 2018
Illustrates rational algebraic 6/15/17
0 M8AL-Ic-1 expressions. August 18, 2018
Simplifies rational algebraic June 16 & 19, 2017
0 M8AL-Ic-2 expressions. August 20, 2018
Performs operations on rational June 19-21, 2017
0 M8AL-Ic-d-1 algebraic expressions. July 04, 2018
Solves problems involving rational June 22-23, 2017
0 M8AL-Id-2 algebraic expressions. June 6, 2018
Illustrates the rectangular coordinate 6/28/17

system and its uses.***
0 M8AL-Ie-1 June 6, 2018
Illustrates linear equations in two 6/29/17
0 M8AL-Ie-3 variables. June 7, 2018
0 M8AL-Ie-4 Illustrates the slope of a line. 6/30/17 July 09, 2018
Finds the slope of a line given two July 03-04, 2017
0 M8AL-Ie-5 points, equation, and graph. July 09, 2018
Writes the linear equation ax + by - c July 06-07,2017

in the form y - mx + b and vice versa.
M8AL-If-1
any two points; (b) the x – and y – July 10-12, 2017
intercepts; (c) the slope and a point
on the line.***
M8AL-If-2
equation in terms of its intercepts July 13-14, 2017
M8AL-If-3 and slope.***
Finds the equation of a line given (a)
two points; (b) the slope and a point; July 18-20, 2017
(c) the slope and its intercepts.
M8AL-Ig-1
Solves problems involving linear July 21 & 24, 2017
M8AL-Ig-2 equations in two variables.
Illustrates a system of linear 7/25/17
M8AL-Ih-1 equations in two variables.
Graphs a system of linear equations 7/26/17
M8AL-Ih-2 in two variables.***

linear equations in two variables has July 27-28, 2017
graphs that are parallel, intersecting,
and coinciding.
M8AL-Ih-3
Solves a system of linear equations July 31 & Aug. 01,

in two variables by (a) graphing; (b) 2017
substitution; (c) elimination.***
M8AL-Ii-j-1
Solves problems involving systems of Aug. 02-03, 2017

linear equations in two variables.
M8AL-Ij-2
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ACTUAL
DATE
8/7/2017
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DATE BUDGETING FOR COMPETENCY CHECKLIST
DATE
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9-Nov
10-Nov
11-Nov
12-Nov
13-Nov
14-Nov
15-Nov
16-Nov
17-Nov
18-Nov
19-Nov
20-Nov
21-Nov
22-Nov
23-Nov
24-Nov
25-Nov
26-Nov
27-Nov
28-Nov
29-Nov
30-Nov
1-Dec
2-Dec
3-Dec
4-Dec
5-Dec
6-Dec
7-Dec
8-Dec
9-Dec
10-Dec
11-Dec
12-Dec
13-Dec
14-Dec
15-Dec
16-Dec
17-Dec
18-Dec
19-Dec
20-Dec
21-Dec
22-Dec
23-Dec
24-Dec
25-Dec
26-Dec
27-Dec
28-Dec
29-Dec
30-Dec
31-Dec
1-Jan
2-Jan
3-Jan
4-Jan
5-Jan
6-Jan
7-Jan
8-Jan
9-Jan
10-Jan
11-Jan
12-Jan
13-Jan
14-Jan
15-Jan
16-Jan
17-Jan
18-Jan
19-Jan
20-Jan
21-Jan
22-Jan
23-Jan
24-Jan
25-Jan
26-Jan
27-Jan
28-Jan
29-Jan
30-Jan
31-Jan
1-Feb
2-Feb
3-Feb
4-Feb
5-Feb
6-Feb
7-Feb
8-Feb
9-Feb
10-Feb
11-Feb
12-Feb
13-Feb
14-Feb
15-Feb
16-Feb
17-Feb
18-Feb
19-Feb
20-Feb
21-Feb
22-Feb
23-Feb
24-Feb
25-Feb
26-Feb
27-Feb
28-Feb
1-Mar
2-Mar
3-Mar
4-Mar
5-Mar
6-Mar
7-Mar
8-Mar
9-Mar
10-Mar
11-Mar
12-Mar
13-Mar
14-Mar
15-Mar
16-Mar
17-Mar
18-Mar
19-Mar
20-Mar
21-Mar
22-Mar
23-Mar
24-Mar
25-Mar
26-Mar
27-Mar
28-Mar
29-Mar
30-Mar
31-Mar
1-Apr
2-Apr
3-Apr
4-Apr
5-Apr
6-Apr
NO. OF REGULAR CLASSES
DATE BUDGETING FOR COMPETENCY CHECKLIST
ACTIVITY REMARKS
CLASS PREPARATION/RULES
Regular Class
Regular Class
Regular Class
Regular Class
Saturday
Sunday
Regular Holiday Independence Day
Regular Class
Regular Class
Regular Class
Regular Class
Saturday
Sunday
Regular Class
Regular Class
Regular Class
Regular Class
Regular Class
Saturday
Sunday
Regular Holiday Eid'l Fitr
Regular Class
Regular Class
Regular Class
Regular Class
Saturday
Sunday
Regular Class
Regular Class
Regular Class
Regular Class
Regular Class
Saturday
Sunday
Regular Class
Regular Class
Regular Class
Regular Class
Regular Class
Saturday
Sunday
Regular Class
Regular Class
Regular Class
Regular Class
Regular Class
Saturday
Sunday
Regular Class
Regular Class
Regular Class
Regular Class
Regular Class
Saturday
Sunday
Regular Class
Regular Class
Regular Class
Regular Class
Possible Class Interruption/Suspension Tentative Sched for Teacher's Nite
Saturday
Sunday
Regular Class
First Quarter Exam Tentative Sched for Exam
First Quarter Exam Tentative Sched for Exam
Possible Class Interruption/Suspension Town Fiesta
Regular Class
Saturday
Sunday
Regular Class
Regular Class
Regular Class
Regular Class
Regular Class
Saturday
Sunday
Special Non-working holiday Aquino Day
Regular Class
Regular Class
Regular Class
Regular Class
Saturday
Sunday
Regular Holiday National Heroes Day
Regular Class
Regular Class
Possible Class Interruption/Suspension School activity
Special Non-working holiday Eid'l Adha
Saturday
Sunday
Regular Class
Regular Class
Regular Class
Regular Class
Regular Class
Saturday
Sunday
Regular Class
Regular Class
Regular Class
Regular Class
Regular Class
Saturday
Sunday
Regular Class
Regular Class
Regular Class
Regular Class
Regular Class
Saturday
Sunday
Regular Class
Regular Class
Regular Class
Regular Class
Possible Class Interruption/Suspension School activity(Science)
Saturday
Sunday
Regular Class
Regular Class
Regular Class
Possible Class Interruption/Suspension Teacher's Day
Regular Class
Saturday
Sunday
Regular Class
Regular Class
Regular Class
Regular Class
Regular Class
Saturday
Sunday
Regular Class
Regular Class
Regular Class
Second Quarter Exam
Second Quarter Exam
Saturday
Sunday
Semestral Break
Saturday
Sunday
Regular Class
Special Holiday
Special Non-working holiday
Regular Class
Regular Class
Saturday
Sunday
Regular Class
Regular Class
Regular Class
Regular Class
Regular Class
Saturday
Sunday
Regular Class
Regular Class
Regular Class
Regular Class
Regular Class
Saturday
Sunday
Regular Class
Regular Class
Regular Class
Possible Class Interruption/Suspension Possible NAT for Grade 12
Regular Class
Saturday
Sunday
Regular Class
Regular Class
Possible Class Interruption/Suspension School Activity
Regular Holiday Bonifacio Day
Regular Class
Saturday
Sunday
Regular Class
Regular Class
Regular Class
Regular Class
Regular Class
Saturday
Sunday
Regular Class
Regular Class
Regular Class
Regular Class
Regular Class
Saturday
Sunday
Regular Class
Regular Class
Regular Class
Regular Class
X-mas Break
Regular Class
Regular Class
Regular Class
Saturday
Sunday
Regular Class
Regular Class
Regular Class
Third Quarter Exam
Third Quarter Exam
Saturday
Sunday
Regular Class
Regular Class
Regular Class
Regular Class
Regular Class
Saturday
Sunday
Regular Class
Regular Class
Regular Class
Regular Class
Regular Class
Saturday
Sunday
Regular Class
Regular Class
Regular Class
Regular Class
Regular Class
Saturday
Sunday
Regular Class
Regular Class
Regular Class
Regular Class
Regular Class
Saturday
Sunday
Regular Class
Regular Class
Regular Class
Regular Class
Special Non-working holiday Chinese New Year
Saturday
Sunday
Regular Class
Regular Class
Regular Class
Regular Class
Regular Class
Saturday
Sunday
Regular Class
Regular Class
Regular Class
Regular Class
Regular Class
Saturday
Sunday
Regular Class
Regular Class
Regular Class
Regular Class
Regular Class
Saturday
Sunday
Regular Class
Regular Class
Regular Class
Fourth Quarter Exam for Grade 12
Fourth Quarter Exam for Grade 12
Saturday
Sunday
Fourth Quarter Exam for Grade 7-11
Fourth Quarter Exam for Grade 7-11
Regular Holiday Maundy Thursday

Regular Holiday Good Friday
LAST DAY OF CLASSES LAST DAY OF CLASSES

167
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

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
SCIENCE 7 2 60
Learning Competency/ies:
(Taken from the Curriculum Guide)
Identify parts of the microscope and their functions
Key Concepts / Understandings to The use of microscope
be Developed
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or condition Recognize a light microscope.
of knowing something with
familiarity gained through Understanding
experience or association
Skills Applying
The ability and
capacity acquired through
deliberate, systematic, and
Analyzing
sustained effort to smoothly and
adaptively carryout complex Evaluating
activities or the ability, coming
from one's knowledge, practice,
aptitude, etc., to do something Creating Design an image of a light microscope.
Attitude Organization Complete the image of the light microscope by labeling its parts.
Values Responding to Phenomena Love of truth
2. Content How to use the light microscope
3. Learning Resources Science 7 learners material/CG/TG/ chart of a microscope/light microscope
4. Procedures
4.1 Introductory Activity
Classroom management.
5 minutes
4.2 Activity
The teacher shows a real light microscope in the classroom and let the students recall its function.
10 minutes
4.3 Analysis
Guide Questions:
1. What is a microscope?
5 minutes
2. What are the parts of a microscope?
4.4 Abstraction
The teacher asks the guide questions and the students share their ideas to the class.
10 minutes The teacher explains the use of a microscope.
4.5 Application
Individual activity:
Output 2.1
Draw a light microscope in a short bondpaper. The margin is 1/2 inch. Write the title of the title at the botto
bondpaper.
Individual activity:
Output 2.1
15 minutes Draw a light microscope in a short bondpaper. The margin is 1/2 inch. Write the title of the title at the botto
bondpaper.
4.6 Assessment
Output 2.1:
Tests
5 minutes Complete the image by labeling the parts of the microscope.
4.7 Assignment
Reinforcing / strengthening the day’s
lesson
How do you carry a microscope in a proper way?
5 minutes
4.8 Concluding Activity
Call a student to share what he has learned from the discussion.
5 minutes
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the evaluation. C. Did the remedial lessons work? No. of learners who have caught up with the lesson.
B. No. of learners who require additional activities for D. No. of learners who continue to require remediation.
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: ZOREN N. REPONTE School: DON JULIAN ENAD MEMORIAL NATIONAL HIG
Position/
Designation: SST - I Division: CEBU PROVINCE
Contact
Number: 9565006802 Email address: repontezoren@gmail.com
tructional process by using
Duration: Date:
60 August 18, 2018
Code:
S7LT-IIa-1
IVES:
parts.
cope/light microscope
students recall its function.
s to the class.
Write the title of the title at the bottom part of the

parts of the microscope.
proper way?
who have caught up with the lesson.
tion.
ENAD MEMORIAL NATIONAL HIGH SCHOOL
VINCE
en@gmail.com

Learning Area:
SCIENCE 7 2 60
Key Concepts / Understandings to The parts of the microscope

be Developed
OBJECTIVES:
The fact or condition Identify the parts of the microscope.
Skills Applying Illustrate the parts of the microscope by identifying it out in a real microscope.
The ability and
Analyzing
aptitude, etc., to do something Creating
Attitude Responding to Phenomena Perform how to carry a microscope in a proper way.

Values Responding to Phenomena
2. Content The Light Microscope
4. Procedures
5 minutes
4.2 Activity Show a real light microscope to the students. Let the students familiarize the parts of the microscope usin
10 minutes textbooks.Give them 5 minutes to do it.
4.3 Analysis
Guide Questions:
10 minutes 2. What are the parts of the microscope?
3. Can you locate the parts of the microscope?
4.4 Abstraction
The teacher locates the parts of the microscope in a real light microscope.
10 minutes
4.5 Application
Oral:
Call volunteers to locate in a real microscope the parts said by the teacher like the eyepiece, base, arm,
10 minutes
body tube, etc. After, call a student to demonstrate how a microscope should be carried.
4.6 Assessment
Activity 2.1:
Direction: Identify the parts of the microscope pointed by the teacher i
1. Arm
Tests 2. eyepiece
10 minutes
3. objectives
4. base
5. mirror
4.7 Assignment Enhancing / improving the day’s

lesson
Write down the functions of the parts of the microscope.
Enhancing / improving the day’s
lesson
Write down the functions of the parts of the microscope.
3 minutes
Call a student to identify the parts of the microscope again.
2 minutes
5. Remarks
6. Reflections
remediation.

did these work?


Prepared by:
Position/
Contact
Duration: Date:
60 August 20, 2018
Code:
S7LT-IIa-1
VES:
microscope.
e the parts of the microscope using their
pe.
her like the eyepiece, base, arm, mirror, objectives,

hould be carried.
croscope pointed by the teacher in a real microscope.
of the microscope.
of the microscope.
tion.
VINCE
en@gmail.com

Learning Area:
SCIENCE 7 2 60
Key Concepts / Understandings to The function of the parts of a light microscope

be Developed
OBJECTIVES:
The fact or condition
familiarity gained through Understanding Explain the functions of at least two parts of a light microscope.
Skills Applying Illustrate the parts of the microscope by identifying it out in a real microscope.
The ability and
Analyzing
Attitude Responding to Phenomena Perform how to carry a microscope in a proper way.

4. Procedures
5 minutes
4.2 Activity
Show a real light microscope to the students. Call volunteers to locate all the parts of a real light microsco
10 minutes
4.3 Analysis
Guide Questions:
10 minutes 2. What are the parts of the microscope?
3. How does each part of the light microscope function?
4.4 Abstraction
The teacher discusses the function of each part of a light microscope, like the mirror which reflects light. T
10 minutes the entire microscope. The objectives magnify the specimen under study, etc.
4.5 Application
Activity:
Call volunteers to identify the part which the teacher provides the function.
10 minutes Ex.: Teacher: What part of the microscope supports the entire microscope?
Volunteer: It is the base.
4.6 Assessment
Activity 2.2
Direction: Answer the following.
Tests
10 minutes 1. Choose one part of the microscope and explain its function.
2. Explain the proper way of carrying a microscope.

lesson
Bring a specimen to be studied.
3 minutes
Call a student to share his/her learnings of today's discussion.
2 minutes
5. Remarks
6. Reflections
remediation.

did these work?


Prepared by:
Position/
Contact
Duration: Date:
60 August 22, 2018
Code:
S7LT-IIa-1
VES:
microscope.
ll the parts of a real light microscope.
ke the mirror which reflects light. The base supports

y, etc.
on.
pe?
e and explain its function.

a microscope.
tion.
VINCE
en@gmail.com

Learning Area:
SCIENCE 7 2 60
Focus specimens using the compound microscope
Key Concepts / Understandings to Using the microscope

be Developed
OBJECTIVES:
familiarity gained through Understanding Explain how to use the compound microscope.
Skills Applying Demonstrate how to use the compound microscope.

The ability and
Analyzing
Attitude Responding to Phenomena Perform the task well.

3. Learning Resources Science 7 learners material/CG/TG/ chart of a microscope/ compound microscope
4. Procedures
5 minutes
4.2 Activity Divide the class into 10 groups. Show a real light microscope to the students. Show also a sample of a sp
10 minutes students prepare their own specimen.(by group)
4.3 Analysis
Guide Questions:
1. What is a specimen?
10 minutes 2. How do you prepare a specimen?
3. How do you use the compound microscope in studying the specimen?
4.4 Abstraction
The teacher shows the students how to prepare a specimen. He discusses how to use the compound mic
10 minutes the prepared specimen.
4.5 Application
Group Activity:
Each group will be given one microscope. They are going to prepare a specimen and study the specimen
10 minutes
microscope. The group who can use the microscope will be given points.
4.6 Assessment
Performance task by group:
Tests Each group will explain how they were able to focus the specimen usi
10 minutes
microscope.

lesson
Bring another specimen to be studied.
3 minutes
Call a student to share his/her learnings of today's discussion.
2 minutes
5. Remarks
6. Reflections
remediation.

did these work?


