Flexible Instruction Delivery Plan (FIDP)

Grade: Grade 11 Semester: First Semester

Core Subject Title: General Mathematics No. of Hours/Semester:80 hours
Prerequisites (If needed): None

Core Subject Description: At the end of the course, the students must learn how to solve problems involving rational, exponential and logarithmic functions; to solve business-related problems;
and to apply logic to real-life situations

Culminating Performance Standard:

The learners are able to apply their knowledge of Functions, Business Mathematics, and Logic in dealing with the intricacies of mathematical and scientific concepts in higher
education, entrepreneurial demands, middle-level skills development, and employment through utilizing appropriate mathematical and financial tools.

Highest Enabling Strategy to Use in

Learning Competencies Highest Thinking Skills to Assess Developing the Highest Thinking Skill to
Assess
Content
Most Performance Flexible
Content Standar
Essential Standards Assessment Enabling
ds KUD Most KUD Flexible Learning
Topics Complete RBT Level Activities (FAA) General
Classification Essential Classification Strategies (FLS)
Performance Strategy
Check(s)
Functions The Modelling 1.) The learner 1. Illustrates 1. Illustrates Formative Text-Illustration
and their learners Functions is able to… and and Assessment Interaction
Graphs demonstr apply concepts distinguishe distinguishes Activity: (Discussion) Module
ate the of functions s piecewise, piecewise, Submit a paper on Illustrating
understa and accurately Rational, Rational, one- containing Functions. This is a
nding of construct one-to-one, to-one, identified scenarios reading material where
the key mathematical inverse, inverse, in life which can be actual interaction
concepts models to exponential, exponential, examples of (discussion) set-up will
of represent real- and and piecewise, rational, be translated to text
Function life situations logarithmic Understanding logarithmic Understanding Analyzing exponential, or Communication and illustration.
s using functions. functions. logarithmic
functions. (Additional (Additional function. Explain Exploratory
Competency Competency) how the function
) works or can be Pairwork
applied in the
situation. Technology
Integration

2. Evaluates Understanding 2. Evaluates a Understanding Applying Formative Connection Text-Illustration

a function. function. Assessment Interaction
Activity: (Discussion) Module
Worksheets on on Evaluating
evaluating functions Functions.
will be given to
students. A detailed Technology
answer key will be Integration
given upon return
of worksheets.
3. Performs 3. Performs Formative Text-Illustration
operations operations on Assessment Interaction
on functions functions and Activity: (Discussion) Module
and composition of Worksheets on on Operations on
composition functions. operations on Functions.
of functions. Understanding Understanding Applying functions will be Connection
given to students. A Technology
detailed answer key Integration
will be given upon
return of
worksheets.
4. 4. Determine Formative Text-Illustration
Determine inverse of a Assessment Interaction
inverse of a one-to-one Activity: (Discussion) Module
one-to-one function. Worksheets on on Determining
function. determining inverse Inverse of a One-to-
of one-to-one One Function.
Understanding Understanding Analyzing Communication
functions will be
given to students. A Technology
detailed answer key Integration
will be given upon
return of Pairwork
worksheets.
5. Illustrates
laws of Knowing Understanding Representation
logarithm.
6. Understanding 6. Represents Understanding Applying Formative Connection Text-Illustration
Represents function Assessment Interaction
function through (a) Activity: (Discussion) Module
through (a) Table of Collect data from a on Different
Table of values, (b) situation which can Representations of
values, (b) Graph, and (c) be considered as a Functions
Graph, and Equation. function. Present
(c) (M11GM-Ib-4, these in terms of Exploratory
Equation. M11GM-Id-3, table of values and
 (M11GM- M11GM-If-2, graphs. Technology
Ib-4, M11GM-Ii-2) Integration
M11GM-Id-
3, M11GM-
If-2,
M11GM-Ii-
2)
7. 7. Represents Performance Text-Illustration
Represents real-life Check: Interaction
real-life situations Submit a paper (Discussion) Module
situations using following the on Function
using functions instruction below: Modelling.
functions (M11GM-Ia-1, Collect numerical
(M11GM- M11GM-Ib-1, data on present Exploratory
Ia-1, M11GM-Id-1, issues in the
M11GM-Ib- M11GM-Ie-3, community or Technology
1, M11GM- Doing M11GM-Ih-1) Doing Creating present national Problem Solving Integration
Id-1, issues, e.g., CoVID-
M11GM-Ie- 19 Pandemic related
3, M11GM- problems. Create a
Ih-1) model using a table
of values, simple
graphs, and an
equation which is a
function.

