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
DLP No.: 1 Learning Area: General Mathematics Grade Level: 11 Quarter: 1st Duration: 60 mins
Learning Competency/ies: THE LEARNERS: Code:
(Taken from the Curriculum Guide) Are able to solve exponential equations. M11GM-Ie-f-1
Key Concepts /
Understandings to be Exponential Equations
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition
Remembering identify, retrieve, recognize, Retrieve the concept of exponential
of knowing duplicate, list, memorize,
The learner can recall information and retrieve relevant equations.
something with repeat, describe, reproduce
knowledge from long-term memory
familiarity gained
through experience Understanding interpret, exemplify, classify,
The learner can construct meaning from oral, written and summarize, infer, compare,
or association
graphic messages explain, paraphrase, discuss

Skills Applying execute, implement, demonstrate, Solve exponential equations

The ability and The learner can use information to undertake a dramatize, interpret, solve, use,
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
through deliberate, Analyzing differentiate, distinguish, compare,
systematic, and The learner can distinguish between parts and contrast, organize, outline, attribute,
sustained effort to determine how they relate to one another, and to the deconstruct
smoothly and overall structure and purpose
adaptively carryout
complex activities or
Evaluating coordinate, measure, detect, defend,
The learner can make judgments and justify decisions judge, argue, debate, describe,
the ability, coming critique, appraise, evaluate
from one's generate, hypothesize, plan, design,
knowledge, practice, Creating
The learner can put elements together to form a develop, produce, construct,
aptitude, etc., to do formulate, assemble, devise
something functional whole, create a new product or point of view

Attitude Categories: List of Attitudes:

Growth in 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
feelings or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, point Wellness, Respect, Honesty, Personal
emotional to, reply, select, sit, Study, use discipline, Perseverance, Sincerity,
areas. 2. Responding to Phenomena - Active participation on the part of the learners. Attends and reacts Patience, Critical thinking, Open-
A settled to a particular phenomenon. Learning outcomes may emphasize compliance in responding, mindedness, Interest, Courteous,
way of willingness to respond, or satisfaction in responding (motivation). Obedience, Hope, Charity, Fortitude,
thinking Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, Resiliency, Positive vision,
or feeling practice, present, read, recite, report, select, tell, write Acceptance, Determined,
about 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple Independent , Gratitude, Tolerant,
someone acceptance to the more complex state of commitment. Valuing is based on the internalization of Cautious, Decisive, Self-Control,
or a set of specified values, while clues to these values are expressed in the learner's overt behavior Calmness, Responsibility,
something and are often identifiable. Accountability, Industriousness,
, typically Industry, Cooperation, Optimism,
one that is
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, initiate, Satisfaction, Persistent, Cheerful,
reflected invite, join, justify, propose, read, report, select, share, study Reliable, Gentle, Appreciation of
in a 4. Organization - Organizes values into priorities by contrasting different values, resolving conflicts one’s culture, Globalism,
person’s between them, and creating a unique value system. The emphasis is on comparing, relating, and Compassion, Work Ethics, Creativity,
behavior synthesizing values. Entrepreneurial Spirit, Financial
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Literacy, Global, Solidarity, Making a
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize stand for the good, Voluntariness of
5. Internalizing values - (Characterization): Has a value system that controls their behavior. The human act, Appreciation of one’s Display
behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. rights, Inclusiveness, Thoughtful, perseverance
Instructional objectives are concerned with the student's general patterns of adjustment (personal, Seriousness, Generous, Happiness, in dealing
social, emotional). Modest, Authority, Hardworking,
with
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Realistic, Flexible, Considerate,
exponential
propose, qualify, question, revise, serve, solve, verify Sympathetic, Frankness
equations
Values Categories: List of Values:
A 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Love of God, Faith, Trusting,
principles point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends and truth, Kindness, Humble
standards reacts to a particular phenomenon. Learning outcomes may emphasize compliance in
of responding, willingness to respond, or satisfaction in responding (motivation).
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform,
one's practice, present, read, recite, report, select, tell, write
judgment 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple
of what is 2. Maka-tao Share their way
acceptance to the more complex state of commitment. Valuing is based on the internalization
important Concern for Others, Respect for
of a set of specified values, while clues to these values are expressed in the learner's overt of solving
in life. human rights, Gender equality,
behavior and are often identifiable. exponential
Go Family Solidarity, Generosity,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Helping, Oneness equations
beyond
initiate, invite, join, justify, propose, read, report, select, share, study
learner’s
4. Organization - Organizes values into priorities by contrasting different values, resolving
life on
conflicts between them, and creating a unique value system. The emphasis is on comparing,
earth,
relating, and synthesizing values.
include
more than Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain,
wealth formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize
and fame, 5. Internalizing values - (Characterization): Has a value system that controls their behavior. The
and would behavior is pervasive, consistent, predictable, and most importantly, characteristic of the
affect the learner. Instructional objectives are concerned with the student's general patterns of
eternal adjustment (personal, social, emotional). 3. Makakalikasan
destiny of Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Care of the environment, Disaster
millions. propose, qualify, question, revise, serve, solve, verify Risk Management, Protection of
Intention the Environment, Responsible
ally Consumerism, Cleanliness,
adding Orderliness, Saving the ecosystem,
value to Environmental sustainability
people
everyday. 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
4.1 Introductory Activity (_5_ minutes). This part introduces the lesson Curriculum RECALL
content. Although at times optional, it is usually included to serve as a warm-up Contextualization The teacher presents the following definitions and
activity to give the learners zest for the incoming lesson and an idea about what
Localization: theorems:
it to follow. One principle in learning is that learning occurs when it is conducted
Consider/include here the Definition
in a pleasurable and comfortable atmosphere.
appropriate Local Let a ≠ 0. We define the following:
Heritage Themes:
A. Annual Rites, Festivals, (1)
and Rituals
(Historical/Religious
Festivals, Local Cultural (2)
Festivals, Local
Delicacies/Products Theorem
Festivals, Rituals, Let r and s be rational numbers. Then
Wedding Ritual, Palihi
Ritual, Burial Ritual, (1)
B Literary Anthologies
Written In Local Language
(BALITAW, BALAK, (2)
Folktales/ Short Stories,
Local Heroes
C. Historical Events, (3)
Enduring Values,
Indigenous Materials, (4)
Indigenous Cultural
Communities/Indigenous
People, Indigenous Games (5)
D. Topography, Flora/
Fauna (Falls, Mountains,
4.2 Activity/Strategy (_10_ minutes). This is an interactive strategy to
River, Cave, Trees, Flower, IDENTIFYING GAME
elicit learner’s prior learning experience. It serves as a springboard for new The teacher asks the students which of the following
Fauna
learning. It illustrates the principle that learning starts where the learners are. are exponential equations:
E. Food & Local products
Carefully structured activities such as individual or group reflective exercises,
G. Role Model Family
group discussion, self-or group assessment, dyadic or triadic interactions, (a) (e)
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
(b) (f)
lesson.

