Iplan

INSTRUCTIONAL PLAN (iPlan)
Contents Noted by: ZOE T. CHIU

Principal
Name of Teacher : Janette A. Cuajao Grade & Section : 9
Learning Area : Mathematics 9 Quarter : Second Code No.
Date : January 27-31, 2020 Day : Mon-Fri Time :1:00-5:00
Key understanding to be Enhance the skills of the students in solving the triangle congruence.
developed:
Learning Objectives: Knowledge  Define congruence;
 Define ratio and proportion; and
 Define triangle congruence.
Skills  Apply the basic proportionality theorem;
 Apply the converse of the basic proportionality theorem in
problem solving; and
 Verify consequences of the Basic proportionality theorem.
Attitudes  Value the quote ‘’confidence is not about being always right, but
always knowing what to do when things go wrong.
 ‘’Fortune favors the prepared mind.’’
Resources Needed: Books, Chalk
Elements of Plan Methodology
Preparation Introductory A short game called ‘’Pair and win game.’’
Activity A short recap about the last topic.
Presentation Activity  Let the student define what is congruence.
 Let the student identify the different theorems.
 Let the students know the difference of the different theorems
being used.
Analysis  Explain to the class the triangle congruence and give the different
types of theorems involve in the triangle congruence.
 Explain and discuss the examples on the workbook.
 Make lots of examples as a practice.
 Explain to them the step-by-step procedure in solving the triangle
congruence.
 Let the students discuss among themselves the lesson.
 Give them an examples. Let them identify what kind of theorem
they are using.
Abstraction  The teacher will post a question for everyone.
 What is triangle?
 What is congruence?
 What are the different types of theorems?
 The teacher will ask the students if they learn something about the
importance of following the step by step process in solving
triangle congruence.
 The teacher will ask the students if they understand the lesson.
 Ask them if what is the implication of the lesson to your life?
Practice Application  Let the students answer Exercises A and B on pages 154-155 on
the workbook.
 Have the students perform Try it out on pages 161-162 of the
workbook.
Assessment Assessment Matrix
Knowledge, Process or  Have the students answer by pair the
Skills Understanding Exercises on page 166-167 of the workbook.
Product or Performance  Ask the students to perform Critical Thinking
of page 168 of the workbook.
Assignment Ask the students to study for their upcoming summative exam about the triangle similarity and
research about the quadrilaterals.
Remarks: No. of Learners with 75% Level of Mastery Interventions:
No. of Learners that need remediation

Principal
Learning Area : Science 10 Quarter : Second Code No.
Date : January 27-31, 2020 Day : Mon-Fri Time :7:45-11:00
Key understanding to Enhance the skills of the students in determining the properties and behavior of gases
be developed: provide a better understanding of how molecules move.
Learning Objectives: Knowledge  Define gas;
 Differentiate the different types of gases;
 Define Kinetic Molecular Theory;
 Define the gas laws;
 Differentiate Ideal and Real Gases; and
 State the characteristics of the different gases.
Skills  Solve for the volume of the different types of gases; and
 Find out the different Laws of Gases.
Attitudes  Always remember that knowledge is power; and
 Perseverance
Preparation Introductory A short game about volume.
Activity A short recap about the last topic.
Presentation Activity  Let the student determine the 3 types of gases.
 Let the students describe the characteristics of the different gases.
Analysis  Discuss the different types of gases and give the characteristics of the
different gases.
 Explain how to solve the volume of the different gases.
 Give the different types of Laws and how to use it.
 Let the students solve the volume of the different gases.
 Let them discuss by group.
 Discuss and explain thoroughly the examples.
 Explain the different types of Laws and who are the person behind the
said Laws in gases.
 What are the evidences that molecules really move?
 What are the properties that are used to describe gases?
 What is the difference between ideal and real gas?
 What theoretical assumptions about ideal gases are applicable
for real gases?
Practice Application  Let the students answer the following:
Convert a pressure of 60 mm Hg to the following units of pressure:
1. Atmosphere (atm)
2. Kilopascal (kPa)
3. Pounds per square inch (psi)

Knowledge, Process or  Let the students solve the problems given by the teacher
Skills Understanding from the teachers’ book.
Product or Performance
Assignment Study for the upcoming exam and research about the kinetic molecular theory and give the
characteristics of the theory.

