Weekly Learning Plan for Mathematics

Math 7 (10:25- 11:05 A.M. Monday, 9:45- 10:25 A.M. Wednesday and 10:25-11:05 A.M. Friday)
Quarter: 1 Grade Level: 7
Week: 3 Learning Area: Mathematics
MELCs:
 Illustrate well- defined sets, subsets, universal sets, null set, cardinality of sets, union and intersection of sets and the
difference of two sets.
 Solve Problems involving sets with the use of Venn Diagram.
Day Objectives Topic/s Classroom- Based Activities Home- Based
Activities
1  Define Terms:  Definition of Begin with classroom daily routine:
Monday Sets, subsets, Terms a. Classroom management
universal set, b. Implementation of the classroom
null set, health protocols
cardinality of c. Prayer
set, union, d. Incantation
intersection and e. Reciting the Dok Alternatibo
difference of Mindset of Words
two sets. f. Checking of Attendance
g. Sending of Announcements and
Reminders
I- Recall
Do a random calling of students
to do a recitation about the
Multiplication Table from the
count of 3 to 12.
II- Activity
Show 10 different illustrations
of a set and other collection of
objects and let the students
identify which of it are sets and
which are not.
III- Analysis
Ask the learners to differentiate
what have they observed
between the distinct
segregation of illustrations.
IV- Abstraction
Define and discuss the
following:
 Set
 Subsets
 Universal set
 Null set
 Cardinality of sets
 Union, intersection and
difference of sets

 End the class by asking questions

to review what was discussed and
by entertaining questions from the
students with regards to the topic.

Day Objectives Topic/s Classroom- Based Activities Home- Based

Activities
2  Illustrate well-  Notations and Begin with classroom daily routine:
Wednesday defined sets, symbols
subsets, a. Classroom management
universal set, b. Implementation of the classroom
null set, health protocols
cardinality of c. Prayer
sets, union and
 intersection of d. Incantation
sets and the e. Reciting the Dok Alternatibo
difference of Mindset of Words
two sets. f. Checking of Attendance
g. Sending of Announcements and
Reminders
I- Recall
Call on students to give a brief
and precise review of what was
discussed in the previous
meeting.
II- Activity
The teacher will present the
quotations and symbols on the
board and let the students Match
the column A (Quotations and
symbols) to column B (Terms)
III- Analysis
Ask the learners about what have
they observed:
 Between the Rule
Method and Roster
Method
 Between the Proper and
Improper Subset
IV- Abstraction
Define and elaborate the
following:
 Roster and Rule Method of
writing a set
 Proper and Improper
Subset
 How to get the number of
subsets and how to
enumerate the subsets

 End the class with an open forum

(Question and Answer Portion
where teacher will ask questions
and random students will be called
to answer the questions and vice
versa)

Day Objectives Topic/s Classroom- Based Activities Home- Based

Activities
3  Solve Problems  Venn Diagram Begin with classroom daily routine: Assignment: Do an
Friday involving sets  Union and a. Classroom management advance research
with the use of Intersection of b. Implementation of the classroom about the Cardinality
Venn Diagram. Sets health protocols of the Union and
 Solve problems Complement of a Set
c. Prayer
involving Union and define each of
d. Incantation the two and write it
and intersection
of sets. e. Reciting the Dok Alternatibo on a ¼ sheet of
Mindset of Words paper.
f. Checking of Attendance
g. Sending of Announcements and
Reminders
I- Recall
Call on students to give a brief
and precise review of what was
discussed in the previous
meeting.
II- Activity
 The teacher will present 2 Venn
diagrams representing the union
and intersection of set and let the
students do an observation for 5
minutes.
III- Analysis
Ask the learners about what have
they observed:
 Between the Union and
Intersection of Sets
using Venn Diagram
IV- Abstraction
Define and elaborate the
following:
 Union and Intersection of
Sets
 Venn Diagram
 Venn Diagram
representing Union and
Intersection of Sets
V- Analysis
In a ¼ sheet of paper the
students will answer the
following.
Instruction: Answer the
following.
1. Given: Universal Set = U
= {𝑎, 𝑏, 𝑐, 𝑑, 𝑒, 𝑓, 𝑔, ℎ,
𝑖}; 𝑋 = {𝑎, 𝑒, 𝑖}; 𝑌 = {𝑏, 𝑐,
𝑑, 𝑓, 𝑔, ℎ, 𝑖}, find each
set.
• Find the Union of 𝑋 ∪
𝑌
• Find the Intersection
of 𝑋 ∩ 𝑌
2. Given:
Universal Set = U =
{1,3,5,7,9,10};
𝐴 = {1,3,5,7};
𝐵 = {1, 3}, find each set.
• Find the Union of 𝐴 ∪
𝐵
• Find the Intersection
of 𝐴 ∩ 𝐵

