Module 10 Lesson Planning in Mathematic.pdf

Module 10
Lesson Planning in Mathematics
LEARNING OUTCOMES
At the end of this module, the students are expected to:
1. understand the concept of instructional planning;
2. discuss the rationale for instructional planning and its possible
consequences;
3. explain the importance of planning their everyday lessons and the
whole course/subject;
4. realize that to be an effective teacher, one needs to plan and execute
his plan well;
5. explain the processes involved in planning following the instructional
cycle; and
6. describe the three phases of teacher planning and decision making as
applied to instruction;
7. create sample lesson plan/log and assessment plan for mathematics
utilizing the copies of the CGs and the templates found in DepEd No
42 , s. 2016.
Introduction

Principles and Strategies in Teaching Mathematics |2
Effective teaching does not just happen. It is the product of thoughtful
planning for each phase of instruction. Planning instruction to a teacher usually
refers to discussion made about organizing, implementing, and evaluating before,
during, and after instruction. Usually, instructional planning is done from
general to specific, from Course planning to unit planning to weekly planning,
and finally to daily lesson planning. Planning for instruction in basic education
is anchored on the learning competencies in the different learning areas in basic
education.
Good teaching is the result of well-planned lessons. Using this as a
guideline, teachers are enjoined to engage in planning lessons to enhance
instruction. Planning instruction enables teachers to identify where they are
going given a certain lesson. Likewise, in planning, they can foresee the expected
consequences of instruction. Good teaching requires planning which should be
done regularly in all phases Of educative activities for the students' sake.
Teachers should bear in mind that planning is done through the desire and
commitment to improve instruction, particularly in the classroom.
DEVELOP YOUR SKILLS
Rationale for Instructional Planning
Planning instruction is vital to teaching. In planning, teachers consider
the school curriculum and its corresponding learning competencies where
content of instruction is drawn—the logical sequencing Of content, the
instructional objectives, the organization Of the knowledge content, the use of a
variety of teaching strategies, and the use of appropriate assessment and
evaluation. Clark and Lampert (1986) said that teacher planning is a major
determinant Of what is taught in schools which include, among Others, the
allocation of instructional time for individual and groups of students; comparing
student groupings; organizing daily, weekly, and term schedules; compensating
for interruptions from outside the classroom; and communicating with
substitute teachers. Cognizant of the significance of teacher planning in
instruction, Freiberg and Driscoll (2000) formulated the following Statements :
Teacher planning...
1. provides a Sense Of direction and through this, a feeling of confidence
and security;
2. organizes sequence and becomes familiar with course content;

3. collects and prepares related instructional materials, and plans to use
various types of instructional media;
4. uses a variety of instructional strategies and activities overtime;
5. prepares to interact with students during instruction;
6. incorporates techniques to motivate students to learn each lesson;
7. takes into account individual differences and the diversity of students
When selecting Objectives, Content, strategies, materials, and
requirements;
8. arranges for appropriate requirements and evaluation of student's
performance;
9. becomes a reflective decision maker about curriculum and
instructions;
10. provides substitute teachers and members of a teaching team with a
specific plan to follow if one is absent;
11. shows Other members of a teaching team What the teachers are doing
and how they are doing it;
12. satisfies administrative requirements. Teachers are often required to
turn in their weekly plans for review by their principal; and
13. uses written plans as resources for planning.
Other reasons for planning instructions according to Richard Kellough
(2003) are: (1) to ensure curriculum coherence, that is, to ensure that What is
supposed to be taught is, in fact, taught; (2) to assure that the curriculum is
developmentally appropriate to students' experiential backgrounds,
developmental needs, learning capacities and styles, reading abilities and
exceptionalities; (3) to ensure efficient and effective teaching With a minimum of
classroom-control problems; and (4) to ensure program continuation. Indeed,
there are many reasons why teachers must plan carefully. Kellough puts it in
this to plan is planning to fail. "
Planning and the Instructional Cycle
Planning
prior to
instruction
Instruction
Assessing

Teacher planning, which is a part of an overall instructional cycle, is a
multifaceted and ongoing process that covers almost everything that teachers do.
It is not just the lesson plans that the teachers create for the next day , but also
the in-flight adjustments they make as they teach since the planning is done
after instruction as a result of assessment (Arends, 2004).
Teacher planning for a given lesson is cyclical. It follows a learning
continuum that provides direction on all teaching-learning tasks in the
classroom. This refers to the overall instructional cycle. Planning takes place
prior to instruction to ensure the conduct of the teaching-learning process,
followed by assessment, and the cycle continues- Decision making is also
important in teacher planning. Arends likewise expounds on the three phases of
teacher planning and decision making: (1) before instruction; (2) during
instruction; and (3) after instruction. Each phase has intended teaching-learning
activities that Will guide the teachers in the natural flow of the lesson.
Three Phases of Teacher Planning and Decision Making
Before Instruction During Instruction After Instruction
Choosing content
Choosing approach
Allocating time and
space
Determining structure
Determining motivation
Presenting
Questioning
Assisting
Providing for practice
Making transitions
Managing and
disciplining
Checking for
understanding
Providing feedback
Praising and criticizing
Testing
Grading
Reporting
Instructional Planning Process Model
Lasley Il, Matczynski, and Rowley (2002) point Out that the determination
of an instructional purpose is the initial Step in the instructional planning
process. This is reflected in the Instructional Planning Process Model below:

The instructional planning process involves three general steps that all
teachers should consider in planning lessons or units of instruction such as:
1. Identifying what students will achieve or accomplish after the lesson
or unit is completed. This will involve the first two steps of the model:
identifying student goals and identifying student performance
objectives.
2. Identifying how the teacher will help students achieve the goals and
objectives of the instructional lesson or unit.
3. Identifying how well the students have achieved or accomplished the
instructional performance objectives identified in the second step of
the planning model.
All steps in the instructional planning process model are important and
interact With one another. Curriculum evaluators call this interaction the
concept of internal consistency or alignment. Objectives, instructional strategies,
and performance assessment must all relate to one another and be congruent
based upon What has been developed previously in the model.
Consequences of Planning
Good planning improves • results of instruction. Arends (2004) points out
the of planning that are anchored on the role of instructional goals and objectives
in planning instruction.
Identify
student
instructional
goal
Identify
student
performance
objectives
Identify
teacher
instructional
strategies,
models, and
materials
Identify
assessment
procedures
of student
performance

