# toaz.info-detailed-lesson-plan-dlp-format-instructional-planning-pr af89799a3d929eb97284735fb44b6ca4

```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
Quarter: 1st Duration: 60 mins
Code:
M11GM-Ie-f-1
DLP No.: 1 Learning Area: General Mathematics
THE
LEARNERS:
Learning Competency/ies:
Are able to solve exponential equations.
(Taken from the Curriculum Guide)
Key Concepts /
Exponential Equations
Understandings to be
Developed
Domain
Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015)
Knowledge
The fact or condition
of knowing
something with
familiarity gained
through experience
or association
Skills
The ability and
capacity acquired
through deliberate,
systematic, and
sustained effort to
smoothly and
complex activities or
the ability, coming
from one's
knowledge, practice,
aptitude, etc., to do
something
Attitude
Growth in
feelings or
emotional
areas.
A settled
way of
thinking
or feeling
someone
or
something
, typically
one that is
reflected
in a
person’s
behavior
Categories:
Remembering
The learner can recall information and retrieve relevant
knowledge from long-term memory
Understanding
The learner can construct meaning from oral, written and
graphic messages
1. Objectives
Behavioral Verbs:
Retrieve the concept of exponential
equations.
identify, retrieve, recognize,
duplicate, list, memorize,
repeat, describe, reproduce
interpret, exemplify, classify,
summarize, infer, compare,
explain, paraphrase, discuss
Applying
execute, implement, demonstrate,
dramatize, interpret, solve, use,
illustrate, convert, discover
Analyzing
differentiate, distinguish, compare,
contrast, organize, outline, attribute,
deconstruct
Evaluating
coordinate, measure, detect, defend,
judge, argue, debate, describe,
critique, appraise, evaluate
generate, hypothesize, plan, design,
develop, produce, construct,
formulate, assemble, devise
The learner can use information to undertake a
procedure in familiar situations or in a new way
The learner can distinguish between parts and
determine how they relate to one another, and to the
overall structure and purpose
The learner can make judgments and justify decisions
Creating
The learner can put elements together to form a
functional whole, create a new product or point of view
Categories:
1. Receiving Phenomena - Awareness, willingness to hear, selected attention
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, point
to, reply, select, sit, Study, use
2. Responding to Phenomena - Active participation on the part of the learners. Attends and reacts
to a particular phenomenon. Learning outcomes may emphasize compliance in responding,
willingness to respond, or satisfaction in responding (motivation).
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform,
practice, present, read, recite, report, select, tell, write
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple
acceptance to the more complex state of commitment. Valuing is based on the internalization of
a set of specified values, while clues to these values are expressed in the learner's overt behavior
and are often identifiable.
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, initiate,
invite, join, justify, propose, read, report, select, share, study
4. Organization - Organizes values into priorities by contrasting different values, resolving conflicts
between them, and creating a unique value system. The emphasis is on comparing, relating, and
synthesizing values.
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain,
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize
5. Internalizing values - (Characterization): Has a value system that controls their behavior. The
behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner.
Instructional objectives are concerned with the student's general patterns of adjustment (personal,
social, emotional).
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice,
propose, qualify, question, revise, serve, solve, verify
Solve exponential equations
List of Attitudes:
Self-esteem, Self-confidence,
Wellness, Respect, Honesty, Personal
discipline, Perseverance, Sincerity,
Patience, Critical thinking, Openmindedness, Interest, Courteous,
Obedience, Hope, Charity, Fortitude,
Resiliency, Positive vision,
Acceptance, Determined,
Independent , Gratitude, Tolerant,
Cautious, Decisive, Self-Control,
Calmness, Responsibility,
Accountability, Industriousness,
Industry, Cooperation, Optimism,
Satisfaction, Persistent, Cheerful,
Reliable, Gentle, Appreciation of
one’s culture, Globalism,
Compassion, Work Ethics, Creativity,
Entrepreneurial Spirit, Financial
Literacy, Global, Solidarity, Making a
stand for the good, Voluntariness of
human act, Appreciation of one’s
rights, Inclusiveness, Thoughtful,
Seriousness, Generous, Happiness,
Modest, Authority, Hardworking,
Realistic, Flexible, Considerate,
Sympathetic, Frankness
Display
perseverance
in dealing
with
exponential
equations
Values
A
learner's
principles
or
standards
of
behavior;
one's
judgment
of what is
important
in life.