Problem 2.) The learner 8. Understanding Understanding Pre-assessment: Reasoning and A text with illustration
Solving is able to Distinguishe Distinguishes Search for different Proof module will be
Involving accurately s rational, rational, examples about the provided for reading
Functions formulate and exponential, exponential, different kinds of and comprehension.
solve real-life and and functions , The attached
problems logarithmic logarithmic equations and worksheet will be
involving function, function, inequalities in the available at the end of
piecewise, equation, equation, and internet and identify each topic to be
rational, and inequality. its differences or answered and
inverse, inequality. M11GM-Ib- similarities by submitted.
exponential, (M11GM- 2M11GM-Ie- completing the
and Ib-2, 4, M11GM-Ih- online graphic Exploratory approach
logarithmic M11GM-Ie- 2) organizer. can be applied in
functions with 4, M11GM- answering the different
precision and Ih-2) Post-assessment: answer sheets.
accuracy. Distinguish the
given examples Various linkages will
according to its be available for further
properties
 reference

9. Solves 9. Solves Worksheet about A text with illustration

rational, rational, solving rational, module will be
exponential, exponential, exponential, and provided for reading
and and logarithmic and comprehension.
logarithmic logarithmic equations and The attached
equations equations and inequalities will be worksheet will be
and inequalities. given to be available at the end of
inequalities. (M11GM-Ib- answered and each topic to be
(M11GM- 3M11GM-If-1, submitted. answered and
Ib-3, Understanding M11GM-Ii-1) Understanding Analyzing Communication submitted.
M11GM-If- An option of online
1, M11GM- assessment can be Exploratory approach
Ii-1) given using can be applied in
different answering the different
applications or web answer sheets.
pages
Various linkages will
be available for further
reference.
10. Solves Understanding 10. Solves Understanding Evaluating Worksheets about A text with illustration
problems problems solving problems module will be
involving involving involving provided for reading
rational, rational, logarithmic Reasoning and and comprehension.
exponential, exponential, functions, Proof The attached
and and equations, and worksheet will be
logarithmic logarithmic inequalities will be available at the end of
equations equations, and given to be each topic to be
and inequalities. answered and answered and
inequalities. (M11GM-Ic-3, submitted. submitted.
(M11GM- M11GM-Ig-2
Ic-3, M11GM-Ij-2) An option of online Exploratory approach
M11GM-Ig- assessment can be can be applied in
2, M11GM- given using answering the different
Ij-2) different answer sheets.
applications or web
pages Various linkages will
be available for further
reference

Effective Questioning
Lecture via
synchronous modality
 Students self
assessment using the
module provided

11. Graphs
functions
(M11GM-
Ic-2,
M11GM-Ie- Understanding Applying Connection
1,
M11GM-Ig-
1, M11GM-
Ij-1)
12. Understanding 12. Identifies Understanding Analyzing Worksheets about Communication A text with illustration
Identifies the parts of the identifying the module will be
the parts of graph (Domain parents of the graph provided for reading
the graph and Range, (domain, range, and comprehension.
(Domain Intercepts, intercepts, The attached
and Range, Asymptotes asymptotes) will be worksheet will be
Intercepts, (M11GM-Ib-5, given to be available at the end of
Asymptotes M11GM-Ic-1, answered and each topic to be
) M11GM-Id-4, submitted. answered and
(M11GM- M11GM-If-3, submitted.
Ib-5, M11GM-If-4, An option of online
M11GM-Ic- M11GM-Ii-3, assessment can be Exploratory approach
1, M11GM- M11GM-Ii-4) given using can be applied in
Id-4, different answering the different
M11GM-If- applications or web answer sheets.
3, M11GM- pages.
If-4, Various linkages will
M11GM-Ii- be available for further
3, M11GM- reference
Ii-4)
Drill
Peer
teaching/collaboration
Self-Regulated
Learning thru provided
Learning Materials
13. Solves 13. Solves A text with illustration
problems problems From the previous module will be
involving involving performance check provided for reading
functions functions. regarding function and comprehension.
(M11GM- M11GM-Ia- modelling use the The attached
Ia-4, 4, ,M11GM- model to analyze, worksheet will be
M11GM-Ic- Ic-3M11GM- interpret, and solve available at the end of
3, M11GM- Ie-2, M11GM- problems that may each topic to be
Ie-2, Ig-2, M11GM- arise in the answered and
M11GM-Ig- Ij-2) situation. The submitted. Also, a
2, M11GM- following standards copy of this module
Ij-2) will be considered: will be uploaded to an
Uniqueness and online LMS for
Authenticity, students reference.
Completeness,
Appropriateness Exploratory approach
and Accuracy of can be applied in
Equation, answer in the different
Correctness of answer sheets.
Computation,
Contribution and Various linkages will
Participation. be available for further
reference

