Annex 2B.1 to DepEd Order No. 42, s.

2016
School Tagbina National High School Grade Level 11
DETAILED Teacher Glorife E. Riveral Learning Area P.E.
LESSON
Teaching June 8, 2023 Set 1
PLAN
Dates and
Time

At the end of the lesson, the student should be able to:

a. Identify what is Single Elimination Tournament;
I.OBJECTIVES b. Compute the number of games and number of byes in Single Elimination
Tournament; and
c. Share appreciation about the importance of knowing the Single Elimination
Tournament as a student.
The learner demonstrates understanding of sports in optimizing one’s health as a habit; as requisite
A. Content Standards
for physical activity assessment performance, and as a career opportunity.

B .Performance The learner leads sports events with proficiency and confidence resulting in independent pursuit and
Standards in influencing others positively.

C.Learning Participates in an organized event that addresses health/fitness issues and concerns.
Competencies
with LC code
II.CONTENT SINGLE ELIMINATION
III.LEARNING
RESOURCES

A.References Coo, Cristián, and et.al. 2021. Science Direct. Accessed May 4, 2021.
https://www.sciencedirect.com/science/article/pii/S0148296321005713.
1.Teacher’s Guide
pages
2.Learner’s Material Pages 5-6
pages
3.Textbook pages
4.Additional Materials PE11_Q4_Module_4_Weeks 5-8pdf
from learning
Resource (LR) portal
B.Other Learning TV, laptop, wifi modem, cellphones, paper, pencil, manila paper, pentil pen
Resources
I.Procedures PRELIMINARIES
 The teacher will start with the following with a prayer.
 Greetings
 Checking of attendance
 After the attendance checking, the teacher will set the mood by greeting again the
students and start with affirmation by saying “How are you today?”. The teacher will
also let students tap their shoulders and allow them to say to themselves, “I am
 Happy today!” and allow them to smile to at least 5 persons to show their
happiness.
 After setting the mood, the teacher will also set the standard to ensure smooth
conduct of the classroom activities.
 Arrange the chairs accordingly.
 Do not answer in chorus. Raise hands when you want to
answer or ask a question.
 Ask permission when going out of the classroom.
 Observe silence during discussion. Participate in class
activities.
 Minimize voice when in group tasks to avoid disturbance.
 Listen when there are presentations.
 The teacher will also remind the students of the health protocols
 Always wear face mask
 Sanitize your hands from time to time
 Observe physical distancing
 Refrain from touching with each other.
When the class is ready, the teacher starts the lesson.

A.Reviewing previous The teacher will divide the class into 3 groups. The teacher will have a “4 Pics 1 Word”
lesson or presenting Game. Each group will choose only 1 representative to answer the game. item in the 4 Pics
the new lesson One Word is consist of 5 points. The group who will have the highest number of points will
be the winner.

1.

2.

3.
 4.

ANSWER:

1. SINGLE
2. ELIMINATION
3. GAME
4. BYE
B.Establishing a At the end of the lesson, the student should be able to:
purpose for the a. Identify what is Single Elimination Tournament;
lesson b. Compute the number of games and number of byes in Single Elimination
Tournament; and
c. Share appreciation about the importance of knowing the Single Elimination
Tournament as a student.
C.Presenting
examples/ Instances
of the new lesson
D.Discussing new SINGLE ELIMINATION
concepts and
practicing new skills
#1 According to John Byl (2014), in “a single elimination, the greatest appeal of the single-
elimination tournament is its simplicity”. He explains that, “losers are eliminated, and
winners advance to the next round until only one contestant remains the tournament
champion. The single-elimination tourney is valuable when the number of entries is large,
time is short, and the number of locations is limited. Of all the tournaments, this one
requires the fewest games (or matches); however, half the participants are eliminated
after one game, and only a quarter of the participants remain after the second round.
When more extensive participation is important and more locations and time are
available, a single-elimination tournament is probably not our best choice”.
E.Continuation of STEP-BY-STEP PROCESS ON HOW TO FORMULATE AND PLOT THE SINGLE ELIMINATION:
discussion of new
concepts leading to
formative Step 1. Find the Number of Games
assessment

The first thing a tournament manager should do is to determine the number of games.
 The formula used in determining the number of games to be played in single elimination
type of a tournament is: Formula: G = N – 1

where G – number of games; N – number of teams

Example: N = 6 teams G = 6 – 1 = 5 (number of games to be played)

Step 2. Find the number of byes and teams to play in the 1st round

To avoid having an uneven number of teams to play in the second round of the
tournament, the number of byes in the first round must be determined first. A bye
entitles a team to advance to the next round without playing.

Formula: Bye = P² - N where P² - Perfect Power of 2 (2,4,6,8…) N – number of teams

Formula: Teams to play in 1 st Round = N – Bye Note: If the number of teams (N) is NOT a
Perfect Power, you must use the least perfect power of 2 higher than N. However, if N is a
perfect power, you must use the same number.

Example: 6 – number of teams 8 – least power of 2 higher than N Bye = 8 – 6 Bye = 2

(number of byes)

Teams to play in 1st round = 6 – 2 = 4 (teams to play in the 1st round)

Step 3. Diagramming/Plotting

A G3
G1
B
G5 CHAMPION
C
G2
D G4
F

F.Developing The teacher will enable the students to watch a video presentation showing the
Mastery steps on how to formulate and plot the single elimination.

(Leads to formative https://youtu.be/6YulCKaaO4U

Assessment 3)
G.Finding practical After understanding and knowing the steps in formulating the plot in single elimination,
applications of students will now compute the number of games, number of byes and plot the game
concepts and skills in tournament.
daily living

With the same groupings, the teacher will have 3 stations inside the classroom and in each
station has questions to answer. Each question is equivalent to 5 points. The group who will
garner the highest number of points will be the winner.
In the station 1, students will compute the number of games. In station 2, students will
compute the number of byes, andin the station 3, students will plot the game tournament.

STATION 1:
1. 10 teams
2. 8 teams

STATION 2:
1. Number of byes –
2. Number of byes –

STATION 3:
1. Plot 1 –
2. Plot 2 -

H.Making After the previous activity, the teacher will let the students create a 1 stanza poem explaining
generalizations and how important it is to understand the Single Elimination Tournament.
abstraction about the
lesson

Note: In this part, literacy is being integrated because correct spelling of words will be highly
 observed.
I.Evaluating learning The teacher will now have an online game through Kahoot Online Game.
Direction: Read the statement carefully and give what is asked.

1. How many number of games there will be in a 7 teams basketball competition having
single elimination tournament?
2. How many number of games there will be in a 5 teams speak takraw competition having
single elimination tournament?
3. How many number of games there will be in a 4 volleyball competition having single
elimination tournament?
4. How many number of byes there will be in a 15 teams volleyball competition having Single
Elimination Tournament?
5. How many number of byes there will be in a 4 teams volleyball competition having Single
Elimination Tournament?
6-20: Plot the 16 teams single elimination Tournament
J.Additional Activities
for application or
remediation
II.REMARKS

III.REFLECTION

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
lessons.
D. No. Learners
who continue
to require
 remediation
E. Which of my
teaching
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
used/discove
r which I wish
to share with
other
teachers?

Prepared by:
GLORIFE E. RIVERAL
T-II

Checked by:

REYNALDO V. DANIELA
HT-II