Date : October 8-12, 2018 Day : Mon-Fri Time :1:00-5:00
Key understanding to Enhance the skills in factoring by grouping and factoring completely.
be developed:
Learning Objectives: Knowledge  Define prime factorization;
 Define grouping; and
 Identify prime factor.
Skills  Find the prime factors of the polynomials;
 Factors the polynomials completely;
 Group terms in the polynomial with common factor; and
 Factor the polynomials by grouping.
Attitudes  Value the quote ‘’confidence is not about being always right, but
always knowing what to do when things go wrong.
 ‘’Fortune favors the prepared mind.’’
Preparation Introductory A short game called ‘’Pair and win game.’’
Activity Present to the students a group of pictures and let them identify the odd.
Presentation Activity  Let the student define what is grouping.
 Let the student state the procedures in factoring polynomials of 4
or more terms completely.
 Let the students know the difference of the previous and the
present topic.
Analysis  Explain to the class the process in factoring this kind of
trinomial—the trial—and—error method.
 Explain and discuss the examples on the worktext.
 Explain to them the step-by-step procedure in factoring by
grouping.
 Let the students discuss among themselves the lesson.
 Give to them polynomials and ask them to factor completey. Let
them identify what kind of factoring they used.
 What is factoring?
 What is grouping?
 What is prime factorization?
 The teacher will ask the students if they learn importance of
following the step by step process in solving factoring.
Practice Application  Let the students answer Skill Booster 1.2F on page 54 of the
worktext.
 Have the students perform Guided Practice by pair on pages 49-50
of the worktext.
Knowledge, Process or  Have the students answer by pair Guided
Skills Understanding Practice on page 53 of the worktext.
Product or Performance  Ask the students to perform Critical Thinking
of page 47 of the worktext.
Assignment Ask the students to study for their upcoming exam and for their new topic to be discussed.
Officer-In-Charge

Office-In-Charge.
Date : October 8-12, 2018 Day : Mon-Fri Time :7:45-12:00
Key understanding to Enhance the skills of the students in factoring the sum and difference of two cubes and
be developed: factoring trinomial in the form of 𝑥 2 + 𝑏𝑥 + 𝑐.
Learning Objectives: Knowledge  Define quadratic function;
 Differentiate quadratic function from other function;
 Identify the values of a, b, and c of quadratic function; and
 State the characteristics of the graphs.
Skills  Write the standard form of function in the form 𝑓(𝑥) = 𝑎(𝑥 −
ℎ)2 + 𝑘; and
 Solve for the vertex, axis of symmetry, direction of the graph, the
maximum and minimum points of the function without graphing;
Attitudes  Always remember that knowledge is power; and
 Perseverance and accuracy.
Preparation Introductory A short game about perfect cube and cube root.
Activity A recap in their previous lesson.
Presentation Activity  Let the student differentiate quadratic function from linear
function.
 Illustrate the quadratic function.
 Let the students describe characteristics of a bouncing ball.
 Encourage them to solve the factors by their own.
Analysis  Discuss the different forms of quadratic function and let the
students identify the values of a, b, and c.
 Explain how to write the standard form of quadratic function in the
form of 𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐.
 Emphasize the effect of the value of a as it becomes larger or
smaller or it becomes negative.
 Let the students determine the opening of the graph, the vertex, the
axis of symmetry, the minimum or maximum point, and the
domain and range of the function.
 How do you define a quadratic equation?
 What is the difference between quadratic equation and
quadratic function?
 The teacher will let the students answer the problem in their
textbooks.
Practice Application  Let the students answer exercises A, B and C on pages 6-7.

Knowledge, Process or  Let the students answer exercises (try it out )A 1-10
Skills Understanding on page 10.
Product or Performance  Ask the students to perform exercises (try it out )B 1-
10 on page 13.
Assignment Study for summative exam.