Prepared by:
PATROCINIO V. GALAGATE III, LPT
Subject Teacher

Checked by:
CARMEN V. RAGONTON, MABE
School Principal

Noted by:
CLOVIS JONES LOUIS C. SABORNIDO, MPA, RREA, MBE
School Administrator
 Weekly Learning Plan for Mathematics

Math 8 (9:45- 10:25 A.M. Monday, 10:25-11:05 A.M. Wednesday and 9:45- 10:25 A.M. Friday)

Quarter: 1 Grade Level: 8

Week: 3 Learning Area: Mathematics
MELCs:
 The learner factors completely different types of polynomials (polynomials with common monomial factor, difference of two
squares, sum and difference of two cubes, perfect square trinomials, and general trinomials).
Day Objectives Topic/s Classroom- Based Activities Home- Based Activities
1  The learner  Special Begin with classroom daily routine:
Monday learns to Product
factor  Square of a a. Classroom management
square of a Binomial b. Implementation of the
binomial classroom health protocols
 Define c. Prayer
what is a
d. Incantation
Special
Product e. Reciting the Dok Alternatibo
Mindset of Words
f. Checking of Attendance
g. Sending of Announcements
and Reminders

I- Recall
Make a short review about
Law of Exponent, Factoring,
Multiplication of Polynomials
 together with the Distributive
Property
II- Activity
The teacher will present 5
different numbers and in 5
minutes the students will try to
find the factors of each
number.
III- Analysis
Ask the learners to define
 Factors
 Special Products
 Square of a Binomial
IV- Abstraction
Define and elaborate the
following:
 Factors
 Special Products
 Square of a Binomial
 End the class with an open forum
(Question and Answer Portion
where teacher will ask questions
and random students will be
called to answer the questions
and vice versa)

Day Objectives Topic/s Classroom- Based Activities Home- Based Activities

2  The learner  Special Begin with classroom daily routine:
Wednesday learns to Product
factor  Square of a a. Classroom management
square of a Binomial b. Implementation of the
binomial classroom health protocols
 Define c. Prayer
what is a d. Incantation
Special e. Reciting the Dok Alternatibo
Product Mindset of Words
f. Checking of Attendance
g. Sending of Announcements
and Reminders
I- Recall
Give examples and a short
recap about the ff:
 Factors
 Special Products
 Square of a Binomial
II- Activity
The teacher will divide the
class into 5 groups and give
some problems about Factors,
Special Factors, and Square of
a Binomial and call students
randomly to solve in front of
the class.
 III- Analysis
The teacher will ask the
students on how did they get
the First, Middle and Third
Term of the activity that was
given.
IV- Abstraction
The teacher will discuss how
to get and identify the First,
Middle and Third Term of the
polynomial.

Day Objectives Topic/s Classroom- Based Activities Home- Based Activities

3  The learner  Factors of Begin with classroom daily routine:  In a ½ crosswise the
Friday learns to Special a. Classroom management students will evaluate
factor Products b. Implementation of the the following:
square of a  Square of a classroom health protocols 1. ( x +5 )2
Binomial c. Prayer 2
binomial 2. (3 x+ 2)
 Factor d. Incantation 3. ( 4 x+5)2
Special e. Reciting the Dok Alternatibo
4. Identify the
Products Mindset of Words factors of 35
f. Checking of Attendance 5. Is 35 a special
g. Sending of Announcements product? Why?
and Reminders
I- Recap
The teacher will give a recap
of what was discussed last
meeting and also give
examples to help them
remember the last topic that
they had.
II- Application
In 15 minutes the students will
answer the problems given and
write their answer on a ¼ sheet
of paper
1. ( x +10)2
2. ( x−7)2