Consequences of Clear Instructional Goals and Objectives in Planning
According to Arends (2004), the following are the consequences of clear
instructional goals and objectives:
1. Planning processes initiated by teachers can give both students and
teachers a sense of direction and can help students become aware Of
the goals implicit in the learning tasks they are asked to perform.
2. Learning objectives have a focusing effect on students, which leads to
the recommendation that teachers make students aware Of the
objectives they have for their lessons.
3. Planning produces a smoothly running classroom with fewer discipline
problems and fewer interruptions.
4. Teachers who plan will find they do not have to be police officers,
because their classrooms and lessons are characterized by a smooth
flow of ideas.
Benefits of Instructional planning
Educators over the years have expressed that instructional planning
ensures successful teaching and learning. Listed below are their statements
about instructional planning.
1. Instructional planning initiated by teachers can give students and
teachers a sense of direction and can help students become aware of
the goals implicit in the learning tasks they are asked to perform
(Arends, 2004).
Instructional
Goals and
Objectives
Provides
direction for
instructional
process
Provides focus
and
instructional
intents to
students
Results in
smoothly
running
classrooms
Provides means
to assess
student
learning

2. Instructional planning provides direction for instructional process, a
smoothly running classroom with fewer discipline problems and fewer
interruptions (Arends, 2004).
3. Instructional planning increases the likelihood that students will be
interested, will learn and will be satisfied (Cruickshank et al„ 1999).
4. intent of instructional planning is to determine what students should
accomplish and then to plot a course of action (instructional models
and strategies) that facilitates student accomplishment of objectives
(Lasley Il et al., 2002).
5. Instructional planning helps create, arrange, and organize
instructional events to enable learning to occur. Planning helps arrange
the appropriate flow and sequence of instructional events and also
manage time and events (Burden & Byrd, 2003).
6. Instructional planning helps teachers make decisions particularly in
arranging, implementing, and evaluating with the end in view of
ensuring student learning (Burden & Byrd; 2003).
Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic
Education Program (DepEd Order No. 42, s. 2016)
DepEd recognizes that instructional planning is essential to successful
teaching and learning.
Legal Basis - Article IV, Section 2 of the Code of Ethics for Professional
Teachers adopted in 1997 through Board Resolution No. 435 by the Board of
Professional Teachers. “Every teacher shall uphold the highest standards of
quality education, shall make the best preparations for the career of teaching,
and shall be at his best at all times in the practice of his profession.”
This policy is therefore meant to support teachers in upholding quality
education standards by affirming the importance of instructional planning
through Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) preparation. These
guidelines ultimately aim to assist teachers in not only effectively managing
instruction but also managing the performance of one of their core functions,
which is to facilitate learning inside their classrooms.
DepEd Order 42, s. 2016:
This policy ultimately aims to assist teachers in not only effectively
managing instruction but also managing the performance of one of their core
functions, which is to facilitate learning inside their classrooms.
This DepEd Order provides the guidelines in the preparation of daily
lessons through the DLP and DLL by teachers from K to 12.

This was also developed in collaboration with teachers and school heads
to ensure that those affected by the policy would be consulted.
Instructional Planning
➢ It is the process of determining what learning opportunities students
in school will have by:
a. planning the content of instruction
b. selecting teaching materials,
c. designing the learning activities and grouping methods, and
d. deciding on the pacing and allocation of instructional time.
➢ Research shows that effective teachers organize and plan their
instruction. (Misulis 1997; Stronge 2007)
➢ With content and performance standards and learning
competencies firmly articulated in the K to 12 curriculum, it is easier
for teachers to carry out both short-term and long-term
instructional planning.
➢ Increases a teacher’s chance of carrying out a lesson successfully .
➢ Allows teachers to be more confident before starting a lesson.
➢ Inculcates reflective practice as it allows teachers to think about
their teaching.
➢ Facilitates learning and respond to learner’s needs inside classroom.
➢ Inculcates reflective practice.
➢ Helps teachers relearn what they need to teach.
➢ Helps teacher’s master learning area content and sense of ownership.
➢ Helps teachers know their learners, teach what students need to
learn – ensures curriculum coverage.
➢ Helps teachers identify expectations for learners, choose the
materials & organize the sequential activities.
Instructional Process
➢ According to Airasian (1994), the instructional process is made up
of three (3) steps:
a. planning instruction;
b. delivery of instruction; and
c. assessment of learning
➢ This means that teaching begins even before a teacher steps in front
of a class and begins a lesson.
➢ This also means that teachers are expected to be able to organize
and develop a plan for teaching, implement that plan, and measure
how effectively they implemented a plan.
Lesson Planning:
➢ Lesson planning is one way of planning instruction.

