DAILY LESSON PLAN

School Gerasimo Silva Villegas Sr. NHS Grade and Grade 7 - Potassium and Calcium
Section
Teacher Matilde N. Lara Learning Area Mathematics
Date January 31, 2024 Time 8:45-9:45
Content Standards INDICATORS
Performance
Standards
Learning Competency
I. Objectives At the end of the lesson, the students are expected to:

KNOWLEDGE Define scientific notation, understand its purpose in INDICATOR 7

representing very large and very small numbers, and Planned, managed and
identify the key components of a number expressed in implement developmentally
scientific notation, including the coefficient and sequenced teaching and
learning processes to meet
exponent. curriculum requirements and
SKILLS Accurately and efficiently convert numbers in standard varied teaching contexts.
form and scientific notation.
ATTITUDE Cultivate a positive attitude towards the utility of
scientific notation in simplifying complex numerical
expressions,
VALUES value scientific notation as a tool for
II. Subject Matter
Topic: SCIENTIFIC NOTATION
Reference:
Materials: Handouts, Television, PowerPoint, Laptop
III. Procedure
1. Setting up the classroom INDICATOR 6
2. Prayer Used differentiated,
3. Greetings developmentally appropriate
4. MathDali Zumba learning experiences to
5. Mindfulness Activity address learners’ gender,
6. Attendance – Class secretary needs, strengths, interests and
7. Recap experiences.

Evident by letting the learners

experience a mindfulness
yoga that can ease stress and
affirmations that lead them to
Activity (Preparatory) believe in their potential.

INDICATOR 5
Managed learner behavior
constructively by applying
positive and non-violent
discipline to ensure learning-
focused environments.

Letting the students’ response

to prompts that corrects their
behavior in a not-violent
disciplinary manner.
Let the students name the numbers according to their place value. INDICATOR 1
From 1 to 1 quintillion. Applied knowledge of content
within and accross curriculum
Process questions. teaching areas:
1. What are your observations of these numbers?
2. Do you know that these numbers are used This part of the lesson
 Show a video of microorganisms. integrates science.
 Show a video of white blood cells fighting an infection.
 Show a video of the distance of the earth from the sun. INDICATOR 8
Activity (Strategy)
 The diameter of the Earth Utilizing ICT through the
use of a PowerPoint
2. How do think these large numbers are written? presentation in the
discussion of the lesson.
Crossword puzzle.

Scientific Notation

Analysis (____ minutes). Notation is a symbolic system for the representation of mathematical INDICATOR 1
items and concepts. Applied knowledge of content
within and across curriculum
Example: teaching areas:

This part of the lesson

Set Notation
integrates these previous
lessons from the first quarter;
Set A is a set of even numbers less than 10.
1. Illustrates well-defined
 sets, subsets, universal
A = {2, 4, 6, 8} sets.

2.represents the absolute

value of a number on a
Scientific notation is a way to write very large and very small number line as the
numbers that are difficult to express. distance of a number from
0. M7NS-Ic-1
Writing Numbers in Scientific Notation
INDICATOR 2
Significant digits
Used a range of teaching
strategies that enhance learner
255, 084 achievement in literacy and
numeracy skills.
Significant –
Letting the students
experience how to express
Rule: numbers in scientific notation
 All digits that are nonzero are significant. and
Example.

872.4 4
16.723 5
1.4 2

 Zeroes appearing between nonzero digits are significant.

905 3
120.05 5

 Zeroes at the end of a number and to the right of a decimal are

significant.

10.0 3
340.0 4

 Zeroes at the end of a number but to the left of a decimal are

significant.
510 2
30 1

 Zeroes appearing in front of nonzero digits are not significant.

0.000024 2

5.67 x 105 coefficient base exponent

Numbers in scientific notation are made up of three parts:
 coefficient
 base
 exponent

THE CORRECT FORM

 Coefficient: written so the first significant figure is placed to the
left of the decimal point and all other sig figs are placed to the
right
 Must be a number between 1 to 9.9
 The rest of the number is expressed as a power of 10
Why 10? Our number system is based on 10, and each
place value is 10 times the previous place value. One
ten equals ten ones; one hundred equals ten tens, etc.