The teacher will help

facilitate and monitor
the progress of the
students through online
Doing Doing Creating Problem Solving consultation.

open dialogue with the

teacher using the
different LMS
Basic Key Simple and 1.) The learner 14.) 14.) Illustrates
Business concepts Compound is able to Illustrates simple and The teacher will Discussion Forums
Mathematics of simple Interest investigate, simple and compound illustrate simple and
and analyze and compound interests. compound interests Activating Prior
compoun solve interests. through video knowledge
d problems presentation. As he
interests, involving delivers his lecture,
and simple and Video Presentation
he will ask the class
simple compound if they understand
and interests and Knowing Knowing Understanding https://youtu.be/Rmol9
the concept. If they Representation
general simple and think they get it, IzSDXk
annuities general, stocks thumbs up. If they
, stocks and bonds are not sure, thumbs https://www.youtube.c
and annuities middle, if they don't om/watch?
bonds. using get it, thumbs down v=7zf7zob1Xdc
appropriate through a video
business and conferencing on a
financial specified time.
instruments in
formulating 15.) 15.) To deepen the
conclusions Distinguishe Distinguishes understanding of
and making s between between simple and
decisions. simple and simple and compound interests,
compound compound the teacher will ask
interests. interests. the students to do Asynchronous /
exercises in class or Synchronous
online. The teacher Discussion
Understanding Understanding Evaluating Reasoning and
takes an informal
Proof
poll about how
many questions Menti
students answered
correctly in class or
through their
learning platform.

16.) 16.) Computes

Computes interest, From the given Connection Scan solutions from
interest, Understanding maturity value, Understanding Applying worksheets, the worksheets
maturity future value, teacher will ask
value, future and present their students to Teacher will give
value, and value in simple give a detailed immediate feedback.
present interest and solution in
value in compound computing the
 simple interest
interest and environment. interest, maturity
compound value, present value
interest of simple and
environment compound interest.
. When students
submit their works,
it is expected that
teachers will give
feedback.