➢ Lesson planning is a way of visualizing a lesson before it is taught.
➢ According to Scrivener (2005), planning a lesson entails
“prediction, anticipation, sequencing, and simplifying.”
➢ Lesson planning is a critical part of the teaching and learning
process.
Objective of Lesson Planning
➢ The objective of lesson planning is learning.
➢ Lesson planning helps teachers set learning targets for learners.
➢ It also helps teachers guarantee that learners reach those targets.
➢ By planning lessons, teachers are able to see to it that daily activities
inside the classroom lead to learner progress and achievement or
the attainment of learning outcomes.
Importance of Lesson Planning
➢ Planning lessons increases a teacher’s chances of carrying out a
lesson successfully. It also allows teachers to be more confident
before starting a lesson
➢ Lesson planning inculcates reflective practice as it allows teachers
to think about their teaching.
➢ By planning lessons daily, teachers are able to think about and
reflect on different strategies that work inside the classroom
including research-based strategies.
➢ Making a habit of lesson planning ensures that teachers truly
facilitate learning and respond to learners’ needs inside the
classroom.
➢ Additionally, lesson planning helps teachers’ master learning area
content.
➢ Through the preparation of effective lesson plans, teachers are able
to relearn what they need to teach.
➢ In the classroom, well-prepared teachers show ownership of the
learning area they teach.
➢ Lesson planning helps teachers know their learners and teach what
students need to learn and therefore ensures curriculum coverage.
Well-prepared and well-planned lessons
✓ the fundamental to ensuring the delivery of quality teaching and
learning in schools

DLL and DLP
Daily Lesson
Log (DLL)
a. template teachers use to
log parts of their daily
lesson
b. covers a daily /weeks’
worth of lessons
Parts: Objectives,
Content, Learning
Resources, Procedures
(10 parts), Remarks and
Reflection
Detailed
Lesson Plan
(DLP)
a. teacher’s “roadmap” for a
lesson
b. contains a detailed
description of the steps a
teacher will take to teach
a particular topic/lesson
Who are required to prepare a DLL/DLP?
➢ Teachers with at least one (1) year of teaching experience, including
teachers with private school and higher education institution (HEI)
teaching experience, shall not be required to make a Detailed Lesson
Plan (DLP).
➢ Teachers who have been in the service for at least one (1) year,
handling learning areas with available LMs and TGs provided by the
Department shall not be required to prepare a DLP.
➢ Instead, they shall be required to fill out a weekly Daily Lesson Log
(DLL).
➢ Teachers are allowed to work together in preparing DLPs and DLLs.
Seasoned or veteran teachers shall also mentor new or novice
teachers in the preparation of DLPs and DLLs.
➢ Newly-hired teachers without professional teaching experience shall
be required to prepare a daily Detailed Lesson Plan (DLP) for a year.
➢ Applicant teachers as well as teachers in the service including
Master Teachers who will conduct demonstration teaching shall be
required to prepare a DLP.
➢ Newly-hired teachers who earned a rating of “Very Satisfactory” or
“Outstanding” in the RPMS in a year shall no longer be required to
prepare DLPs, while newly-hired teachers who earned a rating of
“Satisfactory” shall still be required to prepare DLPs until such time
that their RPMS assessment has improved.
➢ However, when new content is integrated into the curriculum, all
teachers are required to write a detailed lesson plan for that content
or subject matter.

DETAILED LESSON PLAN (DLP) TEMPLATE
I. Objectives
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. Content
III. Learning Resources
IV. Procedures
A. Before the Lesson
B. During the Lesson
C. After the Lesson
V. Assignment (optional)
VI. Remarks
VII. Reflections
Parts of a Lesson Plan
A. Before the Lesson
✓ This is the lesson opening or the “beginning” of lesson
implementation.
✓ Before the actual lesson starts, the teacher can do a variety of
things including but not limited to the following:
a. review the previous lesson/s;
b. clarify concepts from the previous lesson that learners had
difficulty understanding;
c. introduce the new lesson;
d. inform the class of the connection between the old and new
lesson and establish a purpose for the new lesson; and
e. state the new lesson’s objectives as a guide for the learners.
✓ This part of the lesson is the time to check learners’ background
knowledge on the new lesson.
✓ It can also be a time to connect the new lesson to what learners
already know.
✓ It is during this time that teachers are encouraged to get learners
to be interested in the new lesson through the use of “start-up”
or “warm-up” activities.
✓ Teachers should also allow learners to ask questions about the
new lesson at this time to assess if learners understand the
purpose of learning the new lesson.
B. The Lesson Proper
✓ This is the “middle” or main part of the lesson. During this time,
the teacher presents the new material to the class.

✓ This is the time when a teacher “explains, models, demonstrates,
and illustrates the concepts, ideas, skills, or processes that
students will eventually internalize” (Teach for America 2011).
✓ This is also the part of the lesson in which teachers convey new
information to the learners, help them understand and master
that information, provide learners with feedback, and regularly
check for learners’ understanding.
✓ If teachers require more time to teach a certain topic, then this
part of the lesson can also be a continuation of a previously
introduced topic.
C. After the Lesson
✓ This is the lesson closing or the “end” of the lesson. This can be
done through different “wrap-up” activities.
✓ Teachers can provide a summary of the lesson or ask students to
summarize what they have learned. Teachers can also ask
learners to recall the lesson’s key activities and concepts.
✓ The lesson closing is meant to reinforce what the teacher has
taught and assess whether or not learners have mastered the
day’s lesson.
Assessment Methods
❖ Integrated into a DLP are assessment methods used by the teacher
to regularly check understanding of the material being tackled.
❖ Formative assessment of student learning may be done before,
during, and after a lesson and should be carried out to measure
attainment of the lesson objectives.
Procedures
❖ Teachers may utilize procedures that are generally recognized and
accepted in their field of specialization.
❖ The procedure will also depend on instructional strategies and
methods that a teacher will use to teach the lesson.
❖ Flexibility is encouraged in the implementation of the DLP procedure.
❖ Changes in the procedure are allowed based on time constraints or
when adjustments in teaching are needed to ensure learners’
understanding.
Remarks
❖ Part of the DLP in which teachers shall document specific instances
that result in continuation of lessons to the following day in case of:
✓ reteaching,
✓ insufficient time,

