Instructional Planning

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

Detailed Lesson Plan (DLP) Format

DLP No.:10 Learning Area: General Mathematics Grade Level: 11 Quarter:1 Duration:
60 mins
Learning The learner determines the… Code:
Competency/ies: a) intercepts b) zeroes, and c) asymptotes of rational M11GM – Ic - 1
(Taken from the Curriculum Guide) functions.
Key Concepts / Rational Functions
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or identify, retrieve, recognize,
Remembering
condition of duplicate, list, memorize,
The learner can recall information and retrieve relevant
knowing something repeat, describe, reproduce
knowledge from long-term memory
with familiarity
Understanding interpret, exemplify, classify, Explain what is rational fuctions.
gained through
The learner can construct meaning from oral, written summarize, infer, compare,
experience or
and graphic messages explain, paraphrase, discuss
association

Skills Applying execute, implement, demonstrate,

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

Attitud Categories: List of Attitudes: Identify

1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence, intercepts, zeroes
e
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Wellness, Respect, Honesty, and asymptotes of
Growth
name, point to, reply, select, sit, Study, use Personal discipline, Perseverance, rational functions.
in
feelings 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Sincerity, Patience, Critical
or reacts to a particular phenomenon. Learning outcomes may emphasize compliance in thinking, Open-mindedness,
emotiona responding, willingness to respond, or satisfaction in responding (motivation). Interest, Courteous, Obedience,
l areas. Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Hope, Charity, Fortitude,
A settled perform, practice, present, read, recite, report, select, tell, write Resiliency, Positive vision,
way of 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Acceptance, Determined,
thinking simple acceptance to the more complex state of commitment. Valuing is based on the Independent , Gratitude, Tolerant,
or feeling internalization of a set of specified values, while clues to these values are expressed in Cautious, Decisive, Self-Control,
about the learner's overt behavior and are often identifiable. Calmness, Responsibility,
someone Accountability, Industriousness,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Industry, Cooperation, Optimism,
or initiate, invite, join, justify, propose, read, report, select, share, study
somethin Satisfaction, Persistent, Cheerful,
4. Organization - Organizes values into priorities by contrasting different values, resolving Reliable, Gentle, Appreciation of
g, conflicts between them, and creating a unique value system. The emphasis is on one’s culture, Globalism,
typically comparing, relating, and synthesizing values.
one that Compassion, Work Ethics,
is Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Creativity, Entrepreneurial Spirit,
reflected explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Financial Literacy, Global,
in a relate, synthesize Solidarity, Making a stand for the
person’s 5. Internalizing values - (Characterization): Has a value system that controls their behavior. good, Voluntariness of human act,
behavior The behavior is pervasive, consistent, predictable, and most importantly, characteristic of Appreciation of one’s rights,
the learner. Instructional objectives are concerned with the student's general patterns of Inclusiveness, Thoughtful,
adjustment (personal, social, emotional). Seriousness, Generous, Happiness,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Modest, Authority, Hardworking,
practice, propose, qualify, question, revise, serve, solve, verify Realistic, Flexible, Considerate,
Sympathetic, Frankness
Values Categories: List of Values:
A 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting,
principles name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends truth, Kindness, Humble
standard and reacts to a particular phenomenon. Learning outcomes may emphasize compliance
s of in responding, willingness to respond, or satisfaction in responding (motivation).
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, 2. Maka-tao Sharing of ideas and
one's perform, practice, present, read, recite, report, select, tell, write Concern for Others, Respect for opinions with the
judgment 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from human rights, Gender equality, classmates.
of what is simple acceptance to the more complex state of commitment. Valuing is based on the Family Solidarity, Generosity,
importan internalization of a set of specified values, while clues to these values are expressed in Helping, Oneness
t in life. the learner's overt behavior and are often identifiable.
Go
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow,
beyond
form, initiate, invite, join, justify, propose, read, report, select, share, study
learner’s
4. Organization - Organizes values into priorities by contrasting different values,
life on
resolving conflicts between them, and creating a unique value system. The emphasis is
earth, 3. Makakalikasan
on comparing, relating, and synthesizing values.
include Care of the environment,
more Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Disaster Risk Management,
than explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Protection of the Environment,
wealth relate, synthesize Responsible Consumerism,
and 5. Internalizing values - (Characterization): Has a value system that controls their Cleanliness, Orderliness, Saving
fame, behavior. The behavior is pervasive, consistent, predictable, and most importantly, the ecosystem, Environmental
and characteristic of the learner. Instructional objectives are concerned with the student's sustainability
would general patterns of adjustment (personal, social, emotional). 4. Makabansa
affect the Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Peace and order, Heroism and
eternal practice, propose, qualify, question, revise, serve, solve, verify Appreciation of Heroes,
destiny of National Unity, Civic
millions. Consciousness, Social
(Intentio responsibility, Harmony,
nally add Patriotism, Productivity
value to
people
everyday
.)
2. Content Functions and their graphs.

