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 be able to learn the basic concepts of stocks and bonds.

Culminating Performance Standard: The learners are able to apply their knowledge to use appropriate financial instruments involving stocks and bonds in formulating conclusions and making decisions.
What to Teach? Why Teach? How to Assess? How to Teach?

Highest Thinking Skill to Highest Enabling Strategy to Use in developing the

Learning competencies
Assess Highest Thinking Skill to Assess

Most KUD Flexible

Content
Content Essentia Performance Standards Classification Assessment
Standards KUD Enabling Flexible Learning Strategies
l Topics Complete Most Essential RBT Level Activities (FAA)
Classification General Strategy (FLS)
Performance
Checks

Quarter

Basic Basic Stocks The learner should be 33. illustrate stocks Knowing 33. illustrate Knowing Understand Create a table of Representation The teacher will provide the
Business concepts and able to use appropriate and bonds. stocks and ing illustration for Illustrations, encourage the
Mathematics of stocks Bonds. financial instruments bonds. the stocks and students to interact in the
and involving bonds. discussion.
bonds.
stocks and bonds in

formulating
conclusions

and making decisions.

34. distinguishes Understanding 34. distinguishes Understanding Analyzing Let the students Connections Group Collaboration
between stocks and between stocks
bonds. and bonds. to distinguish
what is the
stocks and bonds
by letting them
have a group
collaboration.

35. describes the Understanding 35. describes the Understanding Analyzing Provide the list of Reasoning and Exploratory
different markets different markets different markets Proof
for stocks and for stocks and for the stocks
bonds. bonds. and bonds with
 their description.

36. analyzes the Understanding 36. analyzes the Understanding Analyzing Ask the students Communication Exploratory
different market different market about the
indices for stocks indices for stocks different market
and bonds. and bonds. indices for the
stocks and bonds

37. interprets the Knowing 37. interprets the Knowing Understand Let the students Representation Discussion
theory of efficient theory of ing make an
markets. efficient markets. interpretation
anchored to the
gathered
evidence/data
about the theory
of efficient
markets.

Performance Task:
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

Complete the FIDP for the topic stocks and bonds

Other parts of the FIDP can be lifted from the original CG such as the Content, Content Standard, Performance Standard, and Learning Competencies (complete column) which are related to the assigned topic:
modeling functions for group 1, solving problems involving functions for group 2, basic business mathematics for group 3.

The question below can help you identify the needed learning competencies for the assigned topic:

As an entry for a complete column, what are the different learning competencies needed for modeling functions that can be found in the original CG?

As an entry for the most essential column, which learning competencies from the complete column can also be found in the MELCs provided by DepEd?

After copying the needed information from the original CG and MELCs, start filling out the column for KUD-RBT-FAA-EGS-FLS.

Begin with identifying the KUD classification of the learning competencies considered.
Then, identify the corresponding RBT and EGS using the slide regarding the relation of KUD, RBT, and EGS flashed on the screen earlier.

Lastly, fill out the columns for Flexible Assessment Activities capturing the RBT level of thinking identified and Flexible Learning Strategies considering the enabling general strategy identified.