✓ transfer of lessons to the following day as a result of class
suspension, etc.
Reflection
❖ This part of the DLP should be filled-out right after delivery of the
lesson.
❖ Teachers are encouraged to think about their lessons particularly
the parts that went well and the parts that were weak and write
about it briefly.
❖ In the reflection, teachers can share their thoughts and feelings
about their lessons including things about the lesson that were
successfully implemented, need improvement, or could be adjusted
in the future.
❖ As in the DLL, teachers can also talk about their learners who did
well in the lesson and those who need help.
Daily Lesson Log (DLL) is a template teacher use to log parts of their daily
lesson.
DAILY LESSON LOG (DLL) TEMPLATE
Based on Annex 2B.6 to DepEd Order No. 42, s. 2016
DAILY
LESSON
LOG
SENIOR HIGH
SCHOOL
School Potia National High School Grade Level
& Quarter
Grade 9
Teacher Roger D. Capua SHS Track
Inclusive
Dates
July 15, 2020 Learning
Area
Math
Scheduled
Time
10:00 – 11:00 Topic Frequency
Distribution
I. OBJECTIVES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum
standards. To meet the objectives, necessary procedure must be
followed and if needed, additional lessons, exercises, and remedial
activities may be done for developing content knowledge and
competencies. These are assessed using Formative Assessment
strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the
Curriculum Guides.
A. Content
Standard
Part that refers to the learning area based on facts, concepts, and
procedures that students need to learn.
B. Performance
Standards
Part that describes the abilities and skills that learners are expected
to demonstrate in relation to the content standards and integration
of the 21st century skills.

C. Learning
Competencies
/ Objectives
(Write the LC
Code)
Pertain to the knowledge, skills, and attitudes that students need to
demonstrate in a lesson
II. CONTENT
Content is what the lesson is all about. It pertains to the subject
matter that the teacher aims to teach. In the Curriculum Guide, the
content can be tackled in a week or two.
III. LEARNING
RESOURCES
List of materials to be used in different days. Varied sources of
materials sustain student’s interest in the lesson and in learning.
Ensure that there is a mix of concrete and manipulative materials as
well as paper-based materials. Hands-on learning promotes concept
development. Or references and other learning resources that the
teacher will use for the lesson.
A. References
1. Teacher’s
Guide
pages
2. Learners’
Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resources
Portals
B. Other Learning
Resources
IV. PROCEDURES
These steps should be done across the week. Spread out the activities
appropriately so the students will learn well. Always be guided by
demonstration of learning by the students which you can infer from
formative assessment activities. Sustain learning systematically by
providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw
conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for
each step. This part of the DLL contains 10 parts
A. Revising
previous
lesson or
presenting the
new lesson
Connects the lesson with learner’s prior knowledge.

B. Establishing a
purpose for
the lesson
Motivate the learners to learn a new lesson
C. Presenting
examples/
instances of
the new lesson
Shows instances of the content and competencies; part where
concepts are clarified.
D. Discussing
new concepts
and practicing
new skills #1
Teachers prepare good questions for this part. The teacher will listen
to the answer of learners to gauge if they understood the lesson. If
not, then they re-teach.
E. Discussing
concepts and
practicing new
skills #2
Leads to the second formative assessment that deepens the lesson
and shows learners new ways of applying learning; the teacher can
use pair, group, and team work.
F. Developing
mastery
(Leads to
Formative
Assessment 3)
Can be done through more individual work activities such as writing,
creative ways of representing learning, dramatizing, ect., quizzes,
worksheets, seat work, and games.
G. Finding
practical
applications of
concepts and
skills in daily
living
Can develop appreciation and valuing for students’ learning by
bridging the lesson to daily living; this establishes relevance in the
lesson.
H. Making
generalizations
and
abstractions
about the
lesson
Concludes the lesson by asking learners good questions that will help
them crystalize their learning so they can declare knowledge and
demonstrate their skills.
I. Evaluating
learning
A way of assessing the learners and whether the learning objectives
have been met; evaluation should tap into the three types of
objectives.
J. Additional
activities for
application or
remediation
Based on formative assessment and will provide learners with
enrichment or remedial activities.
V. REMARKS
Part where teachers will indicate special cases including but not
limited to continuation of lesson to the following day in case of re-
teaching or lack of time, transfer of lesson to the following day in
cases of classes suspension
VI. REFLECTION
Reflect on your teaching and assess yourself as a teacher. Think
about your students’ 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.

A. No. of learners
who earned
80% in the
evaluation.
Requires teachers to reflect on and assess their effectiveness.
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
teaching
strategies
worked well?
Why did it
work?
F. What
difficulties did
I encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
used/discover
which I wish to
share with
other learners?

Features of the K to 12 Curriculum Source:
➢ In preparing daily lessons, teachers are encouraged to emphasize
the features of the K to 12 curriculum as discussed briefly below:
a. spiral progression
b. constructivism
c. differentiated instruction
d. contextualization
➢ Spiral Progression
✓ The K to 12 Curriculum follows a spiral progression of content
✓ This means that students learn concepts while young and learn
the same concepts repeatedly at a higher degree of complexity
as they move from one grade level to another
➢ Constructivism
✓ The K to 12 Curriculum views learners as active constructors of
knowledge
✓ This means that in planning lessons, teachers should provide
learners with opportunities to organize or re-organize their
thinking and construct knowledge that is meaningful to them
(Piaget, 1950)
➢ Differentiated Instruction
✓ All K to 12 teachers are encouraged to differentiate their
teaching in order to help different kinds of learners meet the
outcomes expected in each lesson.
✓ Differentiation or differentiated instruction means providing
learning options in the classroom so that learners of varying
interests, abilities, and needs are able to take in the same
content appropriate to their needs.
➢ Contextualization
✓ Sec 5 of RA 10533 or the Enhanced Basic Education Act of 2013
states that the K to 12 Curriculum shall be learner-centered,
inclusive, and developmentally appropriate, relevant, responsive,
research-based, culture-sensitive, contextualized, global, and
flexible enough to allow schools to localize, indigenize, and
enhance the same based on their respective educational and
social contexts.
✓ K to 12 teachers are allowed to use contextualization strategies
in their lessons.
➢ ICT Integration
✓ ICTs are basically information-handling tools that are used to
produce, store, process, distribute, and exchange information
(Anderson 2010).