Prepared by:
Position/
Contact
Duration: Date:
60 August 23, 2018
Code:
S7LT-IIb-2
VES:
cope/ compound microscope
dents. Show also a sample of a specimen.Let the
ses how to use the compound microscope in studying
specimen and study the specimen using a

s.
re able to focus the specimen using the compound
d.
tion.
VINCE
en@gmail.com

Learning Area:
MATHEMATICS 8 2 60
Illustrate linear inequalities in two variables
Key Concepts / Understandings to Linear inequalities in two variables

be Developed
OBJECTIVES:
Knowledge Remembering Recognize a linear inequality in two variables.
Skills Applying
The ability and
Analyzing
aptitude, etc., to do something Creating Construct a linear inequalities in two variables.
Attitude Responding to
Phenomena Complete the activity given.
Responding to
Values Phenomena
2. Content Linear inequalities in Two Variables
3. Learning Resources Mathematics 8 Learner's Module/CG/TG
4. Procedures
4.1 Introductory Activity Classroom management.
5 minutes
4.2 Activity
The students do the count off. Each student will stand as per instruction of the teacher which the numbers could be
15 minutes composite. The ones who cannot follow the instructions will give his learning insights of the topic.
4.3 Analysis Guide Questions:

1. What is a linear inequality in two variables?
5 minutes 2. How will you recognize one?
4.4 Abstraction The teacher explains the how to recognize a linear inequalities in two variables. One is by using the inequality sym
10 minutes follows; greater than, less than, greater than or equal to, etc.
4.5 Application
Performance Task: Individual.
10 minutes The students will construct their own linear inequalities in two variables. They will write one example on the board.
4.6 Assessment Activity 2.1:

Direction: Recognize the following as linear inequality in two variable or NOT
INEQUALITY if it is and NOT if it is not.
1. x+y=2
Tests 2. 2x+3y˂5
10 minutes
3. a+b≥ 10
4. 5x+5y=25
5. 2c+10d≠0
4.7 Assignment
Enriching / inspiring the day’s lesson What is the difference between linear inequalities and linear equations?
3 minutes
Call a student to share his learnings in today's discussion.
2 minutes
5. Remarks
6. Reflections
remediation.

did these work?


Prepared by:
Position/
Contact
structional process by using
Duration: Date:
60 August 18, 2018
Code:
M8AL-IIa-1
teacher which the numbers could be odd, even, prime, and

nsights of the topic.
How will you recognize one?
s. One is by using the inequality symbols. They are as
will write one example on the board.
ear inequality in two variable or NOT. Write LINEAR
equalities and linear equations?

tion.
VINCE
en@gmail.com

Learning Area:
MATHEMATICS 8 2 60
Differen
Key Concepts / Understandings to Identifying elements and compounds

be Developed
OBJECTIVES:
familiarity gained through Understanding Differentiate elements and compounds.
Skills Applying Recognize elements from compounds.

The ability and
Analyzing
Attitude Responding to Phenomena Perform task well

Values Responding to Phenomena Help each other
2. Content Elements and Compounds
3. Learning Resources Science 7 Learner's Material/ CG/TG/ laptop/speaker
4. Procedures
Energizer: Campus Wellness.
5 minutes
4.2 Activity The teacher collects the output of the students which is a chart of The Periodic Table of Elements.
He let the students brea
10 minutes
let someone drink water. Note: He also drinks if needed.
1. What do you call t
breath?(oxygen) Is it an element or compound?
5 minutes 2. How about water?
3. What is an element? What is a compound?

4.4 Abstraction
The teacher let the students differentiate elements and compounds. He gives examples of elements like o
hydrogen, etc. He also gives examples of compounds like water, carbon dioxide, etc. He let the students
10 minutes
elements and compounds.
4.5 Application Group Activity: Quiz Bowl

The class will be div
There are 3 rounds; Easy, Average and Difficult. The corresponding points are 1,3 and 5 respectively. Each group w
question given by the teacher.
Group Activity: Quiz Bowl
The class will be div
There are 3 rounds; Easy, Average and Difficult. The corresponding points are 1,3 and 5 respectively. Each group w
question given by the teacher.
15 minutes
4.6 Assessment
The teacher gives his observations on the activity. He will note that helping o
Talking to Learners/ Conferencing
10 minutes but not during examinations.
4.7 Assignment
Enriching / inspiring the day’s lesson List down 5 compounds with their symbols.
3 minutes
The teacher calls someone to share his learning insights in today's discussion.
2 minutes
5. Remarks
6. Reflections
remediation.

did these work?


Prepared by:
Position/
Contact
Duration: Date:
60 August 20, 2018
Code:
S7MT-Ig-h-5
Periodic Table of Elements.

He let the students breath deeply. He also
1. What do you call the air that you
ut water?
gives examples of elements like oxygen, carbon,

n dioxide, etc. He let the students give examples of
The class will be divided into 5 groups.

1,3 and 5 respectively. Each group will answer the
he activity. He will note that helping others is a good deed
mbols.
tion.

VINCE
en@gmail.com

Learning Area:
MATHEMATICS 8 1 60
Learning Competency/ies: Code:
Simplifies Rational Algebraic Expressions
(Taken from the Curriculum Guide) M8AL-Ic-
Key Concepts / Understandings to Simplifying fractions and algebraic expressions

be Developed
OBJECTIVES:
The fact or condition Recall the concept of simplifying fractions.
Skills Applying Simplify Rational Algebraic Expressions.

The ability and
Analyzing
Responding to
Attitude Participate in the group activity.
Phenomena
Responding to
Values Aid others in answering the activity.
Phenomena
2. Content Simplifying Algebraic Expressions
3. Learning Resources Learner's Module (Grade 8) pages 76-79/CG/laptop/speaker
4. Procedures
Energizer: Campus Wellness.
5 minutes
4.2 Activity Boardwork: Evaluate the following Algebraic expressions
10 minutes

1. What have you observe of the following fractions?
2. Can the fractions be simplified or not? If yes, how?
5 minutes 3. Do you se
4.
expressions be simplified like fractions? If yes, how?
4.4 Abstraction The teacher gives the following examples of simplifying rational algebraic expressions.Note: Refer to pages 77-78 of LM
15 minutes

The class will be divided in
are 3 rounds; Easy, Average and Difficult. The corresponding points are 1,3 and 5 respectively. Each group will simplify
rational algebraic expressions.
15 minutes
4.6 Assessment The teacher gives his observations on the activity. He will note that helping others
Anlysis of Learners' Products
5 minutes not during examinations.
4.7 Assignment Find the product of the following rational algebraic expressions.
Preparing for the new lesson

3 minutes

2 minutes
5. Remarks
6. Reflections
B. No. of learners who require additional activities for

remediation. D. No. of learners who continue to require remediation.

did these work?


Prepared by:
Name: ZOREN N. REPONTE School: DON JULIAN ENAD MEMORIAL NATIONAL HIGH S
Position/
Contact
tional Planning
on Plan (DLP) Format

Date:
July 04, 2018
Code:
M8AL-Ic-2
pressions
ing fractions.
xpressions.
ty.
ctivity.
essions
) pages 76-79/CG/laptop/speaker
ic expressions
following fractions?
the fractions be simplified or not? If yes, how?
3. Do you see any pattern?
4. Can algebraic
yes, how?
of simplifying rational algebraic expressions.Note: Refer to pages 77-78 of LM)
The class will be divided into 5 groups. There

The corresponding points are 1,3 and 5 respectively. Each group will simplify the following
teacher gives his observations on the activity. He will note that helping others is a good deed but
during examinations.
the product of the following rational algebraic expressions.
arning insights in today's discussion.
CEBU PROVINCE

Learning Area:
SCIENCE 7 1 60
Investigate properties of saturated and unsaturated solutions.
Key Concepts / Understandings to Solutions

be Developed
OBJECTIVES:
familiarity gained through Understanding Determine which mixtures are solutions and not.
Skills Applying Investigate the properties of sample solutions based on the conducted experiment.
The ability and
capacity acquired through Analyzing
Attitude Responding to Phenomena Participate in the discussion

Values Responding to Phenomena Orderliness
2. Content Properties of solutions
3. Learning Resources Science 7 Learner's Material/CG/TG/sugar/salt/water/other materials needed for the experi
4. Procedures
Prepare the materials needed for the experiment.
5 minutes
4.2 Activity
Let the students familiarize the materials needed for the experiment.
5 minutes
4.3 Analysis Ask the students the following questions:
1. If we combine two of these materials, what do you think is the result?
2. What is a solution?
5 minutes
3. What are the types of solution based on saturation?
4. Wha
of these solutions?
4.4 Abstraction
The teacher will describe a solution. A solution is a mixture that is homogeneous. Based on saturation, a
saturated or unsaturated.
The teacher will describe a solution. A solution is a mixture that is homogeneous. Based on saturation, a
10 minutes saturated or unsaturated.
4.5 Application
The teacher let the students conduct the experiment. They will be guided.The experiment is to mix the ma
10 minutes seeds, oil,vinegar) with water to determine which ones are solutions.
4.6 Assessment The students are tasked to complete the table. See attachment.
Tests
15 minutes
4.7 Assignment
Reinforcing / strengthening the day’s Investigate the properties of solutions based on the experiment. Share
5 minutes lesson next meeting.
Call a student and let him share his learnings of today's lessson.
5 minutes
5. Remarks
6. Reflections
remediation.

did these work?


Prepared by:
Position/
Contact
Duration: Date:
60 June 6, 2018
Code:
S7MT-Ic-2
VES:
conducted experiment.
er materials needed for the experiment
s, what do you think is the result?
4. What are the properties
ogeneous. Based on saturation, a solution could be

ed.The experiment is to mix the materials(salt, sugar,
the table. See attachment.
s based on the experiment. Share your conclusions
tion.
VINCE
en@gmail.com

Learning Area:
SCIENCE 7 1 60
Describe the components of a scientific investigations
(Taken from the Curriculum Guide) S7MT-Ia
Key Concepts / Understandings to be
Developed Components of a scientific investigation
OBJECTIVES:
familiarity gained through Understanding Describe each component of a scientific investigation.
Skills Applying Conduct a scientific investigation on the situations found in the classroom.
The ability and
Analyzing
Attitude Responding to Phenomena Participate in the discussion.

Values Responding to Phenomena Love of truth
2. Content The six components of scientific investigation
3. Learning Resources Google/cellphone/things inside the classroom that can be used for investigation/CG
4. Procedures
The teacher imposes classroom management.
5 minutes
4.2 Activity
The teacher asks the students, "Why is seawater salty?". Let the students get interested on giving answers
10 minutes questions formulated out the surroundings.
How do we answer those questions with supportive facts?

5 minutes 2. What is a scientific investigation?
3. What are the components
investigation?
4.4 Abstraction
The teacher explains what a scientific investigation is. The teacher also explains the components of scientifi
15 minutes namely, Observation, Question, Hypothesis, Data gathering, Experiment and Conclusion.
4.5 Application
The students are tasked to create their own scientific investigation on the situations found in the classroom.
10 minutes is facilitated afterwards.
4.6 Assessment Activity Notebook:

Tests Des
15 minutes
component of a scientific investigation.
4.7 Assignment
Preparing for the new lesson Define a solution.
minutes
Call a student to share his reflection to the class. Acknowledge the effort of the students.
minutes
5. Remarks
6. Reflections
remediation.

did these work?


Prepared by:
Name: ZOREN N. REPONTE School: DON JULIAN ENAD MEMORIAL NATIONAL HIGH
Position/
Designation: TEACHER 1 Division: CEBU PROVINCE
Contact
uctional Planning
son Plan (DLP) Format

Date:
June 6, 2018
Code:
S7MT-Ia-1
tigation
OBJECTIVES:
nt of a scientific investigation.
stigation on the situations found in the classroom.
ion.
scientific investigation
ngs inside the classroom that can be used for investigation/CG
nagement.
y is seawater salty?". Let the students get interested on giving answers to simple
ndings.
1.
with supportive facts?
2. What is a scientific investigation?
3. What are the components of a scientific
c investigation is. The teacher also explains the components of scientific investigation
othesis, Data gathering, Experiment and Conclusion.
eir own scientific investigation on the situations found in the classroom. Random sharing
ctivity Notebook:
Describe each
omponent of a scientific investigation.
efine a solution.
to the class. Acknowledge the effort of the students.
CEBU PROVINCE

Learning Area:
MATHEMATICS 8 1 60
Simplifies Rational Algebraic Expressions
(Taken from the Curriculum Guide) M8AL-Ic-
Key Concepts / Understandings to Simplifying fractions and algebraic expressions

be Developed
OBJECTIVES:
The fact or condition Recall the concept of simplifying fractions.
Skills Applying Simplify Rational Algebraic Expressions.

The ability and
Analyzing
Responding to
Attitude Participate in the group activity.
Phenomena
Responding to
Values Aid others in answering the activity.
Phenomena
2. Content Simplifying Algebraic Expressions
3. Learning Resources Learner's Module (Grade 8) pages 76-79/CG/laptop/speaker
4. Procedures
Energizer: Dahil Sa'yo
5 minutes
4.2 Activity Boardwork: Evaluate the following Algebraic expressions (Review)
10 minutes

1. What have you observe of the following fractions?
2. Can the fractions be simplified or not? If yes, how?
5 minutes 3. Do you se
4.
expressions be simplified like fractions? If yes, how?
4.4 Abstraction The teacher gives the following examples of simplifying rational algebraic expressions.Note: Refer to pages 77-78 of LM
15 minutes

15 minutes
4.6 Assessment The teacher gives his observations on the activity. He will note that helping others
5 minutes not during examinations.
4.7 Assignment Find the product of the following rational algebraic expressions.

3 minutes

2 minutes
5. Remarks
6. Reflections


did these work?


Prepared by:
Name: ZOREN N. REPONTE School: DON JULIAN ENAD MEMORIAL NATIONAL HIGH S
Position/
Contact
tional Planning

Date:
July 05, 2018
Code:
M8AL-Ic-2
pressions
ing fractions.
xpressions.
ty.
ctivity.
essions
) pages 76-79/CG/laptop/speaker
ic expressions (Review)
following fractions?
the fractions be simplified or not? If yes, how?
3. Do you see any pattern?
4. Can algebraic
yes, how?
of simplifying rational algebraic expressions.Note: Refer to pages 77-78 of LM)
The class will be divided into 5 groups. There

The corresponding points are 1,3 and 5 respectively. Each group will simplify the following
teacher gives his observations on the activity. He will note that helping others is a good deed but
during examinations.
the product of the following rational algebraic expressions.
arning insights in today's discussion.
CEBU PROVINCE

Learning Area:
SCIENCE 7 1 60
Recognize that substances are classified into elements and compounds
Key Concepts / Understandings to Identifying elements and compounds

be Developed
OBJECTIVES:
familiarity gained through Understanding Differentiate elements and compounds.
Skills Applying Locate the atomic number of elements using the Periodic Table of Elements.
The ability and
Analyzing Infer how the symbols of elements were created.
Attitude Responding to Phenomena Perform task well

Values Responding to Phenomena Help each other
4. Procedures
Energizer: Dahil Sa'yo
5 minutes
4.2 Activity
The teacher let the students review the things they have learned yesterday. Oral participation points are
5 minutes
Guide Questions:
4.3 Analysis 1. What is an eleme
2. What is a compound?
10 minutes
3. How did the symbols of the elements were created?
4.4 Abstraction 4. In what manner did the elements arranged in the periodic table?
elements and compounds.The elements are arranged in the periodic table according to their atomic numb
elements are based on the first letter of the name, first and any letter of the name, and some are based o
names.
elements and compounds.The elements are arranged in the periodic table according to their atomic numb
10 minutes
elements are based on the first letter of the name, first and any letter of the name, and some are based o
names.
4.5 Application Activity notebook.
15 minutes
4.6 Assessment Group Activity: Quiz Bowl
Talking to Learners/ Conferencing The class will be divided into 5 groups. The
10 minutes Average and Difficult. The corresponding points are 1,3 and 5 respectively. E
the question given by the teacher.
4.7 Assignment
Enriching / inspiring the day’s lesson Give five elements with their ancient names.
3 minutes
2 minutes
5. Remarks
6. Reflections
remediation.

