Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional process by using
principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format

School TALAKAG NATIONAL HIGH SCHOOL Grade Level GRADE X

Teacher ESPIE AMOR F. LARASE Learning Area TLE

Time & Dates October 27, 2023 Quarter FIRST

(9:25 a.m. – 10:05 a.m.)

I. OBJECTIVES Annotation/Integration/ Teaching

Principle/ Philosophy

A. Content The learner demonstrates understanding in preparing

Standards and cooking egg dishes.

B. The learner independently prepare and cook egg

Performance dishes.
Standards
C. Learning At the end of the lesson the learner will be able to:
Competencies 1. Perform mise en place in cooking egg dishes
2. Measure the right amount of ingredients and
/ Objectives.
follow the recipe in cooking egg dishes.
Write the LC 3. Present creatively the egg dishes prepared
4. Display interest in doing the performance
code for each
II. CONTENT Preparation of Various Egg Dishes

III. LEARNING LM, TG ( Cookery), Recipe, Ingredients, Tools & Equipment

RESOURCES
A. Elementary Algebra
References Next Century Mathematics

1. Teacher’s None
Guide pages
2. Learner’s None
Materials
pages
3. Textbook Pages 86 – 88
pages Pages 242 – 246

4. Additional
Materials https://www.google.com.ph/search
from
Learning
Resource (LR)
portal
B. Other Worksheets
Learning Activity Sheets
Resources
V.  Prayer Integration to
 Checking of Attendance
PROCEDURES EsP subject
 Review of Previous Lesson
Preliminary – Integration to MAPEH
Activities Doing physical exercises by
dancing
– Integration to (Physical
Education and Health)

Applied knowledge of content

within and across curriculum
teaching areas

- (Indicator 1)

A. Reviewing Ask two students to draw the following sets on the Used a range of teaching
previous board using Venn Diagram. strategies that enhance
(LOGO QUIZ) learner achievement in
lesson or Group the class into five Let a member of each group literacy and numeracy
presenting score a point by naming the following logos. Remind skills.
the new each group about the following: (PPST 1.4.2)
lesson.
  Each member of the group will have to answer Used strategies for providing
by level respectively. timely, accurate and
  In each level, there are 3 logos to be named. constructive feedback to
  For level 1, correct guess will score 1 point; improve learner
level 2 (2points) and so on. performance.
 The group to earn the highest score will be the
winner.
Level 1
(1 point)

Level 2

(2 points)

Level 3
(3 points)

Level 4
(4 points)

B. In mathematics, what do these symbols mean? Used a range of teaching

Establishing a Gallery Walk strategies that enhance
purpose for + – x ÷ learner achievement in
Share your insights about the activity. What is the literacy and numeracy skills.
the lesson importance of interpreting or translating symbols into
words and vice versa correctly? (PPST 1.4.2

C. Presenting In translating verbal phrases into algebraic Used a range of teaching

examples/ expressions, it is important to know the words that are strategies that enhance
used to indicate mathematical operations. Some of learner achievement in
instances of these words are shown in the chart that follows: literacy and numeracy skills.
the new
lesson (PPST 1.4.2

Example1.1: Translate the verbal phrases into

algebraic expressions.
a. the sum of x and y
b. 6 more than a
c. Twice m
d. The difference of b and 10
e. 9 less than z
Solutions:
a. x+y d. b - 10
b. a+6 e. z – 9
c. 2m
Example 1.2: Express the algebraic expressions into
verbal phrases.
a. 7p c. r + 5
b. 2x – 3 d. x + (x+2) + (x+4)
Solutions:
a. 7 times p
b. The difference of twice a number and three
c. r increased by 5
d. the sum of three consecutive odd integers