✓ ICT integration in teaching and learning involves all activities
and processes with the use of technology that will help promote
learning and enhance the abilities and skills of both learners
and teachers.
✓ With the availability of ICTs in schools, teachers can integrate
technology in the planning, delivery, and assessment of
instruction.
✓ The use of computers can speed up the preparation of daily
lessons.
✓ Lesson plans may be computerized or handwritten.
✓ Schools may also use ICTs to store the lessons that their
teachers prepare.
✓ They can create a databank/database of lesson plans and
feature exemplary lesson plans in the school website or submit
exemplary lesson plans for uploading to the LRMDS portal.
✓ Teachers can then use the portal as a resource for their daily
lesson preparation.
✓ This way, teachers can support each other by having a
repository of lesson plans to refer to in preparing for their daily
lesson.
✓ Teachers can also integrate the use of technology into different
parts of a lesson.
✓ Various instructional strategies and methods can be delivered
using ICT equipment, peripherals, and applications.
✓ Teachers can plan learning opportunities that allow learners to
access, organize and process information; create and develop
products; communicate and collaborate with others using ICTs.
✓ Use of ICTs in lessons is also one way of differentiating
instruction inside the K to 12 classroom.
What about on giving of assignment?
➢ Providing assignment or “homework” is a form of post-lesson
formative assessment.
➢ The assignment should be related to the day’s lesson.
➢ The assignment should allow learners to master what was learned
during the lesson or reinforce what has been taught. Teachers must
check assignments promptly.
➢ The giving of assignments is optional and should follow the
provisions of DepEd Memorandum No. 329, s. 2010 entitled
Guidelines on Giving Homework or Assignments to All Public
Elementary School Pupils.
➢ Giving of assignments shall also be optional in all other grade levels.

Monitoring & Evaluation
➢ The preparation of the DLP and DLL shall be part of the performance
assessment of those who are in Teacher I-III and Master Teacher I-
IV positions through the RPMS.
➢ Compliance with DLP and DLL preparation shall be monitored
following the RPMS cycle.
➢ Teachers with exemplary DLLs or DLPs may be provided with
incentives.
➢ The definition and rubrics of exemplary DLLs or DLPs, will be issued
in a separate policy.
DETAILED LESSON PLAN (DLP) SAMPLE
Daily
Lesson
Plan
School Namillangan National High
School
Grade Level Grade 9
Teacher Sally S. Agustin Learning Area Mathematics
Teaching Date
and Time
February 11, 2020 Quarter Fourth
I. OBJECTIVES
A. Content
Standards
The learner demonstrates understanding of key concepts of triangle
similarity.
B. Performance
Standards
The learner is able to investigate, analyze and solve problems
involving triangle similarity through appropriate and accurate
representation.
C. Learning
Competencies/Obj
ectives
The learner…
Describes a proportion. M9GE-IIIf-1
Specific Objectives:
• Finds the measure of an unknown quantity in a proportion.
• Solves problems involving proportion.
• Appreciate the importance of proportion in daily living.
II. CONTENT Similarity: Ratio and Proportion
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages
Teacher’s Guide for Mathematics 9: pages 232-234
2. Learner’s
Materials
Pages
Mathematics 9: Learner’s Material (355-358)
3. Textbook
Pages
• Geometry - Prentice Hall Mathematics: pages
• Geometry – Tools for Changing World: pages
4. Additional
Materials from
Learning
➢ www.math.com/school/subject1/lessons/S1U2L2EX.html
➢ https://www.sophia.org>tutorials

Resources
Portal
B. Other learning
resources
Visual aids: Pictures, Manila Paper, meter stick, Cartolina, Balls
IV. PROCEDURES
Teacher’s Activity Student’s Activity
A. Reviewing
previous lesson or
presenting the
new lesson
On our previous discussions,
we have learned about
quadrilaterals.
What are quadrilaterals?
Also, we have identified
quadrilaterals that are
parallelograms.
What are those?
And lastly, we also applied the
properties and theorems
involving quadrilaterals to find
the measures of angles, sides
and its other quantities.
Motivation:
The teacher shows an example
of concrete object for students
to describe. (balls)
What can you observe on the
two objects?
A four-sided polygon.
Square, Rectangle, Rhombus
The two balls have the same shape
but have different size and color.
B. Establishing a
purpose of the
lesson
Present the objectives to be
achieved at the end of the
lesson and let the students
read.
C. Presenting
examples/instance
s of the new
lesson
Show picture that reflects
similarity.
On the given pictures, what are
the similar shapes or figures
that you can see?
Giraffe:
Triangles:
A mother and a child giraffe or a
small and big giraffe.
Two triangles with different color
and size.

Squares:
A small square and a big rectangle
with the same four sides.
D. Discussing new
concepts and
practicing new
skills #1
Unlocking of difficulties:
In English:
Similarity – a quality that makes
one thing like another.
In architecture:
It is used as representation of
huge objects.
Example:
Miniatures
In arts:
Proportion – refers to the
relative size parts of a whole
(elements within an object).
Example:
Drawing of body parts.
In mathematics:
Similar – same shape but not
necessarily the same size.
Ratio – comparing two or more
quantities.
Proportion – it is an equality of
ratio. In symbol, w/x = y/z and
w:x = y:z.
E. Discussing new
concepts and
practicing new
skills #2
Present and discuss with
examples the
Fundamental Rule of
Proportion.
If w : x = y : z, then w/x = y/z
provided that x ≠ 0, z ≠ 0.
And the
Cross Multiplication Property
If w/x = y/z, then wz = xy; x ≠
0, z ≠ 0.
Examples:
Find whether each of the
following statements is a
proportion:
1. 2/3 = 6/9
Use cross products to verify :
2 x 9 = 3 x 6, 18 = 18.
2. 4/3 = 20/18
Use cross products to verify :
Yes, its proportion.
No, not a proportion.