17.) Solves 17.) Solves Students will

problems problems receive electronic
involving involving worksheets on
simple and simple and simple and
compound compound compound interests.
interests. interests. If a face to face
modality is set, the
teacher will help
and guide them to
solve the first
Understanding Understanding Evaluating Reasoning and Reflective blogs
exercise. If not, the
Proof
teacher will use the
electronic white
board. Once the
grey areas are
cleared, the teacher
will ask them to
work independently
on a new question
covering the same
concept.
Annuities 18.) Knowing 18.) Illustrates Knowing Understanding The teacher will Representation Video Presentation
Illustrates simple and illustrate simple and
simple and general general annuities
general annuities. through video Menti
annuities. presentation. As he
delivers his lecture,
he will post
questions online,
say, a poll of yes or
no, multiple choice
questions (A, B, C,
D). Students will
 then participate in
the poll. Using the
device the LMS
provides, their
responses will be
revealed quickly.
19.) 19.) To deepen the
Distinguishe Distinguishes understanding of
s between between simple and general
simple and simple and annuities, the
general general teacher will ask the
annuities. annuities. students to do Structured academic
exercises in class or controversy
Understanding Understanding Evaluating Reasoning and
online. The teacher
Proof
takes an informal Discovery/inquiry-
poll about how based learning
many questions
students answered
correctly in class
through their
learning platform.
20.) Finds 20.) Finds the Students are asked
the future future value to collaboratively
value and and present post their solutions
present value of both on the classroom or
Discussion forum
value of simple digital white board.
Understanding Understanding Analyzing
both simple annuities and Each student is Communication
annuities general asked to check the
and general annuities. written solutions. A
annuities. student can make a
"steal" if he finds an
erroneous solution.
21.) 21.) Calculates Have the students
Calculates the fair market explain to the
the fair value of a cash teacher how to
market flow stream calculate the fair
value of a that includes market value of a
Understanding Understanding Applying
cash flow an cash flow that Connection Effective Questioning
stream that annuity. includes annuity.
includes an Try to see from
annuity. their explanation if
they have their
misconceptions.
22.) Understanding 22.) Calculates Understanding Analyzing Students will be Communication
 Calculates the present given worksheets
the present value and on present value
value and period of and period of
period of deferral of a deferred annuity.
deferral of a deferred Through their
deferred annuity. platform of
annuity. learning, they will
work on the first
Collaboration
question all together
and provide each
Discussion Forum
other's feedback in
the chat box. Once
the grey areas are
cleared, they will
work independently
on a new question
covering the same
concept.
Stocks and 2.) The learner 23.) Knowing 23.) Illustrates Knowing Understanding Representation Video Presentation
Bonds is able to use Illustrates stocks and The teacher will
appropriate stocks and bonds. illustrate stocks and https://www.youtube.c
financial bonds. bonds through om/watch?
instruments video presentation. v=hE2NsJGpEq4&list
involving in To check the =PLf5N6dqfQaNRHiN
formulating transfer of learning, 68HhNpFcRAl5Zfo0Q
conclusions they will z&index=1
and making build/create
decisions something that https://www.youtube.c
requires the om/watch?
application of what v=IuyejHOGCro&list
they learned =PLf5N6dqfQaNRHiN
through soft and 68HhNpFcRAl5Zfo0Q
hard copy. z&index=3

Use the apps on

investagram
24.) 24.) Teachers will have
Distinguishe Distinguishes a preposted
Web conferencing
s between between stocks questions for the
stocks and and bonds. students to deepen
bonds. their understanding Reinforcing Efforts
between stocks and and Providing
Understanding Understanding Evaluating Reasoning and Recognition or
bonds. Answers
Proof Feedbacks)
may be collected
electronically via
google classroom or https://www.youtube.c
emails. om/watch?
v=ngfKXvfzC74#actio
n=share
25.) 25.) Describes The teacher will
Describes the different give examples of
the different markets for the different
markets for stocks and markets for stocks Realia
stocks and bonds. and bonds. They
Knowing Knowing Understanding
bonds. will categorize the Representation
problems into Identifying similarities
simple, general, and and differences
neither. Pick the
neither pile and
analyze in class.
26.) Understanding 26.) Analyzes Understanding Analyzing Discuss the Communication Web Conferencing
Analyzes the different different market
the different market indices indices for stocks
market for stocks and and bonds. The
indices for bonds. teacher will ask the
stocks and class if they can
bonds. share their insights
and examples. Their
exchange of ideas
can be written on
chat box or sent
through emails. In
case of face to face,
the discussion will
be done in the
classroom.The rest
of the class are able
to build their own
understanding
through the sharing
of their peers. This
 is great for shy
students as they
have a voice
through technology.
27.)
Interprets
the theory Understanding Analyzing
Communication
of efficient
markets.

