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

Date: ____July 20, 2017________
DLP No.: Learning Area: Mathematics Grade Level: Quarter: Duration: 60
12 10 First min
Learning Perform division of polynomials using synthetic Code:
Competency/ies: method. M10AL – Ig – 1
(Taken from the Curriculum
Guide)
Key Concepts / Synthetic division is the short method in dividing polynomials and
Understandings to it is also known as “Ruffini’s rule” in honor of the Italian
be Developed mathematician Paolo Ruffini.
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, 1. Objectives
s. 2015)
Knowledge Categories: Behavioral Verbs:
The fact or Remembering identify, retrieve,
condition of The learner can recall information and retrieve recognize, duplicate,
knowing relevant knowledge from long-term memory list, memorize, repeat,
something with describe, reproduce
familiarity
gained through
Understanding interpret, exemplify, Discuss the steps on
The learner can construct meaning from oral, classify, summarize,
experience or written and graphic messages infer, compare, explain, how to divide
association paraphrase, discuss polynomials synthetic
method.

Skills Applying execute, implement, demonstrate, Solve/Divide polynomials

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

Attitud Categories: List of Attitudes:

1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
e
Growth Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Wellness, Respect, Honesty,
in name, point to, reply, select, sit, Study, use Personal discipline, Perseverance,
feelings 2. Responding to Phenomena - Active participation on the part of the learners. Attends Sincerity, Patience, Critical
or and reacts to a particular phenomenon. Learning outcomes may emphasize thinking, Open-mindedness,
emotiona compliance in responding, willingness to respond, or satisfaction in responding Interest, Courteous, Obedience,
l areas. (motivation). Hope, Charity, Fortitude,
A settled Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Resiliency, Positive vision,
way of perform, practice, present, read, recite, report, select, tell, write Acceptance, Determined,
thinking 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Independent , Gratitude,
or feeling simple acceptance to the more complex state of commitment. Valuing is based on Tolerant, Cautious, Decisive, Self-
about the internalization of a set of specified values, while clues to these values are Control, Calmness, Responsibility,
someone expressed in the learner's overt behavior and are often identifiable. Accountability, Industriousness,
or Industry, Cooperation, Optimism,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, Satisfaction, Persistent, Cheerful,
somethin form, initiate, invite, join, justify, propose, read, report, select, share, study

1
g, 4. Organization - Organizes values into priorities by contrasting different values, Reliable, Gentle, Appreciation of
typically resolving conflicts between them, and creating a unique value system. The one’s culture, Globalism,
one that emphasis is on comparing, relating, and synthesizing values. Compassion, Work Ethics,
is Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Creativity, Entrepreneurial Spirit,
reflected explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Financial Literacy, Global,
in a relate, synthesize Solidarity, Making a stand for the
person’s good, Voluntariness of human
behavior
5. Internalizing values - (Characterization): Has a value system that controls their
act, Appreciation of one’s rights, Display
behavior. The behavior is pervasive, consistent, predictable, and most importantly,
characteristic of the learner. Instructional objectives are concerned with the student's Inclusiveness, Thoughtful, perseverance
general patterns of adjustment (personal, social, emotional). Seriousness, Generous,
Happiness, Modest, Authority,
in
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Hardworking, Realistic, Flexible, accomplishing
practice, propose, qualify, question, revise, serve, solve, verify
Considerate, the task.
Sympathetic, Frankness
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, Love of God, Faith, Trusting,
principles name, 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 truth, Kindness, Humble
standard and reacts to a particular phenomenon. Learning outcomes may emphasize compliance
s of in responding, willingness to respond, or satisfaction in responding (motivation).
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
one's 2. Maka-tao
perform, practice, present, read, recite, report, select, tell, write
judgment Concern for Others, Respect for
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
of what is human rights, Gender equality,
simple acceptance to the more complex state of commitment. Valuing is based on the
importan Family Solidarity, Generosity,
internalization of a set of specified values, while clues to these values are expressed in
t in life. Helping, Oneness
the learner's overt behavior and are often identifiable.
Go
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow,
beyond
form, initiate, invite, join, justify, propose, read, report, select, share, study
learner’s
4. Organization - Organizes values into priorities by contrasting different values, 3. Makakalikasan
life on
resolving conflicts between them, and creating a unique value system. The emphasis is Care of the environment,
earth,
on comparing, relating, and synthesizing values. Disaster Risk Management,
include
more Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Protection of the Environment,
than explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Responsible Consumerism,
wealth relate, synthesize Cleanliness, Orderliness, Saving
and 5. Internalizing values - (Characterization): Has a value system that controls their the ecosystem, Environmental
fame, behavior. The behavior is pervasive, consistent, predictable, and most importantly, sustainability
and characteristic of the learner. Instructional objectives are concerned with the student's 4. Makabansa
would general patterns of adjustment (personal, social, emotional). Peace and order, Heroism and
affect the Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Appreciation of Heroes,
eternal practice, propose, qualify, question, revise, serve, solve, verify National Unity, Civic
destiny of Consciousness, Social
millions. responsibility, Harmony,
Intention Patriotism,
ally Productivity
adding
value to
people
everyday
.
2. Content Division of Polynomial using synthetic method
3. Learning Resources Cartolina, Worksheet
4. Procedures
4.1 Introductory Activity (____ minutes). This part introduces the Curriculum Activity 1 – Drill/Review
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
Contextualizatio Use flash cards and answer the
n
idea about what it to follow. One principle in learning is that learning occurs following orally. Add, Subtract,
when it is conducted in a pleasurable and comfortable atmosphere. Localization:
Consider/include Multiply the first by the second.
here the appropriate -3 and -6
Local Heritage
Themes: +8 and -2
A. Annual Rites, 0 and 12
Festivals, and
Rituals +15 and +21
(Historical/Religio -30 and +6
us Festivals, Local
Cultural Festivals,