Officer-In-Charge

Learning Area : Mathematics 9 Quarter : First Code No.
Date : July 23-26, 2018 Day : Tues-Fri Time :7:45-12:00
Key understanding to Enhance the skills of the students in applying quadratic formula in solving quadratic
be developed: equations and determining the sum and product of the roots.
Learning Objectives: Knowledge  Determine the discriminant and the nature of the roots of the
quadratic equation;
 Determine the relationship of the numerical coefficients of
the quadratic equations and their roots; and
 Determine the sum and product of the roots of the given
quadratic equations.
Skills  Apply the formula and solve for the roots of a quadratic
equation; and
 Form the equation given the roots.
Attitudes  Think positive to overcome obstacles;and
 Constant practice makes perfect.
Preparation Introductory A short recap about the previous topic.
Activity
Presentation Activity  Let the student recall factoring polynomials.
 Introduce the quadratic formula in getting the roots of a
quadratic equation.
 Let the students discuss to their classmates in getting the
quadratic equation using the given roots.
Analysis  From the equation 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 , discuss step by step
to derive the roots expressed in terms of a, b, and c.
 Discuss the relationship of product to a, b, ad c of the
equation 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.
 Explain that 𝑏 2 − 4𝑎𝑐 is the discriminant. The discriminant
determines the nature of the roots.
 What is the quadratic formula?
 The teacher will ask the students if they already know the
quadratic formula.
 The teacher will give lots of example to be answer by the
students.
 The teacher will ask the students if they understand the
lesson.
Practice Application  Have the students answer Try it Out on page 44 of the
worktext.
 Assign the students answer Guided Practice on page 45 of
the worktext .
Knowledge, Process or  Let the students answer Solve It on page 50 of
Skills Understanding the worktext of the teacher.
Product or Performance  By partner activity.
Assignment Study the factoring for the upcoming 1st quarter exam.
Contents Noted by: ZOE T.CHIU

Officer-In-Charge

Key understanding to Enhance the skills of the students in finding the prime factors of polynomials and
be developed: factoring the difference of two squares.
Learning Objectives: Knowledge  Define prime numbers;
 Identify the Greatest Common Factor;
 Identify a polynomial that is a perfect square trinomial; and
 Identify polynomials which are the difference of two squares.
Skills  Find the prime factors of the polynomials;
 Factor a perfect square trinomial; and
 Factor the difference of two squares.
Attitudes  Perseverance in factoring;
 Value the quote ‘’A winner never quits’’; and
 Always remember that every journey starts from a single step.
Show interest in everything you do.
Preparation Introductory A short recap about the previous topic.
Activity
Presentation Activity  Let the student define prime numbers.
 Let the students recall the characteristics of a perfect square
trinomial and let them give examples of perfect square trinomials.
 Let them state the pattern in factoring perfect square trinomial.
Analysis  Explain how to find the prime factor of a number.
 Discuss how to find the greatest common factor of a polynomial
and how to factor the polynomial completely.
 Explain the technique in factoring perfect square trinomials.
 Illustrate the difference of two squares geometrically and explain
how the difference of two squares was obtained.
 Explain how to factor the difference of two squares.
 What is a prime number?
 What is greatest common factor?
 The teacher will ask the students if they already have a
background about a prime number and greatest common factors.
textbooks.
Practice Application  Let the students answer the Math Journal on page 23 of the
worktext.
 Let the students answer Guided Practice by pair on pages 27-28 of
the worktext.
 Have the students answer Guided Practice by group on page 32 of
the worktext.

Knowledge, Process or  Have the students answer Critical Thinking on page
Skills Understanding 24 of the worktext.
Product or Performance  Let the students answer Critical Thinking on page 33
of the worktext.
Assignment Let the students study for the next lesson.