Go
beyond
learner’s
life on
earth,
include
more than
wealth
and fame,
and would
affect the
eternal
destiny of
millions.
Intention
ally
value to
people
everyday.
Categories:
1. Receiving Phenomena - Awareness, willingness to hear, selected attention
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name,
point to, reply, select, sit, Study, use
2. Responding to Phenomena - Active participation on the part of the learners. Attends and
reacts to a particular phenomenon. Learning outcomes may emphasize compliance in
responding, willingness to respond, or satisfaction in responding (motivation).
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform,
practice, present, read, recite, report, select, tell, write
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple
acceptance to the more complex state of commitment. Valuing is based on the internalization
of a set of specified values, while clues to these values are expressed in the learner's overt
behavior and are often identifiable.
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form,
initiate, invite, join, justify, propose, read, report, select, share, study
4. Organization - Organizes values into priorities by contrasting different values, resolving
conflicts between them, and creating a unique value system. The emphasis is on comparing,
relating, and synthesizing values.
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain,
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize
5. Internalizing values - (Characterization): Has a value system that controls their behavior. The
behavior is pervasive, consistent, predictable, and most importantly, characteristic of the
learner. Instructional objectives are concerned with the student's general patterns of
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice,
propose, qualify, question, revise, serve, solve, verify
List of Values:
1. Maka-Diyos
Love of God, Faith, Trusting,
Spirituality, Inner Peace, Love of
truth, Kindness, Humble
2. Maka-tao
Concern for Others, Respect for
human rights, Gender equality,
Family Solidarity, Generosity,
Helping, Oneness
3. Makakalikasan
Care of the environment, Disaster
Risk Management, Protection of
the Environment, Responsible
Consumerism, Cleanliness,
Orderliness, Saving the ecosystem,
Environmental sustainability
4. Makabansa
Peace and order, Heroism and
Appreciation of Heroes, National
Unity, Civic Consciousness, Social
responsibility, Harmony,
Patriotism,
Productivity
2. Content
Solving Exponential Equations
3. Learning Resources
Marker, visual aids, LM pp. 62-63, TG pp. 99-101
4. Procedures
Share their way
of solving
exponential
equations
4.1 Introductory Activity (_5_ minutes).
This part introduces the lesson
content. Although at times optional, it is usually included to serve as a warm-up
activity to give the learners zest for the incoming lesson and an idea about what
it to follow. One principle in learning is that learning occurs when it is conducted
in a pleasurable and comfortable atmosphere.
4.2 Activity/Strategy (_10_ minutes).
This is an interactive strategy to
elicit learner’s prior learning experience. It serves as a springboard for new
learning. It illustrates the principle that learning starts where the learners are.
Carefully structured activities such as individual or group reflective exercises,
puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like
may be created. Clear instructions should be considered in this part of the
lesson.
4.3 Analysis (_10_ minutes).
Essential questions are included to serve as a
guide for the teacher in clarifying key understandings about the topic at hand.
Critical points are organized to structure the discussions allowing the learners to
maximize interactions and sharing of ideas and opinions about expected issues.
Affective questions are included to elicit the feelings of the learners about the
activity or the topic. The last questions or points taken should lead the learners
to understand the new concepts or skills that are to be presented in the next
part of the lesson.
Curriculum
Contextualization
Localization:
Consider/include here the
appropriate Local
Heritage Themes:
A. Annual Rites, Festivals,
and Rituals
(Historical/Religious
Festivals, Local Cultural
Festivals, Local
Delicacies/Products
Festivals, Rituals,
Wedding Ritual, Palihi
Ritual, Burial Ritual,
B Literary Anthologies
Written In Local Language
(BALITAW, BALAK,
Folktales/ Short Stories,
Local Heroes
C. Historical Events,
Enduring Values,
Indigenous Materials,
Indigenous Cultural
Communities/Indigenous
People, Indigenous Games
D. Topography, Flora/
Fauna (Falls, Mountains,
River, Cave, Trees, Flower,
Fauna
E. Food &amp; Local products
G. Role Model Family
RECALL
The teacher presents the following definitions and
theorems:
Definition
Let a ≠ 0. We define the following:
(1)
(2)
Theorem
Let r and s be rational numbers. Then
(1)
(2)
(3)
(4)
(5)
IDENTIFYING GAME
The teacher asks the students which of the following
are exponential equations:
(a)
(e)
(b)
(f)
(c)
(g)
(d)
(h)
After the game, the teacher asks the following
questions:
1. What is the goal of the game?
2. What do you feel when you identify all of the
exponential equations?