3. Learning Resources Laptop, TV(Powerpoint Presentation)

4. Procedures
4.1 Introductory Activity (__5__ minutes). This part introduces the Curriculum Recall previous topic.
lesson content. Although at times optional, it is usually included to serve as Contextualization
a warm-up activity to give the learners zest for the incoming lesson and an
Localization:
idea about what it to follow. One principle in learning is that learning occurs
Consider/include here
when it is conducted in a pleasurable and comfortable atmosphere.
the appropriate Local
Heritage Themes:
4.2 Activity/Strategy (__10__ minutes). This is an interactive strategy A. Annual Rites, Activity.
to elicit learner’s prior learning experience. It serves as a springboard for Festivals, and Group the class into two groups and let them
new learning. It illustrates the principle that learning starts where the Rituals answer the following questions.
learners are. Carefully structured activities such as individual or group (Historical/Religious
reflective exercises, group discussion, self-or group assessment, dyadic or Festivals, Local
Solve for x:
triadic interactions, puzzles, simulations or role-play, cybernetics exercise, Cultural Festivals, 1) 2/x -3/2x = 1/5 Ans :5/2
gallery walk and the like may be created. Clear instructions should be Local 2) x/x+2 – 1/x-2 = 8/x²-4 Ans: -2 , 5
considered in this part of the lesson. Delicacies/Products
4.3 Analysis (__5__ minutes). Essential questions are included to serve Festivals, Rituals, Asked question to students related to their
as a guide for the teacher in clarifying key understandings about the topic Wedding Ritual,
Palihi Ritual, Burial
answers above.
at hand. Critical points are organized to structure the discussions allowing
the learners to maximize interactions and sharing of ideas and opinions Ritual,
about expected issues. Affective questions are included to elicit the feelings B Literary Anthologies
of the learners about the activity or the topic. The last questions or points Written In Local
taken should lead the learners to understand the new concepts or skills that Language (BALITAW,
are to be presented in the next part of the lesson. BALAK, Folktales/
4.4 Abstraction (__15__ minutes). This outlines the key concepts, Short Stories, Local Discussion.
important skills that should be enhanced, and the proper attitude that Heroes
should be emphasized. This is organized as a lecturette that summarizes the C. Historical Events,
learning emphasized from the activity, analysis and new inputs in this part Enduring Values, How to find Do the following
of the lesson. Indigenous Materials, Domain Find all x values which
Indigenous Cultural do not make the
Communities/Indigeno denominator 0.
us People, Indigenous
y-intercept If 0 is not in the domain,
Games then there is no y-
D. Topography, Flora/ intercept.If 0 is in the
Fauna (Falls, domain, the y-intercept is
Mountains, River, the value of the function
Cave, Trees, Flower, at x = 0.
Fauna
E. Food & Local
x-intercept Find the values of x where
the numerator is zero but
products the denominator is non-
G. Role Model Family
zero.
Vertical asymptote Find the values of x
where the
denominator of the
reduced rational
function is zero.Find
the values of x where
the denominator of
the
reduced rational
function is zero.
Horizontal asymptote Use the degree of the
polynomial in the
numerator and
denominator, as indicated
above.

4.5 Application (__10__ minutes). This part is structured to ensure the Evaluate the equation with the class:
commitment of the learners to do something to apply their new learning in 1.) f(x) = 3x²-8x-3 ∕ 2x²+7x-4
their own environment.
Find: x & y intercepts and vertical & horizontal
asymptotes.

Answers:
x-intercept = 3
y-intercept = 3/4
vertical asymptote = -4
horizontal asymptote = 3/2
4.6 Assessment (_10__ minutes). For the Teacher to: a) Assess
whether learning objectives have been met for a specified duration, b)
Remediate and/or enrich with appropriate strategies as needed, and c)
Evaluate whether learning intentions and success criteria have been met.
(Reminder: Formative Assessment may be given before, during, or after the
lesson). Choose any from the Assessment Methods below:
Assessment Method Possible Activities
a) Observation Investigation, Role
(Formal and informal observations of learners’ performance or behaviors Play, Oral
are recorded, based on assessment criteria) Presentation, Dance,
Musical Performance,
Skill Demonstration,
Group Activity (e.g.
Choral Reading),
Debate, Motor &
Psychomotor Games,
Simulation Activities,
Science Experiment
b) Talking to Learners / Conferencing Hands-on Math
(Teachers talk to and question learners about their learning to gain insights Activities, Written
on their understanding and to progress and clarify their thinking) Work and Essay,
Picture Analysis,
Comic Strip, Panel
Discussion, Interview,
Think-Pair-Share,
Reading
c) Analysis of Learners’ Products Worksheets for all
(Teachers judge the quality of products produced by learners according to subjects, Essay,
agreed criteria) Concept
Maps/Graphic
Organizer, Project,
Model, Artwork,
Multi-media
Presentation, Product
made in technical-
vocational subjects
d) Tests Skill Performance Evaluate the equation:
(Teachers set tests or quizzes to determine learners’ ability to demonstrate Test, Open-Ended
mastery of a skill or knowledge of content) Question, Practicum, 1.) f(x) = (x-5)²(x²+1)² / (x+3)(x-3)(x²+5)
Pen and Paper Test, Find: x & y intercept and vertical & horizontal
Pre and Post Test, asymptotes.
Diagnostic Test, Oral
Test, Quiz
Answers:
x-intercept = 5
y-intercept = 5/9
vertical asymptote = 3 & -3
horizontal asymptote = 1
4.7 Assignment (___3_ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson Study on how to graph the rational functions.

4.8 Concluding Activity (__2__ minutes). “ Strikes while the iron is hot”
This is usually a brief but affective closing activity such as a strong quotation, a short song, an
anecdote, parable or a letter that inspires the learners to do something to practice their new
learning.

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

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

B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
learning strategies
worked well? Why
did these work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?

Prepared by:
Name: Angelo O. Bitoon School: Mulao National High School
Position/Designation: T-1 Division:Cebu Province
Contact Number: 0925-503-8444 Email address: bitoon13angelo@gmail.com

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