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Prepared by:
Position/
Contact
Duration: Date:
60 July 05, 2018
Code:
S7MT-Ig-h-5
f Elements.
rday. Oral participation points are recorded.
1. What is an element?
at is a compound?
riodic table?
gives examples of elements like oxygen, carbon,
n dioxide, etc. He let the students give examples of
ble according to their atomic number. The symbols of
the name, and some are based on their ancient
ass will be divided into 5 groups. There are 3 rounds; Easy,
g points are 1,3 and 5 respectively. Each group will answer
names.
tion.
VINCE
en@gmail.com

Learning Area:
MATHEMATICS 8 1 60
Factors completely different types of polynomials(polynomials with common monomial
factor, difference of two squares, sum and difference of two cubes, perfect square
(Taken from the Curriculum Guide) trinomials and general trinomials).
Key Concepts / Understandings to Factoring polynomials(Sum and difference of two cubes).

be Developed
OBJECTIVES:
familiarity gained through Understanding Completely factor polynomials with sum and difference of two cubes.
Skills Applying
The ability and
Analyzing
aptitude, etc., to do something Creating Formulate polynomials which are sum and difference of two cubes.
Attitude Responding to Phenomena Complete the activity given.

Values Responding to Phenomena Patience
2. Content Factoring Polynomials
4. Procedures
Do a short review on the topic discussed last meeting.
5 minutes
4.2 Activity
The teacher writes numbers on the board. Students will identify what kind of numbers they are.
5 minutes
Guide Questions:
4.3 Analysis
When can we say that a number is a perfect cube?
2. Are there also p
5 minutes
polynomials?
3. Sum and difference of two cubes are factorable,
4.4 Abstraction them?
The teacher guides the students on determining perfect cubes. He discusses the pattern on how to factor
difference of two cubes: 1.
10 minutes
He gives concrete examples afterwards.
4.5 Application
Boardwork: Nine polynomials will be written on the board and the students will choose two and form it int
15 minutes difference of two cubes. Then, they will factor it completely.
4.6 Assessment Completely factor the following.
1.
Tests
15 minutes
4.7 Assignment
3 minutes Preparing for the new lesson How do we determine that a polynomial is a perfect square trinomial?
2 minutes The teacher asks the students what he has learned from today's discussion.
5. Remarks
6. Reflections
remediation.

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Prepared by:
Position/
Designation: SST1 Division: CEBU PROVINCE
Contact
Duration: Date:
60 June 7, 2018
Code:
M8AL-Ia-b-1
bes.
s.
nd of numbers they are.
1. What are cubes?
2. Are there also perfect cubes in
ence of two cubes are factorable, how do we factor
usses the pattern on how to factor out sum and
e examples afterwards.
ents will choose two and form it into either sum or
1.
mial is a perfect square trinomial?
sion.
tion.

VINCE
en@gmail.com

Learning Area:
Science 7 1 60
(Taken from the Curriculum Guide) S7MT-Ig-h
Key Concepts / Understandings to Identifying elements and compounds found in food products
be Developed
OBJECTIVES:
familiarity gained through Understanding Recognize elements and compounds.
Skills Applying Identify the compounds and elements found in food labels.
The ability and
Analyzing
Attitude Responding to Phenomena Infer that some food products do not contain significant minerals.
Values Responding to Phenomena Discipline in eating junk foods
4. Procedures
Classroom management and Energizer.
5 minutes
4.2 Activity
The students will prepare their food labels. The teacher asks the students if the food they are eating contain
10 minutes minerals. Sharing of ideas will be facilitataed.
Guide Questions.
4.3 Analysis 1. How will you
food you are eating gives you significant nutrients?
2. Why are some nutrient
Nutrition Facts but are 0%?
5 minutes
3. What are
found in the sample food lables?
4. What are the elements t
4.4 Abstraction Plenary on the topic:
these compounds?
The
compounds found in the sample food label and identifies the elements that compose the compound. Examp
10 minutes Nitrate; it contains calcium, nitrogen and oxygen.
The teac
that the substances we eat are the ingredients and what we get are the minerals.
4.5 Application
Individual Activity:
D
10 minutes student is tasked to identify at least 3 compounds found in his/her sample food label. Then, the elements fou
compound should be identified.
4.6 Assessment
Anlysis of Learners' Products The teacher asks three students to share his output on the activity condu
Anlysis of Learners' Products The teacher asks three students to share his output on the activity condu
10 minutes
4.7 Assignment
Enriching / inspiring the day’s lesson What should you do before eating foods?
5 minutes
5 minutes
5. Remarks
6. Reflections
remediation.
did these work?
Prepared by:
Position/
Contact
uctional Planning

Date:
July 09, 2018
Code:
S7MT-Ig-h-5
unds found in food products
d compounds.
and elements found in food labels.
ducts do not contain significant minerals.

foods
ds
aterial/ CG/TG/ laptop/speaker
zer.
abels. The teacher asks the students if the food they are eating contains significant
cilitataed.
1. How will you know that the
cant nutrients?
2. Why are some nutrients written in the
3. What are the compounds
4. What are the elements that compose
The teacher provides

d label and identifies the elements that compose the compound. Example, Calcium
and oxygen.
The teacher emphasizes
ngredients and what we get are the minerals.
Direction: Each
3 compounds found in his/her sample food label. Then, the elements found in that
he teacher asks three students to share his output on the activity conducted.
he teacher asks three students to share his output on the activity conducted.
What should you do before eating foods?
his learning insights in today's discussion.
CEBU PROVINCE

Learning Area:
Mathematics 8 1 60
Performs operations on rational algebraic expressions
Code:
(Taken from the Curriculum Guide) M8AL-Ic-d
Key Concepts / Understandings to Multiplying and dividing rational algebraic expressions
be Developed
OBJECTIVES:
familiarity gained through Understanding Simplify rational algebraic expressions.
Skills Applying
The ability and Multiply and divide rational algebraic expressions.
deliberate, systematic, and Analyzing
from one's knowledge, practice, Creating
aptitude, etc., to do something
Attitude Responding to Phenomena Perform the group activity

2. Content Operations on Rational Algebraic Expressions

3. Learning Resources Math 8 Learner's Material/CG/laptop/ speakers
4. Procedures
Exercise: Zumba
5 minutes
4.2 Activity
Let the students recall the group activity conducted last meeting. Ask for their insights.
10 minutes
Guide Questions:
1. How do we
4.3 Analysis algebraic expressions?
2. How do we multiply rational algebraic expressions
5 minutes
3. How do we divide rational algebraic expressions?
4.4 Abstraction The teacher explains the topic by giving examples.
10 minutes

The class will be divided
There are 3 rounds; Easy, Average and Difficult. The corresponding points are 1,3 and 5 respectively. Each group will
following rational algebraic expressions.
10 minutes
4.6 Assessment Activity notebook: The students will answer the following.
Tests
Activity notebook: The students will answer the following.
Tests
10 minutes
4.7 Assignment
Preparing for the new lesson How do we add rational algebraic expressions?
5 minutes
5 minutes
5. Remarks
6. Reflections
remediation.

did these work?

Prepared by:
Position/
Contact
uctional Planning

Date:
July 09, 2018
Code:
M8AL-Ic-d-1
l algebraic expressions
expressions.
nal algebraic expressions.
al Algebraic Expressions
terial/CG/laptop/ speakers
vity conducted last meeting. Ask for their insights.
1. How do we simplify Rational
2. How do we multiply rational algebraic expressions?
3. How do we divide rational algebraic expressions?

ving examples.
The class will be divided into 5 groups.

Difficult. The corresponding points are 1,3 and 5 respectively. Each group will operate the
.
ctivity notebook: The students will answer the following.

ow do we add rational algebraic expressions?
learned from the discussion.
CEBU PROVINCE

Learning Area:
Mathematics 8 1 60
Performs operations on rational algebraic expressions
Code:
(Taken from the Curriculum Guide) M8AL-Ic-d
Key Concepts / Understandings to Multiplying and dividing rational algebraic expressions
be Developed
OBJECTIVES:
familiarity gained through Understanding Simplify rational algebraic expressions.
Skills Applying
The ability and Add and subtract similar rational algebraic expressions.
Attitude Responding to Phenomena Solve independently.

Values Responding to Phenomena Gain Confidence
2. Content Operations on Rational Algebraic Expressions
3. Learning Resources Math 8 Learner's Material/CG/laptop/ speakers
4. Procedures
Exercise: Zumba
5 minutes
4.2 Activity The teacher asks the learning insights of the students, then give the assessment afterwards. Refer to asses
10 minutes yesterday's DLP.
Guide Questions:
1. How do we
4.3 Analysis algebraic expressions?
2. How do we multiply and divide rational algebraic e
5 minutes 3. How do we add and subtract similar rationa

4.4 Abstraction expressions?
The teacher explains the topic by giving examples.
10 minutes
4.5 Application Boardwork:
10 minutes
4.6 Assessment Activity notebook: The students will answer the following.
Tests
Activity notebook: The students will answer the following.
Tests
10 minutes
4.7 Assignment
Preparing for the new lesson How do we add and subtract dissimilar rational algebraic expressions?
5 minutes
5 minutes
5. Remarks
6. Reflections
remediation.

did these work?

Prepared by:
Position/
Contact
uctional Planning

Date:
July 10, 2018
Code:
M8AL-Ic-d-1
l algebraic expressions
c expressions.
al Algebraic Expressions
terial/CG/laptop/ speakers
ts of the students, then give the assessment afterwards. Refer to assessment of
1. How do we simplify Rational
2. How do we multiply and divide rational algebraic expressions?
3. How do we add and subtract similar rational algebraic

ving examples.
ctivity notebook: The students will answer the following.

ow do we add and subtract dissimilar rational algebraic expressions?
learned from the discussion.
CEBU PROVINCE

Learning Area:
SCIENCE 7 1 60
Investigate properties of saturated and unsaturated solutions.
Key Concepts / Understandings to Solutions

be Developed
OBJECTIVES:
familiarity gained through Understanding Explain what is a solution.
Skills Applying
The ability and
Analyzing Determine the properties of saturated and unsaturated solutions based on the actual solution

2. Content Solutions
3. Learning Resources Science 7 learners material/CG/TG/ beaker/stirring rod/water and salt
4. Procedures
Conduct a review about solutions.
5 minutes
4.2 Activity
The teacher creates a solution of water and salt. One is saturated and the other is unsaturated solution.T
10 minutes the students mix the solution.
1. What is the difference betwee
solutions?
10 minutes
What do we call this solution in beaker 1? in beaker 2?
3. Define saturated solution. Define unsa
4.4 Abstraction
The teacher explains the definition of saturated solution and unsaturated solution.
5 minutes
4.5 Application
On the board, two different groups will list down examples of solutions which are saturated and unsaturat
10 minutes the most examples wins the activity.(performance)
4.6 Assessment Answer the following briefly.
What is a saturated solution?

Tests
10 minutes 2. What is an un
3. What are the characteristics of the two?

4.7 Assignment
Preparing for the new lesson What is a concentration of solution?
5 minutes
Let a student share his understanding of today's discussion.
5 minutes
5. Remarks
6. Reflections
remediation.

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Prepared by:
Position/
Contact
Duration: Date:
60 June 11, 2018
Code:
S7MT-Ic-2
VES:
tions based on the actual solution.
od/water and salt
he other is unsaturated solution.The teacher let two of
1. What is the difference between these two

2.
ne saturated solution. Define unsaturated solution.
d solution.
which are saturated and unsaturated. The group with
1.
2. What is an unsaturated solution?
re the characteristics of the two?

tion.
VINCE
en@gmail.com

Learning Area:
Science 7 1 60
Key Concepts / Understandings to Identifying elements that composed the given compounds
be Developed
OBJECTIVES:
familiarity gained through Understanding Recognize elements and compounds.
Skills Applying Identify the elements found in compounds.

The ability and
Analyzing
Attitude Responding to Phenomena Infer that some food products do not contain significant minerals.
Values Responding to Phenomena Discipline in eating junk foods
4. Procedures
Classroom management and Energizer.
5 minutes
4.2 Activity
The teacher asks the learning insights of the students. He conducts a review.
10 minutes
Guide Questions.
4.3 Analysis 1. How will you
food you are eating gives you significant nutrients?
2. What are the elements
5 minutes these compounds?
3. How will you know
elements that belong to those conpounds?
4.4 Abstraction Plenary on the topic:
The
a sample of compound and identifies the elements that compose the compound. Example, Calcium Nitrate;
10 minutes calcium, nitrogen and oxygen.
The teacher emphasizes th
we eat are the ingredients and what we get are the minerals.
4.5 Application
The teacher provides compounds and the students will determine the elements that composed the compoun
1. Monosodium Glutamate 2. Dis
10 minutes
3. Calcium Lactate 4. Potassium Iodine 5. Silicon Dioxide
4.6 Assessment
Anlysis of Learners' Products The teacher asks students on how they were able to complete the activi
Anlysis of Learners' Products The teacher asks students on how they were able to complete the activi
10 minutes
4.7 Assignment
Enriching / inspiring the day’s lesson What should you do before eating foods?
5 minutes
5 minutes
5. Remarks
6. Reflections
remediation.
did these work?
Prepared by:
Position/
Contact
uctional Planning

Date:
July 10, 2018
Code:
S7MT-Ig-h-5
osed the given compounds
d compounds.
nd in compounds.
ducts do not contain significant minerals.

foods
ds
aterial/ CG/TG/ laptop/speaker
zer.
ts of the students. He conducts a review.
1. How will you know that the

cant nutrients?
2. What are the elements that compose
3. How will you know that these are the

unds?

s the elements that compose the compound. Example, Calcium Nitrate; it contains
The teacher emphasizes that the substances

we get are the minerals.
nd the students will determine the elements that composed the compounds.
1. Monosodium Glutamate 2. Disodium Inosinate
dine 5. Silicon Dioxide
he teacher asks students on how they were able to complete the activity.
he teacher asks students on how they were able to complete the activity.
What should you do before eating foods?
CEBU PROVINCE

Learning Area:
Science 7 1 60
Key Concepts / Understandings to Identifying elements that composed the given compounds
be Developed
OBJECTIVES:
familiarity gained through Understanding Identify the elements found in compounds.
Skills Applying Determine characteristics of elements such as metals and non-metals.

The ability and
Analyzing
Attitude Responding to Phenomena Answer the questions in a complete sentence.

Values Responding to Phenomena Discipline in answering questions
3. Learning Resources Science 7 Learner's Material/ CG/TG/
4. Procedures
Classroom management and Energizer: Up and Down-Mind-Teaser
5 minutes
4.2 Activity
The teacher asks the learning insights of the students. He conducts a review.
10 minutes
Guide Questions.
4.3 Analysis 1. What are ele
2. What are compounds? How can we determine the number of atoms in a compound?
5 minutes
3. What are some of the characteristics of metals and non-metals?
4.4 Abstraction
Plenary on the topic:
The
a sample of compound and identifies the elements that compose the compound. Example, Calcium Nitrate;
10 minutes
calcium, nitrogen and oxygen.
4.5 Application
The teacher provides compounds. It will be written on the board. Questions will be asked for the oral particip
10 minutes questions include identifying the number of atoms in a compound.
4.6 Assessment
Tests Answering the Summative Assessment. (pages 52-53 of LM)
Tests Answering the Summative Assessment. (pages 52-53 of LM)
10 minutes
4.7 Assignment
Enriching / inspiring the day’s lesson What food products are acidic?
5 minutes
5 minutes
5. Remarks
6. Reflections
remediation.
did these work?
Prepared by:
Position/
Contact
uctional Planning

Date:
July 11 2018
Code:
S7MT-Ig-h-5
osed the given compounds
nd in compounds.
s of elements such as metals and non-metals.
a complete sentence.
questions
ds
aterial/ CG/TG/
zer: Up and Down-Mind-Teaser
ts of the students. He conducts a review.
1. What are elements?
mpounds? How can we determine the number of atoms in a compound?
istics of metals and non-metals?

s the elements that compose the compound. Example, Calcium Nitrate; it contains
will be written on the board. Questions will be asked for the oral participation.Some of the
mber of atoms in a compound.
nswering the Summative Assessment. (pages 52-53 of LM)

nswering the Summative Assessment. (pages 52-53 of LM)
What food products are acidic?
CEBU PROVINCE

Learning Area:
SCIENCE 7 1 60
Express concentrations of solutions quantitatively by preparing
different concentrations of mixtures according to uses and availability
of materials S7MT-Id-
Key Concepts / Understandings to Concentration of Solutions

be Developed
OBJECTIVES:
familiarity gained through Understanding Determine the concentrations of solute and solvent in a solution.
Skills Applying Express the concentrations of solute and solvent quantitatively.

