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: Date:
37 MATHEMATICS 7 FIRST 60 August 8, 2017
Learning Competency/ies: Code:
Solves problems involving real numbers
(Taken from the Curriculum Guide) M7NS-Ij-1
Key Concepts / Understandings
to be Developed Demonstrates understanding of key concepts of sets and the real number system
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015) OBJECTIVES:
Knowledge Remembering
The fact or
condition of knowing
something with familiarity
gained through experience Understanding Discuss how to solve real - life problems which involves real numbers
or association
Applying
Skills Apply ordering and operations of real numbers in modeling and solving real-life problems
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating
from one's knowledge,
practice, aptitude, etc., to do
something
Creating
Attitude Valuing Show eagerness to learn how to solve problems involving real numbers
Values Valuing
2. Content More Problems Involving Real Numbers
3. Learning Resources Learner's Material, CG, Strips of Paper, Laptop, Projetor
4. Procedures
4.1 Introductory Activity
Checking of assignment and attendance.
5 minutes
4.2 Activity
Students will be grouped into eigth. Each group will be given set of problems to be solve
that involves real numbers. One representative from each group will share to the class
the ways on how they come up with the answer. 1. Explain why 3√2 is irrational.
10 minutes ANSWER: YES 2. A deep - freeze compartment is maintained at a temperature of 12 ⁰C
below zero. If the room temperature is 31⁰C, how much warmer is the room temperature
than the temperature in the deep - freeze compartment. ANSWER: 43 ⁰C
4.3 Analysis
What model and properties can be use on solving the problems.
5 minutes
4.4 Abstraction The teacher will check each answer and give input on how to come up with an accurate
10 minutes answer.
4.5 Application
Individually, students will try to answer another set of authentic problems. 1. A sale item
was marked down by the same percentage for three years in a row. After two years the
10 minutes item was 51% off the original price. By how much was the price off the original price in
the first year? ANSWER: 30% OFF THE ORIGINAL
4.6 Assessment
Two students are vying t represent their school in the regional
chess competition. Felix won 12 of the 17 games he played this
Tests year, while Rommel won 11 of the 14 games he played this
10 minutes
year. If you were the principal of the school, which student
would you choose? Explain.
4.7 Assignment Enhancing / improving the day’s
lesson Research on the different measuring tools and units.
5 minutes
4.8 Concluding Activity
Ask the student to summarize the day's lesson.
5 minutes
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of learners who have caught up with the
evaluation. lesson.
B. No. of learners who require additional activities
D. No. of learners who continue to require remediation.
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?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Prepared by:
Name: School:
ANALOU E. AVILA Dumanjug NHS
Position/
Designatio Division:
n: SST - III Cebu Province
Contact
Number: Email address:
9104812862 erananalou@gmail.com
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)
Daily Lesson Plan (DLP) Format
DLP No.: Grade Level: Quarter: Duration: Date:
37 MATHEMATICS 7 FIRST 60 August 8, 2017
Learning Competency/ies: Code:
Solves problems involving real
(Taken from the Curriculum Guide) numbers M7NS-Ij-1
Key Concepts / Understandings Demonstrates understanding of key concepts of sets and the real
to be Developed number system
Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015)
Knowledge Remembering
The fact or
condition of knowing
something with familiarity Understanding Discuss how to solve real - life problems which involves real
gained through experience numbers
or association
Skills Applying
Apply ordering and operations of real numbers in modeling and solving real-life problems
The
ability and capacity acquired Analyzing
through deliberate,
systematic, and sustained
effort to smoothly and
adaptively carryout complex
Evaluating
activities or the ability, coming
from one's knowledge,
practice, aptitude, etc., to do Creating
something
Attitude Valuing Show eagerness to learn how to solve problems involving real
numbers
Values Valuing
2. Content More Problems Involving Real Numbers
3. Learning Resources Learner's Material, CG, Strips of Paper, Laptop, Projetor
4. Procedures
4.1 Introductory Activity
Checking of assignment and attendance.
5 minutes
4.2 Activity
Students will be grouped into eigth. Each group will be given set of
problems to be solve that involves real numbers. One representative
from each group will share to the class the ways on how they come
up with the answer. 1. Explain why 3√2 is irrational. ANSWER: YES
10 minutes 2. A deep - freeze compartment is maintained at a temperature of
12⁰C below zero. If the room temperature is 31⁰C, how much warmer
is the room temperature than the temperature in the deep - freeze
compartment. ANSWER: 43⁰C
4.3 Analysis
What model and properties can be use on solving the problems.
5 minutes
4.4 Abstraction
The teacher will check each answer and give input on how to come
10 minutes up with an accurate answer.
4.5 Application
Individually, students will try to answer another set of authentic
problems. 1. A sale item was marked down by the same percentage
for three years in a row. After two years the item was 51% off the
original price. By how much was the price off the original price in the
first year? ANSWER: 30% OFF THE ORIGINAL
Individually, students will try to answer another set of authentic
problems. 1. A sale item was marked down by the same percentage
for three years in a row. After two years the item was 51% off the
10 minutes
original price. By how much was the price off the original price in the
first year? ANSWER: 30% OFF THE ORIGINAL
4.6 Assessment
Two students are vying t represent their school in
the regional chess competition. Felix won 12 of the
Tests 17 games he played this year, while Rommel won
10 minutes 11 of the 14 games he played this year. If you were
the principal of the school, which student would you
choose? Explain.
4.7 Assignment Enhancing /
improving the day’s Research on the different measuring tools and units.
5 minutes lesson
4.8 Concluding Activity
Ask the student to summarize the day's lesson.
5 minutes
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of learners
evaluation. who have caught up with the lesson.
B. No. of learners who require additional activities D. No. of learners who continue to require
for 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: ANALOU E. AVILA School: Dumanjug NHS
Position/
Designatio Division:
n: SST - III Cebu Province
Contact Email
Number: 9104812862 address: erananalou@gmail.com
attitude
Receiving Phenomena
Responding to Phenomena
Valuing
Organization
Internalizing values
assignment
Reinforcing / strengthening the
day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson
assessment
Observation
Talking to Learners/ Conferencing
Anlysis of Learners' Products
Tests
