Flexible Instruction Delivery Plan (FIDP)

Grade: Grade 11 Semester: First

Core Subject Title: General Mathematics No. of Hours/Semester: 80
Prerequisites (If Needed): None

Core Subject Description: At the end of the course, the students must learn how to solve problems involving rational, exponential and logarithmic functions; to solve business-related problems; and to apply
logic to real-life situations.

Culminating Performance Standard: The learners are able to apply their knowledge of Functions, Business Mathematics, and Logic in dealing with the intricacies of mathematical and scientific concepts in higher
education, entrepreneurial demands, middle-level skills development, and employment through utilizing appropriate mathematical and financial tools.

What to Teach? Why Teach? How to Assess? How to Teach?

Highest Enabling Strategy to Use in
Learning competencies Highest Thinking Skill to Assess developing the Highest Thinking Skill to
Most
Performance Assess
Content Content Standards Essential
Standards KUD Flexible Assessment
Topics KUD Enabling General Flexible Learning
Complete Most Essential Classification RBT Level Activities (FAA)
Classification Strategy Strategies (FLS)
Performance Checks
FIRST Quarter
The learner The learner is 8. Understandin Distinguishes Understanding Pre-assessment: Reasoning and A text with
demonstrates Solving able to Distinguishes g rational, Search for different Proof illustration module
Functions understanding of Problems accurately rational, exponential, examples about the will be provided for
and Their key concepts of Involving formulate and exponential, and logarithmic different kinds of reading and
Graphs functions, rational Functions solve real-life and function, functions , equations comprehension.
functions, inverse problems logarithmic equation, and and inequalities in The attached
functions, involving function, inequality. the internet and worksheet will be
exponential piecewise, equation, M11GM-Ib-2 identify its available at the
functions, rational, and M11GM-Ie-4, differences or end of each topic
and logarithmic inverse, inequality. M11GM-Ih-2) similarities by to be answered
functions. exponential, (M11GM-Ib completing the and submitted.
and -2, online graphic Exploratory
logarithmic M11GM-Ie4, organizer. approach can be
functions M11GM-Ih2) Post-assessment: applied in
with Distinguish the given answering the
precision and examples according different answer
accuracy. to its properties sheets. Various
. linkages will be
available for
further reference
9. Solves rational, Understandin 9. Solves Understanding Analyzing Worksheet about Communication A text with
exponential, and g rational, solving rational, illustration module
logarithmic exponential, exponential, and will be provided for
equations and and logarithmic logarithmic reading and
inequalities. equations and equations and comprehension.
(M11GM-Ib -3, inequalities. inequalities will be The attached
M11GM-If1, (M11GM-Ib-3 given to be worksheet will be
M11GM-Ii1) M11GM-If-1, answered and available at the
M11GM-Ii-1) submitted. An end of each topic
option of online to be answered
assessment can be and submitted.
given using different Exploratory
applications or web approach can be
pages applied in
answering the
different answer
sheets. Various
linkages will be
available for
further reference.
10. Solves Understandin 10. Solves Understanding Evaluating Worksheets about Reasoning and A text with
problems g problems solving problems Proof illustration module
involving involving involving logarithmic will be provided for
rational, rational, functions, equations, reading and
exponential, and exponential, and inequalities will comprehension.
logarithmic and logarithmic be given to be The attached
equations and equations, and answered and worksheet will be
inequalities. inequalities. submitted. An available at the
(M11GM-Ic -3, (M11GM-Ic-3, option of online end of each topic
M11GM-Ig2, M11GM-Ig-2 assessment can be to be answered
M11GM-Ij2) M11GM-Ij-2) given using different and submitted.
applications or web
pages Exploratory
approach can be
applied in
answering the
different answer
sheets.