4 x 18 = 3 x 20, 72 ≠ 60.
3. 6/15 = n/25
What value of n will make the
statement proportion?
Use cross products to find the
value of n.
Problem Solving:
Show illustration.
Romeo is 6 feet tall, and he
notices he casts a shadow
that’s 5 feet long. He then
measures that the shadow cast
by his school building is 30 feet
long. How tall is the building?
What are the given in the
problem?
What property are we going to
use to find the height of the
school building?
6/15 = n/25
15 x n = 6 x 25
15n = 150
15n/15 = 150/15
n = 15
Given:
6 ft. - height of Romeo
5 ft. - shadow cast of Romeo
30 ft. – shadow cast of school
building
Height of the building - ?
Cross Product Property
6ft./5ft = A/30ft
5ft x A = 6ft x 30 ft
(5ft x A)/5ft = 180 ft/5ft
A = 36 feet
Therefore, the building is 36 feet
tall.
F. Developing
mastery (leads to
formative
assessment)
Group Activity!
Tell whether the statements are
proportion or not.
1. 20/25 = 4/5
2. 30:75 = 20:50
3. 6 for $0.85 is equal to 8
$1.00
4. If x/15 = 12/36, then x = 3
5. 3:5 and 12:20 are equal
ratios.
1. proportion
2. proportion
3. not proportion
4. not proportion
5. proportion
G. Finding practical
application of
concepts and
skills in daily
living
How does similarity and
proportion helps in daily living?
Proportion helps us in getting the
correct or proper equivalent of a
quantity to another.
Example:
In cooking rice at home, 3 people
will eat 4 cups of rice. If 3 more
visitors came, then add 4 more
cups of rice to cook in order to
cater for the visitors and the people
at home.
H. Making
generalizations
and abstractions
about the lesson
Guide Question:
When do we say that a ratio is
proportion to another?
When you apply cross product
property of proportion and you will
get an equal answer.

I. Evaluating
learning
In a ¼ sheet of paper, solve
what is asked.
Problem Solving!
1. Janelle is typing a paper that
is 390 words long. She can type
30 words in a minute. How long
will it take her to type the
paper?
Use cross multiplication property:
Let x be the unknown.
x/390 words = 1 min /30 words
x(30 words) = 1min (390 words)
30x/30 = 390/30
x = 13 minutes
Therefore, Janelle will take 13
minutes to type the paper.
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTIONS
A. No. of learners
who earned 80% and
above in the
evaluation
B. No. of learners
who require
additional activities
for remediation who
scored below 80%
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
teaching strategies
worked well? Why did
this 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: Checked By:
Sally S. Agustin
Student Teacher Cooperating Teacher
Noted By:
Principal
DAILY LESSON LOG (DLL) SAMPLE
QUARTER I
Week 1
Subject: MATH Grade Level: 8
Date:
__________________
Day 2
Content Standard Demonstrates understanding of key concepts of factors of polynomials
Performance
Standard
Is able to formulate real-life problems involving factors of polynomials
Competency
Factors completely different types of polynomials (difference of two
squares), M8AL-Ia-b-1
I. OBJECTIVES
Knowledge: • Tells whether the given polynomials can be factored using sum and
difference of two squares or not.
Skills: • Factors polynomial using sum and difference of two squares
Attitude: • Appreciates the importance of other people in everyone’s success.
II. CONTENT Factoring Sum and Difference of Two Squares
III. LEARNING RESOURCES
A. References
1. Teacher’s
Guide Pages
Teacher’s Guide (TG) in Mathematics 8, pp. 34 - 35
2. Learner’s
Materials
Pages
Learner’s Module (LM) in Math 8, pp. 32 - 33
3. Textbook
Pages
Moving Ahead With Mathematics, pp. 196 - 197
4. Additional
Materials
• Marker
• Manila paper

5. Learning
Resources
(LR) portal
B. Other
Learning
Resources
IV. PROCEDURES
A. Reviewing or
presenting the
new lesson
ACTIVITY: REMEMBER ME?
The teacher will guide the students to answer the following;
Recall finding the special product in this form:
( x + 8) ( x – 8 ) = x2
– 64
( 2x + 4) ( 2x – 4) = 4x2
– 16
( 3a + 5) ( 3a – 5) = 9a2
– 25
QUESTIONS:
1. What have you observe on the product?
Expected answer: when we multiply two binomials with positive and
negative signs in between the product has two terms.
2. What do you call this product?
Ans. Binomial
3. Is there a relation between the special product and sum and difference
of two squares based on the given above?
Ans. Yes!
Teacher will process the different responses of the learners.
B. Establishing a
purpose for the
lesson
ACTIVITY: FIND MY PRODUCT!
Note: Let the learners identify the pattern.
a. (x + 1) (x – 1)
= x2
– 1
b. (x + y) (x – y)
= x2
– y2
1. What is the product of the binomials?
Ans. x2
– 1 and x2
– y2
2. Did you observe any pattern?
Ans. Yes!
3. If we are going to reverse the process, is it possible to find any
pattern?
Ans. Yes, it is possible.
Teacher must process the responses of the learners.
C. Presenting
examples of the
new lesson
ACTIVITY: Let’s EXPLORE!
Examples of Factoring polynomials using sum and difference of two
squares.