The ability and
Analyzing

Values Responding to Phenomena Environment Sustainability
4. Procedures
Conduct a review about solutions.
5 minutes
4.2 Activity
The teacher creates a two solutions of water and salt. One with more salt than the other. The teacher empha
10 minutes solutions are dangerous to the environment.
1. What is the difference between t
solutions?
10 minutes
Which is more concentrated?
3. How will you describe the concentration of solute and solvent in the
4.4 Abstraction The teacher explains how to describe the concentration of solutions quantitatively. The teacher gives examp
1. 3
5 minutes
solution -------------> 30 grams salt per 100 grams water-------->30/100<---quantitative description
4.5 Application
The teacher groups the class into six. Each group will give example of a solution and the next group will des
10 minutes Activity Notebook:
concentration of the solution quantitatively. Express
Each correct theisconcentration
answer worth 5 pointsofand
the3following
points forsolution qua
the wrong
4.6 Assessment 1. 20%
an alcohol solution
2. 5% acetic acid in a vinegar

Tests
10 minutes
3. 18 karats of gold in a ring
4. 25% salt in a salt solution

4.7 Assignment Solve the problem. 5.
Preparing for the new lesson coin 1. A 120 gr
5 minutes
solution contains 22% salt. How much salt is in the solution?
5 minutes
5. Remarks
6. Reflections
remediation.

did these work?

Prepared by:
Position/
Contact
uctional Planning

Date:
June 13, 2018
Code:
S7MT-Id-3
OBJECTIVES:
ations of solute and solvent in a solution.
ons of solute and solvent quantitatively.
sion.
terial/CG/TG/ beaker/stirring rod/water and salt
of water and salt. One with more salt than the other. The teacher emphasizes that some
onment.
1. What is the difference between these two

2.
3. How will you describe the concentration of solute and solvent in the salt solution?
e the concentration of solutions quantitatively. The teacher gives example.
1. 30% salt in a salt
er 100 grams water-------->30/100<---quantitative description
x. Each group will give example of a solution and the next group will describe the
ctivity Notebook:
atively. Express
Each correct theisconcentration
answer worth 5 pointsofand
the3following
points forsolution quantitatively.
the wrong answer.
1. 20% ethyl alcohol in

n alcohol solution
4. 25% salt in a salt solution

olve the problem. 5. 75 % copper in a
oin 1. A 120 grams of salt
olution contains 22% salt. How much salt is in the solution?
ng of today's discussion.
CEBU PROVINCE

Learning Area:
SCIENCE 7 1 60

be Developed
OBJECTIVES:
familiarity gained through Understanding Express the concentrations of solute and solvent quantitatively.
Skills Applying Solve problems involving concentrations of solutions.

The ability and
Analyzing

Values Responding to Phenomena Environment Sustainability
4. Procedures
5 minutes
4.2 Activity
The teacher let the students answer the problem given last meeting. Two students will answer on the board.
checks if they have the same answer. The teacher emphasizes that it was a salt solution and it was safe. So
10 minutes
dangerous.
1. How did your classmates solve t
10 minutes 2. How will you express the concentration of solution q
3. How did you use the concentration of solutions in solving the problem?
4.4 Abstraction The teacher solves the problem on the board and explains the process.
Salt Solution= 120 grams
5 minutes amount of salt=?
Sol'n: 120(22%) = 120(22/100)= 2640/100= 26.4 grams of salt
The teacher let the students express concentrations of solutions on the board.
4.5 Application 1. 10% ethyl alcohol in an alco

10 minutes
4. 28%Activity
salt in aNotebook:
salt solution
Solve the following problem.
5. 88% copper in a coin 1. A 200 grams of salt
4.6 Assessment 35% salt. How much salt is in the solution?
Tests
10 minutes 2. A
contains 6 % acetic acid. How much acetic acid is in the vinegar?
4.7 Assignment
Enriching / inspiring the day’s lesson Study the topics discussed. A summative test will be given next meeting.
5 minutes
5 minutes
5. Remarks
6. Reflections

did these work?


Prepared by:
Position/
Contact
uctional Planning

Date:
June 14, 2018
Code:
S7MT-Id-3
OBJECTIVES:
g concentrations of solutions.
sion.
terial/CG/TG/ beaker/stirring rod/water and salt
nagement.
the problem given last meeting. Two students will answer on the board. The teacher
r. The teacher emphasizes that it was a salt solution and it was safe. Some solutions are
1. How did your classmates solve the problem?
2. How will you express the concentration of solution quantitatively?
centration of solutions in solving the problem?

he board and explains the process.
Salt Solution= 120 grams Salt=22%
l'n: 120(22%) = 120(22/100)= 2640/100= 26.4 grams of salt

s concentrations of solutions on the board.
1. 10% ethyl alcohol in an alcohol solution
salt in aNotebook:
ctivity salt solution
Solve the following problem.
5. 88% copper in a coin 1. A 200 grams of salt solution contains
5% salt. How much salt is in the solution?
2. A 50 ml vinegar
ontains 6 % acetic acid. How much acetic acid is in the vinegar?
tudy the topics discussed. A summative test will be given next meeting.
CEBU PROVINCE

Learning Area:
SCIENCE 7 1 60

be Developed
OBJECTIVES:
familiarity gained through Understanding Express the concentrations of solute and solvent quantitatively.
Skills Applying Solve problems involving concentrations of solutions.

The ability and
Analyzing
Attitude Responding to Phenomena Answer the summative test.

3. Learning Resources Science 7 learners material/CG/TG/ Test Questionnaire
4. Procedures
5 minutes
4.2 Activity
The teacher conducts a short review on solutions.
10 minutes
10 minutes 2. How will you express the concentration of solution quantitatively?
you say that solution is either saturated or unsaturated?

4.4 Abstraction
The teacher solves a problem on the board and explains the process.
Salt Solution= 120 grams
5 minutes amount of salt=?
Sol'n: 120(22%) = 120(22/100)= 2640/100= 26.4 grams of salt
4.5 Application
The teacher let the students take the summative test. Please See attachment.
10 minutes
4.6 Assessment
The teacher checks the answers of the students on the summative test th
10 minutes teacher analyzes the result of the test.
4.7 Assignment
Enriching / inspiring the day’s lesson What is a pure substance and a mixture?
5 minutes
5 minutes
5. Remarks
6. Reflections


did these work?

Prepared by:
Position/
Contact
uctional Planning

Date:
June 18, 2018
Code:
S7MT-Id-3
OBJECTIVES:
g concentrations of solutions.
est.
terial/CG/TG/ Test Questionnaire
nagement.
w on solutions.
ill you express the concentration of solution quantitatively?

3. When can
ted or unsaturated?
e board and explains the process.
Salt Solution= 120 grams Salt=22%
l'n: 120(22%) = 120(22/100)= 2640/100= 26.4 grams of salt
e summative test. Please See attachment.
he teacher checks the answers of the students on the summative test they took. The
eacher analyzes the result of the test.
What is a pure substance and a mixture?
CEBU PROVINCE

Learning Area:
MATHEMATICS 8 1 60
(Taken from the Curriculum Guide) trinomials and general trinomials). M8AL-Ia-b
Key Concepts / Understandings to Factoring polynomials(Perfect Square Trinomial).

be Developed
OBJECTIVES:
familiarity gained through Understanding Completely factor Perfect Square Trinomials.
Skills Applying
The ability and
Analyzing
aptitude, etc., to do something Creating Formulate Pefect Square Trinomials.

4. Procedures
5 minutes
4.2 Activity
The teacher writes a perfect square trinomial on the board. ( x +2x+1). The teacher asks if the polynomial be
5 minutes polynomials already discussed. Let them explain why they say so.
1.
this polynomial?
5 minutes 2. How do we factor out this polynomia
3. What do we mean by factoring out completely?

4.4 Abstraction
The teacher guides the students on determining perfect square trinomials. He discusses the steps on how to
polynomials: 1. The first term and the last term should be perfect squares.
10 minutes He gives
examples afterwards.1. x +2x+1= (x+1)(X+1)
4.5 Application
Boardwork: Nine polynomials will be written on the board and the students will identify the perfect square tri
15 minutes they will factor it completely.
1. x +4x+4
Tests
Completely factor the following.
1. x +4x+4
Tests
15 minutes 2. y -10y+25
3. x -6x+9
4.7 Assignment +12p+36
3 minutes Preparing for the new lesson How do we determine that a polynomial is a general trinomial?
5.s -
5. Remarks
6. Reflections


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Prepared by:
Position/
Contact
ctional Planning

Date:
June 11, 2018
Code:
M8AL-Ia-b-1
e Trinomial).
quare Trinomials.
rinomials.
s Module/CG/TG
sed last meeting.
rinomial on the board. ( x +2x+1). The teacher asks if the polynomial belongs to the
hem explain why they say so.
1. What do we call
2. How do we factor out this polynomial?
we mean by factoring out completely?

determining perfect square trinomials. He discusses the steps on how to factor out these
e last term should be perfect squares.
He gives concrete
+1)(X+1)
written on the board and the students will identify the perfect square trinomials. Then,
ompletely factor the following.
1. x +4x+4
ow do we determine that a polynomial is a general trinomial?
he has learned from today's discussion.

CEBU PROVINCE

Learning Area:
MATHEMATICS 8 1 60
Key Concepts / Understandings to Factoring polynomials(General Trinomials).

be Developed
OBJECTIVES:
familiarity gained through Understanding Completely factor General Trinomials.
Skills Applying
The ability and
Analyzing
aptitude, etc., to do something Creating Formulate General Trinomials.

4. Procedures
5 minutes
4.2 Activity
The teacher writes a general trinomial on the board (x +3x+2). The teacher asks if the polynomial belongs to
5 minutes already discussed. Let them explain why they say so.
1.
this polynomial?

4.4 Abstraction The teacher guides the students on determining general trinomials. He discusses the steps on how to factor
polynomials: 1. Find the factors of the last term. 2. Add the factors. 3. If the sum of the factors is the numeric
use those factors to formulate the factors of the polynomial.
10 minutes
He gives concrete exam
afterwards.1. x +3x+2= (x+1)(X+2) ----> 2=(2)(1)----->2+1=3
4.5 Application
Boardwork: Nine polynomials will be written on the board and the students will identify the general trinomial
15 minutes factor it completely.
1. x +4x+3
Tests
2. y -10y+21
1. x +4x+3
Tests
15 minutes 2. y -10y+21
3. x -6x+8
4.7 Assignment Reinforcing / strengthening the day’s +12p+20
3 minutes How do we determine that a polynomial is a general trinomial?
lesson 5.s -
5. Remarks
6. Reflections
remediation.

did these work?


Prepared by:
Position/
Contact
ctional Planning

Date:
June 13, 2018
Code:
M8AL-Ia-b-1
mials).
Trinomials.
als.
s Module/CG/TG
sed last meeting.
al on the board (x +3x+2). The teacher asks if the polynomial belongs to the polynomials
why they say so.
1. What do we call

determining general trinomials. He discusses the steps on how to factor out these
e last term. 2. Add the factors. 3. If the sum of the factors is the numerical coefficient, then
ctors of the polynomial.
He gives concrete examples
--> 2=(2)(1)----->2+1=3
written on the board and the students will identify the general trinomials.. Then, they will
1. x +4x+3
y -10y+21
ow do we determine that a polynomial is a general trinomial?

CEBU PROVINCE

Learning Area:
MATHEMATICS 8 1 60
Key Concepts / Understandings to Factoring polynomials(General Trinomials).

be Developed
OBJECTIVES:
familiarity gained through Understanding Completely factor General Trinomials.
Skills Applying
The ability and
Analyzing
aptitude, etc., to do something Creating Formulate General Trinomials.

4. Procedures
5 minutes
4.2 Activity
The teacher writes a different type of general trinomial on the board (2x +5x+2). The teacher asks if the poly
5 minutes the polynomials already discussed. Let them explain why they say so.
1.
this polynomial?

4.4 Abstraction
The teacher guides the students on determining general trinomials. He discusses the steps on how to factor
polynomials: 1. Find the factors of the first term and last term. 2. Use FOIL method in multiplying these facto
factors. 4. If the sum of the factors is the numerical coefficient, then use those factors to formulate the factor
10 minutes polynomial.
He gives concrete examples afterwards.1. 2x +5x+2= (2x+1)(X+2) ---->
(2)+(1)(1)=5
4.5 Application
Boardwork: Nine polynomials will be written on the board and the students will identify the general trinomial
15 minutes factor it completely.
1. 2x +9x+4
Tests
2. 4y -12y+5
1. 2x +9x+4
Tests
15 minutes 2. 4y -12y+5
3. 3x -25x+8
4.7 Assignment Enhancing / improving the day’s +22p+20
3 minutes Create two general trinomials on your own.
lesson 5. 3s
5. Remarks
6. Reflections
remediation.

did these work?


Prepared by:
Position/
Contact
ctional Planning

Date:
June 14, 2018
Code:
M8AL-Ia-b-1
mials).
Trinomials.
als.
s Module/CG/TG
sed last meeting.
general trinomial on the board (2x +5x+2). The teacher asks if the polynomial belongs to
et them explain why they say so.
1. What do we call

determining general trinomials. He discusses the steps on how to factor out these
e first term and last term. 2. Use FOIL method in multiplying these factors. 3. Add the
the numerical coefficient, then use those factors to formulate the factors of the
He gives concrete examples afterwards.1. 2x +5x+2= (2x+1)(X+2) ----> 2=(2)(1)--->(2)
written on the board and the students will identify the general trinomials.. Then, they will
1. 2x +9x+4
4y -12y+5
reate two general trinomials on your own.

CEBU PROVINCE

Learning Area:
MATHEMATICS 8 1 60
Key Concepts / Understandings to Factoring polynomials.

be Developed
OBJECTIVES:
familiarity gained through Understanding Completely factor Polynomials.
Skills Applying
The ability and
Analyzing Distinguish unfactorable polynomials.

4. Procedures
Checking of assignment.
5 minutes
4.2 Activity
The teacher conducts a short review regarding polynomials with the participation of the students.
5 minutes
1.
techniques in factoring out polynomials?
5 minutes 2. How will yo
polynomial is not factorable?
3. What do we mean by factoring out
4.4 Abstraction
The teacher gives examples of polynomials that are factorable(1-2) and not factorable(3-4).
10 minutes
1. x -4 2. y +10y+25 3. x +9 4. x +3x +1
4.5 Application
Group Activity: The class is divided into 5 groups. Each group will give a polynomial and the other groups fac
polynomials. Each correct answer is given 5 points. The group who gave the polynomials will receive 5 point
15 minutes
group got the correct answer. Wrong answer is given 2 points.
4.6 Assessment The teacher asks the learners what are the difficulties they have encount
Talking to Learners/ Conferencing The teacher also assesses the performance of the learners.
15 minutes
4.7 Assignment
Preparing for the new lesson Can the difference of two squares be applicable to 3x-12x? If yes, how? I
3 minutes Preparing for the new lesson Can the difference of two squares be applicable to 3x-12x? If yes, how? I
5. Remarks
6. Reflections
remediation.

did these work?


Prepared by:
Position/
Contact
ctional Planning

Date:
June 18, 2018
Code:
M8AL-Ia-b-1
als.
polynomials.
s Module/CG/TG
regarding polynomials with the participation of the students.
1. What are the

als?
2. How will you distinguish that a

omials that are factorable(1-2) and not factorable(3-4).
3. x +9 4. x +3x +1
nto 5 groups. Each group will give a polynomial and the other groups factor the
given 5 points. The group who gave the polynomials will receive 5 points if at least 1
answer is given 2 points.
he teacher asks the learners what are the difficulties they have encounter in the activity.
he teacher also assesses the performance of the learners.
an the difference of two squares be applicable to 3x-12x? If yes, how? If no, why?
an the difference of two squares be applicable to 3x-12x? If yes, how? If no, why?

CEBU PROVINCE

Learning Area:
ARTS 10 3 60
Describe the characteristics of media-based arts and designs in the
(Taken from the Curriculum Guide) Philippines.
Key Concepts / Understandings to Animation
be Developed
OBJECTIVES:
familiarity gained through Understanding Define animation.
Skills Applying
The ability and
Analyzing
aptitude, etc., to do something Creating Create a stop-action cartoon using a mobile phone or a tablet.
Attitude Responding to Phenomena Participate in class discussion.

2. Content Animation
3. Learning Resources Horizon: Music and Arts textbook/CG/TG/laptop
4. Procedures
Energizer: UP, DOWN, and TURN AROUND
5 minutes
4.2 Activity
The teacher shows an excerpt of an animated film entitled "Ano Hana". The students observe how the an
20 minutes created.
4.3 Analysis
The teacher asks the following.
1. What have you observed from the video presented?
5 minutes
2. What is animation?
4.4 Abstraction
The students share their ideas to the class. The teacher talks about how animated films are created.
5 minutes
4.5 Application Group Activity: Each group will create a stop action cartoon lasting for 10-15 seconds. Furnish your work
10 minutes program.
4.6 Assessment Group Activity: Each group will create a stop action cartoon lasting for
Furnish your work using any editing program.
Tests
5 minutes
4.7 Assignment
Enriching / inspiring the day’s lesson What is Animahenasyon?
5 minutes

Call someone to share the things he learned during the discussion.
5 minutes
5. Remarks
6. Reflections
remediation.

did these work?