Various linkages
will be available for
further reference

Effective
Questioning

Lecture via
synchronous
modality Students
self assessment
 using the module
provided
11. Graphs Understandin Applying Connection
functions g
(M11GM-Ic -2,
M11GM-Ie1,
M11GM-Ig1,
M11GM-Ij1)
12. Identifies the Understandin 12. Identifies Understanding Analyzing Worksheets about Communication A text with
parts of the g the parts of the identifying the illustration module
graph (Domain graph (Domain parents of the graph will be provided for
and Range, and Range, (domain, range, reading and
Intercepts, Intercepts, intercepts, comprehension.
Asymptotes ) Asymptotes asymptotes) will be The attached
(M11GM-Ib -5, (M11GM-Ib-5, given to be worksheet will be
M11GM-Ic1, M11GM-Ic-1, answered and available at the
M11GM-Id4, M11GM-Id-4, submitted. An end of each topic
M11GM-If3, M11GM-If-3, option of online to be answered
M11GM-If4, M11GM-If-4, assessment can be and submitted.
M11GM-Ii3, M11GM-Ii-3, given using different Exploratory
M11GM-Ii4) M11GM-Ii-4) applications or web approach can be
pages. applied in
answering the
different answer
sheets. Various
linkages will be
available for
further reference
Drill Peer
teaching/collabora
tion Self-Regulated
Learning thru
provided Learning
Materials
13. Solves Understandin 13. Solves Understanding Evaluating Reasoning and A text with
problems g problems Proof illustration module
involving involving will be provided for
functions functions. reading and
(M11GM-Ia -4, M11GM-Ia-4, comprehension.
M11GM-Ic3, ,M11GM-Ic-3 The attached
M11GM-Ie2, M11GM-Ie-2, worksheet will be
M11GM-Ig2, M11GM-Ig-2, available at the
M11GM-Ij2) M11GM-Ij-2) end of each topic
to be answered
and submitted.
Also, a copy of this
 module will be
uploaded to an
online LMS for
students reference.
Exploratory
approach can be
applied in answer
in the different
answer sheets.
Various linkages
will be available for
further reference
The teacher will
help facilitate and
monitor the
progress of the
students through
online
consultation. open
dialogue with the
teacher using the
different LMS

Legend: MC – Multiple Choice K – Knowing RBT – Revised Bloom’s Taxonomy WW – Written Works
U – Understanding QA – Quarterly Assessment
D – Doing PC – Performance Check
Reference: Philippines, Department of Education Curriculum Guide for General Mathematics

Literal Transfer: The learners should be able to solve problems in the community by modelling and interpreting data using functions, recognize and apply appropriate financial
tools, and arrive at a logically sound decision.

Performance Task (in paragraph form):

Since the start of the spread of the covid-19 in the Philippines, many have lost their job due to the lockdown order in the different regions. Thus, many Filipinos have experienced financial
difficulties.
As a team of financial analysts, you are to conduct a webinar (online) or produce a brochure (offline) presenting bank products or loan schemes of government agencies
(SSS, GSIS, Pag Ibig) and other private financial institutions to educate the community (teachers, classmates, family members and barangay constituents) regarding their financial
status through available digital sources or hypothetical data and present sound financial decisions based on the gathered data from the different financial institutions. The webinar
or brochure will be evaluated according to the following criteria: completeness of content, accuracy of computation, presentation, application of mathematical concepts, and
practicality of recommendations.

Performance Task (in GRASPS form):

Goal: Educate the constituents regarding the prevailing issue in their community and produce financial recommendations.

Role:
Team of Financial analysts who will gather numerical data on the financial status of their community through available digital sources or hypothetical data and present sound financial decisions based on the gathered
data from the different financial institutions.

Audience:
Teacher, classmates, family members, barangay constituents

Situation:
Since the start of the spread of the COVID-19 in the Philippines, many have lost their jobs due to the lockdown order in the different regions. Thus, many Filipinos have experienced financial difficulties.

Product:
Webinar (online) or Brochures (offline)- presenting bank products or loan schemes of government agencies (SSS, GSIS, Pag Ibig) and other private financial institutions.

Standards: The product/performance will be evaluated according to the following criteria: (a)Completeness of content; (b) accuracy of computations; (c)Presentation, (d)Application of mathematical concepts,
(e)Practicality of recommendations

Rubric for Webinar (online) or Brochure (offline)

Criteria Outstanding(4) Satisfactory (3) Developing(2) Beginning (1)