1. x2
– 1
= (x + 1) (x – 1)
2. x2
– y2
=
(x + y) (x – y)
3. x2
– 4
= (x + 2)(x – 2)
QUESTIONS:
1. How many factors did you obtain?
Ans. Two factors
2. What are your observations based on the factors?
Expected ans. The factors are the positive square roots of each term.
3. What is the operation on the first factor? How about the second
factor?
Ans. First factor- positive, second- negative
(Teacher must guide every responses of the learner and discuss the topic)
D. Discussing new
concepts and
practicing new
skills #1
ACTIVITY: COMPARE US!
Take a look of the following:
(x + 1)(x-1) = x2
– 1 = (x+1)(x-1)
1. 1. What is being shown on the first arrow?
2. Ans. Showed the product of two binomials.
3. 2. How about the second arrow?
4. Ans. Showed the factors of the product
5. 3. What are your observation/s?
Expected ans. The factors are the positive square roots of each term.
Teacher must guide the different responses of the learner.
E. Discussing new
concepts and
practicing new
skills #2
ACTIVITY: Tell Me What I am?
Teacher will group the learners into five. Allow the learners find their own
group members but the leader are choosen by the teacher.
Instructions: Using the pattern you have learned, tell whether the following
can be factored using sum and difference of two squares.
1. x2
+ 9 Ans. No
2. x2
– 9 Ans. Yes
3. 4x2
– 25 Ans. Yes
4. y2
– 16 Ans. Yes
5. 36y2
+ 121 Ans. No
F. Developing
Mastery
ACTIVITY: CREATE YOUR OWN!
Let the learners formulate their own given binomials that can be
factored using sum and difference of two terms. Let them solve on the
board. (Answers may vary)
Teacher must correct
immediately every wrong
responses of the learner.

Teacher will select volunteer from the class.
G. Finding
practical
applications of
concepts and
skills in daily
living
ACITIVITY: GIVE YOUR OWN!
Teacher will guide the students to give real situation that relates factoring
sum and difference of two squares.
Example:
A 5m x 5m landscaping is to be done in one corner of a 20m x 20m
garden. Find the area of the field that was not affected by the project.
(teacher will guide the learner in leading the correct answer)
H. Making
Generalizations
and
abstractions
about the
lesson
Guide Questions for Generalization:
• Describe a polynomial that can be factored using sum and difference of
two squares?
Ans. The sign in between is negative.
• What have you observed on the first term? How about the second term?
Ans. First term- Perfect square, second term- perfect square
• What can you conclude based on your observation?
Possible answer:
I. Evaluating
learning
Self-check!
Instructions: Factor each of the following polynomials:
1. a2
– 16 = (a + 4) (a – 4)
2. 9x2
– 4 = (3x + 2) (3x – 2)
3. 64c2
– 1 = (8c + 1) (8c – 1)
4. 100y2
– 49z2
= (10y + 7z) (10y – 7z)
5. y2
– 81 = (y + 9) (y – 9)
J. Additional
Activities for
application or
remediation
ACITIVITY: NUMBER PATTERN!
Instructions: Investigate the number pattern by comparing the products.
a. (11)(9) = (10 + 1)(10 – 1) = 100 – 1 = Ans. 99
b. (5)(3) = (4 + 1)(4 – 1) = 16 – 1 = Ans. 15
c. (101)(99) = (90 + 5)(90 – 5) = 10000 – 1 = Ans. 9,999
➢ What is the product?
➢ How do you think the products are obtained?
➢ Have you seen any pattern?
➢ What is the relationship of the product to its factor?
(First term)2
– (Second term)2
=(First term + Second term) (First term –
Second term)

Note: Teacher will guide the students in doing the activity.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% in
the evaluation
A. ____No. Of learners who earned 80% in the evaluation.
B. No. of learners
who require
additional activities
for remediation
B. ____No. Of learners who require additional activities for remediation.
C. Did the
remedial lessons
work? No. of
learners who have
caught up the
lesson
C. Did the remedial lessons work? ____No. of Learners who have caught
up the lesson.
D. No. of learners
who continue to
require remediation
D. ____No. of learners who continue to require remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
Stragegies used that work well:
___Group collaboration
___Games
___Powerpoint Presentation
___Answering preliminary activities/exercises
___Discussion
___Case Method
___Think-Pair-Share(TPS)
___Rereading of Paragraphs/Poems/Stories
___Differentiated Instruction
___Role Playing/Drama
___Discovery Method
___Lecture Method
Why?
___Complete Ims
___Availability of Materials
___Pupil’s eagerness to learn
___Group member’s Cooperation in doing their tasks
did I encounter
which my principal
and supervisor help
me solve?
___Bullying among pupils
___Pupil’s behavior/attitude
___Colorful Ims
___Unavailale Technology
Equipment (AVR/LCD)
___Science/Computer/Internet Lab
G. What
innovation or
localized I
used/discover
which I wish to
share with other
teacher?

ATTACHMENT
ASSIGNMENT
Instructions: Factor each completely. Example is done for you.
Factor: m2
– n2
Solution:
1. Is m2
a perfect square? Yes! m2
= m ˑ m
2. Is n2
a perfect square? Yes! -n2
= -n ˑ n
3. The factors of m2
– n2
are (m + n) and (m – n)
4. M2
– n2
= (m + n)(m – n)
1. n2
– p2
2. e2
– x2
3. b2
– 49
4. c2
– 25
5. d2
– 16
6. x2
– 36
7. y2
– 81
8. 16c2
– 64
9. 4r2
– s2
10. m – 64m3