Officer-In-Charge
Name of
Name ofTeacher
Teacher: Janette
: Janette
A. A. Cuajao
Cuajao Grade&
Grade &Section
Section: 8: 9
Key understanding to Enhance the skills of the students in transforming quadratic equations to perfect square
be developed: trinomial.
Learning Objectives: Knowledge  Define completing the square.
Skills  Solve for the roots of a quadratic equation by completing the
square method; and
 Transform a quadratic equation into a perfect square
trinomial.
Attitudes  Work cooperatively; and
 Develop accuracy and patience in solving quadratic equation.
Preparation Introductory A short game about factoring.
Activity
Presentation Activity  Let the student recall factoring polynomials.
 Introduce the way in finding the roots of a quadratic equation
by completing the square.
Analysis  Discuss and explain thoroughly the completing the square.
 Explain the steps in solving quadratic equations by
completing the square.
 Let the students transform quadratic equations to perfect
square.
 Explain the steps in solving quadratic equation by
completing the square.
 What is completing a square?
 The teacher will ask the students if they already know the
different ways of factoring polynomials.
 The teacher will give lots of example to be answer by the
students.
 The teacher will ask the students if they understand the
lesson.
Practice Application  Ask the students to answer Math Journal on page 23 of the
worktext of the teacher.
 Let the students answer Skill Booster 1.2C, letter A on pages
25-26 of the teacher’s book.
Knowledge, Process or  Let the students answer Critical Thinking on
Skills Understanding page 26 of the worktext of the teacher.
Product or Performance  By partner activity.
Assignment Study the factoring for the upcoming 1st office exam.

Key understanding to Enhance the skills of the students infinding the product of the sum and difference of
be developed: binomials and finding the cube of binomial.
Learning Objectives: Knowledge  Define sum and difference;
 Identify if a binomial is the product of the sum and difference;
 Determine the product of the sum and difference of two binomials;
 Identify polynomials that is a cube of a binomial; and
 Determine the pattern to find the cube of a binomial.
Skills  Find the cube of binomial;
 Discover patterns in finding the cube of a binomial; and
 Solve the cube of binomial.
Attitudes  Perseverance in solving the cube of binomial; and
 Value the quotation ‘’Constant practice makes perfect.’’
Preparation Introductory A short game about the topic.
Activity
Presentation Activity 
Let the student define what a sum and difference are.

Let the students discuss among themselves the different methods
in finding the cube of binomials.
 Ask the students to state the pattern they observed in finding the
cube of the binomials.
 Let the students compare each term of the cube of the binomials to
each term of the binomial.
Analysis  Emphasize that the product of the sum and difference of two
binomials is the difference between the squares of the first and the
second terms of the binomials.
 Give the students the sum and difference of two binomials and let
them find the product by applying pattern.
 Discuss with the class how to cube a binomial using the examples
in the book.
 What are sum and difference?
 What is cube of binomial?
 The teacher will ask the students if they learn important ideas
about solving sum and difference of two terms and cube of
binomials.
textbooks.
Practice Application  Let the students answer the Skill Booster 1.1C (1-10) on pages 15-
16 of the worktext.
 Have the students work by pair and answer Guided Practice on
page 18 of the worktext.
Knowledge, Process or  Let the students answer the Skill booster 1.1D on
Skills Understanding page 18 of the worktext.
Product or Performance  Have them answer the Skill Booster 1.1C (11-20)on
pages 15-16 of the worktext.
Assignment Let the students study for the upcoming 1st office exam.
Contents Noted by: ZOE T.CHIU

Officer-In-Charge

Date : June 18-22, 2018 Day : Mon-Fri Time :7:45-12:00
Key understanding to Enhance the skills of the students in writing quadratic equation in the form of
be developed: 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 and in determining square roots of an expression.
Learning Objectives: Knowledge  Define quadratic equation;

