PRIVATE EDUCATION ASSISTANCE COMMITTEE

FLEXIBLE INSTRUCTION DELIVERY PLAN

Grade: Grade 11 Semester: First (1st) Semester

Core Subject Title: General Mathematics No. of Hours/Semester: 80 hours
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? What to Teach?

Highest Enabling Strategy to Use in developing the Highest

Learning competencies Highest Thinking Skill to Assess
Thinking Skill to Assess

Most Flexible Assessment Flexible Flexible Flexible

Content Performanc
Content Essential Activities (FAA) Enabling Learning Learning Learning
Standards e Standards KUD Most KUD
Topics Complete RBT Level General Strategies Strategies Strategies
Classification Essential Classification Performance (FLS) (FLS) (FLS)
Strategy
Checks
ONLINE MODULAR F2F

1st Quarter

Functions The Problem The learner Distinguishes Understanding Distinguishes Understanding Evaluating Formative Reasoning Systematic Practice: Systematic
and their learners Solving is able to rational, rational, Assessment: and proof Learning: Learning:
Graphs demonstra Involving accurately exponential, exponential,
te the Functions formulate and and Worksheets
understan and solve logarithmic logarithmic Given the following Guided with detailed Guided
ding of the real-life function, function, sets of equation, Exercises and instructions Exercises and
key problems equation, and equation, and function, inequality, Activities and Activities
PRIVATE EDUCATION ASSISTANCE COMMITTEE
concepts involving inequality. inequality. and graph consolidation
of piecewise, determine whether
(M11GM-Ib-2, M11GM-Ib-2, Technology Technology
Functions rational, it is a rational,
M11GM-Ie-4, M11GM-Ie-4, Integration: Integration:
inverse, exponential, or Feedbacking
M11GM-Ih-2) M11GM-Ih-2)
exponential logarithmic Graphing Graphing
, and equation, function Utilities (such Utilities (such
logarithmic or inequality. Justify as Geogebra) as Geogebra)
functions your answer.
with
precision
and
accuracy. Guided Guided
Practice: Practice:

Powerpoint Powerpoint
Presentation Presentation
(for the (for the
Formative Formative
Assessment Assessment
in a Jeopardy in a Jeopardy
format) format)

Feedbacking Feedbacking

Solves Understanding Solves Understanding Applying Practice Exercises: Connections Systematic Practice: Systematic
rational, rational, Learning: Learning:
exponential, exponential,
and and Simplifying rational, Worksheets
logarithmic logarithmic exponential, and Guided with detailed Guided
equations and equations logarithmic Exercises and instructions Exercises and
inequalities. and equations, Activities and Activities
inequalities. functions, and consolidation
(M11GM-Ib-3,
inequalities
M11GM-If-1, (M11GM-Ib-
PRIVATE EDUCATION ASSISTANCE COMMITTEE
M11GM-Ii-1) 3, M11GM-If- Technology Feedbacking Feedbacking
1, M11GM-Ii- Integration:
Expand the
1)
following Microsoft
logarithmic Whiteboard
expressions
Google Apps

Condense the
Feedbacking
following
logarithmic
expressions

Write the following

logarithmic
expressions as an
indicial expressions

Analyzing Activity: Modified Communica

True or False tion

Given the following

statements with
graphs and/or
expressions,
equations, or
inequalities, write
TRUE if the
statement is true,
and if false
underline the
incorrect terms or
phrases and write
the correct terms or
phrases on the
PRIVATE EDUCATION ASSISTANCE COMMITTEE
space provided.

Solves Doing Solves Doing Creating Exercises: Problem Systematic Practice: Systematic
problems problems Solving Learning: Learning:
involving involving
rational, rational, Solves real life Worksheets
exponential, exponential, problems involving Guided with detailed Guided
and and rational, Exercises and instructions Exercises and
logarithmic logarithmic exponential, and Activities and Activities
equations and logarithmic consolidation
equations
inequalities. equations and
and
(M11GM-Ic-3, inequalities
inequalities. Technology Technology
M11GM-Ig-2,
(M11GM-Ic- Integration: Feedbacking Integration:
M11GM-Ij-2)
3, M11GM-Ig-
2 Activity:
Search Search
M11GM-Ij-2)
Engines (such Engines (such
Search and List at as Google as Google
least 5 real life and Firefox) and Firefox)
problems involving
Microsoft
rational,
Whiteboard
exponential, and Feedbacking
logarithmic Google Apps
equations and
inequalities on each
of the following
Feedbacking
fields: Science or
Medicine,
Engineering, and
Technology. Solve
the following
problems and
explain the
importance of the
problems to the
corresponding
PRIVATE EDUCATION ASSISTANCE COMMITTEE
fields.

Graphs Understanding Understanding Applying Exercises: Connections Technology Practice: Technology

functions Integration: Integration:

(M11GM-Ic-2,
Graph the following Worksheets
M11GM-Ie-1,
functions. Graphing with detailed Graphing
M11GM-Ig-1, Utilities (such instructions Utilities (such
M11GM-Ij-1) as Geogebra) and as Geogebra
consolidation
Microsoft
Whiteboard
Feedbacking
Google Apps Feedbacking

Feedbacking

Evaluating Activity: Reasoning Systematic Practice: Systematic

and Proof Learning: Learning:

Graph the following Worksheets

functions by Guided with detailed Guided
creating a table of Activities instructions Exercises and
values with at least and Activities
ten elements of the consolidation
domain and Technology
describe the Integration: Technology
property of the Feedbacking Integration:
graph. Graphing
Utilities (such Graphing
as Geogebra) Utilities (such
as Geogebra)
Microsoft
Whiteboard

