INSTRUCTIONAL PLAN (iPlan)

Name of Teacher : Medelyn A. Mananquil Grade & Section : 10

Learning Area : Mathematics 10 Quarter : Fourth Code No.
Date : February 10 – 14, 2020 Day : Mon-Fri Time :11:00-12:00,
1:00 -2:00, 4:00-5:00
Key understanding to be Demonstrate the understanding on measures of position of a data
developed:
Learning Objectives: Knowledge The students will know:
 percentiles, quartiles, and deciles of a data;
 formula in finding the percentiles, quartiles and deciles of an
ungrouped or a grouped data.

Skills The students will acquire skills in:

 finding the percentiles, quartiles, and deciles of a data;
 applying the formulas in finding the percentiles, quartiles, and
deciles of an ungrouped or grouped data

Attitudes  The students will understand that for whatever position you hold
… lowest rank, midmost rank, or highest rank, your prerogative in
dealing with people is humility.
Resources Needed: Books, Chalk
Elements of Plan Methodology
Preparation Introductory  Show some newspaper clips about results of exam that use
Activity percentiles

Presentation Activity 
Present the three measures of position.
Analysis 
Demonstrate how to compute the percentiles of an ungrouped data
and grouped data as discussed on page 154 – 156 in the workbook.
 Continue the discussion on page 159 – 161 to demonstrate how to
compute quartiles and deciles of an ungrouped data and a grouped
data.
Abstraction  The teacher will post a question for everyone.
 What information can be obtained after knowing the
percentiles, quartiles, and deciles of a data?
 The teacher will ask the students if they understand the lesson.
 Ask them if what is the implication of the lesson to your life?
Practice Application  Group the students in pairs, and let the groups solve the exercises
in “Try It Out” on pp. 157, 159 and 166.
 Give the exercise in “Something More” on pp. 157, 162, and 167
as group activity and individual seatwork.
Assessment Assessment Matrix
Knowledge, Process or  Instruct the students to work individually in the given
Skills Understanding exercises in “Challenge” on pp. 158, 162-163, and
Product or Performance 167 – 168.

Assignment Ask the students to study for the next lesson.

Remarks: No. of Learners with 75% Level of Mastery Interventions:

No. of Learners that need remediation

Contents Noted by: ZOE T. CHIU

Principal
 INSTRUCTIONAL PLAN (iPlan)

Name of Teacher : Medelyn A. Mananquil Grade & Section : 10

Learning Area : Mathematics 10 Quarter : Third Code No.
Date : February 3 – 7, 2020 Day : Mon-Fri Time :11:00-12:00,
1:00 -2:00, 4:00-5:00
Key understanding to be Enhance the skills of the students in theoretical probability and probability rules
developed:
Learning Objectives: Knowledge  State the definition of theoretical probability

Skills  Find the probability of an event; and

 Find the probability of an event using the rules in probability
Attitudes  Value the importance in finding the probability of an event using
different rules
Resources Needed: Books, Chalk
Elements of Plan Methodology
Preparation Introductory  A short recap about the last topic.
Activity  Recall important terms: experiment, trial, outcome, sample space,
event and equally likely outcome.

Presentation Activity  Let the student define theoretical probability.

 Let the student recall the probability of an event.

Analysis  Explain to the class that for theoretical probability of an event, we

have the symbols,
𝑛(𝐸)
P(E) = 𝑛(𝑆)
Where: n(E) is the number of outcomes in the event, and n(S) is
the number of outcomes in the sample space.
 Explain and discuss the examples on the workbook.
 Discuss the different rules to find the probability of an event

Abstraction 
The teacher will post a question for everyone.
 What is probability of an event?
 What is theoretical probability?
 What are the different rules to find the probability of an
event?
 The teacher will ask the students if they understand the lesson.
 Ask them if what is the implication of the lesson to your life?
Practice Application  Let the students answer Exercises A and B on page 149 on the
workbook.
 Have the students perform Exercises A and B on page 151 of the
workbook.
Assessment Assessment Matrix
Knowledge, Process or  Have the students answer by pair the
Skills Understanding Exercises C on page 149 and page 152 of the
Product or Performance workbook.

Assignment Ask the students to study for the next lesson.