 Identify which quadratic equation is complete or not complete;
 Define square root; and
 State the square root property.
Name of Teacher : Janette A. Cuajao
Skills  Write quadratic equation in the form Grade
𝑎𝑥 2 +&𝑏𝑥
Section
+𝑐 = : 80;
Learning Area : Mathematics 8  Illustrate quadratic
Quarterequation;
: First and Code No.
Date : June 18-22, 2018  Apply
Day : Mon-Fri the square roots property in solving quadratic equation.
Time :1:00-5:00
Attitudes  Develop sportsmanship during group activities; and
 Value the importance of step by step process.
Preparation Introductory A short game about quadratic equation.
Activity
Presentation Activity  Let the student define what a quadratic equation is.
 Introduce the general form of quadratic equation𝑎𝑥 2 + 𝑏𝑥 + 𝑐 =
0.
 Introduce to the students the square root property.
 Encourage them to state the square root property in symbols.
Analysis  Emphasize that 𝑎 ≠ 0 and b or c can be zero.
 Discuss and explain thoroughly the square root property.
 Let them discover the different ways in getting the square roots of
 Explain the properties if square roots.
 What is an equation?
 What is quadratic equation?
 What is meant by roots of an equation?
 How many roots are there in a linear equation?
 The teacher will ask the students if they have a background about
 The teacher will ask the students if they learn important ideas
about how square root method is used in solving quadratic
equation.
Practice Application  Have the students do the Guided practice on page 5 of the
worktext.
 Let the students answer Skill Booster 1.2A (odd numbers only) on
pages 11-13 of the worktext.
Knowledge, Process or  Have them answer Skill Booster 1.1 B on page 6 of
Skills Understanding the worktext.
Product or Performance  Partner activity in answering Skill Booster 1.2A
(even numbers) on pages 11-13 of the worktext.
Assignment Assign the students to answer Critical Thinking on page 6 and 13 of the worktext.

Officer-In-Charge

Key understanding to Enhance the skills of the students in determining the kinds of polynomials and solving
be developed: polynomials.
Learning Objectives: Knowledge  Define polynomials;
 Enumerate the different kinds of polynomials;
 Define term;
 State the rules in multiplying and dividing polynomials; and
 State algerbraic identity.
Skills  Make a graphic organizer on polynomials;
 Solve the polynomials in different operations;
Name of Teacher : Janette A. Cuajao  Illustrate polynomials; and Grade & Section : 9
Learning Area : Mathematics 9  Solve the special
Quarter : First
products. Code No.
Date : August 20-24, 2018 Attitudes Day : Mon-Fri Time :7:45-12:00
Develop sportsmanship during group activities;
 Develop accuracy in solving polynomials; and
Preparation Introductory A short game about polynomials.
Activity A recap in their previous knowledge about polynomials.
Presentation Activity Let the student define what a polynomial is.
Introduce the different types of polynomials.
Explain to the students the rules in solving the different types of
polynomials.
 Encourage them to solve the polynomials in ther own.
Analysis  Emphasize that in solving polynomials there are rules to be
followed in certain operation of polynomials.
 Discuss and explain thoroughly the special products.
 What ispolynomial?
 Polynomial is composed of?
 What is special product?
 What are the rules in solving polynomials?
polynomials.
 The teacher will ask the students if they learn important ideas about
solving polynomials.
textbooks.
Practice Application  Let the students answer the follow-up practice to be given by the
teacher.
 Have the students answer the given activities given by the teacher.
Knowledge, Process or  Let the students answer the ‘maintain your skills’
Skills Understanding found in the book of their teacher.
Product or Performance  Have them answer the Mind Strainers found in the
book of their teacher.
Assignment Research on Number Pattern.


