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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.: Learning Area: MATH Grade Level: 8 Quarter: 2 Duration: 60 min.
Learning Code:
Competency/i M8GE-11g-1
Transforms conditional statements into inverse, converse, and contrapositive
es:
(Taken from the
Curriculum Guide)
Key Concepts A conditional statement is an “if-then statement which is composed of two clauses: the if-clause and the
/ then clause. We can denote a letter for each clause, p for the if-clause and q for the then clause. The
statement is in the form, “If p then q.” Conditional statements are formed by joining two statements p and
Understandin q using the words if and then. The p statement is called the hypothesis and the q statement is called the
gs to be conclusion
Developed  p→q
 Converse
 The converse of a conditional is formed by switching the hypothesis and the conclusion.
 The converse of p → q is q → p
 Inverse
 Negate the hypothesis and the conclusion
 The inverse of p → q, is ~p → ~q
 Contrapositive
 Negate the hypothesis and the conclusion of the converse
 The contrapositive of p → q, is ~q → ~p.

Domain Adapted Cognitive Process Dimensions (D.O. No. 1. Objectives


8, s. 2015)
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize,
of knowing The learner can recall information duplicate, list, memorize, repeat,
something with and retrieve relevant knowledge describe, reproduce
familiarity gained from long-term memory
through experience interpret, exemplify, classify,
or association
Understanding
The learner can construct meaning summarize, infer, compare, Differentiate conditional, converse, inverse and contrapositive.
from oral, written and graphic explain, paraphrase, discuss
messages