GRADES 1 TO 12
DAILY LESSON LOG
SCHOOL: ASTORGA NATIONAL HIGH SCHOOL GRADE LEVEL: EIGHT (8)
TEACHER: DAISYREE JEAN R. MEDINO LEARNING AREA: MATHEMATICS 8
TEACHING DATES & TIME: 3:00-4:00 QUARTER: SECOND QUARTER
I. OBJECTIVES
Objective over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be follo wed and if needed, additional lessons exercises
and remedial activities maybe done for developing content knowledge and competencies. These are using Formatives Assessment Strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lesson. Weekly objectiv es shall be derived from the curriculum guide.
A. Content Standards: Demonstrates
understanding of key
concepts of linear
equations in two
variables
Demonstrate
understanding of the
key concepts of linear
equations in
two variables
Demonstrate understanding of
the key concepts of linear
equations in two variables
Demonstrate
understanding of the key
concepts of linear
equations in two
variables
Demonstrate
understanding of the
key concepts of linear
equations in
two variables
B. Performance Standards: Is able to formulate real
life problems involving
linear equations in two
variables
Is able to formulate
problems involving
linear equations in
two variables
Is able to formulate problems
involving linear equations in two
variables and solve these
problems accurately using a
variety of strategies
problems involving linear
equations in two variables
problems involving
linear equations in
two variables
C. Learning Competencies/
Objectives: Write the LC
code for each
At the end of the period, at least
75% of the students will to:
Describes the graph of
linear equation in terms of
its intercepts and
slope
1.finds the equation of
a line
of two given
points.
1. finds the equation of a line given
the slope and a point
1.finds the equation of a
line given the slope and its
intercepts
Solve problems
involving linear
equation in two
variables
II. CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content in a week or two.
Algebra
III. LEARNING RESOURCES List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an i n learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages 187 - 188 194 - 195 193 - 194 192 - 193 197 - 199
3. Text book Pages
4. Additional Materialsfrom
Learning resources(LR)Portal
Graphing papers, ruler
and pencil
Math Learner’s
Module
Math Learner’s Module Math Learner’s
Module
Math Learner’s
Module
B. Other Learning Resources

GRADES 1 TO 12
DAILY LESSON LOG
SCHOOL: GRADE LEVEL: EIGHT (8)
TEACHER: LEARNING AREA: MATHEMATICS 8
TEACHING DATES & TIME:
3:00-4:00
QUARTER: THIRD QUARTER
IV PROCEDURES
These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by demonstration
of learning the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the students with multiple
ways to learn new things, practice their learning, question their learning processes and draw conclusion about what they lear ned in relation to their life experiences
and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson or
Presenting New Lesson
Graphs linear
equation given any
two points
Write the steps in
graphing linear
equations using
the different
methods
Recall on finding equation
of a line given two points
Perform the activity
that enable to find the
equation of a line using
slope intercept form
Perform the
activity 19 on page
198 that enable to
solve problems by
following the steps
B. Establishing a Purpose for the
Lesson
Graph linear
equation using
slope and y
Finding the equation
of the line using the
two
Finding equation of a line
using a slope and a point
Finding equation of a
line using slope
intercept form
Solving Problems
involving linear
equations in two
intercepts points variables
C. Presenting Examples/Instances
of the Lesson
Give a linear equation
and identify the slope
Find the equation of
the line that passes
through the
Give an illustrative example of
finding equation of a line given a
slope and a point
Give an illustrative example
of finding equation of a line
using
Discuss the given
problem with
illustration
and the y intercept pairs of two points slope intercept form
of the equation
D. Discussing New Concepts and
Practicing New Skills#1
Discuss the
methods of
Discuss the
formula of two
Discuss the formula of point
slope form
Discuss the formula of
slope intercept form
Answer the guide
question on page
graphing linear point form 197
equation using the
slope and y
intercepts

GRADES 1 TO 12
DAILY LESSON LOG
TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND QUARTER
IV PROCEDURES
These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by demonstration
of learning the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the students with multiple
ways to learn new things, practice their learning, question their learning processes and draw conclusion about what they lear ned in relation to their life experiences
and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts and
Practicing New Skills#2
Given the linear
equation, identify
Illustrate the given
example of finding
Illustrate the given example of
point slope form
Determine the slopes and
y intercepts of the
Solve more
problems by
the slope and the y
intercept then plot
equation using two
point form
given equation of a
line
showing solutions
and graphs
F. Developing Mastery
(Leads To Formative Assessment 3)
Graph each linear
equation ,given the
slope and y
recall the formula
of the slope
Perform the activity on
page 194
Give more exercises on
finding equation of a
line using slope
Recall on
translating
mathematical
intercept intercept form phrases and
sentences to
mathematical
symbol
G. Finding Practical Application of
Concepts and Skills in Daily
Living
Draw a graph of
linear equation and
describe slope and
Differentiate the
point slope form and
two point
Practice skills on problem
solving on finding equation of a
line
Answering worksheets Formulate a word
problem involving
linear equations
y intercept slope form then solve

GRADES 1 TO 12
DAILY LESSON LOG
TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND QUARTER
IV PROCEDURES
These steps should be done across the week. Spread out the activities appropriately so that the students will learn will lear n well. Always be guided by demonstration of learning
the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the students with multiple ways to learn new things,
practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.
H. Making Generalization
and Abstractions about the
lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
VI- REMARKS

GRADES 1 TO
12 DAILY
LESSON LOG
TEACHER: LEARNING
AREA:
MATHEMATICS 8
TEACHING DATES &
TIME:
Four Times Per Week QUARTER: SECOND GRADING
IV PROCEDURES
These steps should be done across the week. Spread out the activities appropriately so that the students will learn will lear n well. Always be
guided by demonstration of learning the by the students which you can infer from formative assessment activities. Sustain learning
systematically by providing the students with multiple ways to learn new things, practice their learning, question their learning processes and
draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
VII - REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
required additional
activities for
remediation
C. Did the remedial
lessons
work?
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
work well? Why
did this work?

did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized materials
did I used/discover
which I wish to share
with other
teachers?

PRACTICE YOUR SKILLS
Answer the following questions.
1. How is instructional planning done?
2. What are the reason for instructional planning?
3. What do educators say about instructional planning?
4. What are the variables in instructional planning? Explain each as
applied to instruction?
5. What are the benefits of instructional planning?
MODULE CHALLENGE
ACTIVITY I.
Answer the question below.
1. Write five guidelines about planning? Explain each one.
2. Prepare a list of description that will manifest good teaching. Explain and
cite an example.
ACTIVITY 2.
Choose two (2) lessons in Mathematics and make an instructional plan:
1. Lesson 1 for DLP.
2. Lesson 2 for DLL.

Module 10 Lesson Planning in Mathematic.pdf

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