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

Date: ____July 5, 2017________
DLP No.: 3 Learning Area: Mathematics Grade Level: 10 Quarter: First Duration: 60 min
Learning determines arithmetic means and term of an Code:
Competency/ies: M10AL – Ib – c –
(Taken from the Curriculum Guide) arithmetic sequence. 1

Key Concepts / Arithmetic sequence is a sequence having a constant difference between

Understandings to be consecutive terms of sequence and if we are going to find the rule given the
Developed ration and the term, use the formula/rule for the arithmetic mean .
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or identify, retrieve, recognize,
Remembering
condition of duplicate, list, memorize,
The learner can recall information and retrieve relevant
knowing something repeat, describe, reproduce
knowledge from long-term memory
with familiarity
gained through Understanding interpret, exemplify, Explain the arithmetic mean
The learner can construct meaning from oral, written classify, summarize, infer,
experience or
and graphic messages compare, explain, rule
association
paraphrase, discuss

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

Attitud Categories: List of Attitudes:

1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
e
Growth Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Wellness, Respect, Honesty,
in name, point to, reply, select, sit, Study, use Personal discipline,
feelings 2. Responding to Phenomena - Active participation on the part of the learners. Attends Perseverance, Sincerity,
or and reacts to a particular phenomenon. Learning outcomes may emphasize Patience, Critical thinking,
emotiona compliance in responding, willingness to respond, or satisfaction in responding Open-mindedness, Interest,
l areas. (motivation). Courteous, Obedience, Hope,
A settled Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Charity, Fortitude, Resiliency,
way of perform, practice, present, read, recite, report, select, tell, write Positive vision, Acceptance,
thinking 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Determined, Independent ,
or feeling simple acceptance to the more complex state of commitment. Valuing is based on Gratitude, Tolerant, Cautious,
about the internalization of a set of specified values, while clues to these values are Decisive, Self-Control,
someone expressed in the learner's overt behavior and are often identifiable. Calmness, Responsibility,
or Accountability, Industriousness,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, Industry, Cooperation,
somethin form, initiate, invite, join, justify, propose, read, report, select, share, study

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g, 4. Organization - Organizes values into priorities by contrasting different values, Optimism, Satisfaction,
typically resolving conflicts between them, and creating a unique value system. The Persistent, Cheerful, Reliable,
one that emphasis is on comparing, relating, and synthesizing values. Gentle, Appreciation of one’s
is Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, culture, Globalism, Compassion,
reflected explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Work Ethics, Creativity,
in a relate, synthesize Entrepreneurial Spirit, Financial
person’s Literacy, Global, Solidarity,
behavior
5. Internalizing values - (Characterization): Has a value system that controls their
Making a stand for the good, Display
behavior. The behavior is pervasive, consistent, predictable, and most importantly,
characteristic of the learner. Instructional objectives are concerned with the student's Voluntariness of human act, perseverance
general patterns of adjustment (personal, social, emotional). Appreciation of one’s rights,
Inclusiveness, Thoughtful,
in
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Seriousness, Generous, accomplishing
practice, propose, qualify, question, revise, serve, solve, verify
Happiness, Modest, Authority, the task.
Hardworking, Realistic, Flexible,
Considerate,
Sympathetic, Frankness
Values Categories: List of Values:
A 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting,
principles name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends truth, Kindness, Humble
standard and reacts to a particular phenomenon. Learning outcomes may emphasize compliance
s of in responding, willingness to respond, or satisfaction in responding (motivation).
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
one's 2. Maka-tao
perform, practice, present, read, recite, report, select, tell, write
judgment Concern for Others, Respect for
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
of what is human rights, Gender equality,
simple acceptance to the more complex state of commitment. Valuing is based on the
importan Family Solidarity, Generosity,
internalization of a set of specified values, while clues to these values are expressed in
t in life. Helping, Oneness
the learner's overt behavior and are often identifiable.
Go
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow,
beyond
form, initiate, invite, join, justify, propose, read, report, select, share, study
learner’s
4. Organization - Organizes values into priorities by contrasting different values, 3. Makakalikasan
life on
resolving conflicts between them, and creating a unique value system. The emphasis is Care of the environment,
earth,
on comparing, relating, and synthesizing values. Disaster Risk Management,
include
more Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Protection of the Environment,
than explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Responsible Consumerism,
wealth relate, synthesize Cleanliness, Orderliness, Saving
and 5. Internalizing values - (Characterization): Has a value system that controls their the ecosystem, Environmental
fame, behavior. The behavior is pervasive, consistent, predictable, and most importantly, sustainability
and characteristic of the learner. Instructional objectives are concerned with the student's 4. Makabansa
would general patterns of adjustment (personal, social, emotional). Peace and order, Heroism and
affect the Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Appreciation of Heroes,
eternal practice, propose, qualify, question, revise, serve, solve, verify National Unity, Civic
destiny of Consciousness, Social
millions. responsibility, Harmony,
Intention Patriotism,
ally Productivity
adding
value to
people
everyday
.
2. Content Arithmetic Sequence
3. Learning Resources Cartolina, Worksheet
4. Procedures
4.1 Introductory Activity (____ minutes). This part introduces the Curriculum Activity 1 – Drill/Review
lesson content. Although at times optional, it is usually included to serve as
a warm-up activity to give the learners zest for the incoming lesson and an
Contextualizatio Ask the learners to group into two.
n
idea about what it to follow. One principle in learning is that learning occurs
Localization:
Each group should answer the
when it is conducted in a pleasurable and comfortable atmosphere.
Consider/include following questions.
here the appropriate
Local Heritage Write a rule for the term of
Themes:
A. Annual Rites, the sequence
Festivals, and
Rituals
Group 1

