PRIVATE EDUCATION ASSISTANCE COMMITTEE

FLEXIBLE INSTRUCTION DELIVERY PLAN

Grade: _11________________________________________________________________ Semester: __1ST___________________________________________________________

Core Subject Title: __General Mathematics___________________________________ No. of Hours/Semester: _____________________________________________________
Prerequisites (If Needed) ____________________________________________________
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.
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 Learning Flexible Learning Flexible Learning

Most
Performance Assessment Enabling Strategies (FLS) Strategies (FLS) Strategies (FLS)
Content Content Standards Essential
Standards Complete
KUD
Most Essential
KUD
RBT Level Activities (FAA) General
Topics Classification Classification
Performance Strategy
Online Modular Face-to-Face
Checks

__2nd__ Quarter

The learner 1. illustrates 1. illustrates Practice Activating Prior Activating Prior Activating Prior
is able to business business and Exercise: Knowledge Knowledge Knowledge
decide and consumer
wisely on consumer loans.
The learner the loans. Using presented Jumbled Words Jumbled Words Jumbled Words
demonstrates an
Basic Business scenarios, the Activity of the Activity of the Activity of the
understanding of appropriate
Business and students Representa- Terms Terms Terms
the basic ness of Knowing Knowing Understanding
Mathema Consumer determine tion
concepts of
tics Loans business or whether the
business and
consumer situation is a Video Video Video
consumer loans
business or a Presentation: Presentation:
loan and its Presentation:
consumer loan
proper https:// (link pasted on https://
www.youtube.co the module) www.youtube.com
m/watch? /watch?
PRIVATE EDUCATION ASSISTANCE COMMITTEE
utilization https://
www.youtube.co
m/watch?
v=dEB0pmzUa1Q v=dEB0pmzUa1Q v=dEB0pmzUa1Q

Worksheets Worksheets Worksheets

2. 2. Activity:

distinguishe distinguishes
Discussion Discussion Discussion
s between between
Compare and
business business and
contrast
and consumer
business and Graphical Graphical Graphical
consumer loans.
Understan Understa consumer loans Reasoning Presentation of Presentation of Presentation of
loans. Evaluating
ding nding based on the and Proof Values, Formulas, Values, Formulas, Values, Formulas,
graphical and Graphs and Graphs and Graphs
representation
of their values,
formulas, and
Worksheets Worksheets Seatworks
graphs.

3. 3.

solves solves
problems problems
involving involving
business business and Problem -
Doing Doing Creating
and consumer Solving
consumer loans
loans
(amortization
(amortizatio , mortgage)
n,
PRIVATE EDUCATION ASSISTANCE COMMITTEE
mortgage)

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
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
PRIVATE EDUCATION ASSISTANCE COMMITTEE
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
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.
Practicality of The recommendations provided satisfy the
Recommendations following:
[ ] Specific
[ ] Measurable
[ ] Attainable
[ ] Realistic
[ ] Timely
[ ] Responsive to the needs of the various
communities
[ ] 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
[ ] 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 concepts
considered (i.e., models, kind of loan, rule of
inference) are appropriately used in the output.
The recommendations provided do not satisfy
1-2 of the following:
[ ] Specific
[ ] Measurable
[ ] Attainable
[ ] Realistic
[ ] Timely
[ ] Responsive to the needs of the various
communities
[ ] 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
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
[ ] 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.
The recommendations provided do not satisfy
3-4 of the following:
[ ] Specific
[ ] Measurable
[ ] Attainable
[ ] Realistic
[ ] Timely
[ ] Responsive to the needs of the various
communities
[ ] 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
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 concepts considered (i.e.,
models, kind of loan, rule of inference) are not
appropriately used in the output.
The recommendations provided do not satisfy
any of the following:
[ ] Specific
[ ] Measurable
[ ] Attainable
[ ] Realistic
[ ] Timely
[ ] Responsive to the needs of the various
communities