Remarks: No. of Learners with 75% Level of Mastery Interventions:

No. of Learners that need remediation

Contents Noted by:

ZOE T. CHIU
Principal
Name of Teacher : Janette A. Cuajao Grade & Section : 8

INSTRUCTIONAL PLAN (iPlan)

Contents Noted by: ZOE T. CHIU

Principal

INSTRUCTIONAL PLAN (iPlan)

Learning Area : Mathematics 8 Quarter : Second Code No.
Date : October 8-12, 2018 Day : Mon-Fri Time :1:00-5:00
Key understanding to Enhance the skills in factoring by grouping and factoring completely.
be developed:
Learning Objectives: Knowledge  Define prime factorization;
 Define grouping; and
 Identify prime factor.
Skills  Find the prime factors of the polynomials;
 Factors the polynomials completely;
Name of Teacher : Janette A. Cuajao Grade & Section : 9
 Group terms in the polynomial with common factor; and
Learning Area : Mathematics 9  Quarter : Second
Factor the polynomials by grouping.Code No.
Attitudes  Value the quote ‘’confidence is not about being always right, but
always knowing what to do when things go wrong.
 ‘’Fortune favors the prepared mind.’’
Resources Needed: Books, Chalk
Elements of Plan Methodology
Preparation Introductory A short game called ‘’Pair and win game.’’
Activity Present to the students a group of pictures and let them identify the odd.
Presentation Activity  Let the student define what is grouping.
 Let the student state the procedures in factoring polynomials of 4
or more terms completely.
 Let the students know the difference of the previous and the
present topic.
Analysis  Explain to the class the process in factoring this kind of
trinomial—the trial—and—error method.
 Explain and discuss the examples on the worktext.
 Make lots of examples as a practice.
 Explain to them the step-by-step procedure in factoring by
grouping.
 Let the students discuss among themselves the lesson.
 Give to them polynomials and ask them to factor completey. Let
them identify what kind of factoring they used.
Abstraction  The teacher will post a question for everyone.
 What is factoring?
 What is grouping?
 What is prime factorization?
 The teacher will ask the students if they learn importance of
following the step by step process in solving factoring.
 The teacher will ask the students if they understand the lesson.
 Ask them if what is the implication of the lesson to your life?
Practice Application  Let the students answer Skill Booster 1.2F on page 54 of the
worktext.
 Have the students perform Guided Practice by pair on pages 49-50
of the worktext.
Assessment Assessment Matrix
Knowledge, Process or  Have the students answer by pair Guided
Skills Understanding Practice on page 53 of the worktext.
Product or Performance  Ask the students to perform Critical Thinking
of page 47 of the worktext.
Assignment Ask the students to study for their upcoming exam and for their new topic to be discussed.
Remarks: No. of Learners with 75% Level of Mastery Interventions:
No. of Learners that need remediation

Contents Noted by: ZOE T. CHIU

Officer-In-Charge

INSTRUCTIONAL PLAN (iPlan)

Date : October 8-12, 2018 Day : Mon-Fri Time :7:45-12:00
Key understanding to Enhance the skills of the students in factoring the sum and difference of two cubes and
be developed: factoring trinomial in the form of 𝑥 2 + 𝑏𝑥 + 𝑐.
Learning Objectives: Knowledge  Define quadratic function;
 Differentiate quadratic function from other function;
 Identify the values of a, b, and c of quadratic function; and
 State the characteristics of the graphs.
Skills  Write the standard form of function in the form 𝑓(𝑥) = 𝑎(𝑥 −
ℎ)2 + 𝑘; and
Name of Teacher : Janette A. Cuajao  Solve for the vertex, axis of symmetry, Grade & Section
direction of the :graph,
9 the
Learning Area : Mathematics 9 Quarter : First
maximum and minimum points of the Code No. without graphing;
function
Date : July 23-26, 2018 Attitudes Day : Tues-Fri Time that
Always remember :7:45-12:00
knowledge is power; and
 Perseverance and accuracy.
Resources Needed: Books, Chalk
Elements of Plan Methodology
Preparation Introductory A short game about perfect cube and cube root.
Activity A recap in their previous lesson.
Presentation Activity  Let the student differentiate quadratic function from linear
function.
 Illustrate the quadratic function.
 Let the students describe characteristics of a bouncing ball.
 Encourage them to solve the factors by their own.
Analysis  Discuss the different forms of quadratic function and let the
students identify the values of a, b, and c.
 Explain how to write the standard form of quadratic function in the
form of 𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐.
 Emphasize the effect of the value of a as it becomes larger or
smaller or it becomes negative.
 Let the students determine the opening of the graph, the vertex, the
axis of symmetry, the minimum or maximum point, and the
domain and range of the function.
 Let them discuss by group.
 Discuss and explain thoroughly the examples.
 Make lots of examples as a practice.
Abstraction  The teacher will post a question for everyone.
 How do you define a quadratic equation?
 What is the difference between quadratic equation and
quadratic function?
 The teacher will let the students answer the problem in their
textbooks.
 The teacher will ask the students if they understand the lesson.
Practice Application  Let the students answer exercises A, B and C on pages 6-7.

