PRIVATE EDUCATION ASSISTANCE COMMITTEE

FLEXIBLE INSTRUCTION DELIVERY PLAN

Grade: _________________________________________________________________ Semester: ________________________________________________________________

Core Subject Title: _______________________________________________________ No. of Hours/Semester: _____________________________________________________
Prerequisites (If Needed) ____________________________________________________
Core Subject Description: __________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________
Culminating Performance Standard: __________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________

What to Teach? Why Teach? How to Assess and Evaluate? How to Teach?
Learning competencies Highest Thinking Skill to Assess Highest Enabling Strategy to Use in developing the Highest Thinking Skill to Assess
Flexible Flexible Flexible Learning Strategies (FLS)
Flexible
Most Learning Learning
Content Performance Assessment Enabling
Content Essential KUD Most KUD Strategies Strategies
Standards Standards Complete RBT Level Activities (FAA) General
Topics Classification Essential Classification (FLS) (FLS)
Strategy
Performance
Online Modular Face-to-Face
Checks
______ Quarter

______ Quarter

Performance Task: To address some of the 17 Sustainable Development Goals (SDG) of the United Nations, you decided to have a project of spreading awareness and knowledge on financial literacy, in
coordination with a partner barangay, which positively or negatively affects their constituents’ life by educating the constituents regarding situations that may affect the financial status of
an individual, present details of financial products, and produce recommendations. As a team of professionals advocating financial literacy, you will gather numerical data for situations
PRIVATE EDUCATION ASSISTANCE COMMITTEE
related to financial status of an individual or group of individuals through available digital sources or hypothetical data and present sound financial decisions based on the gathered data
from the different financial institutions. This may be done through (a) video presentation, (b) online presentation, paper, or (c) brochure presenting information of a prevailing issue—in the
context of SDG—in our country or in a community that affects the financial status of an individual or group of individuals and financial instruments (e.g. savings or loan schemes) from banks,
government agencies (SSS, GSIS, Pag Ibig) , and/or other private financial institutions that can be offered to these constituents. This will be evaluated by your teacher, classmates, family
members, and some barangay constituents 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 output [ ] At least 50% of sources for the completion [ ] At most 50% of sources for the completion [ ] Sources for the completion of the output
content are factual and reliable. of the output are factual and reliable. of the output are factual and reliable. are not 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
[ ] 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
[ ] 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
[ ] 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 following
computations 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 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
[ ] At least 50% of the presentation is
chronologically arranged according to the
following:
[ ] discussion of the identified prevailing
issue in the community
[ ] discussion of the possible function
model
[ ] At most 50% of the presentation is
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
[ ] The presentation is not 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
PRIVATE EDUCATION ASSISTANCE COMMITTEE
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
[ ] 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
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
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 required
Mathematical mathematical knowledge.
Concepts  parts.
[ ] All equations/ functions listed (or used) are
correct.
[ ] The mathematical concepts considered (i.e.,
models, kind of loan, rule of inference) are
appropriately used in the output.
[ ] Shows understanding of required
mathematical knowledge.
[ ] At least 50% of the equations/ functions listed
(or used) are incorrect.
[ ] At least 50% of the mathematical concepts
considered (i.e., models, kind of loan, rule of
inference) are appropriately used in the output.
[ ] Shows some understanding of the required
mathematical knowledge but with errors in some
[ ] At most 50% of the equations/ functions listed
(or used) are incorrect.
[ ] At most 50% of the mathematical concepts
considered (i.e., models, kind of loan, rule of
inference) are appropriately used in the output.
[ ] Shows no understanding of the problem,
perhaps only re-copying the given data.
[ ] The equations/ functions listed (or used) are
all incorrect.
[ ] The mathematical concepts considered (i.e.,
models, kind of loan, rule of inference) are not
appropriately used in the output.

Practicality of The recommendations provided satisfy the The recommendations provided do not satisfy The recommendations provided do not satisfy The recommendations provided do not satisfy
Recommendations following: 1-2 of the following: 3-4 of the following: 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 various [ ] Responsive to the needs of the various [ ] Responsive to the needs of the various [ ] Responsive to the needs of the various
communities communities communities communities