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.: Learning Area: Grade Level: Quarter: Duration:
21 General Mathematics 11 I 60 mins
Learning Competency/ies: The learner is able represents real-life situations using one-to Code:
(Taken from the Curriculum Guide) one functions. M11GM-Id-1 and g-2
Key Concepts / The learner apply the concepts of inverse functions, exponential functions, and
Understandings to be logarithmic functions to formulate and solve real-life problems with precision and
Developed accuracy.
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize, Identify the properties of one-to-
of knowing duplicate, list, memorize,
something with
The learner can recall information and retrieve relevant
repeat, describe, reproduce
one function
knowledge from long-term memory
familiarity gained
through experience Understanding interpret, exemplify, classify, Define one-to-one function
or association The learner can construct meaning from oral, written and summarize, infer, compare,
graphic messages explain, paraphrase, discuss

Skills Applying execute, implement, demonstrate,

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

Attitude Categories: List of Attitudes:

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

Intentiona
lly add
values to
yourself,
and
students
everyday
2. Content ONE – TO – ONE FUNCTIONS

3. Learning Resources Curriculum Guide , Multi Media , Chalk and Board

Information Sheets, Speaker
4. Procedures
4.1 Introductory Activity (__3__ minutes). This part introduces the lesson content. Although at
times optional, it is usually included to serve as a warm-up activity to give the learners zest for the Prayer /Checking of Attendance /Other classroom setting
incoming lesson and an idea about what it to follow. One principle in learning is that learning occurs preparation.
when it is conducted in a pleasurable and comfortable atmosphere. Review/ Introduction of words relevant to the new topic using
WORD HUNT GAME.
13 Lucky students will be randomly selected to search for the
following word/s on the Word Hunt Puzzle.
1. nonlinear functions 8. qualitative graphs
2. relation 9. independent variable
3. linear functions 10. dependent variable
4. domain 11. quadratic function
5. range 12. function table
6. linear equations 13. continuous data
7. discrete data

4.2 Activity (___10_ minutes). This is an interactive strategy to elicit learner’s prior learning Students will be grouped into five. Each group is tasked to
experience. It serves as a springboard for new learning. It illustrates the principle that learning starts coordinate an engineering team based in the United States
where the learners are. Carefully structured activities such as individual or group reflective exercises, who uses English units of measurement with an engineering
group discussion, self-or group assessment, dyadic or triadic interactions, puzzles, simulations or role- team in the Philippines using SI units. The two engineering
play, cybernetics exercise, gallery walk and the like may be created. Clear instructions should be teams are tasked with designing and constructing an engine
considered in this part of the lesson.
for a motorcycle that can be used underwater.

The first task is to convert and translate the English units in

the following message from the US team to metric:
'As you can see, the engine should be able to provide 850
pounds of force at half-throttle even when it is 47 feet
underwater. Having sections of the engine casing exposed to
the water is great for keeping it cooled down, but we should
have a warning sensor whenever the engine temperature
reaches 200°F. The design also guarantees that the
motorcycle can travel from 12 to 16 miles underwater at a
full tank of 3.4 gallons.'

Having converted this message, the Philippine team

responded with the following message. Your team is tasked to
perform the translations from metric to English units this
time:
'Our test conditions restrict us to working up to 12 meters
underwater, and at this depth, we observe the engine
providing 185 Newtons of force. Also, the temperature you
specified is still well within the safe operating temperature
of the engine, and we recommend that the warning sensor
triggers at 120°C instead. We were also able to extend the
distance covered by the motorcycle to 4.5 kilometers per
liter of fuel.'
4.3 Analysis (_10___ minutes). Essential questions are included to serve as a guide for the teacher Let the students analyze the following guide questions
in clarifying key understandings about the topic at hand. Critical points are organized to structure the through an aid of a video presentation:
discussions allowing the learners to maximize interactions and sharing of ideas and opinions about
expected issues. Affective questions are included to elicit the feelings of the learners about the activity 1. What is the video all about?
or the topic. The last questions or points taken should lead the learners to understand the new 2. What have you learned based from the video?
concepts or skills that are to be presented in the next part of the lesson.
3. What part of the activity you like the most?
4.4 Abstraction (__10__ minutes). This outlines the key concepts, important skills that should be Deepening the lesson through the presentation of varied
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that examples of a real-life situations applying one-to-one
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the functions and graphs of one-to-one function using the
lesson. horizontal and vertical line test on a discussion.

See attached Information Sheet

4.5 Application (__10__ minutes). This part is structured to ensure the commitment of the Students will be working individually.
learners to do something to apply their new learning in their own environment.
1. Which of the following are one-to-one functions?
 a. Books to authors
b. Sim Cards to Cellphone numbers
2. Which of the following relations is a one-to-one function?
a. {(0,0), (1,1), (2,8), (3,27), (4,64)}
b. {(-2,4), (-1,1), (0,0), (1,1), (2,4)}
c. {(0,4), (1,5), (2,6), (3,7), …(n, n+4),…}
3. Determine whether the function is one-to-one.
a.
  2, 6  ,  3, 6  ,  4, 9  ,  1, 10  
b.

4. The graph of a function

f is given. Use the horizontal-line

test to determine whether

f is one-to-one.
a. b.

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 Play, Oral Presentation, Dance,
(Formal and informal observations of learners’ Musical Performance, Skill Demonstration, Group
performance or behaviors are recorded, based on Activity (e.g. Choral Reading), Debate, Motor &
assessment criteria) Psychomotor Games, Simulation Activities, Science
Experiment
b) Talking to Learners / Hands-on Math Activities, Written Work and Essay,
Picture Analysis, Comic Strip, Panel Discussion,
Conferencing Interview, Think-Pair-Share, Reading
(Teachers talk to and question learners about
their learning to gain insights on their
understanding and to progress and clarify their
thinking)
c) Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept
(Teachers judge the quality of products produced Maps/Graphic Organizer, Project, Model, Artwork,
by learners according to agreed criteria) Multi-media Presentation, Product made in technical-
vocational subjects
d) Tests Skill Performance Test, Open-Ended Question, Use a ½ crosswise as answer sheets.
(Teachers set tests or quizzes to determine Practicum, Pen and Paper Test, Pre and Post Test,
learners’ ability to demonstrate mastery of a skill Diagnostic Test, Oral Test, Quiz
I. Use figures a-d to the answer test item no. 1 and 2
or knowledge of content)

1. Identify each graph that passes the vertical line

test and is a function:

2. Determine from the functions identified below

those that also pass the horizontal line test and are
one-to-one.

a) b)

c) d)
II. Determine which of the following are functions and
 those functions that are one-to-one

a. b.

c. d.

4.7 Assignment (_5___ 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 Research on how to the find inverse of a one-to-
one functions
4.8 Concluding Activity (__5__ minutes). “Life is a Math Equation, in order to gain the most,
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, you have to know how to convert the negatives into
parable or a letter that inspires the learners to do something to practice their new learning. positives.”
5. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.

7. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions. Indicate below whichever is/are appropriate.
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my
learning strategies
worked well? Why
did these work?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?

Prepared by:
Name: ANALOU E. AVILA School: DUMANJUG NATIONAL HIGH SCHOOL
Position/Designation: TEACHER 3 Division: CEBU PROVINCE
Contact Number: 09455206140 Email address: [email protected]

Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
Information Sheet 1.0 (Test of Hypothesis)