Skills Applying execute, implement, demonstrate,


The ability and The learner can use information to dramatize, interpret, solve, use,
capacity acquired undertake a procedure in familiar illustrate, convert, discover
through deliberate, situations or in a new way
systematic, and Analyzing differentiate, distinguish,
sustained effort to The learner can distinguish compare, contrast, organize,
smoothly and between parts and determine how outline, attribute, deconstruct
adaptively carryout they relate to one another, and to
complex activities or the overall structure and purpose
the ability, coming coordinate, measure, detect,
from one's
Evaluating
The learner can make judgments defend, judge, argue, debate,
knowledge, practice, describe, critique, appraise,
aptitude, etc., to do and justify decisions
evaluate
something generate, hypothesize, plan, 1. Give examples of conditional statements.
Creating
The learner can put elements design, develop, produce, 2. Create conditional statements from a behavioral issues.
together to form a functional construct, formulate, assemble,
whole, create a new product or devise 3. Transform a conditional statement into a converse, inverse, and
point of view contrapositive.
Attitude Categories: List of Attitudes:
Growth in feelings or 1. Receiving Phenomena - Self-esteem, Self-confidence, Demonstrate enthusiasm and great appreciation in expressing
emotional areas. Awareness, willingness to hear, Wellness, Respect, Honesty, conditional statement from “if-then” to converse, inverse and
A settled way of selected attention Personal discipline, Perseverance, contrapositive accurately.
thinking or feeling Behavioral Verbs: ask, choose, Sincerity, Patience, Critical
about someone or describe, erect, follow, give, hold, thinking, Open-mindedness,
something, typically identify, locate, name, point to, Interest, Courteous, Obedience,
one that is reflected reply, select, sit, Study, use Hope, Charity, Fortitude,
in a person’s 2. Responding to Phenomena - Resiliency, Positive vision,
behavior Active participation on the part Acceptance, Determined,
of the learners. Attends and Independent , Gratitude, Tolerant,
reacts to a particular Cautious, Decisive, Self-Control,
phenomenon. Learning Calmness, Responsibility,
outcomes may emphasize Accountability, Industriousness,
compliance in responding, Industry, Cooperation, Optimism,
willingness to respond, or Satisfaction, Persistent, Cheerful,
satisfaction in responding Reliable, Gentle, Appreciation of
(motivation). one’s culture, Globalism,
Compassion, Work Ethics,
Behavioral Verbs: aid, answer,
Creativity, Entrepreneurial Spirit,
assist, comply, conform, discuss,
Financial Literacy, Global,
greet, help, label, perform,
Solidarity, Making a stand for the
practice, present, read, recite,
good, Voluntariness of human act,
report, select, tell, write
Appreciation of one’s rights,
3. Valuing - Attaches to a
Inclusiveness, Thoughtful,
particular object, phenomenon,
Seriousness, Generous, Happiness,
or behavior. This ranges from
Modest, Authority, Hardworking,
simple acceptance to the more
Realistic, Flexible, Considerate,
complex state of commitment.
Sympathetic, Frankness
Valuing is based on the
internalization of a set of
specified values, while clues to
these values are expressed in
the learner's overt behavior and
are often identifiable.
Behavioral Verbs: work,
complete, demonstrate,
differentiate, explain, follow,
form, initiate, invite, join, justify,
propose, read, report, select,
share, study
4. Organization - Organizes values
into priorities by contrasting
different values, resolving
conflicts between them, and
creating a unique value system.
The emphasis is on comparing,
relating, and synthesizing
values.
Behavioral Verbs: adhere,
alter, arrange, combine, compare,
complete, defend, explain,
formulate, generalize, identify,
integrate, modify, order,
organize, prepare, relate,
synthesize
5. Internalizing values -
(Characterization): Has a value
system that controls their
behavior. The behavior is
pervasive, consistent, predictable,
and most importantly,
characteristic of the learner.
Instructional objectives are
concerned with the student's
general patterns of adjustment
(personal, social, emotional).
Behavioral Verbs: act,
discriminate, display, influence,
listen, modify, perform, practice,
propose, qualify, question, revise,
serve, solve, verify
Values Categories: List of Values:
A learner's principles 1. Receiving Phenomena - 1. Maka-Diyos
or standards of Awareness, willingness to hear, Love of God, Faith, Trusting,
behavior; one's selected attention Spirituality, Inner Peace, Love of Displays strong determination and critical thinking in analyzing how
judgment of what is Behavioral Verbs: ask, choose, truth, Kindness, Humble to transform a conditional statement from “if-then” to converse,
important in life. describe, erect, follow, give, hold, inverse, and contrapositive.
Go beyond learner’s identify, locate, name, point to,
life on earth, include reply, select, sit, Study, use
more than wealth 2. Responding to Phenomena -
and fame, and would Active participation on the part of
affect the eternal the learners. Attends and reacts to
destiny of millions. a particular phenomenon.
(Intentionally add Learning outcomes may emphasize 2. Maka-tao
value to people compliance in responding, Concern for Others, Respect for
everyday.) willingness to respond, or human rights, Gender equality,
satisfaction in responding Family Solidarity, Generosity,
(motivation). Helping, Oneness
Behavioral Verbs: aid, answer,
assist, comply, conform, discuss,
greet, help, label, perform,
practice, present, read, recite,
report, select, tell, write 3. Makakalikasan
3. Valuing - Attaches to a Care of the environment, Disaster
particular object, phenomenon, or Risk Management, Protection of
behavior. This ranges from simple the Environment, Responsible
acceptance to the more complex Consumerism, Cleanliness,
state of commitment. Valuing is Orderliness, Saving the
based on the internalization of a ecosystem, Environmental
set of specified values, while clues sustainability
to these values are expressed in 4. Makabansa
the learner's overt behavior and Peace and order, Heroism and
are often identifiable. Appreciation of Heroes, National
Unity, Civic Consciousness, Social
Behavioral Verbs: work, responsibility, Harmony,
complete, demonstrate, Patriotism, Productivity
differentiate, explain, follow,
form, initiate, invite, join, justify,
propose, read, report, select,
share, study
4. Organization - Organizes values
into priorities by contrasting
different values, resolving conflicts
between them, and creating a
unique value system. The
emphasis is on comparing,
relating, and synthesizing values.
Behavioral Verbs: adhere,
alter, arrange, combine, compare,
complete, defend, explain,
formulate, generalize, identify,
integrate, modify, order,
organize, prepare, relate,
synthesize
5. Internalizing values -
(Characterization): Has a value
system that controls their
behavior. The behavior is
pervasive, consistent, predictable,
and most importantly,
characteristic of the learner.
Instructional objectives are
concerned with the student's
general patterns of adjustment
(personal, social, emotional).
Behavioral Verbs: act,
discriminate, display, influence,
listen, modify, perform, practice,
propose, qualify, question, revise,
serve, solve, verify