Assessment Assessment Matrix

Knowledge, Process or  Let the students answer exercises (try it out )A 1-10
Skills Understanding on page 10.
Product or Performance  Ask the students to perform exercises (try it out )B 1-
10 on page 13.

Assignment Study for summative exam.

Remarks: No. of Learners with 75% Level of Mastery Interventions:
No. of Learners that need remediation

Contents Noted by: ZOE T. CHIU

Office-In-Charge.

INSTRUCTIONAL PLAN (iPlan)

Key understanding to Enhance the skills of the students in applying quadratic formula in solving quadratic
be developed: equations and determining the sum and product of the roots.
Learning Objectives: Knowledge  Determine the discriminant and the nature of the roots of the
quadratic equation;
 Determine the relationship of the numerical coefficients of
the quadratic equations and their roots; and
 Determine the sum and product of the roots of the given
quadratic equations.
Skills
Name of Teacher : Janette A. Cuajao  Apply the formula and solve forGrade the roots of a quadratic
& Section :8
Learning Area : Mathematics 8 equation; and
Quarter : First Code No.
Date : July 23-26, 2018  Form
Day : Tues-Frithe equation given the
Time :1:00-5:00 roots.
Key understanding to Attitudes  students
Enhance the skills of the Think positive to overcome
in finding the primeobstacles;and
factors of polynomials and
be developed:  ofConstant
factoring the difference practice makes perfect.
two squares.
Resources Needed: Books, Chalk
Elements of Plan Methodology
Preparation Introductory A short recap about the previous topic.
Activity
Presentation Activity  Let the student recall factoring polynomials.
 Introduce the quadratic formula in getting the roots of a
quadratic equation.
 Let the students discuss to their classmates in getting the
quadratic equation using the given roots.
Analysis  From the equation 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 , discuss step by step
to derive the roots expressed in terms of a, b, and c.
 Discuss the relationship of product to a, b, ad c of the
equation 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.
 Explain that 𝑏 2 − 4𝑎𝑐 is the discriminant. The discriminant
determines the nature of the roots.
 Make lots of examples as a practice.
Abstraction  The teacher will post a question for everyone.
 What is the quadratic formula?
 The teacher will ask the students if they already know the
quadratic formula.
 The teacher will give lots of example to be answer by the
students.
 The teacher will ask the students if they understand the
lesson.
Practice Application  Have the students answer Try it Out on page 44 of the
worktext.
 Assign the students answer Guided Practice on page 45 of
the worktext .
Assessment Assessment Matrix
Knowledge, Process or  Let the students answer Solve It on page 50 of
Skills Understanding the worktext of the teacher.
Product or Performance  By partner activity.
Assignment Study the factoring for the upcoming 1st quarter exam.
Remarks: No. of Learners with 75% Level of Mastery Interventions:
No. of Learners that need remediation

Contents Noted by: ZOE T. CHIU

Officer-In-Charge

INSTRUCTIONAL PLAN (iPlan)