3. What have you observed with the exponential
equations?
4.4 Abstraction (_20_ minutes).
This outlines the key concepts, important
skills that should be enhanced, and the proper attitude that should be
emphasized. This is organized as a lecturette that summarizes the learning
emphasized from the activity, analysis and new inputs in this part of the lesson.
TEACHER INPUT
Teacher writes and explains the following on
board:
Some exponential equations can be solved by
using the fact that exponential functions are oneto-one.
One-to-one Property of Exponential Functions
If
, then
then
. Conversely, if
.
The teacher presents 3 examples in solving
exponential equations.
Example: Solve the equation
Solution: We write both side with 4 as the base.
Example: Solve the equation
.
Solution: We write both sides with 5 as the
base.Solution: We write both side with 5 as the
base.
Example: Solve the equation
Solution: Both 9 and 3 can be written using 3 as
the base.
4.5 Application (_10_ minutes).
SEATWORK
This part is structured to ensure the
commitment of the learners to do something to apply their new learning in their
own environment.
The teacher gives the following as a seatwork,
afterwards, the teacher will choose two
representatives to present their answer in the
board.
Solve for
(a)
(b)
4.6 Assessment (_10_ minutes).
, (b)
EVALUATION
For the Teacher to: a) Assess whether
learning objectives have been met for a specified duration, b) Remediate
and/or enrich with appropriate strategies as needed, and c) Evaluate whether
learning intentions and success criteria have been met. (Reminder: Formative
Assessment may be given before, during, or after the lesson). Choose any from
the Assessment Methods below:
The teacher presents the assessment.
Solve for
(a)
(b)
Assessment Method
a) Observation
(Formal and informal observations of learners’ performance or behaviors are
recorded, based on assessment criteria)
b)
Talking to Learners / Conferencing
(Teachers talk to and question learners about their learning to gain insights on
their understanding and to progress and clarify their thinking)
, (b)
Possible Activities
Investigation, Role Play,
Oral Presentation, Dance,
Musical Performance,
Skill Demonstration,
Group Activity (e.g.
Motor &amp; Psychomotor
Games, Simulation
Activities, Science
Experiment
Hands-on Math Activities,
Written Work and Essay,
Picture Analysis, Comic
Strip, Panel Discussion,
The teacher present Hands-on Math Activities.
Solve for
(a)
(b)
c)
Analysis of Learners’ Products
(Teachers judge the quality of products produced by learners according to
agreed criteria)
d)
Tests
(Teachers set tests or quizzes to determine learners’ ability to demonstrate
mastery of a skill or knowledge of content)
Worksheets for all
subjects, Essay, Concept
Maps/Graphic Organizer,
Project, Model, Artwork,
Multi-media Presentation,
technical-vocational
subjects
Skill Performance Test,
Open-Ended Question,
Practicum, Pen and Paper
Test, Pre and Post Test,
Diagnostic Test, Oral Test,
Quiz
4.7 Assignment (_5_ minutes). Fill-in below any of the four purposes:

Reinforcing / strengthening the day’s lesson
, (b)

Enriching / inspiring the day’s lesson

Enhancing / improving the day’s lesson

Preparing for the new lesson
4.8 Concluding Activity (_2_ minutes).
This is usually 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.
The teacher gives the following questions:
1. Research on how to solve for exponential
inequalities.
From the given process the teacher will end the
lesson with a strong quotation.
“It does not matter how long you go, as long as
you do not stop” – Confucius
5. Remarks
Indicate below 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.
7. Reflections
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. 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% in the
evaluation.
B. No. of learners who
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
learning 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?
Reference:
Dimasuay, L., Alcala, J., Palacio, J., and Domingo, A.E. (2016). General Mathematics for Senior High School. C &amp; E Publishing, Inc.
Prepared by:
Name:
Position/Designation:
Contact Number:
John Mark C. Logro&ntilde;o
Special Science Teacher I
09423635133
School:
Apas National High School
Division:
Cebu City Division