2. Content Conditional statement, Converse, Inverse, Contrapositive

3. Learning Resources Mathematics Learner’s Module 8, Geometry

4. Procedures
4.1 Introductory Activity 10 minutes). This part Curriculum A. Prayer
introduces the lesson content. Although at times optional, it Contextualization B. Attendance and Physical Arrangement
is usually included to serve as a warm-up activity to give the
Localization: Consider/include C. GROUP ACTIVITY 1: MEANING MAKING
learners zest for the incoming lesson and an idea about
what it to follow. One principle in learning is that learning
here the appropriate Local • Analogy – comparison between two things
Heritage Themes:
occurs when it is conducted in a pleasurable and  1. Purpose Relationship
A. Annual Rites, Festivals, and
comfortable atmosphere.
Rituals (Historical/Religious ruler : line :: compass : circle
______
Festivals, Local Cultural  2. Part : Whole Relationship
Festivals, Local line :: arc : circle
ray : ____
Delicacies/Products Festivals,
 3. Part : Part Relationship
Rituals, Wedding Ritual, Palihi
Ritual, Burial Ritual, vertex : side :: center
______ : radius
B Literary Anthologies Written In  4. Cause : Effect
Local Language (BALITAW, BALAK, 5 : 25 :: 25 : 625
___
Folktales/ Short Stories, Local
 5. Action to Object Relationship
Heroes theorem
C. Historical Events, Enduring bisect : segment :: prove : _______
Values, Indigenous Materials,
Indigenous Cultural • Using analogies
Communities/Indigenous People,
 6. Numerical Relationship
Indigenous Games
D. Topography, Flora/ Fauna (Falls, 1/2 : 50% :: 1/3 : 33
______
1/3%
Mountains, River, Cave, Trees,  7. Degree Relationship
Flower, Fauna km :: oz : ton
cm : ____
E. Food & Local products
 8. Synonym Relationship
G. Role Model Family
cube
_____ : hexahedron :: average : mean
 9. Antonym Relationship
obtuse
parallel : intersecting :: acute : ______
 10. Characteristic Relationship
square : rectangle :: rhombus : parallelogram

4.2 Activity/Strategy (10 minutes). This is an


interactive strategy to elicit learner’s prior learning GROUP ACTIVITY:
experience. It serves as a springboard for new learning. It
“MATH STORE”
illustrates the principle that learning starts where the
learners are. Carefully structured activities such as individual Any representative from the group who will do the
or group reflective exercises, group discussion, self-or group window shopping.
assessment, dyadic or triadic interactions, puzzles, *Posted on the wall the definition of converse, inverse,
simulations or role-play, cybernetics exercise, gallery walk
and contrapositive.
and the like may be created. Clear instructions should be
considered in this part of the lesson. *Each group will be given statement and they are
going to identify whether it is conditional,
converse, inverse and contrapositive
statement.
* Then they are going to post their statement
accordingly.
1. If a figure is a polygon, then it is not a
circle.

2. if I win, then you don’t lose.”


3. If a number is prime, then the number
is 2.
4.If a figure is a polygon, then it is not a
circle.
5. If two line segments have the same
length, then they are congruent.

4.3 Analysis (10minutes). Essential questions are


included to serve as a guide for the teacher in clarifying key Follow Up Questions from the activity:
understandings about the topic at hand. Critical points are
1. How did you know that those statement belong to
organized to structure the discussions allowing the learners
to maximize interactions and sharing of ideas and opinions converse, inverse and contrapositive?
about expected issues. Affective questions are included to 2. Differentiate conditional, converse, inverse and
elicit the feelings of the learners about the activity or the contrapositive?
topic. The last questions or points taken should lead the
learners to understand the new concepts or skills that are to
be presented in the next part of the lesson.

4.4 Abstraction (10 minutes). This outlines the key Teacher’s Input
concepts, important skills that should be enhanced, A conditional statement is an “if-then
and the proper attitude that should be emphasized.
statement which is composed of two clauses:
This is organized as a lecturette that summarizes the
learning emphasized from the activity, analysis and the if-clause and the then clause. We can
new inputs in this part of the lesson. denote a letter for each clause, p for the if-
clause and q for the then clause. The
statement is in the form, “If p then q.”
Conditional statements are formed by joining
two statements p and q using the words if and
then. The p statement is called the hypothesis
and the q statement is called the conclusion
 p→q
 Converse
 The converse of a conditional is
formed by switching the hypothesis
and the conclusion.
 The converse of p → q is q → p
 Inverse
 Negate the hypothesis and the
conclusion
 The inverse of p → q, is ~p → ~q
 Contrapositive
 Negate the hypothesis and the
conclusion of the converse
 The contrapositive of p → q, is ~q
→ ~p.
Example:
 Write the (a) inverse, (b) converse, and (c)
contrapositive of the statement.
 If two angles are vertical, then the
angles are congruent.
 (a) Inverse: If 2 angles are not vertical, then
they are not congruent.
 (b) Converse: If 2 angles are congruent, then
they are vertical.
 (c) Contrapositive: If 2 angles are not
congruent, then they are not vertical.