Learning Objectives: Knowledge  Define prime numbers;
 Identify the Greatest Common Factor;
 Identify a polynomial that is a perfect square trinomial; and
 Identify polynomials which are the difference of two squares.
Skills  Find the prime factors of the polynomials;
 Factor a perfect square trinomial; and
 Factor the difference of two squares.
Attitudes  Perseverance in factoring;
 Value the quote ‘’A winner never quits’’; and
Name of Teacher : Janette A. Cuajao  Always remember that every journey Grade
starts& Section
from : 9step.
a single
Learning Area : Mathematics 9 Show interest in everything
Quarter : Firstyou do.Code No.
Resources
Date : JulyNeeded:
2-5, 2018 Books, Chalk Day : Tues-Fri Time :7:45-12:00
Elements of Plan Methodology
Preparation Introductory A short recap about the previous topic.
Activity
Presentation Activity  Let the student define prime numbers.
 Let the students recall the characteristics of a perfect square
trinomial and let them give examples of perfect square trinomials.
 Let them state the pattern in factoring perfect square trinomial.
Analysis  Explain how to find the prime factor of a number.
 Discuss how to find the greatest common factor of a polynomial
and how to factor the polynomial completely.
 Explain the technique in factoring perfect square trinomials.
 Illustrate the difference of two squares geometrically and explain
how the difference of two squares was obtained.
 Explain how to factor the difference of two squares.
 Make lots of examples as a practice.
Abstraction  The teacher will post a question for everyone.
 What is a prime number?
 What is greatest common factor?
 The teacher will ask the students if they already have a
background about a prime number and greatest common factors.
 The teacher will let the students answer the problem in their
textbooks.
 The teacher will ask the students if they understand the lesson.
Practice Application  Let the students answer the Math Journal on page 23 of the
worktext.
 Let the students answer Guided Practice by pair on pages 27-28 of
the worktext.
 Have the students answer Guided Practice by group on page 32 of
the worktext.

Assessment Assessment Matrix

Knowledge, Process or  Have the students answer Critical Thinking on page
Skills Understanding 24 of the worktext.
Product or Performance  Let the students answer Critical Thinking on page 33
of the worktext.

Assignment Let the students study for the next lesson.

Remarks: No. of Learners with 75% Level of Mastery Interventions:
No. of Learners that need remediation

Contents Noted by: ZOE T.CHIU

Officer-In-Charge

INSTRUCTIONAL PLAN (iPlan)

Key understanding to Enhance the skills of the students in transforming quadratic equations to perfect square
be developed: trinomial.
Learning Objectives: Knowledge  Define completing the square.
Skills  Solve for the roots of a quadratic equation by completing the
square method; and
 Transform a quadratic equation into a perfect square
trinomial.
Attitudes  Work cooperatively; and
Name of Teacher : Janette A. Cuajao  Develop accuracy and patience in solving
Grade quadratic
& Section : 8 equation.
Resources Needed:
Learning Area : Books, Chalk
Mathematics 8 Quarter : First Code No.
Elements of Plan
Date : July 2-5, 2018 Day : Tues-Fri Methodology
Time :1:00-5:00
Preparation Introductory A short game about factoring.
Activity
Presentation Activity  Let the student recall factoring polynomials.
 Introduce the way in finding the roots of a quadratic equation
by completing the square.
Analysis  Discuss and explain thoroughly the completing the square.
 Explain the steps in solving quadratic equations by
completing the square.
 Let the students transform quadratic equations to perfect
square.
 Make lots of examples as a practice.
 Explain the steps in solving quadratic equation by
completing the square.
Abstraction  The teacher will post a question for everyone.
 What is completing a square?
 The teacher will ask the students if they already know the
different ways of factoring polynomials.
 The teacher will give lots of example to be answer by the
students.
 The teacher will ask the students if they understand the
lesson.
Practice Application  Ask the students to answer Math Journal on page 23 of the
worktext of the teacher.
 Let the students answer Skill Booster 1.2C, letter A on pages
25-26 of the teacher’s book.
Assessment Assessment Matrix
Knowledge, Process or  Let the students answer Critical Thinking on
Skills Understanding page 26 of the worktext of the teacher.
Product or Performance  By partner activity.
Assignment Study the factoring for the upcoming 1st office exam.
Remarks: No. of Learners with 75% Level of Mastery Interventions:
No. of Learners that need remediation