(c) (g)

(d) (h)
Answers: (a), (c), and (d)
4.3 Analysis (_10_ minutes). Essential questions are included to serve as a After the game, the teacher asks the following
guide for the teacher in clarifying key understandings about the topic at hand. questions:
Critical points are organized to structure the discussions allowing the learners to
1. What is the goal of the game?
maximize interactions and sharing of ideas and opinions about expected issues.
Affective questions are included to elicit the feelings of the learners about the 2. What do you feel when you identify all of the
activity or the topic. The last questions or points taken should lead the learners exponential equations?
to understand the new concepts or skills that are to be presented in the next 3. What have you observed with the exponential
part of the lesson.
equations?
4.4 Abstraction (_20_ minutes). This outlines the key concepts, important TEACHER INPUT
skills that should be enhanced, and the proper attitude that should be Teacher writes and explains the following on
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.
board:
Some exponential equations can be solved by
using the fact that exponential functions are one-
to-one.
One-to-one Property of Exponential Functions
If , then . Conversely, if

then .
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). This part is structured to ensure the SEATWORK
commitment of the learners to do something to apply their new learning in their The teacher gives the following as a seatwork,
own environment.
afterwards, the teacher will choose two
representatives to present their answer in the
board.
Solve for

(a)

(b)

Answer: (a) , (b)

4.6 Assessment (_10_ minutes). For the Teacher to: a) Assess whether EVALUATION
learning objectives have been met for a specified duration, b) Remediate The teacher presents the assessment.
and/or enrich with appropriate strategies as needed, and c) Evaluate whether
learning intentions and success criteria have been met. (Reminder: Formative Solve for
Assessment may be given before, during, or after the lesson). Choose any from
the Assessment Methods below:
(a)

(b)

Answer: (a) , (b)

Assessment Method Possible Activities
a) Observation Investigation, Role Play,
(Formal and informal observations of learners’ performance or behaviors are Oral Presentation, Dance,
recorded, based on assessment criteria) Musical Performance,
Skill Demonstration,
Group Activity (e.g.
Choral Reading), Debate,
Motor & Psychomotor
Games, Simulation
Activities, Science
Experiment
b) Talking to Learners / Conferencing Hands-on Math Activities, The teacher present Hands-on Math Activities.
(Teachers talk to and question learners about their learning to gain insights on Written Work and Essay,
their understanding and to progress and clarify their thinking) Picture Analysis, Comic Solve for
Strip, Panel Discussion,
Interview, Think-Pair-
Share, Reading (a)

(b)

Answer: (a) , (b)

c) Analysis of Learners’ Products Worksheets for all
(Teachers judge the quality of products produced by learners according to subjects, Essay, Concept
agreed criteria) Maps/Graphic Organizer,
Project, Model, Artwork,
Multi-media Presentation,
Product made in
technical-vocational
subjects
d) Tests Skill Performance Test,
(Teachers set tests or quizzes to determine learners’ ability to demonstrate Open-Ended Question,
mastery of a skill or knowledge of content) 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

  Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson The teacher gives the following questions:
1. Research on how to solve for exponential
inequalities.

4.8 Concluding Activity (_2_ minutes). From the given process the teacher will end the
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, lesson with a strong quotation.
parable or a letter that inspires the learners to do something to practice their new learning.

“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

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
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 & E Publishing, Inc.
Prepared by:

Name: John Mark C. Logroño School: Apas National High School

Position/Designation: Special Science Teacher I Division: Cebu City Division
Contact Number: 09423635133 Email address: johnmark.logrono@deped.gov.ph