4.5 Application (10 minutes). This part is structured to GROUP ACTIVITY:


ensure the commitment of the learners to do something to
apply their new learning in their own environment.
Transform each conditional statement to converse,
inverse and its contrapositive
1. All congruent segments have the same length.
* If two segments are congruent then, they have the
same length.
Converse:
* If two segments have the same length then, they are
congruent.
Inverse:
* If two segments are not congruent then, they don’t
have the same length.
Contrapositive:
* If two segments don’t have the same length then,
they are not congruent
2. All congruent angles have the same angle measure.
* If two angles have the same measure, then they are
congruent.
Converse:
* If two angles are congruent, then they have the same
measure.
Inverse:
* If two angles don’t have the same measure, then
they are not congruent
Contrapositive:
* If two angles are not congruent, then they don’t have
the same measure.
3. The measure of an acute angle is between 0 and 90.
* If measure of an angle is between 0 and 90, then it is
an acute angle.
Converse:
* If it is an acute angle, then measure of an angle is
between 0 and 90.
Inverse:
* If measure of an angle is not between 0 and 90 then,
it is not acute angle.
Contrapositive:
* If it is not an acute angle, then measure of an angle is
not between 0 and 90.
4. Equilateral triangle is equiangular.
* If a triangle is equilateral then, it is equiangular
Converse:
* If a triangle is equiangular, then it is an equilateral
triangle
Inverse:
* If a triangle is not equilateral, then it is not
equiangular.
Contrapositive:
* If a triangle is not equiangular then, it is not an
equilateral triangle
5. All whole numbers are integers.
* If a number is whole number then it is an integer
Converse:
* If it is an integer then, it is a whole number
Inverse:
* If the number is not whole number then, it is not an
integer.

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
(Formal and informal observations of learners’ performance Presentation, Dance, Musical
or behaviors are recorded, based on assessment criteria) 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 Activities, Written
(Teachers talk to and question learners about their learning Work and Essay, Picture Analysis,
to gain insights on their understanding and to progress and Comic Strip, Panel Discussion,
clarify their thinking) Interview, Think-Pair-Share,
Reading

c) Analysis of Learners’ Products Worksheets for all subjects, Essay,


(Teachers judge the quality of products produced by Concept Maps/Graphic Organizer,
learners according to agreed criteria) Project, Model, Artwork, Multi-
media Presentation, Product made
in technical-vocational subjects

d) Tests Skill Performance Test, Open-


Ended Question, Practicum, Pen
Given the converse, write the conditional
(Teachers set tests or quizzes to determine learners’ ability to
demonstrate mastery of a skill or knowledge of content) and Paper Test, Pre and Post Test, statement.
Diagnostic Test, Oral Test, Quiz
1. If  A is a right angle, then mA  90

Given the inverse, write the contrapositive


of the conditional statement.
1. If two line segments have the same
length, then they are congruent.
Given the contrapositive, write the inverse
of the conditional statement.
1. If A and B are not
complementary, then
mA  mB  90 .
2. If a figure is a polygon, then it is not a
circle.

4.7 Assignment (__ 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 Create an “if-then” statement of each issues and transform into Converse,
lesson Inverse, and contrapositive.
1. Laziness
2. Tardiness
 Preparing for the new lesson

4.8 Wrap-up/Concluding Activity (to complete


work on something; to bring something to an
end) (__ minutes). “If you trust God, then everything will be fine.”
Describe how you will complete the lesson and
bring the work to a conclusion/end. This can be
done by:
a) Summarizing; recapitulating.
b) Providing 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.

6. 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: ESTELA M. GEDOQUIO School: TOMINJAO NHS


Position/Designation: T-3 Division: CEBU PROVINCE
Contact Number: 09368568853 Email address: estela.gedoquio@deped.gov.ph

MITZI E. AMOMA ALLAN V. PINILI MAFE A. PONTING


FACILITATOR Process Observer Class Manager

ROSA H. CABOTAJE, Ed.D CESAR A. RESTAURO


Education Program Supervisor, HRDD-Ro7 EPS, CLMD, RO7

Appendices:

1. Visual Aid no. 1 ( Thinking Hat; Analogy)


2. Visual Aid no. ( Math Store)
3. Power Point no.1
4. Power Point no. 2
5. Power Point no. 3