Contents Noted by: ZOE T. CHIU

Officer-In-Charge

INSTRUCTIONAL PLAN (iPlan)

Key understanding to Enhance the skills of the students infinding the product of the sum and difference of
be developed: binomials and finding the cube of binomial.
Learning Objectives: Knowledge  Define sum and difference;
 Identify if a binomial is the product of the sum and difference;
 Determine the product of the sum and difference of two binomials;
 Identify polynomials that is a cube of a binomial; and
 Determine the pattern to find the cube of a binomial.
Skills  Find the cube of binomial;
 Discover patterns in finding the cube of a binomial; and
Name of Teacher : Janette A. Cuajao  Solve the cube of binomial. Grade & Section : 9
Learning Area : Mathematics
Attitudes 9  PerseveranceQuarter : First
in solving the cube ofCode No. and
binomial;
Date : June 18-22, 2018 Day: Mon-Fri
Value the quotation ‘’Constant practice makes perfect.’’
Time :7:45-12:00
Resources Needed: Books, Chalk
Elements of Plan Methodology
Preparation Introductory A short game about the topic.
Activity
Presentation Activity 
Let the student define what a sum and difference are.

Let the students discuss among themselves the different methods
in finding the cube of binomials.
 Ask the students to state the pattern they observed in finding the
cube of the binomials.
 Let the students compare each term of the cube of the binomials to
each term of the binomial.
Analysis  Emphasize that the product of the sum and difference of two
binomials is the difference between the squares of the first and the
second terms of the binomials.
 Give the students the sum and difference of two binomials and let
them find the product by applying pattern.
 Discuss with the class how to cube a binomial using the examples
in the book.
 Make lots of examples as a practice.
Abstraction  The teacher will post a question for everyone.
 What are sum and difference?
 What is cube of binomial?
 The teacher will ask the students if they learn important ideas
about solving sum and difference of two terms and cube of
binomials.
 The teacher will let the students answer the problem in their
textbooks.
 The teacher will ask the students if they understand the lesson.
Practice Application  Let the students answer the Skill Booster 1.1C (1-10) on pages 15-
16 of the worktext.
 Have the students work by pair and answer Guided Practice on
page 18 of the worktext.
Assessment Assessment Matrix
Knowledge, Process or  Let the students answer the Skill booster 1.1D on
Skills Understanding page 18 of the worktext.
Product or Performance  Have them answer the Skill Booster 1.1C (11-20)on
pages 15-16 of the worktext.

Assignment Let the students study for the upcoming 1st office exam.
Remarks: No. of Learners with 75% Level of Mastery Interventions:
No. of Learners that need remediation

Contents Noted by: ZOE T.CHIU

Officer-In-Charge

INSTRUCTIONAL PLAN (iPlan)

Key understanding to Enhance the skills of the students in writing quadratic equation in the form of
be developed: 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 and in determining square roots of an expression.

Learning Objectives: Knowledge  Define quadratic equation;

 Identify which quadratic equation is complete or not complete;
 Define square root; and
 State the square root property.
Skills  Write quadratic equation in the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0;
 Illustrate quadratic equation; and
Name of Teacher : Janette A. Cuajao  Apply the square roots property in solving
Grade & Sectionequation.
quadratic :8
Learning Area : Mathematics
Attitudes 8  Develop sportsmanship
Quarter : First
during groupCode No. and
activities;
Date : June 18-22, 2018  Value
Day : Mon-Fri the importance of step
Time :1:00-5:00 by step process.
Resources
Key Needed: to
understanding Books, Chalk
Enhance the skills of the students in determining the kinds of polynomials and solving
Elements of Plan
be developed: polynomials. Methodology
Preparation Introductory A short game about quadratic equation.
Activity
Presentation Activity  Let the student define what a quadratic equation is.
 Introduce the general form of quadratic equation𝑎𝑥 2 + 𝑏𝑥 + 𝑐 =
0.
 Introduce to the students the square root property.
 Encourage them to state the square root property in symbols.
Analysis  Emphasize that 𝑎 ≠ 0 and b or c can be zero.
 Explain and discuss the examples on the worktext.
 Discuss and explain thoroughly the square root property.
 Make lots of examples as a practice.
 Let them discover the different ways in getting the square roots of
quadratic equations.
 Explain the properties if square roots.
Abstraction  The teacher will post a question for everyone.
 What is an equation?
 What is quadratic equation?
 What is meant by roots of an equation?
 How many roots are there in a linear equation?
 The teacher will ask the students if they have a background about
quadratic equations.
 The teacher will ask the students if they learn important ideas
about how square root method is used in solving quadratic
equation.
 The teacher will ask the students if they understand the lesson.
Practice Application  Have the students do the Guided practice on page 5 of the
worktext.
 Let the students answer Skill Booster 1.2A (odd numbers only) on
pages 11-13 of the worktext.
Assessment Assessment Matrix
Knowledge, Process or  Have them answer Skill Booster 1.1 B on page 6 of
Skills Understanding the worktext.
Product or Performance  Partner activity in answering Skill Booster 1.2A
(even numbers) on pages 11-13 of the worktext.
Assignment Assign the students to answer Critical Thinking on page 6 and 13 of the worktext.
Remarks: No. of Learners with 75% Level of Mastery Interventions:
No. of Learners that need remediation