[ ] Sources for the completion of the
output are factual and reliable.
[ ] The presentation involves all of the
following:
[ ] function models
Completeness of content [ ] analysis and interpretation of
models
[ ] computations of necessary
values for loans
[ ] recommendations generated
from valid arguments
[ ] At least 50% of sources for the
completion of the output are factual
and reliable.
[ ] The presentation lacks one (1) of the
following:
[ ] function models
[ ] analysis and interpretation of
models
[ ]computations of necessary
values for loans
[ ] recommendations generated
from valid arguments
[ ] At most 50% of sources for the
completion of the output are factual
and reliable.
[ ] The presentation lacks two (2) of
the following:
[ ] function models
[ ] analysis and interpretation of
models
[ ]computations of necessary
values for loans
[ ] recommendations generated
from valid arguments
[ ] Sources for the completion of the
output is not factual and reliable.
[ ] The presentation lacks at least 3 of
the following:
[ ] function models
[ ] analysis and interpretation of
models
[ ]computations of necessary
values for loans
[ ] recommendations generated
from valid arguments
 [ ] Solutions or computation to the
following are all detailed and
supported with correct and clear
interpretations.
Accuracy of
[ ] generating function model
computations
[ ] analysis and interpretations of
function models
[ ] values necessary to present
bank products or loan schemes
[ ] The presentation is chronologically
arranged according to the following:
[ ] discussion of the identified
prevailing issue in the community
[ ] discussion of the possible
function model
[ ] analysis and interpretation of
the model/s
[ ] possible conclusion in relation
to the financial needs of the
people in the community
[ ] presentation of different
Presentation products or loan offerings from
banks, lending companies, and
private/government financial
institutions
[ ] computation and graph
illustrating the different products or
loan offerings
[ ] providing sound and valid
recommendation
Application of [ ] Shows in-depth understanding of the
Mathematical required mathematical knowledge.
Concepts
[ ] All equations/ functions listed (or
[ ] At least 50% of the solutions or
computation to the following are
detailed and supported with correct
and clear interpretations.
[ ] generating function model
[ ] analysis and interpretations of
function models
[ ] values necessary to present
bank products or loan schemes
[ ] At least 50% of the presentation is
chronologically arranged according to
the following:
[ ] discussion of the identified
prevailing issue in the community
[ ] discussion of the possible
function model
[ ] analysis and interpretation of
the model/s
[ ] possible conclusion in relation
to the financial needs of the
people in the community
[ ] presentation of different
products or loan offerings from
banks, lending companies, and
private/government financial
institutions
[ ] computation and graph
illustrating the different products or
loan offerings
[ ] providing sound and valid
recommendation
[ ] Shows understanding of required
mathematical knowledge.
[ ] At least 50% of the equations/
[ ] At most 50% of the solutions or
computation to the following are
detailed and supported with correct
and clear interpretations.
[ ] generating function model
[ ] analysis and interpretations of
function models
[ ] values necessary to present
bank products or loan schemes
[ ] At most 50% of the presentation is
chronologically arranged according to
the following:
[ ] discussion of the identified
prevailing issue in the community
[ ] discussion of the possible
function model
[ ] analysis and interpretation of
the model/s
[ ] possible conclusion in relation
to the financial needs of the
people in the community
[ ] presentation of different
products or loan offerings from
banks, lending companies, and
private/government financial
institutions
[ ] computation and graph
illustrating the different products or
loan offerings
[ ] providing sound and valid
recommendation
[ ] Shows some understanding of the
required mathematical knowledge but
with errors in some parts.
[ ] Solutions or computation to the
following are not detailed nor
supported with correct and clear
interpretations.
[ ] generating function model
[ ] analysis and interpretations of
function models
[ ] values necessary to present
bank products or loan schemes
[ ] The presentation is not
chronologically arranged according to
the following:
[ ] discussion of the identified
prevailing issue in the community
[ ] discussion of the possible
function model
[ ] analysis and interpretation of
the model/s
[ ] possible conclusion in relation
to the financial needs of the
people in the community
[ ] presentation of different
products or loan offerings from
banks, lending companies, and
private/government financial
institutions
[ ] computation and graph
illustrating the different products or
loan offerings
[ ] providing sound and valid
recommendation
[ ] Shows no understanding of the
problem, perhaps only re-copying the
given data.
 used) are correct.
[ ] The mathematical concepts
considered (i.e., models, kind of loan,
rule of inference) are appropriately
used in the output.
functions listed (or used) are incorrect.
[ ] At least 50% of the mathematical
concepts considered (i.e., models, kind
of loan, rule of inference) are
appropriately used in the output.
[ ] At most 50% of the equations/
functions listed (or used) are incorrect.
[ ] At most 50% of the mathematical
concepts considered (i.e., models, kind
of loan, rule of inference) are
appropriately used in the output.
[ ] The equations/ functions listed (or
used) are all incorrect.
[ ] The mathematical concepts
considered (i.e., models, kind of loan,
rule of inference) are not appropriately
used in the output.

The recommendations provided The recommendations provided do The recommendations provided do The recommendations provided do
satisfy the following: not satisfy 1-2 of the following: not satisfy 3-4 of the following: not satisfy any of the following:
[ ] Specific [ ] Specific [ ] Specific [ ] Specific
[ ] Measurable [ ] Measurable [ ] Measurable [ ] Measurable
Practicality of [ ] Attainable [ ] Attainable [ ] Attainable [ ] Attainable
Recommendations [ ] Realistic [ ] Realistic [ ] Realistic [ ] Realistic
[ ] Timely [ ] Timely [ ] Timely [ ] Timely
[ ] Responsive to the needs of the [ ] Responsive to the needs of the [ ] Responsive to the needs of the [ ] Responsive to the needs of the
various communities various communities various communities various communities