Prepared by:
PATROCINIO V. GALAGATE III, LPT
Subject Teacher

Checked by:
CARMEN V. RAGONTON, MABE
School Principal

Noted by:
CLOVIS JONES LOUIS C. SABORNIDO, MPA, RREA, MBE
School Administrator
 Weekly Learning Plan for Mathematics

Math 9 (2:25- 3:05 P.M. Monday and 1:45- 2:25 P.M. Wednesday)
Quarter: 1 Grade Level: 9
Week: 3 Learning Area: Mathematics
MELCs:
 Illustrates quadratic equations. Solves quadratic equation by a. extracting square roots; b. factoring; c. completing the
square; and d. using the quadratic formula
Day Objectives Topic/s Classroom- Based Activities Home- Based
Activities
1  Illustrates  Quadratic Begin with classroom daily routine:
quadratic Equations a. Classroom management
Monday equations  Linear b. Implementation of the classroom
 Illustrate Equations health protocols
quadratic  Standard Form c. Prayer
equations of a Quadratic d. Incantation
 Define Equation
e. Reciting the Dok Alternatibo
Quadratic
equations Mindset of Words
f. Checking of Attendance
g. Sending of Announcements and
Reminders
I- Recap
The teacher will give a recap
about Laws of Exponent,
Polynomials, Expressions, and
Equations
II- Activity
The teacher will show some
equations and let the students
segregate the equations which
are different from the rest.

III- Analysis
The teacher will ask the
following questions as
reinforcement for their activity.
1. Which of the given
equations are linear?
2. How do you describe linear
equations?

End the class with elaboration of the

Quadratic Equation’s Definition
Day Objectives Topic/s Classroom- Based Activities Home- Based
Activities
2  Illustrates  Quadratic Begin with classroom daily routine:  In a ¼ sheet of
Wednesday quadratic Equations a. Classroom management paper the
 Linear b. Implementation of the classroom students will
health protocols identify which
 equations Equations c. Prayer of the following
 Illustrate  Standard Form d. Incantation are quadratic
quadratic of a Quadratic e. Reciting the Dok Alternatibo and which are
Equation not.
equations Mindset of Words
1. 3𝑚 + 8 = 15
 Define f. Checking of Attendance 2
Quadratic g. Sending of Announcements and 2. x +𝑥 + 10 = 0
equations Reminders 3. 12 − 4𝑥 = 0
2
I- Recap 4. 2 t −7 t=12
The teacher will randomly select 5.
2 students to give a short recap 6−2 x +3 x =0
2
of what was discussed last
meeting all about.
II- Activity
The class will be divided into 5
groups and each group must
evaluate the following:
1. ( 2 x+5 )( x−1 )=6
2. ( 3 x+1 )( 3 x+ 1 )=9
3. ( 3 x+ 2 )( 5 x−3 ) =25
4. 2 ( x+2 ) =x 2−1

Prepared by:
PATROCINIO V. GALAGATE III, LPT
Subject Teacher

Checked by:
CARMEN V. RAGONTON, MABE
School Principal

Noted by:
CLOVIS JONES LOUIS C. SABORNIDO, MPA, RREA, MBE
School Administrator

Weekly Learning Plan for Mathematics

Math 10 (1:45- 2:25 P.M. Monday and 2:25- 3:05 P.M. Wednesday)

Quarter: 1 Grade Level: 10

Week: 3 Learning Area: Mathematics
MELCs:
 Generates patterns.
 Illustrates an arithmetic sequence.
Day Objectives Topic/s Classroom- Based Activities Home- Based Activities
1  Generates  Function Begin with classroom daily routine:
Monday patterns.  Range & a. Classroom management
 Illustrates Domain b. Implementation of the classroom health
an  Sequence protocols
arithmeti  Terms c. Prayer
c d. Incantation
sequence. e. Reciting the Dok Alternatibo Mindset of
Words
f. Checking of Attendance
g. Sending of Announcements and
Reminders
I- Recap
The teacher will give a recap about
Functions, domain, range and give an
example of a sequence given a formula.
II- Activity
The class will have a seatwork and
evaluate the following:
1. a n=2 n−1
2. a n=12−3 n

The teacher will end the session by explaining

and evaluating the students’ answers base on the
activity given and entertain questions from the
students with regards to the topic being
discussed.