Contents Noted by: ZOE T. CHIU

Officer-In-Charge

INSTRUCTIONAL PLAN (iPlan)

Learning Objectives: Knowledge  Define polynomials;
 Enumerate the different kinds of polynomials;
 Define term;
 State the rules in multiplying and dividing polynomials; and
 State algerbraic identity.
Skills  Make a graphic organizer on polynomials;
 Solve the polynomials in different operations;
 Illustrate polynomials; and
 Solve the special products.
Name of Teacher : Janette A. Cuajao
Attitudes  Develop sportsmanship during group Grade & Section : 9
activities;
Learning Area : Mathematics 9  Develop accuracy in solving
Quarter : First polynomials; and
Code No.
Date : August 20-24, 2018 Day : Mon-Fri
Value the importance of step by step process.
Time :7:45-12:00
Resources Needed: to
Key understanding Books,
Enhance Chalk
the skills in solving word problems.
Elements of Plan
be developed: Methodology
Preparation
Learning Objectives: Introductory
Knowledge A short game about polynomials.
 Define word problems.
Activity A recap in their previous knowledge about polynomials.
Presentation Activity  Let the student define what a polynomial is.
 Introduce the different types of polynomials.
 Explain to the students the rules in solving the different types of
polynomials.
 Encourage them to solve the polynomials in ther own.
Analysis  Emphasize that in solving polynomials there are rules to be
followed in certain operation of polynomials.
 Explain and discuss the examples on the worktext.
 Discuss and explain thoroughly the special products.
 Make lots of examples as a practice.
Abstraction  The teacher will post a question for everyone.
 What ispolynomial?
 Polynomial is composed of?
 What is special product?
 What are the rules in solving polynomials?
 The teacher will ask the students if they have a background about
polynomials.
 The teacher will ask the students if they learn important ideas about
solving polynomials.
 The teacher will let the students answer the problem in their
textbooks.
 The teacher will ask the students if they understand the lesson.
Practice Application  Let the students answer the follow-up practice to be given by the
teacher.
 Have the students answer the given activities given by the teacher.
Assessment Assessment Matrix
Knowledge, Process or  Let the students answer the ‘maintain your skills’
Skills Understanding found in the book of their teacher.
Product or Performance  Have them answer the Mind Strainers found in the
book of their teacher.

Assignment Research on Number Pattern.

Remarks: No. of Learners with 75% Level of Mastery Interventions:
No. of Learners that need remediation

Contents Noted by: ZOE T. CHIU

Officer-In-Charge

INSTRUCTIONAL PLAN (iPlan)