 The exponent is determined by how many places you moved

the decimal point.

RULES of Exponents
 For numbers larger than 1, the exponent is positive
Example: 838,000 = 8.38 x 105
  For numbers smaller than 1, the exponent is negative Example:
0.00503 = 5.03 x 10-3

Standard form of a number

Standard form of a number is the normal way we write numbers,
with the largest place value on the left and working towards
smaller place values at the right of the number. This form
includes a comma at every 3 digits from the right, for example, to
separate hundreds from thousands.

Example.

148, 552.50

1. What is scientific notation? INDICATOR 3

2. How do you express a number in Scientific Notation? In standard form? Applied a range of teaching
3. How important is Scientific Notation? strategies to develop critical
and creative thinking, as well
as other higher-order thinking
Abstraction skills.
(____ minutes).
This part of the lesson evokes
the higher-order thinking
skills of the learners by
utilizing the how and why
questions to elicit answer.
 Application Game: Wager Jeopardy Showdown INDICATOR 8
(____ minutes).
Utilizing ICT through the
Objective: The objective of the game is for student groups to use of a PowerPoint
presentation in the
accumulate the highest point total by correctly answering discussion of the lesson.
questions while strategically managing their wagers.Engage
students in a competitive and strategic classroom game where groups
must wisely wager their points on Jeopardy-style questions to INDICATOR 4
accumulate the highest score. This introduces an element of strategic Managed classroom
thinking. Students must weigh the risk and reward of each question, structure to engage
considering their current standing and the potential impact on their learners, individually or in
overall score. groups, in meaningful
exploration, discovery and
Setup: hands-on activities within a
Divide the class into small groups. Each group will start with an equal range of physical learning
number of points (e.g., 100 points). environments.
Create a game board with categories and point values for questions. Jeopardy game
Assign higher point values to more challenging questions.
Prepare a set of questions corresponding to the categories and point
values on the game board. Questions can be related to the current lesson
or any topic of your choice.
Game Rules:
Wagering Round:
Before revealing a question, each group must decide how many points
they want to wager. They can wager any or all of their current points.
Question Round:
Reveal a question from the game board to the groups.
Groups have a set time (e.g., 30 seconds) to discuss and provide an
answer. Only the designated spokesperson can respond.
Scoring:
If the group answers correctly, they retain the points they wagered and
gain the points from the question.
If the group answers incorrectly, they lose the points they wagered.

They will be handed a sheet of paper to write their answers and flags of
different colors
Each color represents points.
Each question. They will give the flag back to the

No. of Corresponding
Color Total
Pieces Point
Red 2 20 40
Pink 2 10 20
Blue 4 5 20
Green 1 20 20

**Game: "Wager Jeopardy Showdown"**

**Objective:**
Groups will engage in a Jeopardy-style quiz game where they have the
opportunity to wager points on each question. The goal is to accumulate the
highest total points through strategic wagers and correct answers.

**Setup:**
1. Divide the class into groups. Each group starts with an initial set of points
(e.g., 100 points per group).
2. Prepare a game board with different categories and questions, each assigned a
point value.

**Game Rules:**

1. **Wagering:**
- Before each question, groups decide how many points they want to wager.
They can wager any or all of their current points.
- Groups must record their wager secretly before the question is revealed.

2. **Question Round:**
- Present a question from the selected category to all groups.
- Groups have a set time (e.g., 30 seconds) to discuss and submit their answer.

3. **Scoring:**
- Correct Answer: Groups that answer correctly gain the points they wagered.
- Incorrect Answer: Groups that answer incorrectly lose the points they
wagered.
 - No Wager: If a group chooses not to wager, a correct answer awards them a
standard point value (e.g., 50 points).

4. **Negative Scores:**
- Groups cannot go below zero points. If a group's wager would result in a
negative total, their maximum point loss is capped at their current score.

5. **Double Jeopardy Round:**

- Introduce a Double Jeopardy round where point values are doubled. Groups
can wager accordingly.