Basic Business 3.) The learner 28.) 28.) Illustrates Teachers will have
concepts and is able to Illustrates business and a preposted
of Consumer decide wisely business and consumer question for the
business Loans on the consumer loans. students to respond
and appropriatenes loans. to deepen their
Reflective blogs
consume s of business understanding of
Knowing Knowing Understanding
r loans. or consumer business and Representation
Survey through google
loan and its consumer loans.
forms
proper Answers may be
utilization. collected
electronically via
google classroom or
emails.
29.) 29.) For a better
Distinguishe Distinguishes comprehension of
s between between business and
business and business and consumer loans
consumer consumer (amortization,
loans. loans. mortgage), students Socratic Seminar
Understanding Understanding Evaluating Reasoning and
will do an on line
Proof
search Break Out Rooms
independently.
Once ready, they
will have break out
rooms and share
independent studies.
30.) Solves Doing 30.) Solves Doing Creating Problem Solving
problems problems Video Presentation Ejournals
involving involving on Warren Buffet
business and business and
consumer consumer Students will
loans loans determine the
(amortizatio (amortization, E-portfolios
financial issues
n, mortgage). brought by the
 mortgage).
pandemic in their
barangays.
Through google
forms, the students
will educate their
constituents on
loan offerings from
government and
private institutions.
They will classify
the loans as
business or Multi part course
consumer. projects
Presentations can be
in infographics,
mini magazines, https://www.youtube.c
vlogs, om/watch?
v=d0XKtUXgpOw
The students will do
an online research
on the different loan
offerings from
lending companies,
pawnshops, or
banks. Make an
amortization
schedule from
numerical data
gathered.

Logic The Introductio The learner is 31.) Knowing 31.-32. Knowing Understanding Create a graphic Representation Text-Illustration
learner n to Logic able to Illustrates a Illustrates and organizer Interaction
demonstr judiciously proposition symbolizes a illustrating the (Discussion) Module.
ates apply logic in proposition meaning of This is a module where
understa real-life 32.) Knowing Knowing Understanding proposition, its type actual interaction
nding of arguments. Symbolizes and how simple (discussion) set-up will
key a propositions are be translated to text
concepts proposition. combined to form and illustration.
of compound Convertible to
propositi propositions. video/online
onal 33.) Understanding 33. Understanding Evaluating Problem set on Reasoning and presentation for other
logic; Distinguishe Distinguishes identifying which Proof modes of learning.
syllogis s between between propositions are
ms and simple and simple and simple/ compound. Video Presentation
fallacies. compound compound
propositions propositions. Exploratory
.
Understanding 34. Performs Understanding Evaluating List down at least Reasoning and Pairwork/Triad work
34.) the different ten observations in Proof
Performs types of the community
the different operations on related to decision
types of propositions making during this
operations pandemic. From
on these statements,
propositions students must create
conditional
propositions and
use it performing
the different types
of operations on
propositions.
35.) Understanding 35. Determines Understanding Evaluating List down at least Reasoning and
Determines the truth values ten observations in Proof
the truth of the community
values of propositions. related to decision
propositions making during this
. pandemic. From
these statements,
create conditional
propositions and
use it to determine
the truth values of
propositions.
36.) Knowing 36. Illustrates Knowing Understanding List down at least Representation
Illustrates the different ten observations in
the different forms of the community
forms of conditional related to decision
conditional propositions. making during this
propositions pandemic. From
. these statements,
illustrate the
different forms of
conditional
proposition.
Establishin 37.) Knowing 37. Illustrates Knowing Understanding Practice Representation Self-Regulated
g Validity Illustrates the difference Worksheet: Learning through the
and Falsity the between Routine exercise on provided Learning
 of Real- difference tautologies and illustrating Materials
Life between fallacies. Tautologies and
Arguments tautologies Fallacies using the Guided
and Truth Table. Learning/Lecture
fallacies. Discussion

38.) Understanding 38. Determines Understanding Evaluating Practice Reasoning and Video Presentation
Determines the validity of Worksheet: Proof
the validity categorical Determining Student Self-
of syllogisms. Validity and Falsity Assessment
categorical of Real-Life
syllogisms. Arguments using Think-Pair-Share/
Rules of Inference CooperativeLearning
and Table of
Fallacies.
39.) Understanding 39. Establishes Understanding Evaluating Based on the Reasoning and
Establishes the validity information with Proof
the validity and falsity of the necessary
and falsity real-life computations
of real-life arguments gathered from
arguments using logical banks, private
using propositions, institutions, or
logical syllogisms and government
propositions fallacies. financial agencies,
, syllogisms decide which
and financial
fallacies. institution/agency
can provide the
better, if not the
best, option to aid
their financial
needs.
key The learner is 40.) Knowing Understanding Representation
methods able to Illustrates
of proof appropriately the different
and apply a methods of
disproof method of proof (direct
proof and and indirect)
disproof in and disproof
real-life (indirect and
situations counter
example).
41.) Doing Creating Problem Solving
Justifies
 mathematic
al and real-
life
statements
using the
different
methods of
proof and
disproof.