2
 (Historical/Religio 1, -4, 16, -64, …
us Festivals, Local
Cultural Festivals, r = 3,
Local
Delicacies/Product Group 2
s Festivals, Rituals,
Wedding Ritual, 5, 10, 20, 40, …
Palihi Ritual, Burial
Ritual,
B. Literary
r = 1/3 ,
Anthologies Written
In Local Language
(BALITAW, BALAK,
Folktales/ Short
Stories, Local Heroes
C. Historical Events,
4.2 Activity/Strategy (____ minutes). This is an interactive strategy to
Enduring Values,
Motivation:
elicit learner’s prior learning experience. It serves as a springboard for new
Indigenous
learning. It illustrates the principle that learning starts where the learners
are. Carefully structured activities such as individual or group reflective
Materials, Activity 2
Indigenous Cultural
exercises, group discussion, self-or group assessment, dyadic or triadic
Communities/Indigen Let the learners think on how to
interactions, puzzles, simulations or role-play, cybernetics exercise, gallery
ous People,
walk and the like may be created. Clear instructions should be considered in
Indigenous Games discover the rule for the term of
this part of the lesson.
D. Topography,
Flora/ Fauna (Falls, the following examples:
Mountains, River, 1. 7th term = 12, 8th term = 22
Cave, Trees, Flower,
Fauna 2. 2nd term = 4, 4th term = 10
4.3 Analysis (____ minutes). Essential questions are included to serve as E. Food & Local Using the activity # 2, let the learners
a guide for the teacher in clarifying key understandings about the topic at products
hand. Critical points are organized to structure the discussions allowing the G. Role Model Family explain their answer.
learners to maximize interactions and sharing of ideas and opinions about Give additional input:
expected issues. Affective questions are included to elicit the feelings of the
learners about the activity or the topic. The last questions or points taken In finding the rule given the two terms
should lead the learners to understand the new concepts or skills that are to first thing that we are going to do is
be presented in the next part of the lesson.
that we need to find the common
difference. We are going to find the
common difference by finding first the
equation using the arithmetic mean
rule. After finding the common
difference subtract the two equation
and find the value of the first term and
use again the arithmetic mean rule to
find the rule of the given two terms of
the sequence.

4.4 Abstraction (____ minutes). This outlines the key concepts, Arithmetic sequence is a sequence
important skills that should be enhanced, and the proper attitude that
should be emphasized. This is organized as a lecturette that summarizes the
having a constant difference between
learning emphasized from the activity, analysis and new inputs in this part consecutive terms of sequence and if
of the lesson. we are going to add sequence it calls
an arithmetic series. In finding the
rule given the two terms of the
sequence first step find the common
difference, second step find the first
term and last find the rule.
4.5 Application (____ minutes). This part is structured to ensure the Let the learners find the rule for the
commitment of the learners to do something to apply their new learning in
their own environment.
of the following sequence:
1. 2nd term = 4, 4th term = 8
2. 3rd term = 6, 6th term = 20
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 3. 4th term = 8, 10th term = 30
4. 3rd term = 13, 5th term = 17
5. 3rd term = 26, 8th term = 28
4.6 Assessment (___ 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
(Formal and informal observations of learners’ performance or behaviors Play, Oral
are recorded, based on assessment criteria) Presentation, Dance,
Musical
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
All throughout the discussion and
(Teachers talk to and question learners about their learning to gain insights
on their understanding and to progress and clarify their thinking) Work and Essay, activity:
Picture Analysis,
Comic Strip, Panel
The teacher shall approach each
Discussion, students and assess their learnings.
Interview, Think-
Pair-Share, Reading
The teacher will also ask questions to
every individual in order to lead them
better understanding on the topic.

c) Analysis of Learners’ Products Worksheets for all

(Teachers judge the quality of products produced by learners according to subjects, Essay,
agreed criteria) Concept
Maps/Graphic
Organizer, Project,
Model, Artwork,
Multi-media
Presentation,
Product made in
technical-vocational
subjects
d) Tests Skill Performance
(Teachers set tests or quizzes to determine learners’ ability to demonstrate Test, Open-Ended
mastery of a skill or knowledge of content) Question, Practicum, Oral test and Pen and Paper test
Pen and Paper Test,
Pre and Post Test,
Diagnostic Test, Oral Find the rule of the term of the
Test, Quiz
given arithmetic sequence.
1. 2nd term = 6, 3rd term = 8
2. 4th term = 12, 7th term = 18
3. 6th term = 10, 10th term = 18
4. 5th term = 12, 7th term = 24
5. 9th term = 16, 11th term = 20

4.7 Assignment (____ minutes). Fill-in below any of the four purposes:
 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

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  Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (____ minutes).

This is usually 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. Reflection 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
s 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: Redgie G. Ubay School: Tagjaguimit National High School
Position/Designation: Teacher 1 Division: City of Naga Schools Division
Contact Number: 09973143820 Email address: redstarubay@yahoo.com

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