6. **Final Showdown:**
- After the last question, groups have a final opportunity to wager any
remaining points they have.
- Present a challenging question for the final round, and groups submit their
answers and wagers.

7. **Winner Declaration:**
- The group with the highest total points after the Final Showdown is declared
the winner.

**Benefits:**
- Encourages teamwork and collaboration within groups.
- Promotes strategic thinking as groups decide how much to wager.
- Adds an element of excitement and suspense to the traditional Jeopardy
format.

This "Wager Jeopardy Showdown" game provides an interactive and engaging

way for students to reinforce their knowledge while incorporating elements of
strategy and risk-taking.
Assessment INDICATOR 9
(____ minutes).
Design , select , organized
and used diagnostic,
formative and summative
assessment strategies
consistent with curriculum
requirements.
Assignment
(____ minutes).
REFLECTION
II. No. of learners who
earned 80% of the
evaluation
A. No. of learners who
require additional
activities for
remediation who
scored below 80%
Wrap-up/Concluding "If at first you don't succeed try or two more times so that your
Activity (to complete
work on something; to failure is statistically significant."
bring something to an
end)
Describe how you will
complete the lesson and
bring the work to a
conclusion/end. This can
be done by:
a) Summarizing;
recapitulating.
B. b) Providing a brief
but affective closing
activity such as a
strong quotation, a
short song, an
anecdote, parable or
a letter that inspires
the learners to do
something to practice
their new learning.

Prepared by
Name: MATILDE N. LARA School: GERASIMO SILVA VILLEGAS SR NATIONAL
HIGH SCHOOL
Position/ TEACHER I Division/ GUIHULNGAN CITY
Designation: Office:
Contact Number: 09942343841 Email address: matilde.lara@deped.gov.ph
 Checked and observed by:

MR. MARCIANO B. APAO Dev. Ed.

Principal I
Lesson Plan: Guidelines for Taking an Exam

Grade Level: 7th Grade

Objectives:

 Understand the importance of following guidelines when taking an exam

 Demonstrate knowledge of exam-taking strategies
 Apply exam-taking strategies to improve performance

Materials:

 Whiteboard or chart paper

 Markers
 Handouts with exam-taking guidelines

Procedure:

Introduction (10 minutes):

1. Begin the lesson by discussing the importance of following guidelines when taking an exam.
2. Explain to the students that by following these guidelines, they can improve their performance and reduce test anxiety.
3. Generate a class discussion on the various challenges students face during exams and how guidelines can help overcome
them.

Activity Analysis (15 minutes):

1. Divide the class into small groups.

2. Distribute the handouts with exam-taking guidelines to each group.
3. Instruct each group to analyze the guidelines and discuss the rationale behind each one.
4. Encourage students to share personal experiences related to exam-taking and how they align with the guidelines.

Abstraction (10 minutes):

1. Bring the class back together for a whole-group discussion.

2. Ask each group to share one guideline they found particularly important and explain why.
3. Summarize the key points discussed and emphasize the importance of following exam-taking guidelines.

Application (15 minutes):

1. Provide students with a sample exam paper.

2. Instruct them to individually attempt the exam, applying the guidelines discussed.
3. Encourage students to think critically, manage their time effectively, and follow the guidelines provided.
4. Remind students to review their answers before submitting the exam.

Assessment (10 minutes):

1. Collect the completed exams from the students.

2. Assess the exams using the provided answer key.
3. Discuss the exam results with the students, highlighting areas of improvement and success.
4. Provide feedback on the students' application of the exam-taking guidelines.

Conclusion (5 minutes):

1. Recap the importance of following exam-taking guidelines for success.

2. Allow students to share their thoughts and experiences from the activity.
3. Answer any remaining questions and provide additional guidance if needed.

Extension:

1. Encourage students to create their own personalized exam-taking guidelines based on their strengths and weaknesses.
2. Discuss the importance of test preparation, including studying techniques and managing test anxiety.
3. Provide additional resources and practice exams for further practice.

Remember to adapt the lesson plan to suit the needs and abilities of your students.