PEAC MATH INSET 2023 HO 6.

4 SLRP FOR MEANING MAKING TEMPLATE

STANDARDS-BASED LEARNING RECOVERY PLAN (SLRP) TEMPLATE FOR MAKING MEANING

Directions: Make a plan for undertaking learning recovery in your school by completing the table below. Check your plan
for alignment across columns and review other indicators given for the rubric of this plan.
SUBJECT: GRADE: QUARTER:
TOPIC: TEACHER(S):

1 2 3 4 5 6 7 8 9 10
Missed Current Existing Stand Mastery Mastery Rubric Interventio Plan For Timeline
Standard Standard Curricular Alone or Expectations & Expectations & Focus n or Curricular for
and LCs and LCs Materials Layered Skill Skill Remediatio Materials Teaching
In Breakdown Breakdown n
*Standards/ *Standards/ Strategies
LCs that are LCs that are and Action
stand alone merged
(as stated in (as stated in
column 1) column 4)

Content Content In order for the The leaner N/A Learning Performance Tier 1 Universal Existing materials Meeting 1;
Standard: Standard: learners to solves Expectations: Indicator: Instruction will show the use Modeling
The leaner The learner solve for the problems involves the use of the CER Discussion of
demonstrates solves linear involving The learner is Solves of the CER Scaffold. Solving Linear
understanding problems equations and linear expected to be able problems linear scaffolded from Equation and
of the key involving inequalities in equations to: equations and the most to least Inequalities in
concepts of linear two variables, and inequalities in using various Two Variables
measurement. equations and they need to inequalities 1.) Find the solution one and two methods to solve Differentiation using different
(G7Q4) inequalities in master the in one and of linear equations variables. problems will be done by methods
two variables. skills in two and inequalities in involving linear content(student
Performance solving linear variables. one and two equations and will choose from Meeting 2:
Standard: Performance equations and variables; inequalities. several methods Guided Practice
Standard: inequalities in Emerging: Solving Linear
showing different
s able to The learner is one variable. 2.) Solves problems Equations and
formulate able to solutions in Inequalities in
involving linear I can identify solving problems)
real-life formulate real- solutions of the One and Two
equations and by environment
problems life problems given and Variables using
involving involving inequalities in one (group, pair, and worksheets. The
and two variables; unknown individual work),
measurements factors of activity will be
and problem and process
and solve polynomials; done by groups.
these using a rational involves linear (elimination or
variety of algebraic 3.) Generalizes the equations and substitution Meeting 3:
expressions, real-life problems inequalities. Independent
 involving trends and Developing: methods). Practice
options that can be Solving Linear
strategies. linear I can explain
modelled and solved Inequalities in
equations and
using linear possible one and two
Learning inequalities in Students will be
equations in one and solution that variables using
Competency: two variables,
two variables can be used to checked on their worksheets on
The learner systems of
solve the given mastery by their own.
linear
equations and problem. looking at the
41. solves rubric scores on
inequalities in
problems two variables Learning Targets: the exercises
involving and linear involving group,
equations and functions, and 1. I can identify the Proficient: pair, and
inequalities in solve these given and unknown individual work.
one variable. problems in a given problem. I can solve
accurately problems
using a variety 2. I can formulate an involving linear
of strategies. equation that can be equations and The C-E-R
used to solve the inequalities scaffold will be
problem. using various done from the
methods. most to semi and
3. I can solve the on to least on
problems using different methods
various methods. in solving
Distinguished: problems that
4. I can generalizes involves linear
the uses of linear I can generate
solutions that equations and
equation and
applies real-life inequalities and
inequalities in one
and two variables. problems to be done in
involving linear groups, pairs, and
equations in one individuals.
and two
variables.

The Chunking
complexity type
and
metacognition
from scaffolding
are also
integrated.

*adapted from National Institute for Excellence in Teaching (NIET)

Rubric for Scoring Criteria:
 Performance 1 2 3 4
Indicators
Emerging Developing Proficient Distinguished

Solves problems I can identify solutions I can explain possible I can solve problems I can generate
linear equations and of the given and solution that can be involving linear solutions that applies
inequalities in one and unknown problem used to solve the equations and real-life problems
two variables. involves linear given problem. inequalities using involving linear
equations and various methods. equations in one and
inequalities. two variables.