Legend: MC – Multiple Choice K – Knowing RBT – Revised Bloom’s Taxonomy WW – Written Works
U – Understanding QA – Quarterly Assessment
D – Doing PC – Performance Check

Reference: Philippines, Department of Education Curriculum Guide for General Mathematics

Literal Transfer: The learners should be able to solve problems in the community by modelling and interpreting data using functions, recognize and apply appropriate financial
tools, and arrive at a logically sound decision.

Performance Task (in paragraph form):

Since the start of the spread of the covid-19 in the Philippines, many have lost their job due to the lockdown order in the different regions. Thus, many Filipinos have
experienced financial difficulties.
As a team of financial analysts, you are to conduct a webinar (online) or produce a brochure (offline) presenting bank products or loan schemes of government agencies
(SSS, GSIS, Pag Ibig) and other private financial institutions to educate the community (teachers, classmates, family members and barangay constituents) regarding their financial
status through available digital sources or hypothetical data and present sound financial decisions based on the gathered data from the different financial institutions. The webinar
or brochure will be evaluated according to the following criteria: completeness of content, accuracy of computation, presentation, application of mathematical concepts, and
practicality of recommendations.

Performance Task (in GRASPS form):

Goal: Educate the constituents regarding the prevailing issue in their community and produce financial recommendations.

Role:
Team of Financial analysts who will gather numerical data on the financial status of their community through available digital sources or hypothetical data and present sound
financial decisions based on the gathered data from the different financial institutions.

Audience:
Teacher, classmates, family members, barangay constituents

Situation:
Since the start of the spread of the COVID-19 in the Philippines, many have lost their jobs due to the lockdown order in the different regions. Thus, many Filipinos have
experienced financial difficulties.

Product:
Webinar (online) or Brochures (offline)- presenting bank products or loan schemes of government agencies (SSS, GSIS, Pag Ibig) and other private financial institutions.

Standards: The product/performance will be evaluated according to the following criteria: (a)Completeness of content; (b) accuracy of computations; (c)Presentation,
(d)Application of mathematical concepts, (e)Practicality of recommendations

Rubric for Webinar (online) or Brochure (offline)

Criteria Outstanding(4) Satisfactory (3) Developing(2) Beginning (1)

Completeness of [ ] Sources for the completion of the
content output are factual and reliable.
[ ] The presentation involves all of the
following:
[ ] function models
[ ] analysis and interpretation of
models
[ ] computations of necessary
values for loans
[ ] recommendations generated
from valid arguments
[ ] At least 50% of sources for the
completion of the output are factual
and reliable.
[ ] The presentation lacks one (1) of
the following:
[ ] function models
[ ] analysis and interpretation of
models
[ ]computations of necessary
values for loans
[ ] recommendations generated
from valid arguments
[ ] At most 50% of sources for the
completion of the output are factual
and reliable.
[ ] The presentation lacks two (2) of
the following:
[ ] function models
[ ] analysis and interpretation of
models
[ ]computations of necessary
values for loans
[ ] recommendations generated
from valid arguments
[ ] Sources for the completion of the
output are not factual and reliable.
[ ] The presentation lacks at least 3 of
the following:
[ ] function models
[ ] analysis and interpretation of
models
[ ]computations of necessary
values for loans
[ ] recommendations generated
from valid arguments

Accuracy of [ ] Solutions or computation to the
computations following are all detailed and
supported with correct and clear
interpretations.
[ ] generating function model
[ ] analysis and interpretations of
function models
[ ] values necessary to present
bank products or loan schemes
[ ] At least 50% of the solutions or
computation to the following are
detailed and supported with correct
and clear interpretations.
[ ] generating function model
[ ] analysis and interpretations of
function models
[ ] values necessary to present
bank products or loan schemes
[ ] At most 50% of the solutions or
computation to the following are
detailed and supported with correct
and clear interpretations.
[ ] generating function model
[ ] analysis and interpretations of
function models
[ ] values necessary to present
bank products or loan schemes
[ ] Solutions or computation to the
following are not detailed nor
supported with correct and clear
interpretations.
[ ] generating function model
[ ] analysis and interpretations of
function models
[ ] values necessary to present
bank products or loan schemes