Prepared by:
Position/
Contact
Duration: Date:
60 December 08, 2017
Code:
A10PR-IIIc-e-2
IVES:
The students observe how the animated film was
w animated films are created.
10-15 seconds. Furnish your work using any editing

e a stop action cartoon lasting for 10-15 seconds.
program.
tion.
VINCE
en@gmail.com

Learning Area:
Araling Panlipunan 7 3 60
Nasusuri ang mga paraang ginamit sa Timog at Kanlurang Asya sa
(Taken from the Curriculum Guide) pagtatamo ng kalayaan mula sa nasyonalismo.
Key Concepts / Understandings to Mga Nasyonalista sa Asya
be Developed
OBJECTIVES:
familiarity gained through Understanding Maibahagi sa klase ang ibat-ibat nasyonalista sa Asya.
Skills Applying
The ability and
Analyzing Nasusuri ang paraang ginamit ng mga nasyonalista sa Asya sa pagkamit ng kalayaan.
Attitude Responding to Phenomena
Values Responding to Phenomena Tiwala sa sarili sa paggawa ng presentasyon
2. Content Nasyonalismo sa Asya
3. Learning Resources ASYA: Pagkakaisa sa gitna ng pagkakaiba/CG/TG/Laptop
4. Procedures
Wastohan ang asignatura.
5 minutes
4.2 Activity Magpakita ng presentasyon tungkol sa mga nasyonalista sa Asya. Hayaang basahin ng mga mag-aaral a
10 minutes presentasyon.
4.3 Analysis
Itanong ang mga sumusunod:
1. Sino-sino ang mga nasyonalista sa Timog Asya? Sa Kanlurang Asya?
10 minutes 2. Ano ang mga paraang ginamit ng mga nasyonalista sa pagkamit ng kalayaan?
3. Sa inyong palagay, naging matagumpay ba ang ilan sa mga nasyonalistang ito?
4.4 Abstraction
Ipapaliwanag ng guro ang nilalaman ng presentasyon. Isa-isang ibahagi ang paraang ginamit ng mga na
pagkamit ng kalayaan. Ilan sa mga nasyonalista ay sina Mohandas Gandhi, na gumamit ng mapayapang
5 minutes
Saud, na naging hari ng Saudi Arabia.
4.5 Application
Pangkatang Gawain:
Pumili ng isang nasyonalista at ipakita ang kanyang paraang ginamit sa pagkamit ng kalayaan. Ipapakita
ng isang maikling presentasyon.
Pangkatang Gawain:
Pumili ng isang nasyonalista at ipakita ang kanyang paraang ginamit sa pagkamit ng kalayaan. Ipapakita
10 minutes
ng isang maikling presentasyon.
4.6 Assessment
Acivity Notebook: Ipaliwanag ang mga pangyayaring naganap sa para
Tests
10 minutes Saud sa pagkamit ng kalayaan at kung paano siya nagtagumpay sa ka
4.7 Assignment
Preparing for the new lesson Sa 1/4 na papel, isulat ang mga epekto ng Digmaang Pandaigdig.
5 minutes
Tumawag ng mag-aaral at hayaang maibahagi ang kanyang natutunan sa napag-usapan sa klase.
5 minutes
5. Remarks Karamihan sa mga mag-aaral ay nagpakita ng kagalingan sa paggawa ng presentasyon.
6. Reflections
remediation.

did these work?
Prepared by:
Position/
Contact
nstructional process by using
Duration: Date:
Code:
AP7TKA-IIIe-1.12
agkamit ng kalayaan.
top
aang basahin ng mga mag-aaral ang mga nilalaman ng
g Asya?
pagkamit ng kalayaan?
nasyonalistang ito?
gi ang paraang ginamit ng mga nasyonalista sa

ndhi, na gumamit ng mapayapang paraan, at si Ibn
a pagkamit ng kalayaan. Ipapakita ito sa pamamagitan

ga pangyayaring naganap sa paraang ginamit ni Ibn
ng paano siya nagtagumpay sa kanyang adhikain.
kto ng Digmaang Pandaigdig.
sa napag-usapan sa klase.
ng presentasyon.
tion.
VINCE
en@gmail.com
(The process of systematically planning, developing, evaluating and managing the instructional process by
using principles of teaching and learning - D.O. 42, s. 2016)
Learning Area:
SCIENCE 8 3 60
Learning Competency/ies: Determine the number of protons, neutrons, electrons in a
(Taken from the Curriculum Guide) particular atom.
Key Concepts / Understandings to Nuclear Model of atom
be Developed
Domain Dimensions (D.O. No. 8, s. OBJECTIVES:
2015)
familiarity gained through Understanding Describe the Nuclear Model of Atom.
Skills Applying Perform an alternative experiment in showing the Nuclear Model of atom.
The ability and
Analyzing
Responding to
Attitude Phenomena Show cooperation in the group activity.
Responding to
Values Phenomena
2. Content Atoms: Inside Out
3. Learning Resources Science Learner's Materials/CG/TG
4. Procedures
Energizer: Stretching.
5 minutes
4.2 Activity
Review about the Plum pudding model introduced by Thomson. Let the sudents do the review.
10 minutes
4.3 Analysis The teacher asks the following.
1. What do scientists do to prove one's atomic model?
5 minutes
2. What experiment do scientists make to explain
4.4 Abstraction
The teacher explains.
When Thomson introduced the Plum Pudding Model of atom, Rutherford and his team tried
5 minutes model by conducting experiments. Since atoms are very tiny, Rutherford used positively-charged alpha p
these atoms to describe its structure. Yet, Rutherford introduced another model based on his experiment.
4.5 Application Group Activity: In your group, perform the experiment done by Rutherford by using a coin as alpha particl
10 minutes electrons in an atom.
4.6 Assessment
Individual Activity: In your activity notebook, write down your observations a
Tests
15 minutes a paragraph form.
4.7 Assignment
Enriching / inspiring the day’s Answer the question in a 1/4 sheet of paper: What happens to a positively-c
5 minutes lesson particle hitting a positively-charged matter?
Call a student to summarize the topic.
5 minutes
5. Remarks Each group were able to conduct the alternative experiment.

6. Reflections
remediation.

did these work?


Prepared by:
Name: ZOREN N. REPONTE School: DON JULIAN ENAD MEMORIAL NATIONAL HIGH SC
Position/
Contact
the instructional process by
016)
t
Duration: Date:
Code:
S8MT-IIIe-f-10
Model of atom.
et the sudents do the review.
e one's atomic model?

periment do scientists make to explain an atomic model?
of atom, Rutherford and his team tried to prove the

herford used positively-charged alpha particles stiking
another model based on his experiment.
therford by using a coin as alpha particles and papers as

tebook, write down your observations and explanations in
of paper: What happens to a positively-charged alpha

matter?
riment.
tion.
VINCE
ren@gmail.com

Learning Area:
MUSIC 10 3 60
Gives a brief biography of selected contemporary Philippine
(Taken from the Curriculum Guide) Composers.
Key Concepts / Understandings to Song composers

be Developed
OBJECTIVES:
familiarity gained through Understanding Acquire knowledge on the renowned Filipino song composers.
Skills Applying
The ability and
Analyzing
aptitude, etc., to do something Creating Perform a creative presentation showing the biography of selected Filipino song composers.
Attitude Responding to Phenomena Manifest cooperation.

2. Content Song Composers
3. Learning Resources Horizon: Music and Arts Textbook/CG/TG
4. Procedures
Energizer: UP, DOWN, and TURN around.
5 minutes
4.2 Activity
Review on the activity they did last meeting(song composition). Let the students share what they have cre
10 minutes
4.3 Analysis
Ask the students the following:
1. How did you compose your song?
10 minutes 2. Do you know any Filipino song composers? Name some.
3. How were they able to create such beautiful s
4.4 Abstraction Explain briefly: The teacher introduces some of the Filipino song composers.
Together, Filipino musicia
5 minutes memorable output of traditional love songs, music for the movies and materials for contemporary arrange
repertoire.
4.5 Application
Group Activity: Go to your group and select one song composer. Create a presentation showing the biogr
composer.
Group Activity: Go to your group and select one song composer. Create a presentation showing the biogr
10 minutes composer.
4.6 Assessment
Group Activity: Each group performs their creative presentations. They
Tests
15 minutes based on the following: Content=50%, Delivery=30%, Impact=20%.
4.7 Assignment
Practice the song you created. It will be presented next meeting.
minutes
Call a student and let him share what he learned from today's lesson.
5 minutes
5. Remarks The groups were able to perform their task.
6. Reflections


did these work?


Prepared by:
Position/
Contact
Duration: Date:
Code:
MU10CM-IIIc-g-3
ers.
elected Filipino song composers.
students share what they have created so far.
g composers? Name some.

hey able to create such beautiful songs?
omposers.
Together, Filipino musicians produced a
materials for contemporary arrangements and concert
e a presentation showing the biography of the selected

their creative presentations. They will be graded
%, Delivery=30%, Impact=20%.
be presented next meeting.
tion.
VINCE
en@gmail.com

Learning Area:
SCIENCE 7 3 60
Learning Competency/ies: Relate characteristics of light such as color and intensity to Code:
(Taken from the Curriculum Guide) frequency and wavelength. S7LT-IIIf-1
Key Concepts / Understandings to The electromagnetic spectrum
be Developed
OBJECTIVES:
familiarity gained through Understanding Acquire knowledge on the waves in the EM spectrum.
Skills Applying
The ability and
Analyzing Differentiate the waves in the EM spectrum by using their frequencies and wavelengths.
Attitude Responding to Phenomena Manifest cooperation in the group activity.

2. Content The Electromagnetic Spectrum
3. Learning Resources Science Learner's Material/CG/TG/cellphone
4. Procedures
4.1 Introductory Activity Let the students pick up pieces of garbages inside the room and arrange the chairs properly. Afterwards,
5 minutes pass their assignment.
4.2 Activity
Review: The teacher facilitates the review on the topic previously discussed. Let the students explain the
10 minutes learned. The teacher appreciates the learners' effort in giving answers.
4.3 Analysis
The following questions will be asked.
1. What are the characteristics of light?
5 minutes intensity? What is the unit used to measure the intensity of a light?
What is an electomagnetic Spectrum? Who discovered the EM theory of light?
4.4 Abstraction
The teacher explains briefly:
The characteristics of light are intensity and color. Intensity refers to light emitted by the source which is m
10 minutes candela. James Clerk Maxwell discovered EM Wave Theory of light. The waves of the Electromagnetic sp
arranged according to the frequencies and wavelengths.
4.5 Application
Group Activity: The teacher gives questions about the topic discussed. Using the application on the phon
selects the group to answer the question. Each group is given 10 seconds to find the answer. Points are g
10 minutes
who answered correctly.
4.6 Assessment
Activity Notebook: Using the data on the EM spectrum, find the wave speed
waves. Show your solution.
Tests
10 minutes Radiowave 2. Microwave 3. Infrared 4. Visible light 5. Ultraviolet 6. X-r
Gamma Ray
4.7 Assignment Reinforcing / strengthening Answer in a 1/4 sheet of paper.
5 minutes the day’s lesson 1. How is energy related to frequency?
5 minutes
5. Remarks
6. Reflections

D. No. of learners who continue to require remediation.
remediation.
did these work?
Prepared by:
Name: ZOREN N. REPONTE School: DON JULIAN ENAD MEMORIAL NATIONAL HIGH SCH
Position/
Contact
Date:
December 11, 2017
Code:
S7LT-IIIf-10
engths.
roperly. Afterwards, let the students
students explain the things they have
2. What is
3.
he source which is measured by

e Electromagnetic spectrum are
ication on the phone, the teacher
answer. Points are given to the group
nd the wave speed of the following EM

1.
5. Ultraviolet 6. X-ray 7.
NATIONAL HIGH SCHOOL


Learning Area:
SCIENCE 8 3 60
Learning Competency/ies: Determine the number of protons, neutrons, electrons in a particular Code:
(Taken from the Curriculum Guide) atom. S8MT-IIIe-f
be Developed
OBJECTIVES:
familiarity gained through
Understanding Acquire knowledge on Nuclear model of atom.
Applying
Skills
The ability and
capacity acquired through Analyzing
deliberate, systematic, and Analyze observations on the alternative experiment on Nuclear model of atom.
adaptively carryout complex
activities or the ability, coming Evaluating
Creating
Attitude Responding to Phenomena Express their own ideas.

4. Procedures
Energizer: Stretching. Checking of assignment.
10 minutes
4.2 Activity
The teacher conducts a review on the alternative experiment of Rutherford's atomic model done last meetin
10 minutes students explain what happened during the experiment.
1. What represents the positively-charged alpha particles?
2. What represents the electrons?
5 minutes
3. Could there be more alpha particles deflected? Why?
4.4 Abstraction
The teacher explains briefly.
There are millions of atoms in a certain matter. If positively-charged alpha particles are struck
5 minutes be more light reflected. The nucleus is positively-charged. That is why some positively charged alpha particle
Yet, most of the light are undeflected.
4.5 Application
Activity Notebook:
10 minutes Draw a graphic presentation of Alpha particles and atoms. Note: Students may open the book
4.6 Assessment
The teacher talks to the students about their work. As a scientist, one sho
The teacher talks to the students about their work. As a scientist, one sho
Talking to Learners/ Conferencing making presentations after an experiment.
10 minutes
teacher let the students explain their works.
4.7 Assignment
Enhancing / improving the day’s Answer in a 1/4 sheet of paper.
5 minutes lesson Explain why most positively-charged alpha particles travelle

Call someone to summarize the topic discussed.
5 minutes
5. Remarks The students were able to finish the representation of the experiment conducted last mee
6. Reflections
remediation.
did these work?

Prepared by:
Name: School: DON JULIAN ENAD MEMORIAL NATIONAL HIGH
Position/
Designation: Division: CEBU PROVINCE
Contact Email address:
Number:
ctional Planning

Date:
December 11, 2017
Code:
S8MT-IIIe-f-10
OBJECTIVES:
Nuclear model of atom.
the alternative experiment on Nuclear model of atom.
erials/CG/TG
ssignment.
e alternative experiment of Rutherford's atomic model done last meeting. Let the
ng the experiment.
he positively-charged alpha particles?

esents the electrons?
. Could there be more alpha particles deflected? Why?
atoms in a certain matter. If positively-charged alpha particles are struck to it, there could
s positively-charged. That is why some positively charged alpha particles are deflected.
.
ntation of Alpha particles and atoms. Note: Students may open the book for resources.
he teacher talks to the students about their work. As a scientist, one should be creative in
nswer in a 1/4 sheet of paper.
Explain why most positively-charged alpha particles travelled undeflected.
c discussed.
sh the representation of the experiment conducted last meeting.

CEBU PROVINCE

Learning Area:
ARTS 10 3 60
Apply different media techniques and processes to communicate ideas,
experiences, and stories(the use of software to enhance/animate
images like flash, moviemaker, dreamweaver,etc.)
Key Concepts / Understandings to Animation

be Developed
OBJECTIVES:
familiarity gained through Understanding Learn media techniques in making animated film.
Skills Applying Apply media techniques to enhance images and to make short animation.
The ability and
Analyzing
Attitude Responding to Phenomena Manifest cooperation in the group activity.

2. Content Animation
3. Learning Resources Horizon: Music and Arts textbook/CG/TG/laptop
4. Procedures
Energizer: UP, DOWN, and TURN around.
5 minutes
4.2 Activity
The teacher checks the images made by the group last meeting. These images will be used in making a
10 minutes action.
4.3 Analysis
The teacher asks: How are you going to create a 15-second animated action?
10 minutes
4.4 Abstraction
The teacher introduces the different media techniques in making an animated film. Included are the editin
5 minutes
4.5 Application
Group Activity: Together with your group, create a 15-second animated action film using an editing softwa
Group Activity: Together with your group, create a 15-second animated action film using an editing softwa
10 minutes
4.6 Assessment
Group Activity: Together with your group, create a 15-second animated
10 minutes editing software of your choice. Post it in your facebook page.
4.7 Assignment
In a 1 whole sheet of paper, narrate how you created your stop-action
5 minutes
Summarize the topic.
5 minutes
5. Remarks
6. Reflections
remediation.

did these work?