Officer-In-Charge

Key understanding to Enhance the skills in solving word problems.
be developed:
Learning Objectives: Knowledge  Define word problems.
Skills  Solve word problems involving quadratic equations; and
 Apply any method of solving quadratic equations.
Attitudes  Value perseverance: ‘’Try and try until you succeed.’’
 ‘’Every problem has its’ own solution.’’
Name of Teacher
Elements : Janette A. Cuajao
of Plan Methodology Grade & Section : 8
Learning Area :
Preparation Mathematics
Introductory8 A short game aboutQuarter
quadratic: equations.
First Code No.
Date : August 20-24, 2018 Activity Day
Ask :the
Mon-Fri Time
students: Are :1:00-5:00
you now ready to solve word problems involving
Key understanding to Enhance the skills quadratic
of the students in factoring
equation? the sum anddo
What preparations difference
you needof two cubestoandbe
in order
be developed: 2 a problem?
factoring trinomial in the form of 𝑥 + 𝑏𝑥 + 𝑐.
successful in solving
Presentation Activity  Let the student define what word problem is.
 Encourage them to answer the word problems by their own.
Analysis  Emphasize that every problem has its’ own solution.
 Let them analyze the given problem.
 Explain to them the value of step by step process in getting the
answer of the given problem.
 What is a problem?
 What is a word problem?
 How word problem relates in the real life scenario?
 The teacher will ask the students if they have a problem in their
life and how they came up unto solution of their problems.
 The teacher will ask the students if they learn importance of
following the step by step process in solving word problems.
 The teacher will ask the students if they realize the importance of
analyzing the problem first before doing such a thing without
analyzing the given problem.
 The teacher will ask the students if they understand the lesson and
how can they apply it in the real life scenario.
Practice Application  Have the students do ‘’try it out’’ in their work book.
Knowledge, Process or  Ask the students the following questions.
Skills Understanding  Did you find problem solving interesting and
Product or Performance challenging? If not, why? If yes, why?
 What did you realize as you undergo the
process of solving problem?
 Let the students answer the exercises in the work
book.
Assignment Study for their summative examination.

Officer-In-Charge

Learning Objectives: Knowledge  Define perfect cube and cube root;
 Identify polynomials that are the sum and difference of two cubes;
and
 Identify the trinomial in the form of 𝑥 2 + 𝑏𝑥 + 𝑐.
Skills  Factor the sum and difference of two cubes; and
 Factor trinomial in the form of 𝑥 2 + 𝑏𝑥 + 𝑐.
Attitudes  Develop accuracy in solving sum and difference of two cubes.
Preparation Introductory A short game about perfect cube and cube root.
Activity A recap in their previous lesson.
Presentation Activity 
Let the student define perfect cube and a cube root.

Introduce the polynomials that are the sum and difference of two
cubes.
 Explain to the class how to factor the difference or sum of two
cubes.
 Let the students examine the trinomial in the form of 𝑥 2 + 𝑏𝑥 + 𝑐.
 Encourage them to solve the factors by their own.
Analysis  Discuss the procedures in getting the factors of the polynomials
given.
 Emphasize the sign of each term of the trinomial factor of the
difference or sum of two cubes.
 Let the students state the pattern in factoring sum and difference of
two cubes.
 What is perfect cube and cube root?
 What is a trinomial?
cube root, perfect cube and trinomial.
 The teacher will ask the students if they learn important ideas about
solving sum and difference of two cubes and factoring trinomial.
textbooks.
Practice Application  Let the students answer Guided practice by pair on page 36 of the
worktext.
 Have the students answer Skill booster 1.2E on pages 41-42 of the
worktext.
Knowledge, Process or  Have the students answer Skill booster 1.2D letter B
Skills Understanding on page 37 of the worktext.
Product or Performance  Let the students perform the critical thinking on page
43 of the worktext.
Assignment Study for the upcoming first periodical examination.


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INSTRUCTIONAL PLAN (iPlan)

Contents Noted by: ZOE T. CHIU

Contents Noted by: ZOE T. CHIU

Assessment Assessment Matrix

Contents Noted by: ZOE T. CHIU

Contents Noted by: ZOE T. CHIU

Assessment Assessment Matrix

Assignment Study for summative exam.

Contents Noted by: ZOE T. CHIU

Name of Teacher : Janette A. Cuajao Grade & Section : 9

Contents Noted by: ZOE T.CHIU

INSTRUCTIONAL PLAN (iPlan)

Assessment Assessment Matrix

Assignment Let the students study for the next lesson.

INSTRUCTIONAL PLAN (iPlan)

Contents Noted by: ZOE T.CHIU

INSTRUCTIONAL PLAN (iPlan)

Learning Objectives: Knowledge  Define quadratic equation;

Contents Noted by: ZOE T. CHIU

INSTRUCTIONAL PLAN (iPlan)

Assignment Research on Number Pattern.

Contents Noted by: ZOE T. CHIU

INSTRUCTIONAL PLAN (iPlan)

Contents Noted by: ZOE T. CHIU

INSTRUCTIONAL PLAN (iPlan)

Assignment Study for the upcoming first periodical examination.

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