2
 Local
Delicacies/Product
4.2 Activity/Strategy (____ minutes). This is an interactive strategy to s Festivals, Rituals, Motivation:
elicit learner’s prior learning experience. It serves as a springboard for new Wedding Ritual,
learning. It illustrates the principle that learning starts where the learners
are. Carefully structured activities such as individual or group reflective
Palihi Ritual,
Burial Ritual,
Group the learners into five and let
exercises, group discussion, self-or group assessment, dyadic or triadic B. Literary them divide the given polynomials
interactions, puzzles, simulations or role-play, cybernetics exercise, gallery Anthologies Written
walk and the like may be created. Clear instructions should be considered in In Local Language using long method.
this part of the lesson. (BALITAW, BALAK,
Folktales/ Short ( p 4  5 p 3  11 p 2  25 p  29)  ( p  6)
Stories, Local Heroes
C. Historical Events, (3 x 3  4 x 2  17 x  6)  (3 x  1)
Enduring Values,
Indigenous ( y 4  8 y 3  10 y 2  2 y  4)  ( y  2)
Materials,
Indigenous Cultural (4v 3  6v 2  8v  12)  ( 2v  3)
Communities/Indigen (8v 5  32v 4  5v  20)  ( v  4)
ous People,
Indigenous Games
D. Topography,
4.3 Analysis (____ minutes). Essential questions are included to serve as Flora/ Fauna (Falls, Using the activity in motivation, let
a guide for the teacher in clarifying key understandings about the topic at Mountains, River,
hand. Critical points are organized to structure the discussions allowing the Cave, Trees, Flower, each group explain how they divide
learners to maximize interactions and sharing of ideas and opinions about Fauna the given polynomials using the long
expected issues. Affective questions are included to elicit the feelings of the E. Food & Local
learners about the activity or the topic. The last questions or points taken products method and ask about the short
should lead the learners to understand the new concepts or skills that are to G. Role Model Family method in dividing polynomials.
be presented in the next part of the lesson.
Give additional input on how to divide
polynomial using the synthetic
method.
4.4 Abstraction (____ minutes). This outlines the key concepts, Synthetic division is the short method
important skills that should be enhanced, and the proper attitude that
should be emphasized. This is organized as a lecturette that summarizes the
in dividing polynomials and it is also
learning emphasized from the activity, analysis and new inputs in this part known as “Ruffini’s rule” in honor of
of the lesson. the Italian mathematician Paolo
Ruffini, in dividing you need to look at
the degree of the given polynomials
and if the degree is incomplete put 0
degree.
4.5 Application (____ minutes). This part is structured to ensure the Let the learners solve the following
commitment of the learners to do something to apply their new learning in
their own environment. using synthetic division:
1. (2x2 + 5x – 3) ÷ (x + 3)
2. (2x2 + 5x – 3) ÷ (x – 3)

4.6 Assessment (___ minutes). 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:
Assessment Method Possible
Activities
a) Observation Investigation, Role
(Formal and informal observations of learners’ performance or behaviors Play, Oral
are recorded, based on assessment criteria) Presentation, Dance,
Musical
Performance, Skill
Demonstration,
Group Activity (e.g.
Choral Reading),
Debate, Motor &
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 Psychomotor Games,
Simulation Activities,
Science Experiment
b) Talking to Learners / Conferencing Hands-on Math All throughout the discussion and
(Teachers talk to and question learners about their learning to gain insights Activities, Written
on their understanding and to progress and clarify their thinking) Work and Essay, activity:
Picture Analysis, The teacher shall approach each
Comic Strip, Panel
Discussion, students and assess their learnings.
Interview, Think- The teacher will also ask questions to
Pair-Share, Reading
every individual in order to lead them
better understanding on the topic.

c) Analysis of Learners’ Products Worksheets for all

(Teachers judge the quality of products produced by learners according to subjects, Essay,
agreed criteria) Concept
Maps/Graphic
Organizer, Project,
Model, Artwork,
Multi-media
Presentation,
Product made in
technical-vocational
subjects
d) Tests Skill Performance
(Teachers set tests or quizzes to determine learners’ ability to demonstrate Test, Open-Ended
mastery of a skill or knowledge of content) Question, Practicum, Oral test and Pen and Paper test
Pen and Paper Test,
Pre and Post Test,
Diagnostic Test, Oral A. Find the quotient of the
Test, Quiz following polynomial function
using synthetic division, show
your solution.

1. (2x2 + 5x – 3) ÷ (x + 3)
2. (3x2 – 13x – 10) ÷ (x + 5)
3. (2x2 + 5x – 3) ÷ (x – 3)
4. (11x +12x3 + 2) ÷ (3x + 2)
5. (3x2 – 13x – 10) ÷ (x – 5)
4.7 Assignment (____ 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

4.8 Concluding Activity (____ 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.

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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.

6. Reflection 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
s 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?

Prepared by:
Name: Redgie G. Ubay School: Tagjaguimit National High School
Position/Designation: Teacher 1 Division: City of Naga Schools Division
Contact Number: 09973143820 Email address: [email protected]

Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others