Day Objectives Topic/s Classroom- Based Activities Home- Based Activities

2  Generates  Arithmeti Begin with classroom daily routine: Assignment:
Wednesday patterns. c a. Classroom management In a ¼ sheet of paper the
 Illustrates Sequence b. Implementation of the classroom health students will answer the
an  Common protocols following:
arithmeti Differenc Find the missing terms
c. Prayer
c e 1. 3,12,21,___,___,__
d. Incantation _
sequence. e. Reciting the Dok Alternatibo Mindset of 2. 8, 3, 2, ___,___,___
Words 3. 5, 12, ___, 26, ___
f. Checking of Attendance
g. Sending of Announcements and
Reminders
I- Recap
The teacher will ask a student to give a
recap about what was taught previously
(Monday).
II- Activity
The class will be divided into 5 groups
and each group must evaluate the
following:
1.
3,4,5,6,7 , … Find the 10 thTerm
2.
3,5,7,9,11 , … Find the 8th Term
3.
2,4,8,16,32 , … Find the 13 thTerm
III- Analysis
The teacher will ask a representative
 from each group to identify what have
they observed and what did they do to
find the missing terms.

IV- Abstraction
The teacher will elaborate the concept
about Sequence, Arithmetic Sequence
and Common Difference.

Prepared by:
PATROCINIO V. GALAGATE III, LPT
Subject Teacher

Checked by:
CARMEN V. RAGONTON, MABE
School Principal

Noted by:
CLOVIS JONES LOUIS C. SABORNIDO, MPA, RREA, MBE
School Administrator

Weekly Learning Plan for Business Mathematics

BMath (8:15- 9:35 A.M. Friday)

Quarter: 1 Grade Level: ABM11

Week: 3-4 Learning Area: Business Mathematics
MELCs:
 Express: a. fractions to decimal and percent forms b. decimals to fractions and percent forms c. percent to fractions and
decimal forms
 Give real- life situations to illustrate fractions, decimals, and percent.
 Solve problems involving fractions, decimals, and percent.
Day Objectives Topic/s Classroom- Based Activities Home- Based
Activities
1  Express:  Fractions Begin with classroom daily routine: Assignment:
Friday a. fractions to  Percentage a. Classroom management In a ½ crosswise the
decimal and b. Implementation of the students will evaluate
 Decimals
percent forms b. classroom health protocols the following.
decimals to  Four 1
Fundamental c. Prayer 1. of P1000
fractions and 10
Operations of d. Incantation
percent forms c.
percent to Mathematics e. Reciting the Dok Alternatibo 1
2. of P500
fractions and Mindset of Words 5
decimal forms f. Checking of Attendance 3. Maria gas
 Give real- life g. Sending of Announcements P10, 000 in
situations to and Reminders her pocket at
illustrate I- Recap the beginning
fractions, The teacher will give a review of the month
about the parts and types of and has P150
decimals, and
fractions, decimals and left at the end.
percent. Find the rate
percentages.
 Solve problems II- Activity of the money
involving Each student in the class will that was left
fractions, have to solve the problems and the rate of
decimals, and given by the teacher on their the money
percent. seats that was
 Solving spent.
Fractions,
I- Convert Percentage to
Decimals, and
Fraction Form
Percentages
1. 15 %
with the use of
the Four 2. 0.5 %
Fundamental 3. 0.375 %
Operations of II- Convert Decimal to
Mathematics Fraction
1. 0.0065
2. 0.0125
3. 0.35
III- Convert Decimal to
Percentage
1. 0.7
2. 0.245
3. 7.5
IV- Convert Fractions to
Decimal
1
1. 1
4
2
2. 3
5
60
3.
25

The teacher will end the class by

giving abstractions about the given
activities.

Prepared by:
PATROCINIO V. GALAGATE III, LPT
Subject Teacher
Checked by:
CARMEN V. RAGONTON, MABE
School Principal

Noted by:
CLOVIS JONES LOUIS C. SABORNIDO, MPA, RREA, MBE
School Administrator