D. Discussing Guide Questions: Applied a range of teaching

new a. What words serve as clues to what operation strategies to develop critical
symbol is to be used? and creative thinking, as
concepts and b. What must be considered in translating verbal well as other higher-order
practicing phrases to mathematical phrases and vice versa? thinking skills. (PPST 1.5.2)
new skills #1 c. In translating a verbal phrase to an algebraic
expression, a single word can make a difference.
Thus, every word in the statement must be
interpreted correctly. In what way does it affect our
dealings with others?
E. Discussing The teacher gives a set of verbal phrases then the Established a learner -
new students will select the corresponding mathematical centered culture by using
phrase written on each picture and they will paste it teaching strategies that
concepts and on the board. respond to their linguistic,
a. Twice a number increased by four. cultural, socio - economic
practicing
b. The difference of five and a number. and religious background.
new skills #2 c. Eight diminished by thrice of a number.
d. Ten added to a number. Adopted and used
e. The quotient of a number culturally appropriate
and two. teaching strategies to
address the needs of
learners from indigenous
groups.

F. Developing A. Translate the verbal phrases into algebraic Used a range of teaching
mastery expressions. strategies that enhance
a. The ratio of x and 4. learner achievement in
(Leads to b. 3 less than thrice a number literacy and numeracy skills.
Formative c. The sum of twice a number and 8
Assessment (PPST 1.4.2
3) B. Express the algebraic expressions into verbal
phrases.
d. 8x – 6
e. 5(x + y)

G. Finding Each group must answer the following tasks. The first Used a range of teaching
practical group to answer correctly will get the score for each strategies that enhance
task. learner achievement in
applications a. Write the mathematical literacy and numeracy skills.
of concepts translation of the
and skills in following: (PPST 1.4.2
daily living 1. The difference of four times a number and
one_________
2. z less than 3. ________

b. Suppose you have a 120 cm stick and you cut off x

centimeters from it. How will you represent the length
of the remaining part?

c. Translate the mathematical expression 2(x – 3) in

at least two ways.
H. Making In translating verbal phrases into mathematical
generalizatio phrases, consider the following terms:
ns and  Addition would indicate an increase, a putting
abstractions together, or combining. Thus, phrases like
about the increased by and added to are addition
lesson phrases.
 Subtraction would indicate a lessening,
diminishing action. Thus, phrases like
decreased by, less, diminished by are
subtraction phrases.
 Multiplication would indicate a multiplying
action. Phrases like multiplied by or times are
multiplication phrases.

Division would indicate partitioning, a quotient, and a

ratio. Phrases such as divided by, ratio of and
quotient of are common for division.

I. Evaluating Directions: Translate the given verbal phrases into Used strategies for
learning mathematical expressions or vice versa. providing timely,
a) The sum of a number and three accurate and
b) Four times a certain number decreased constructive feedback to
by one. improve learner
c) The ratio of a number x and six performance.
increased by two
d) A certain number decreased by two.
e) The product of p and q divided by
three.
f) 9m
g) 4x– 7
h) 5(x+1)
i) 4 + x
j) 2a + 3

J. Additional 1. Follow-up: Write your own

activities for pair of mathematical
application or phrase and its verbal
remediation translation.
Assignment/
Agreement 2. Study: Polynomials
(____
minutes).
Fill-in below
any of the
four
purposes
Reinforcing /
strengthenin
g the day’s
lesson
Enriching /
inspiring the
day’s lesson
Enhancing /
improving
the day’s
 lesson
 Preparing for
the new lesson

V. REMARKS Indicate special cases including but not limited to

continuation of lesson plan to the following day in
case of re-teaching or lack of time, transfer of lesson
to the following day, in cases of class suspension,
etc.
VI. Reflect on your teaching and assess yourself as a
REFLECTION teacher. Think about your student’s progress. What
works? What else needs to be done to help the
students learn? Identify what help your instructional
supervisors can provide for you so when you meet
them, you can ask them relevant questions. Indicate
below whichever is/are appropriate.
A. No. of
learners who
earned 80% on
the formative
assessment.

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 lesson.

D. No. of
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
use/discover
which I wish to
share with
other teachers?

Prepared by:

MRS. ELVIE T. BOJO

Subject Teacher
Observed by:
KAREN P. SALE
LAC LEADER – MASTER TEACHER I

Approved by:
VERGILIA O. PANCHO
Secondary School Principal II