Google Apps Feedbacking

PRIVATE EDUCATION ASSISTANCE COMMITTEE
Feedbacking

Identifies the Understanding Identifies the Understanding Evaluating Activity: Reasoning Systematic Practice: Systematic
parts of the parts of the and Proof Learning: Learning:
graph graph
(Domain and (Domain and Sketch the graph of Worksheets
Range, Range, the following Guided with detailed Guided
Intercepts, Intercepts, functions and Activities instructions Exercises and
Asymptotes) Asymptotes) determine the and Activities
Domain and Range, consolidation
(M11GM-Ib-5, (M11GM-Ib-
horizontal and/or Technology
M11GM-Ic-1, 5, M11GM-Ic-
vertical asymptotes, Integration: Technology
M11GM-Id-4, 1, M11GM-
and intercepts. Use Feedbacking Integration:
M11GM-If-3, Id-4,
distinct colors (with Graphing
M11GM-If-4, M11GM-If-3,
legend) of the Utilities (such Graphing
M11GM-Ii-3, M11GM-If-4,
corresponding parts as Geogebra) Utilities (such
M11GM-Ii-4) M11GM-Ii-3,
of the graph as Geogebra)
M11GM-Ii-4) Microsoft
Whiteboard

Google Apps Feedbacking

Feedbacking

Solves Doing Solves Doing Creating Reflect Upon: Problem Systematic Practice: Systematic
problems problems Solving Learning: Learning:
involving involving
functions functions. How is the idea of Worksheets
vertical asymptotes Guided with detailed Guided
(M11GM-Ia-4, M11GM-Ia-4,
applied to real-life Activities instructions Exercises and
M11GM-Ic-3, M11GM-Ic-3,
situations? and Activities
M11GM-Ie-2, M11GM-Ie-2,
consolidation
M11GM-Ig-2, M11GM-Ig-2,
M11GM-Ij-2) M11GM-Ij-2) Technology
Activity: Integration: Technology
Feedbacking Integration:
PRIVATE EDUCATION ASSISTANCE COMMITTEE
Solves world Microsoft
problems involving Whiteboard
Search
functions
Google Apps Engines

Search
Research: Engines
Feedbacking

What is a Richter Feedbacking

Scale and how it is
related to function
models?
PRIVATE EDUCATION ASSISTANCE COMMITTEE

Performance Task: To address some of the 17 Sustainable Development Goals (SDG) of the United Nations, you decided to have a project of spreading awareness and knowledge on financial literacy, in
coordination with a partner barangay, which positively or negatively affects their constituents’ life by educating the constituents regarding situations that may affect the financial status of an
individual, present details of financial products, and produce recommendations. As a team of professionals advocating financial literacy, you will gather numerical data for situations related
to financial status of an individual or group of individuals through available digital sources or hypothetical data and present sound financial decisions based on the gathered data from the
different financial institutions. This may be done through (a) video presentation, (b) online presentation, paper, or (c) brochure presenting information of a prevailing issue—in the context of
SDG—in our country or in a community that affects the financial status of an individual or group of individuals and financial instruments (e.g. savings or loan schemes) from banks,
government agencies (SSS, GSIS, Pag Ibig) , and/or other private financial institutions that can be offered to these constituents. This will be evaluated by your teacher, classmates, family
members, and some barangay constituents 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)

Completeness of [ ] Sources for the completion of the output [ ] At least 50% of sources for the completion [ ] At most 50% of sources for the completion [ ] Sources for the completion of the output
content are factual and reliable. of the output are factual and reliable. of the output are factual and reliable. are not factual and reliable.

[ ] The presentation involves all of the
following:
[ ] function models
[ ] analysis and interpretation of models
[ ] computations of necessary values for
loans
[ ] recommendations generated from valid
arguments
[ ] 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
[ ] 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
[ ] 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

Accuracy of [ ] Solutions or computation to the following
computations are all 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 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 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
[ ] 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

Presentation [ ] The presentation is chronologically arranged [ ] At least 50% of the presentation is [ ] At most 50% of the presentation is [ ] The presentation is not chronologically
according to the following: chronologically arranged according to the chronologically arranged according to the arranged according to the following:
PRIVATE EDUCATION ASSISTANCE COMMITTEE
[ ] 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
Application of [ ] Shows in-depth understanding of the required
Mathematical mathematical knowledge.
Concepts  parts.
[ ] All equations/ functions listed (or used) are
correct.
[ ] The mathematical concepts considered (i.e.,
models, kind of loan, rule of inference) are
appropriately used in the output.
Practicality of The recommendations provided satisfy the
Recommendations following:
[ ] Specific
[ ] Measurable
[ ] Attainable
[ ] Realistic
[ ] Timely
[ ] Responsive to the needs of the various
communities
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/ 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.
The recommendations provided do not satisfy
1-2 of the following:
[ ] Specific
[ ] Measurable
[ ] Attainable
[ ] Realistic
[ ] Timely
[ ] Responsive to the needs of the various
communities
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
[ ] 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 recommendations provided do not satisfy
3-4 of the following:
[ ] Specific
[ ] Measurable
[ ] Attainable
[ ] Realistic
[ ] Timely
[ ] Responsive to the needs of the various
communities
[ ] 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.
[ ] 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 do not satisfy
any of the following:
[ ] Specific
[ ] Measurable
[ ] Attainable
[ ] Realistic
[ ] Timely
[ ] Responsive to the needs of the various
communities