Prepared by:
Position/
Contact
Duration: Date:
Code:
S8MT-IIIe-f-10
hort animation.
images will be used in making a 15-second animated
action?
mated film. Included are the editing softwares.
action film using an editing software of your choice.

action film using an editing software of your choice.
oup, create a 15-second animated action film using an

it in your facebook page.
how you created your stop-action animated film.
tion.
VINCE
en@gmail.com

Learning Area:
SCIENCE 8 3 60
Learning Competency/ies: Determine the number of protons, neutrons, electrons in a particular
(Taken from the Curriculum Guide) atom.
be Developed
OBJECTIVES:
familiarity gained through Understanding Acquire knowledge on Nuclear model of atom.
Skills Applying
The ability and
Analyzing Analyze observations on the alternative experiment on Nuclear model of atom.
Attitude Responding to Phenomena Answer the activity given by the teacher.

4. Procedures
Checking of assignment.
5 minutes
4.2 Activity
The teacher conducts a review of the topic discussed last meeting. The teacher let the students share wh
10 minutes and remembered.

1. What represents the positively-charged alpha particles?
2. What represents the electrons?
10 minutes
3. Could there be more alpha particles deflected? Why?
4.4 Abstraction The teacher explains briefly.

There are millions of atoms in a certain matter. If positively-charged alpha particles are stru
5 minutes be more light reflected. The nucleus is positively-charged. That is why some positively charged alpha par
Yet, most of the light are undeflected.
4.5 Application
Activity Notebook: Based on the experiment conducted, explain why and how Rutherford created the Nuc
10 minutes
4.6 Assessment
Activity Notebook: Based on the experiment conducted, explain why a
Tests
10 minutes created the Nuclear model of atoms.
4.7 Assignment Enriching / inspiring the day’s

Answer in a 1/4 sheet of paper: What is the atomic number of Helium?
5 minutes lesson
5 minutes
5. Remarks
6. Reflections
remediation.

did these work?

Prepared by:
Position/
Contact
Duration: Date:
Code:
S8MT-IIIe-f-10
ear model of atom.
teacher let the students share what they have learned
s?
s deflected? Why?
ly-charged alpha particles are struck to it, there could

some positively charged alpha particles are deflected.
d how Rutherford created the Nuclear model of atoms.
eriment conducted, explain why and how Rutherford
t is the atomic number of Helium?
tion.
VINCE
en@gmail.com

Learning Area:
PHYSICAL EDUCATION 10 3 60
Learning Competency/ies: Analyzes the effect of media and technology on fitness and physical
activity/ Critiques media information on fitness and physical activity
(Taken from the Curriculum Guide) issues.
Key Concepts / Understandings to Print Advertisements on fitness
be Developed
OBJECTIVES:
familiarity gained through Understanding Choose among print advertisements that has the greatest impact on fitness.
Skills Applying
The ability and
Analyzing Explain the benefits of print advertisements on fitness and physical activity.
aptitude, etc., to do something Creating Make a print advertisement on fitness and physical activity.
Attitude Responding to Phenomena Work independently.

2. Content Print Advertisement
3. Learning Resources P.E and Health Textbook/CG/TG
4. Procedures
Exercise: Stretching.
5 minutes
4.2 Activity
The teacher shows a print advertisement on becoming slim. The teacher facilitates sharing of ideas.
10 minutes
4.3 Analysis
1. What is the print advertisement all about?
2. What can you say on the print advertisement?
5 minutes
3. Is print advertisement important? Why?
4. Would you agree with what your classmate said?
4.4 Abstraction
important to verify whether print advertisements are true and effective. Print advertisements on fitness ha
5 minutes
people who wanted to attain good health and composition.
4.5 Application
Activity Notebook:
Choose among four print advertisements presented by the teacher that you think has the greatest impact
10 minutes
why you say so.
4.6 Assessment
In a 1 whole sheet of paper, create you own print advertisement on fitness an
Tests
15 minutes print advertisement should be the same.
4.7 Assignment
Preparing for the new lesson Assigned Task: Practice your hiphop dance. You will present it next meting.
5 minutes
Let one student share his work to the class.
5 minutes
5. Remarks The students were able to create print advertisements on fitness and physical activity.
6. Reflections

remediation.

did these work?


Prepared by:
Position/
Contact
Duration: Date:
Code:
PE10PF-IIIb-46/PE10PF-IIIb-47
mpact on fitness.
al activity.
er facilitates sharing of ideas.
It is
Print advertisements on fitness have great impact to
you think has the greatest impact to people. Explain
own print advertisement on fitness and physical activity. No

.
nce. You will present it next meting.

itness and physical activity.
tion.

VINCE
en@gmail.com

Learning Area:
Araling Panlipunan 7 4 60
Nasusuri ang mga dahilan, paraan at epekto ng pagpasok ng mga
Kanlurang bansa hanggang sa pagtatag ng kanilang mga kolonya o
kapangyarihan sa Silangan at Timog-Silangang Asya
Key Concepts / Understandings to Kolonyalismo ng Espanya sa Pilipinas

be Developed
OBJECTIVES:
familiarity gained through Understanding Makakuha ng mahalagang impormasyon tungkol sa kolonyalismo ng Espanya sa Pilipinas.
Skills Applying
The ability and
Analyzing Masusuri ang mga dahilan at paraan ng pagsakop ng Espanya sa Pilipinas.
Attitude Responding to Phenomena Magbahagi sa pangkat ng mga impormasyon mula sa tekstong binasa.
2. Content Kolonyalismo at Imperyalismo sa Silangan at Timog-Silangan Asya
3. Learning Resources ASYA: Pagkakaisa sa gitna ng pagkakaiba/CG/TG/handouts
4. Procedures
4.1 Introductory Activity Gumawa ng limang pangkat. Magtalaga ng lider sa bawat pangkat.
5 minutes
4.2 Activity
Pangkatang Gawain:
Basahin ang tekstong binigay ng guro sa bawat pangkat. Intindihin ang mga pangyayaring
15 minutes
panahon ng pananakop ng mga Espanyol sa Pilipinas.
4.3 Analysis
Magtatanong ang guro.
1. Paano nagsimula ang kolonyalismo sa Timog-Silangang Asya?
5 minutes 2. Kailan nasakop ng mga Espanyol ang ilang bahagi ng Pilipinas?
3. Ano kaya ang dahilan ng kanilang pananakop?
4.4 Abstraction
Magpapaliwanag ang mga mag-aaral sa kanilang sagot sa mga tanong ng guro.
5 minutes
4.5 Application
Pangkatang Gawain:
Ibahagi sa iyong pangkat ang iyong nalaman mula sa tekstong binasa. Ang lahat ng mag-
ideya kaya maaring magbigay nang kanyang nalalaman ang bawat miyembro.
Pagkatapos , magtalaga ng miyembro na magbahagi ng mga pangyayari sa panahon ng pan
Espanyol sa Pilipinas.
Pangkatang Gawain:
Ibahagi sa iyong pangkat ang iyong nalaman mula sa tekstong binasa. Ang lahat ng mag-
ideya kaya maaring magbigay nang kanyang nalalaman ang bawat miyembro.
10 minutes
Pagkatapos , magtalaga ng miyembro na magbahagi ng mga pangyayari sa panahon ng pan
Espanyol sa Pilipinas.
4.6 Assessment Sagutan ang mga sumusunod sa kalahating papel.
1. Ipaliwanag kung paano sinakop ng mga Espanyol ang Pilipina
Tests ginamit ng mga dayuhan sa pagsakop sa Pilipinas?
10 minutes
2. Ano-anu ang mga dahilan ng pagsakop ng mga Espanyol sa
4.7 Assignment Sagutan sa 1/4 na papel:

Enhancing / improving the day’s
lesson
1. Ano-anu ang ibang mga bansa s
5 minutes
Silangang Asya ang nasakop ng mga Kanluranin?
Tumawag ng mag-aaral at hayaang ibahagi ang kanyang naintindihan sa mga tinalakay.
5 minutes
5. Remarks
6. Reflections
remediation.
did these work?

Prepared by:
Position/
Contact
Duration: Date:
60 January 18, 2018
Code:
AP7KIS-Iva-1.1
IVES:
alismo ng Espanya sa Pilipinas.
nya sa Pilipinas.
ong binasa.
an Asya
ndouts
. Intindihin ang mga pangyayaring naganap sa
g Asya?
bahagi ng Pilipinas?
ng pananakop?
ng guro.
kstong binasa. Ang lahat ng mag-aaral ay may sariling

embro.
ga pangyayari sa panahon ng pananakop ng mga
ahating papel.
kop ng mga Espanyol ang Pilipinas? Ano ang paraang
op sa Pilipinas?
g pagsakop ng mga Espanyol sa Pilipinas?
. Ano-anu ang ibang mga bansa sa Silangan at Timog-

a Kanluranin?
sa mga tinalakay.
tion.

VINCE
en@gmail.com

Learning Area:
SCIENCE 8 3 60
Key Concepts / Understandings to Number of sub-atomic particles in elements of the periodic table
be Developed
OBJECTIVES:
familiarity gained through Understanding Determine the number of neutrons from the mass number.
Skills Applying Locate the atomic number in a periodic table.

The ability and
Analyzing
Evaluating
Attitude Responding to Phenomena Participate in the class discussion.

4. Procedures
Classroom Management: Proper arrangement and picking pieces of trash.
5 minutes
4.2 Activity
The teacher will let the students recall the elements in the periodic table. Let them name as many as they
10 minutes
4.3 Analysis
1. What is the atomic number of Hydrogen?
5 minutes 2. What is an atomic number?
3. How many neutrons are there in a Hydrogen atom?
4.4 Abstraction
The atomic number refers to the number of protons in an atom of a certain element. It is als
10 minutes sequence or position of the elements in the periodic table. The atomic mass is the sum of the protons an
atom.
4.5 Application Group Activity:

Using the periodic table, identify the elements with the following atomic numbers:
1. 15 2. 6 3. 20 4. 13 5. 19
10 minutes
Write down their atomic masses afterwards.
4.6 Assessment
Activity Notebook:
Solve for the number of neutrons of the atoms of the follow
Tests
10 minutes the following atomic numbers.
1. 15 2. 6 3. 20 4. 13 5. 19
4.7 Assignment
Reinforcing / strengthening the day’s Answer in a 1/4 sheet of paper.
lesson What element has the highest number of protons in its a
Reinforcing / strengthening the day’s Answer in a 1/4 sheet of paper.
5 minutes lesson What element has the highest number of protons in its a

5 minutes
5. Remarks
6. Reflections
remediation.
did these work?
Prepared by:
Position/
Contact
Duration: Date:
Code:
S8MT-IIIe-f-10
e
VES:
sh.
e. Let them name as many as they can.
are there in a Hydrogen atom?
atom of a certain element. It is also identifies the

mass is the sum of the protons and neutrons in an
lowing atomic numbers:

5. 19
afterwards.
neutrons of the atoms of the following elements with
6 3. 20 4. 13 5. 19
highest number of protons in its atom?

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

Learning Area:
HEALTH 10 3 60
Learning Competency/ies: Code
Analyzes the issues in the implementation of global health
(Taken from the Curriculum Guide) initiatives. H10HC-II
Key Concepts / Understandings to Interpreting graphs
be Developed
OBJECTIVES:
familiarity gained through Understanding Interpret the graph of the number of Maternal Deaths for year 1990, 2005 and 2010.
Skills Applying Construct a graph of the number of Maternal Deaths for year 1990, 2005 and 2010.
The ability and
Analyzing

2. Content The United Nations Development Program's Quick Wins
3. Learning Resources P.E. and Health Learner's Materials/CG/TG
4. Procedures
Classroom Management.
5 minutes
4.2 Activity
The teacher shows the graph of the Dengue cases in the Philippines. The students observe the graph an
10 minutes interpretations to the class.
4.3 Analysis
1. What are the estimates of dengue cases for each year?
5 minutes 2. What is the trend of infection from year 2010-2014?
3. Why did the number of dengue cases drop for the span of 5 yea
4.4 Abstraction
The teacher explains the graph.
It is estimated a total of 9,000 cases of dengue infection in the Philippines from 2010 to 2
10 minutes the year of 2012 where it increased up to 12,000 cases. The lowest is in the year of 2014 where there are
dengue infection.
4.5 Application
Activity Notebook:
Construct a graph on the number of maternal deaths for year 1990, 2005 and 2010. The
10 minutes
book. Refer to page 276 of your LM.
4.6 Assessment
Activity Notebook:
Tests Interpret the graph you created on the number of mate
10 minutes
1990, 2005 and 2010. Specify the year and country with highest cases
4.7 Assignment Think of a purpose of your letter to be sent to the President of the Phili
5 minutes issues faced by the country.
Call a student to share his interpretation of the graph.
5 minutes
5. Remarks The students were able to construct the graph.
6. Reflections
C. Did the remedial lessons work? No. of learners who have caught up with
A. No. of learners who earned 80% in the evaluation. the lesson.

remediation.

did these work?


Prepared by:
Position/
Contact
Date:
December 14, 2017
Code:
H10HC-IIIb-c-3
005 and 2010.
05 and 2010.
s observe the graph and share their
op for the span of 5 years?
ippines from 2010 to 2014. The highest is in

of 2014 where there are only 6,000 cases of
90, 2005 and 2010. The data is given in your
on the number of maternal deaths for year

untry with highest cases and lowest cases.
he President of the Philippines regarding the

MORIAL NATIONAL HIGH SCHOOL
ail.com

Learning Area:
SCIENCE 8 3 60
Key Concepts / Understandings to Number of sub-atomic particles in elements of the periodic table
be Developed
OBJECTIVES:
familiarity gained through Understanding Determine the number of neutrons from the mass number.
Skills Applying
The ability and Locate the elements on the periodic table using the atomic number.
Attitude Responding to Phenomena Participate in the class discussion.

4. Procedures
4.1 Introductory Activity Checking of assignment.
5 minutes
4.2 Activity The teacher conducts a review on the topic last meeting.
10 minutes
4.3 Analysis
1. What is the atomic number of Hydrogen?
10 minutes 2. What is an atomic number?
3. How many neutrons are there in a Hydrogen atom?
4.4 Abstraction
The atomic number refers to the number of protons in an atom of a certain element. It is als
5 minutes sequence or position of the elements in the periodic table. The atomic mass is the sum of the protons an
atom.
4.5 Application Group Activity:
1. 111 2. 16 3. 22 4. 8 5. 14
Group Activity:
1. 111 2. 16 3. 22 4. 8 5. 14
10 minutes
4.6 Assessment
Activity Notebook: Answer the following.
1. What is the element with an a
35? 2. How many protons do
Tests
10 minutes element has? 3. How many proton
of Boron? 4. What element
number of protons in its atom?
lesson
Answer in a 1/4 sheet of paper: What is an isotope?
5 minutes
Call a student and ask him to share what he has learned from the discussion.
5 minutes
5. Remarks
6. Reflections
remediation.

did these work?


Prepared by:
Name: School: DON JULIAN ENAD MEMORIAL NATIONAL HIG
Position/
Designation: Division: CEBU PROVINCE
Contact Number: Email address:
nstructional process by
Duration: Date:
60
Code:
S8MT-IIIe-f-10
e
number.
are there in a Hydrogen atom?
atom of a certain element. It is also identifies the

mass is the sum of the protons and neutrons in an
lowing atomic numbers:

5. 14
afterwards.
wing.
1. What is the element with an atomic number of
2. How many protons does the atom of this
3. How many protons are in the atom
4. What element has the highest
t is an isotope?
ssion.
tion.
VINCE

Learning Area:
MUSIC 10 3 60
Improvises simple vocal/instrumental accompaniments to selected
songs/ Evaluates music and music performances using knowledge of
musical elements and styles.
Key Concepts / Understandings to Song Composition and Performance

be Developed
OBJECTIVES:
familiarity gained through Understanding Collaborate vocal accompaniments to songs of original composition.
Skills Applying
The ability and
Analyzing
adaptively carryout complex Evaluating Evaluate the performance of each group and oneself in composing and performing of songs.
Attitude Responding to Phenomena Listening to other groups' performance

Values Responding to Phenomena Self-Confidence
2. Content Song Composers
3. Learning Resources Horizon: Music and Arts Appreciation for Young Filipinos textbook/CG/TG/evaluatio
4. Procedures
5 minutes
4.2 Activity
Group Activity.
10 minutes The teacher let the students have the final practice of their singing performance.
4.3 Analysis
1. What is the theme of your song?
5 minutes 2. Is it an original composition? If not, how did you adapt another song?
4.4 Abstraction
The teacher explains the evaluation of the singing performance. See annex A.
10 minutes
4.5 Application
Singing Performance:
10 minutes The sequence of the performers is drawn by lot. There are only 5 groups.
4.6 Assessment
Singing Performance:
Tests The sequence of the pe
10 minutes by lot. There are only 5 groups.
4.7 Assignment
Enriching / inspiring the day’s lesson Study the topics discussed. Summative test will be given next meeting.
5 minutes
The teacher appreciates the performance of the students.
5 minutes
5. Remarks The students were able to perform well, but some are still shy.
6. Reflections
C. Did the remedial lessons work? No. of learners who have caught up with the
A. No. of learners who earned 80% in the evaluation. lesson.
remediation.

did these work?