Presentation [ ] The presentation is chronologically [ ] At least 50% of the presentation is [ ] At most 50% of the presentation is [ ] The presentation is not
 arranged according to the following:
[ ] discussion of the identified
prevailing issue in the community
[ ] discussion of the possible
function model
[ ] analysis and interpretation of
the model/s
[ ] possible conclusion in relation
to the financial needs of the
people in the community
[ ] presentation of different
products or loan offerings from
banks, lending companies, and
private/government financial
institutions
[ ] computation and graph
illustrating the different products or
loan offerings
[ ] providing sound and valid
recommendation
Application of [ ] Shows in-depth understanding of the
Mathematical required mathematical knowledge.
Concepts
[ ] All equations/ functions listed (or
used) are correct.
[ ] The mathematical concept
considered (i.e., models, kind of loan,
rule of inference) are appropriately
used in the output.
chronologically arranged according to
the following:
[ ] discussion of the identified
prevailing issue in the community
[ ] discussion of the possible
function model
[ ] analysis and interpretation of
the model/s
[ ] possible conclusion in relation
to the financial needs of the
people in the community
[ ] presentation of different
products or loan offerings from
banks, lending companies, and
private/government financial
institutions
[ ] computation and graph
illustrating the different products or
loan offerings
[ ] providing sound and valid
recommendation
[ ] Shows understanding of required
mathematical knowledge.
[ ] At least 50% of the equations/
functions listed (or used) are incorrect.
[ ] At least 50% of the mathematical
concept considered (i.e., models, kind
of loan, rule of inference) are
appropriately used in the output.
chronologically arranged according to
the following:
[ ] discussion of the identified
prevailing issue in the community
[ ] discussion of the possible
function model
[ ] analysis and interpretation of
the model/s
[ ] possible conclusion in relation
to the financial needs of the
people in the community
[ ] presentation of different
products or loan offerings from
banks, lending companies, and
private/government financial
institutions
[ ] computation and graph
illustrating the different products or
loan offerings
[ ] providing sound and valid
recommendation
[ ] Shows some understanding of the
required mathematical knowledge but
with errors in some parts.
[ ] At most 50% of the equations/
functions listed (or used) are incorrect.
[ ] At most 50% of the mathematical
concept considered (i.e., models, kind
of loan, rule of inference) are
appropriately used in the output.
chronologically arranged according to
the following:
[ ] discussion of the identified
prevailing issue in the community
[ ] discussion of the possible
function model
[ ] analysis and interpretation of
the model/s
[ ] possible conclusion in relation
to the financial needs of the
people in the community
[ ] presentation of different
products or loan offerings from
banks, lending companies, and
private/government financial
institutions
[ ] computation and graph
illustrating the different products or
loan offerings
[ ] providing sound and valid
recommendation
[ ] Shows no understanding of the
problem, perhaps only re-copying the
given data.
[ ] The equations/ functions listed (or
used) are all incorrect.
[ ] The mathematical concept
considered (i.e., models, kind of loan,
rule of inference) are not appropriately
used in the output.
Practicality of The recommendations provided The recommendations provided do The recommendations provided do The recommendations provided do
Recommendations satisfy the following: not satisfy 1-2 of the following: not satisfy 3-4 of the following: not satisfy any of the following:
[ ] Specific [ ] Specific [ ] Specific [ ] Specific
[ ] Measurable [ ] Measurable [ ] Measurable [ ] Measurable
[ ] Attainable [ ] Attainable [ ] Attainable [ ] Attainable
[ ] Realistic [ ] Realistic [ ] Realistic [ ] Realistic
[ ] Timely [ ] Timely [ ] Timely [ ] Timely
[ ] Responsive to the needs of the [ ] Responsive to the needs of the [ ] Responsive to the needs of the [ ] Responsive to the needs of the
various communities various communities various communities various communities