 Skills  Solve word problems involving quadratic equations; and
 Apply any method of solving quadratic equations.
Attitudes  Value perseverance: ‘’Try and try until you succeed.’’
 ‘’Every problem has its’ own solution.’’
 Value the importance of step by step process.
Resources Needed: Books, Chalk
Elements of Plan Methodology
Preparation Introductory A short game about quadratic equations.
Activity Ask the students: Are you now ready to solve word problems involving
Name of Teacher : Janette A. Cuajao quadratic equation? What preparations do Gradeyou&need
Section
in :order
8 to be
Learning Area : Mathematics 8 successful in solving a problem?
Quarter : First Code No.
Presentation
Date : August 20-24, 2018 Activity  Let
Day : Mon-Frithe student define what
Time :1:00-5:00 word problem is.
Key understanding to 
Enhance the skills of the students in factoring the sum and differenceby
Encourage them to answer the word problems oftheir
two own.
cubes and
be developed: Analysis  Emphasize 2 that
factoring trinomial in the form of 𝑥 + 𝑏𝑥 + 𝑐.every problem has its’ own solution.
 Explain and discuss the examples on the worktext.
Learning Objectives: Knowledge  Define perfect cube and cube root;
 Make lots of examples as a practice.
 Identify polynomials that are the sum and difference of two cubes;
 Let them analyze the given problem.
and
 Explain to them the value of step by step process in getting the
answer of the given problem.
Abstraction  The teacher will post a question for everyone.
 What is a problem?
 What is a word problem?
 How word problem relates in the real life scenario?
 The teacher will ask the students if they have a problem in their
life and how they came up unto solution of their problems.
 The teacher will ask the students if they learn importance of
following the step by step process in solving word problems.
 The teacher will ask the students if they realize the importance of
analyzing the problem first before doing such a thing without
analyzing the given problem.
 The teacher will ask the students if they understand the lesson and
how can they apply it in the real life scenario.
Practice Application  Have the students do ‘’try it out’’ in their work book.
Assessment Assessment Matrix
Knowledge, Process or  Ask the students the following questions.
Skills Understanding  Did you find problem solving interesting and
Product or Performance challenging? If not, why? If yes, why?
 What did you realize as you undergo the
process of solving problem?
 Let the students answer the exercises in the work
book.
Assignment Study for their summative examination.
Remarks: No. of Learners with 75% Level of Mastery Interventions:
No. of Learners that need remediation

Contents Noted by: ZOE T. CHIU

Officer-In-Charge

INSTRUCTIONAL PLAN (iPlan)

  Identify the trinomial in the form of 𝑥 2 + 𝑏𝑥 + 𝑐.
Skills  Factor the sum and difference of two cubes; and
 Factor trinomial in the form of 𝑥 2 + 𝑏𝑥 + 𝑐.
Attitudes  Develop accuracy in solving sum and difference of two cubes.
 Value the importance of step by step process.
Resources Needed: Books, Chalk
Elements of Plan Methodology
Preparation Introductory A short game about perfect cube and cube root.
Activity A recap in their previous lesson.
Presentation Activity 
Let the student define perfect cube and a cube root.

Introduce the polynomials that are the sum and difference of two
cubes.
 Explain to the class how to factor the difference or sum of two
cubes.
 Let the students examine the trinomial in the form of 𝑥 2 + 𝑏𝑥 + 𝑐.
 Encourage them to solve the factors by their own.
Analysis  Discuss the procedures in getting the factors of the polynomials
given.
 Emphasize the sign of each term of the trinomial factor of the
difference or sum of two cubes.
 Let the students state the pattern in factoring sum and difference of
two cubes.
 Let them discuss by group.
 Discuss and explain thoroughly the examples.
 Make lots of examples as a practice.
Abstraction  The teacher will post a question for everyone.
 What is perfect cube and cube root?
 What is a trinomial?
 The teacher will ask the students if they have a background about
cube root, perfect cube and trinomial.
 The teacher will ask the students if they learn important ideas about
solving sum and difference of two cubes and factoring trinomial.
 The teacher will let the students answer the problem in their
textbooks.
 The teacher will ask the students if they understand the lesson.
Practice Application  Let the students answer Guided practice by pair on page 36 of the
worktext.
 Have the students answer Skill booster 1.2E on pages 41-42 of the
worktext.
Assessment Assessment Matrix
Knowledge, Process or  Have the students answer Skill booster 1.2D letter B
Skills Understanding on page 37 of the worktext.
Product or Performance  Let the students perform the critical thinking on page
43 of the worktext.

Assignment Study for the upcoming first periodical examination.

Remarks: No. of Learners with 75% Level of Mastery Interventions:
No. of Learners that need remediation