Prepared by:
Position/
Contact
Duration: Date:
Code:
MU10CM-IIId-e-5/ MU10CM-IIIh-8
mposition.
ng and performing of songs.
nos textbook/CG/TG/evaluation papers
g performance.
d you adapt another song?
y 5 groups.
The sequence of the performers is drawn
test will be given next meeting.
shy.
who have caught up with the
tion.
VINCE
en@gmail.com

Learning Area:
SCIENCE 8 3 60
Key Concepts / Understandings to Isotopes
be Developed
OBJECTIVES:
familiarity gained through Understanding Define an isotope.
Skills Applying
The ability and
Analyzing Calculating the number of neutrons in an isotope.

4. Procedures
Checking of assignment.(ORAL)
5 minutes
4.2 Activity
The teacher writes an example of isotope on the board.
C-12. The teacher asks questions about the isotope and it will be answered by the students
10 minutes
example will be provided if necessary.
4.3 Analysis
The teacher asks the following:
1. What is an isotope?
10 minutes 2. How will you determine the number of protons in an isotope?
3. How will you determine the number of neutrons in an isotope?
4.4 Abstraction
The teacher explains.
An isotope is an atom having the same number of protons but different number of neutrons. An ex
B-6. The number of protons is 5. the number of neutrons is 1. The number of electrons is 5 since the char
5 minutes
example is B-7 with charge -1. The number of protons is 5. The number of neutrons is 2. The number of e
the charge is -1.
4.5 Application
Activity Notebook:
Determine the number of protons, neutrons and electrons of the following isotopes.
10 minutes
1. Si-30 2. P-35 3. S-34 4. Cl-40 5. Ar-43
4.6 Assessment
Activity Notebook:
Tests
10 minutes Complete the table of page 205 of your LM.
4.7 Assignment Enriching / inspiring the day’s lesson What is the other shorthand notation of B-6? Answer in a 1/4 sheet of
5 minutes
5 minutes
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the evaluation. C. Did the remedial lessons work? No. of learners who have caught up with the
lesson.
remediation.
did these work?


Prepared by:
Position/
Contact
Duration: Date:
Code:
S8MT-IIIe-f-10
IVES:
will be answered by the students orally. Another
protons in an isotope?
umber of neutrons in an isotope?
ifferent number of neutrons. An example of isotope is

ber of electrons is 5 since the charge is zero. Another
r of neutrons is 2. The number of electrons is 6 since
of the following isotopes.

-40 5. Ar-43
ge 205 of your LM.
n of B-6? Answer in a 1/4 sheet of paper.

tion.
VINCE
en@gmail.com

Learning Area:
ARTS 10 3 60
Evaluate works of art in terms of artistic concepts and ideas using
criteria appropriate for the style or form of media-based arts and
design.
Key Concepts / Understandings to Evaluation of film.

be Developed
OBJECTIVES:
familiarity gained through Understanding Learn to critique artworks in terms of artistic concepts.
Skills Applying
The ability and
Analyzing
adaptively carryout complex Evaluating Evaluate the short films using the appropriate criteria.
Attitude Responding to Phenomena Being objective in evaluating short films.

2. Content Evaluating artworks
3. Learning Resources Google/CG/evaluation papers/laptop/speakers
4. Procedures
Classroom Management.
5 minutes
4.2 Activity
Let the students share their experiences in the creation of the short film.
10 minutes
1. How important is using criteria in evaluation?
10 minutes 2. Would it be just if you do not use criteria in evaluation? Why?
4.4 Abstraction
The teacher emphasizes the following.
Evaluating artworks should be objective.
5 minutes
The teacher explains the criteria in evaluating the short film.
4.5 Application
Film-showing:
teacher shows the short films created by the four groups. The students need to observe properly
10 minutes
output.
4.6 Assessment
Evaluation Paper: See attachment.
Tests Evaluate the artworks using the criteria.
10 minutes
4.7 Assignment Finish the stop-action cartoon. Post your in your facebook page
Enriching / inspiring the day’s lesson
5 minutes link.
Call a student and let him share what he has learned from the discussion.
5 minutes
5. Remarks
6. Reflections
remediation.

did these work?


Prepared by:
Position/
Contact
Duration: Date:
Code:
A10PR-IIIf-4
VES:
ort film.
Why?
t film.
The
dents need to observe properly to critique the
ent.
he criteria.
ost your in your facebook page and send me the
cussion.
tion.
VINCE
en@gmail.com

Learning Area:
MATHEMATICS 8 2 60
Determines dependent and independent variables.
Key Concepts / Understandings to Variables

be Developed
OBJECTIVES:
familiarity gained through Understanding Define Variables correctly.
Skills Applying Identify the dependent variable and independent variable in a function.
The ability and
Analyzing

2. Content Patterns and Algebra
3. Learning Resources Mathematics Learner's Module/CG/TG
4. Procedures
Check the assignment given on September 27,2017.
5 minutes
4.2 Activity
Show examples of dependent and independent variables.
10 minutes
4.3 Analysis
How are you going to identify the independent and dependent variable in a function?
10 minutes
4.4 Abstraction
Differentiate dependent variable from independent variable.
5 minutes
4.5 Application
Boardwork:
10 minutes identify and encircle the dependent variable and underline the independent variable in the functions writte
4.6 Assessment
Activity Notebook: (10-item test )
Tests
10 minutes Identify the dependent variables and independent variables in the ten
4.7 Assignment
Enriching / inspiring the day’s lesson Write five examples of dependent and independent variables not given
5 minutes
Call a student to define dependent variable. Call another one to define independent variable.
5 minutes
5. Remarks
6. Reflections
remediation.

did these work?


Prepared by:
Position/
Contact
Duration: Date:
60 September 28,2017
Code:
M8AL-IIc-3
a function.
in a function?
Let the students

dent variable in the functions written on the board.
independent variables in the ten functions given.
d independent variables not given by the teacher.
efine independent variable.

tion.
VINCE
en@gmail.com

Learning Area:
SCIENCE 8 2 60
Learning Competency/ies: Trace the path of typhoons that enter the PAR using a map and Code
(Taken from the Curriculum Guide) tracking data. S8ES-IIf
Key Concepts / Understandings to Inside the Typhoon
be Developed
OBJECTIVES:
familiarity gained through Understanding Learn how typhoon causes damage and how it moves.
Skills Applying Respond accordingly if a typhoon comes.

The ability and
Analyzing Analyze instances that typhoon occur.
Attitude Responding to Phenomena Discuss what to do before, during and after a typhoon.
Values Responding to Phenomena Disaster Risk Management
2. Content Tracking a typhoon
3. Learning Resources Science Learner's Module/TG/CG
4. Procedures
Check the assignment given on September 27, 2017.
5 minutes
4.2 Activity Sharing of ideas on what to do before, during and after a typhoon.
10 minutes
4.3 Analysis
How does a typhoon causes damage? In tracing a typhoon, how would forecasters know the possible da
10 minutes typhoon?
4.4 Abstraction
Discuss the parts of a typhoon briefly.
5 minutes
4.5 Application
Let the students draw a typhoon on their notebook. The drawing should be somewhat the same on the dr
10 minutes book. Let them name their own typhoon and label the parts.
4.6 Assessment
Activity Notebook: Answer legibly.
terms of the path of a typhoon, what part was given the coordinates an
Tests
10 minutes
the windspeed is 200kph, which part of a typhoon was referred to? Ex
4.7 Assignment Is the eye of a typhoon has the lowest windspeed? Or we say it is the
5 minutes calm? Explain.
5 minutes
5. Remarks
6. Reflections
remediation.

did these work?


Prepared by:
Position/
Contact
Date:
September 28, 2017
Code:
S8ES-IIf-21
ow the possible damages done by a
the same on the drawing on the
1. In
the coordinates and was tracked?
2. If it says that
was referred to? Explain.
Or we say it is the part where it is

RIAL NATIONAL HIGH SCHOOL
om

Learning Area:
SCIENCE 7 3 60
Learning Competency/ies: Describe the motion of an object in terms of distance or displacement,
(Taken from the Curriculum Guide) speed or velocity, and acceleration.
Key Concepts / Understandings to Motion in one dimension: Distance and Displacement
be Developed
OBJECTIVES:
familiarity gained through Understanding Describe the motion of an object in terms of distance or displacement.
Skills Applying
Demonstrate motion or movement based on the instructions given by the teacher.
The ability and
Evaluating
Attitude Responding to Phenomena Follow the instructions properly.

2. Content Motion in one Dimension
3. Learning Resources Science Learner's Material/ CG/TG/ Strips of papers
4. Procedures
Answer three items of the Pre-Assessment(MCQ).
1. When is an object considered to be in motion?
2. Which of the following statements is/are true?
5 minutes
3. Which of the following is true about an object that travels
then 2 meters up, then another 5 meters to the right?
4.2 Activity
The teacher will divide The class into two groups. One representative in each group will be called. Volunte
accepted.The teacher will be showing a food(biscuit) to the class. Both representatives (with eyes wrappe
handkerchief) will find The biscuit by following The instructions given by The teacher.
instructions: a. It is right there b. Turn
c. Walk slowly and you will get there d. take a step and It is there
--The biscuit will be given to The first repre
Yet, It is sure that no One will find It since The instructions are not clear. that is why this activity will be rep
thorough discussion.This activity will make The students realize how important distances and directions w
something or when moving.
The teacher will divide The class into two groups. One representative in each group will be called. Volunt
accepted.The teacher will be showing a food(biscuit) to the class. Both representatives (with eyes wrappe
handkerchief) will find The biscuit by following The instructions given by The teacher.
instructions: a. It is right there b. Turn
c. Walk slowly and you will get there d. take a step and It is there
10 minutes
--The biscuit will be given to The first repre
Yet, It is sure that no One will find It since The instructions are not clear. that is why this activity will be rep
thorough discussion.This activity will make The students realize how important distances and directions w
something or when moving.
4.3 Analysis
The teacher will ask the students the following questions.
1. What are the students doing?
2. Were they able to find the biscuit? If no, why?
3. What made the instructions unclear?
10 minutes 4. In your own words, what do you mean by : a. point of
distance ? c. displacement? 5. Differentiate distance and displacement.
6. How are distance and displace
when in motion?
4.4 Abstraction
The teacher will explain the difference between distance and displacement.
5 minutes --Distance is a measurement of length only while displacement is a measurement of length p
4.5 Application
Repeat the earlier activity but this time there will be clear instructions(with distance or displacement). The
obstacles on the way, and the rest of the group will give correct instructions so that the representative will
10 minutes
destination. Instead of giving the biscuit, give points to the group who gave and followed the instructions p
4.6 Assessment
Performance -based Test:
--Group the class into three: a. singing b. dancing
--Each student should perform and follow the
Tests
10 minutes whether they wanted to be a singer, dancer or athlete. These physical
instructions when performed.
--Rate each group through their execution
4.7 Assignment
Answer in a 1/4 sheet of paper: Describe your motion or movement wh
classroom.
5 minutes
5 minutes Call a student to differentiate distance and displacement.
5. Remarks
6. Reflections Distance and displacement are important in our daily lives since we are considered as "objects in motion"
remediation.

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Prepared by:
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Duration: Date:
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Code:
S7FE-IIIa-1
placement.
s given by the teacher.
are true?
s true about an object that travels 5 meters to the left,
n each group will be called. Volunteers will be

representatives (with eyes wrapped with
The teacher.
a. It is right there b. Turn and It is there
and It is there
scuit will be given to The first representative to find it.
. that is why this activity will be repeated after a
portant distances and directions when finding
?
what do you mean by : a. point of reference ? b.
ntiate distance and displacement.
6. How are distance and displacement important
ment.
ment is a measurement of length plus direction.
ith distance or displacement). There will be 3

ons so that the representative will reach the
ave and followed the instructions properly.
into three: a. singing b. dancing c. playing sports

dent should perform and follow the instructions given
dancer or athlete. These physical activities requires
each group through their execution.
cribe your motion or movement when going out the
considered as "objects in motion".

tion.
VINCE
en@gmail.com

Learning Area:
Music 10 2 60
Analyzes musical characteristics of Afro-Latin American and Populr
Music/ Sings selection of Afro-Latin American and Popular music in
(Taken from the Curriculum Guide) appropriate pitch, rhythm, style and expression
Key Concepts / Understandings to

be Developed Afro-Latin American and Popular Music
OBJECTIVES:
Knowledge
The fact or condition Remembering Recall the characteristics of Afro-Latin American and Popular Music.
Skills Applying Perform a song performance.

The ability and
Analyzing
Attitude Responding to Phenomena Sing properly.

2. Content Afro-Latin American and Popular Music.

3. Learning Resources Google/CG
4. Procedures
Check the assignment.
5 minutes
4.2 Activity Recall about the characteristics of Afro-Latin American Music.Ask the students about the charac
10 minutes Music.
4.3 Analysis
What are the characteristics of Popular Music? Are these important in choosing a song to sing?
10 minutes
4.4 Abstraction
Discuss briefly: These characteristics will help you in choosing a song through its rhythm,structu
5 minutes
4.5 Application
Individual Performance: Sing an Afro-Latin American Music or Popular Music.
10 minutes
4.6 Assessment
Tests Individual Performance: Sing an Afro-Latin American Music or Po
10 minutes
4.7 Assignment
Enriching / inspiring the day’s lesson Research on the instruments used in Afro-Latin American and Po
5 minutes
4.8 Concluding Activity Summarize the characteristics of Afro-Latin American and Popular Music. Give the evaluation of
5 minutes performances.
5. Remarks
6. Reflections
remediation.

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Prepared by:
Position/
Contact
Duration: Date:
60 October 02 ,2017
Code:
MU10AP-IIa-h-5/MU10AP-IIa-h-6
VES:
opular Music.
the students about the characteristics of Popular
nt in choosing a song to sing?
song through its rhythm,structure, goal, etc..
pular Music.
Afro-Latin American Music or Popular Music.
d in Afro-Latin American and Popular Music.
r Music. Give the evaluation of Students

tion.
VINCE
en@gmail.com

Learning Area:
MATHEMATICS 8 2 60
Finds the domain and range of a function.
Key Concepts / Understandings to Domain and range of a function.

be Developed
OBJECTIVES:
familiarity gained through Understanding Learn to identify the domain and range of a function.
Skills Applying Provide examples of their own.

The ability and
Analyzing

2. Content Relations and Functions
4. Procedures
5 minutes
4.2 Activity
Recall the concepts of functions. Write examples of ordered pairs on the board. Let the students
ordered pairs are functions.
10 minutes
2. (-4,5) 3. (3,-5) 4.(3,2)
4.3 Analysis
How will you identify ordered pairs that are functions?If they are functions, what are their domains and ra
10 minutes
4.4 Abstraction Function is a relation in which it has no equal abscissa. The domain of a function is the set of abscissas,
5 minutes set of ordinates. Discuss this concept briefly.
4.5 Application
Boardwork: Find a pair. Let your pair write his/her example of function on the board, and you will give the
10 minutes the function given.
4.6 Assessment Activity Notebook: Encircle the functions of the following set of ordered
1. (1,0) (2,5) (1,5) 2. (a,5) (a,4) (b,5)
Tests
10 minutes 3. (1,a) (2,b) (3,c) 4. (4,-5) (5,-4) (5,2) 5. (0
4.7 Assignment
Preparation for the next topic: What is a linear function?
5 minutes
5 minutes
5. Remarks
6. Reflections
remediation.

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Prepared by:
Position/
Contact
Duration: Date:
60 October 02 ,2017
Code:
M8AL-IId-1
VES:
on the board. Let the students identify which

Ex.: 1. (4,5)
ns, what are their domains and ranges?
a function is the set of abscissas, and the range is the
on the board, and you will give the domain and range of
ons of the following set of ordered pairs.

2. (a,5) (a,4) (b,5)
4. (4,-5) (5,-4) (5,2) 5. (0,1) (0,2) (0,3)
is a linear function?
tion.
VINCE
en@gmail.com

Learning Area:
SCIENCE 8 2 60
Learning Competency/ies: Trace the path of typhoons that enter the PAR using a map and
(Taken from the Curriculum Guide) tracking data.
Key Concepts / Understandings to Inside the Typhoon
be Developed
OBJECTIVES:
familiarity gained through Understanding Learn how typhoon causes damage and how it moves.
Skills Applying Track the paths of selected tropical cyclones.

The ability and
Analyzing Analyze instances that typhoon occur.

2. Content Tracking a typhoon
4. Procedures
5 minutes
4.2 Activity
Show the illustrations of cyclones.Show different paths that the cyclones are moving.
10 minutes
4.3 Analysis
If you are tracking a typhoon, is it wise to say that typhoons move in somewhat the same directio
10 minutes of time?
4.4 Abstraction Tropical cyclones moves in the almost the same track because of several factors. Explain this co
5 minutes class.
4.5 Application
Let the students answer the following questions orally: Which part of the Philippines was hit by th
10 minutes State certain damages done by a typhoon.
4.6 Assessment Activity notebook: Answer the following questions.

Tests
Which region of the Philippines are mostly affected by typhoons
10 minutes December? Why? Explain in paragraph form.
4.7 Assignment
Enriching / inspiring the day’s lesson In a sheet of paper, write down the things you can say about a ty
5 minutes
Call someone from the class to share what he/she has learned.
5 minutes
5. Remarks
6. Reflections
remediation.

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Prepared by:
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Duration: Date:
60 October 2, 2017
Code:
S8ES-IIf-21
yclones are moving.
in somewhat the same direction given a period
several factors. Explain this concept to the
t of the Philippines was hit by the cyclones?
owing questions. 1.
re mostly affected by typhoons during August to
agraph form.
e things you can say about a typhoon.

tion.
VINCE
en@gmail.com

Learning Area:
SCIENCE 7 2 60
Learning Competency/ies: Differentiate asexual from sexual reproduction in terms of similarities
(Taken from the Curriculum Guide) of offsprings to parents.
Key Concepts / Understandings to Reproduction: The continuity of life
be Developed
OBJECTIVES:
familiarity gained through Understanding Demonstrate understanding on the difference of Asexual and Sexual reproduction.
Skills Applying
The ability and
Analyzing Define Sexual Reproduction in terms of similarities of offsprings to parents.

2. Content Reproduction: The continuity of life
3. Learning Resources Science Learner's Material/ CG/TG
4. Procedures
Follow up the project of the students.
5 minutes
4.2 Activity
Recall on the Modes of Reproduction.
10 minutes
4.3 Analysis
What is Sexual Reproduction? What are the similarities of the parents and offspring if they reproduce sex
10 minutes
4.4 Abstraction
There are several variations of parents and offsprings in sexual reproduction and they are identical in ase
5 minutes
4.5 Application Group the students and let them answer the following orally.
1. Define Asexual Reproduction in terms of similarities of o
10 minutes parents. 2. Define Sexual Reproduction in terms of
offsprings and parents.
4.6 Assessment
Activity notebook: Answer the question in paragraph form.
Tests
10 minutes 1. Differentiate Asexual and Sexual Reproduction in two way
4.7 Assignment
Preparation for the next topic: What is fertilization?
5 minutes
5 minutes
5. Remarks
6. Reflections
remediation.

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Prepared by:
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Duration: Date:
60 October 04 ,2017
Code:
S7LT-IIg-7
d Sexual reproduction.
ings to parents.
and offspring if they reproduce sexually?asexually?
uction and they are identical in asexual reproduction.
duction in terms of similarities of offsprings and

Sexual Reproduction in terms of similarities of
on in paragraph form.
d Sexual Reproduction in two ways.
is fertilization?

tion.
VINCE
en@gmail.com

Learning Area:
PHYSICAL EDUCATION 10 2 60
Learning Competency/ies: Determine the risk factors related to lifestyle diseases(obesity, diabetes,
(Taken from the Curriculum Guide) heart disease).
Key Concepts / Understandings to Excessive body weight and eating disorders
be Developed
OBJECTIVES:
familiarity gained through Understanding Learn about the different lifestyle diseases.
Skills Applying
The ability and
Analyzing Reflect on the risks of neglecting lifestyle diseases.

2. Content Lifestyle Diseases
3. Learning Resources P.E and Health Learner's Material/CG/TG
4. Procedures
Check the activity given on September 29,2017.
5 minutes
4.2 Activity
Recall on the story of Yani's experience.
10 minutes
4.3 Analysis
How important is active recreation? What are you going to do to avoid excessive body weight?
10 minutes
4.4 Abstraction
Discuss the Weight management and eating disorder briefly.
5 minutes
4.5 Application
Recall on their answers about the definition of Active Recreation.
10 minutes
4.6 Assessment
Activity Notebook:
Give at least six risks of excessive body weight.
Tests
10 minutes 2. Give the four eating disorders.
Give at least five benefits of active recreation.
4.7 Assignment
Enriching / inspiring the day’s lesson What is the FITT principle?
5 minutes
5 minutes
5. Remarks
6. Reflections
remediation.

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Prepared by:
Position/
Contact
Duration: Date:
60 October 04, 2017
Code:
PE10PF-IIa-40
excessive body weight?
1.
ody weight.
3.
ecreation.

tion.
VINCE
en@gmail.com

Learning Area:
MATHEMATICS 8 2 60
Illustrates a linear function.
Key Concepts / Understandings to Linear functions

be Developed
OBJECTIVES:
Understanding Learn what linear function is.
Skills Applying Provide their own examples of linear functions.

The ability and
Analyzing

4. Procedures
Check the assignment and record.
5 minutes
4.2 Activity
Write examples of linear functions on the board. Let them observe the examples.
10 minutes
4.3 Analysis
What is a linear function?
10 minutes
4.4 Abstraction
Discuss linear function briefly.
5 minutes
4.5 Application
Boardwork: Identify either linear function or not.
10 minutes 1. x+y=3 2. x^2+y=7 3. f(x)=4 4. f(x)=2x-5y 5. f(x)=x^2
4.6 Assessment
Tests Activity notebook.Give ten examples of linear functions.
10 minutes
4.7 Assignment Preparation for the next topic: How to get the value of an algebraic exp
5 minutes function?
Explain what is linear function.
5 minutes
5. Remarks
6. Reflections
remediation.

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Prepared by:
Position/
Contact
Duration: Date:
60 October 04, 2017
Code:
M8AL-IId-2
VES:
examples.
of linear functions.
o get the value of an algebraic expression and

tion.
VINCE
en@gmail.com

Learning Area:
SCIENCE 8 2 60
Compare and contrast comets, meteors, and asteroids.
Key Concepts / Understandings to

be Developed Overview of comets, meteors, and asteroids.
OBJECTIVES:
The fact or condition Recall about the general concept of comets, meteors, and asteroids.
Skills Applying
The ability and
Analyzing Brainstorm on how the world perceive events related to comets, meteors, and asteroids.
Attitude Responding to Phenomena Share ideas to the class.

2. Content Comets, meteors, and asteroids
4. Procedures
Check the assignment given on October 2, 2017.
5 minutes
4.2 Activity
Show pictures of meteors, comets and asteroids.
10 minutes
4.3 Analysis
How do people perceive happenings related to comets , meteors and asteroids?
10 minutes
4.4 Abstraction
There are a lot of presumptions and perceptions about meteors yet there are no scientific explain
5 minutes
4.5 Application
Facilitate sharing of ideas on what the world perceive during calamities like crashing asteroids o
10 minutes
4.6 Assessment
Activity Notebook: Write your own perceptions or ideas about Co
Tests
10 minutes and Asteroids. Write in paragraph form.
4.7 Assignment Preparation for the next topic: Bring all the materials needed for
5 minutes LM.
The teacher shares his idea about comets to the class.
5 minutes
5. Remarks
6. Reflections
remediation.

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Prepared by:
Position/
Contact
Duration: Date:
60 October 4, 2017
Code:
S8ES-IIg-22
VES:
asteroids.
mets, meteors, and asteroids.
and asteroids?
et there are no scientific explainations of them.
mities like crashing asteroids on planet Earth.
n perceptions or ideas about Comets, Meteors,

form.
ng all the materials needed for Activity 1 on your

tion.
VINCE
en@gmail.com

Learning Area:
SCIENCE 7 2 60
Describe the process of fertilization.
Key Concepts / Understandings to Sexual Reproduction

be Developed
OBJECTIVES:
familiarity gained through Understanding Understand the process of fertilization.
Skills Applying
The ability and
Analyzing Sequence the events or process of fertilization.
Attitude Responding to Phenomena Describe the process of fertilization.

2. Content Reproduction: The continuity of life
3. Learning Resources Science Learner's Material/ CG/TG
4. Procedures
Check the assignment given on October 4,2017.
5 minutes
4.2 Activity
Review and recall on Sexual Reproduction.Note: The teacher is sensitive on the words used in discussin
10 minutes
4.3 Analysis
How do babies form? What are the processes undergone by sex cells before the baby is formed?
10 minutes
4.4 Abstraction
Discuss the process of fertilization briefly.
5 minutes
4.5 Application
Group Activity: Create a diagram that shows the process of fertilization. The first group to finish will be giv
10 minutes points.
4.6 Assessment
Activity Notebook: Write your ideas and thoughts about the process of
Tests
10 minutes a paragraph form.
4.7 Assignment
Preparation for the next topic: What is ecosystem?
5 minutes
5 minutes
5. Remarks
6. Reflections
remediation.

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Prepared by:
Position/
Contact
Duration: Date:
60 October 6, 2017
Code:
S7LT-IIg-8
ve on the words used in discussing this topic.
before the baby is formed?
The first group to finish will be given the highest
and thoughts about the process of fertilization.Write in
is ecosystem?

tion.
VINCE
en@gmail.com

Learning Area:
ARTS 10 2 60
Compare the characteristics of artworks in the 21st century.
Key Concepts / Understandings to 21ST Century Art

be Developed
OBJECTIVES:
familiarity gained through Understanding Derive different characteristics of technology-based artworks.
Skills Applying
The ability and
Analyzing Compare the characteristics of technology-based art based on their usage and functions.

2. Content Digital Photography
3. Learning Resources Google/CG
4. Procedures
Collect and check the mobile phone artworks made last meeting.
5 minutes
4.2 Activity
Write DSLR on the board. Ask the students what it stands for. Facilitate sharing of ideas on cameras.
10 minutes
4.3 Analysis
What characteristics of today's art(technology-based art) that were not seen in the previous form of art(vis
10 minutes
4.4 Abstraction Compare Technology-based art and visual art. The teacher will be specific in giving the advantages of tod
5 minutes the topic shared(DSLR).
4.5 Application
Oral: Compare the different type of Digital Photography.
10 minutes
4.6 Assessment
Activity Notebook: Answer the following. 1. Cite at least 3 advantages
Tests
10 minutes 2.Compare the characteristics of today's art and visual art.
4.7 Assignment Preparation for the next topic: Research on software that enables us to
5 minutes games.
5 minutes
5. Remarks
6. Reflections
remediation.

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Prepared by:
Position/
Contact
Duration: Date:
60 October 6, 2017
Code:
A10PL-IIh-4
s.
on their usage and functions.
sharing of ideas on cameras.
seen in the previous form of art(visual art)?
ific in giving the advantages of today's art by using
ing. 1. Cite at least 3 advantages of today's art.

ay's art and visual art.
arch on software that enables us to create video

tion.
VINCE
en@gmail.com

Learning Area:
MATHEMATICS 8 2 60
Illustrates a linear function.
Key Concepts / Understandings to Linear functions

be Developed
OBJECTIVES:
Understanding Learn what linear function is.
Skills Applying Solve for the value of a linear function, identify its degree and slope.
The ability and
Analyzing

4. Procedures
Check the assignment.
5 minutes
4.2 Activity
Recall on Linear Functions. Let the students define linear function. The degree of a linear function is 1.
10 minutes
4.3 Analysis
What is the slope of a linear function? How will you identify the y-intercept of a linear function?
10 minutes
4.4 Abstraction
A linear function takes the form y=mx+b; where m is the slope and b is the y-intercept. Discuss this conce
5 minutes
4.5 Application
Boarwork: Identify which of the following are linear functions. Give its slope and y-intercept.
10 minutes 1. f(x)= x+3 2. f(x)=x^2+5 3. f(x)=-5x 4. f(x)=5x-5 5. f(x)=6x+6
4.6 Assessment
Activity Notebook: Identify which of the following are linear functions. G
Tests intercept.
10 minutes
1.f(x)=5x^3+5 2. f(x)=5 3. f(x)=2x-9 4. f(x)=8x 5. f(x)=9x+2
4.7 Assignment
Preparation for the next topic: Bring a sheet of graphing paper.
5 minutes
5 minutes
5. Remarks
6. Reflections
remediation.

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Prepared by:
Position/
Contact
Duration: Date:
60 October 6, 2017
Code:
M8AL-IId-2
nd slope.
degree of a linear function is 1.
ept of a linear function?
the y-intercept. Discuss this concept briefly.
ope and y-intercept.

6x+6
he following are linear functions. Give its slope and y-
2x-9 4. f(x)=8x 5. f(x)=9x+2
a sheet of graphing paper.

tion.
VINCE
en@gmail.com

Learning Area:
SCIENCE 7 2 60
Key Concepts /
Understandings to be
Developed Adapted Cognitive Process Dimensions
Domain OBJECTIVES:
Knowledge (D.O. No. 8, s. 2015)
The fact Remembering
or condition of
knowing something
with familiarity gained Understanding
through experience or
The ability and capacity

acquired through Applying
deliberate, systematic,
and sustained effort to Analyzing
smoothly and adaptively
carryout complex Evaluating
activities or the ability,
coming from one's Creating
knowledge, practice,
Attitude Responding to Phenomena

2. Content
3. Learning Resources
4. Procedures
5 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
5 minutes
4.5 Application
10 minutes
4.6 Assessment
Tests
10 minutes
4.7 Assignment
5 minutes
5 minutes
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the
evaluation. C. Did the remedial lessons work? No. of learners who have caught up with the lesson.
B. No. of learners who require additional D. No. of learners who continue to require remediation.
activities for 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?
use/discover which I wish to share with other
teachers?
Prepared by:
Position/
Contact
ng the instructional process by using
2016)
rmat
Duration: Date:
60 September 20,2017
Code:
No. of learners who have caught up with the lesson.
require remediation.
JULIAN ENAD MEMORIAL NATIONAL HIGH SCHOOL
U PROVINCE
ntezoren@gmail.com

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DLP DATA

DON JULIAN ENAD MEMORIAL NATIONAL HIGH SCHOOL

Factors completely different types of

Solves problems involving factors of

M8AL-Ic-1 Illustrates rational algebraic expressions.

M8AL-Ic-2 Simplifies rational algebraic expressions.

Performs operations on rational algebraic

M8AL-Ie-3 Illustrates linear equations in two variables.

M8AL-Ie-4 Illustrates the slope of a line.

Graphs a linear equation given (a) any two

Describes the graph of a linear equation in

Solves problems involving linear equations

Categorizes when a given system of linear

Solves a system of linear equations in two

07-Jul-17 10-Jul-17 11-Jul-17 12-Jul-17 13-Jul-17 14-Jul-17 17-Jul-17 18-Jul-17 19-Jul-17

10-Jul-17 11-Jul-17 12-Jul-17

20-Jul-17 21-Jul-17 24-Jul-17 25-Jul-17 26-Jul-17 27-Jul-17 28-Jul-17 31-Jul-17 01-Aug-17

02-Aug-17 03-Aug-17 04-Aug-17 07-Aug-17 08-Aug-17 09-Aug-17

June 05-08, 2017 8/7/2017

June 09 & 13, 2017

June 15, 2017

June 16 & 19, 2017

June 19-21, 2017

June 22-23, 2017

June 28, 2017

June 29, 2017

July 03-04, 2017

July 10-12, 2017

July 13-14, 2017

July 21 & 24, 2017

July 25, 2017

July 26, 2017

July 27-28, 2017

July 31 & Aug. 01, 2017

Aug. 02-03, 2017

GRADE LEVEL: 8 SUBJECT AREA: SCIENCE

Rational Algebraic M8AL-Ic-1

The learner is able M8AL-Ie-3

Equation of a Line M8AL-Ig-1

Linear Equations in M8AL-Ih-3

No. of Days/Week No./

Factors completely different types

Solves problems involving factors of

Illustrates rational algebraic June 15, 2017

Performs operations on rational June 19-21, 2017

Solves problems involving rational June 22-23, 2017

Illustrates the rectangular June 28, 2017

Illustrates linear equations in two June 29, 2017

Illustrates the slope of a line. June 30, 2017

Finds the slope of a line given two July 03-04, 2017

Writes the linear equation ax + by -

Graphs a linear equation given (a)

Finds the equation of a line given

Solves problems involving linear July 21 & 24, 2017

Illustrates a system of linear July 25, 2017

Graphs a system of linear equations July 26, 2017

Categorizes when a given system of

Solves a system of linear equations

Solves problems involving systems of Aug. 02-03, 2017

MONTHLY MONITORING AND ACCOMPLISHMENT REPORT

12/30/1899 Illustrates rational algebraic

12/30/1899 Simplifies rational algebraic

12/30/1899 Performs operations on rational