CER Rubric:

Component 2 1 0
Acceptable Partially Acceptable Not Acceptable

Claim Uses the most appropriate Uses most appropriate Uses an incomplete steps to
What is the most steps on solving problems steps in solving linear solve the problems involving
appropriate steps in solving involving linear equation and equation and inequalities linear equations and
problems involving linear inequalities. but with incomplete inequalities.
equations? solutions.

Evidence Uses an appropriate Uses an appropriate Uses an inappropriate

Use appropriate steps in methods in solving linear methods but inaccurate methods and incorrect
solving problems involving equations and inequalities computations. computations.
linear equations and that shows correct
inequalities. computations.

Reasoning Provide step by step Provides partial or Does not provide step by
Conclusion drawn reflect the solution that shows the incomplete step by step step solutions to the
accuracy of computation connection or relationships solution that shows the problems or provide solution
and the appropriateness of of the evidence to the claims connection or relationship of that does not relate to the
the steps in solving evidence of the claims. claim or evidence.
problems involving linear
equation and inequalities.

SYSTEMATIC AND EXPLICIT INTERVENTION PROCEDURES WITH SCAFFOLDING AND

DIFFERENTIATION:

MEETING 1: MODELLING

1. Tell the students that they will learn to solve linear equations and inequalities in two variables.
2. Distribute a copy of problems involving linear equations and inequalities in two variables.
3. Let me demonstrate the first problem about solving linear equations and inequalities in one variable: “ In solving
1
linear equations and inequalities in one variable, find the solution set of 2x-5=-4, , use the replacement set {-1,0,
2
}.” Discuss to the students that in solving linear equations and inequalities in one variable, we need to use the
method to find the solution of the given problem.
4. So, let’s find out the answer to the given problem. We al know that in solving linear equations and inequalities, we
need to substitute x with -1 first (based on the given replacement set) the answer will be -7; which makes the
solution false. Next, we substitute x with 0, then the answer will be -5; which again makes the solutions false.
1
After that, we need to substitutes x with and the answer will be -4; which now makes the solution true or
2
correct.
5. Now, let us consider another problem. Use the replacement set {-1,0,1} to identify the solution of 4x+5=9. We will
repeat the process in solving linear equations and inequalities in one variable. The solution for the given problem
will be 1.
6. So, to solve for the problems involving linear equation and inequalities, I did the following steps:
a. First, use the replacement set of the given problem.
b. Second, substitute the given set to the given problem.
 c. Lastly, determine if the solution set is true or false.

MEETING 2: Solving Equations and Inequality in One or Two Variable. Guided

Practice 1 – MOST SCAFFOLDED
Guided Practice- Chunking Complexity / Differentiation by Content and Environment
1. Distribute the worksheet 1 on solving the Linear Equation in One or Two Variables to the students. The worksheet
is divided into two parts: Part 1 contains solutions in solving Linear Equations and Inequalities in one or Two
Variables with missing numbers; Part 2 contains a problem that needs to be solved by the students with the help
of the teacher.
2. The students will answer the worksheets in groups of 5. A student in the group can ask questions with other
students in another group.
3. Constant monitoring will be done by the teacher for the students’ progress in solving the given problems.
4. Check the students’ answer in the worksheet and have the students determine whether the solution is correct or
wrong, and explain why.
5. Address difficulties encountered by the students in answering the worksheet.
Meeting 3: Solving Equations and Inequality in One or Two Variable

Independent Work – Metacognitive Scaffolding / Differentiation by Content and Environment

1.Distribute Worksheet 2 with varied problems in solving linear equations and inequalities in one or two variable.

2.Tell the students to work individually.

3.Remind the students to assess whether they completed each step in solving linear equations and inequalities in one or two variables.

4.Ask the students about the different learning they gained in answering the worksheet.

MEETING 3: Guided Practice 2 – SEMI-SCAFFOLDED

Types of Differentiation: (Please indicate the type of differentiation: Differentiation by Content, Process and
Environment)
 7. Distribute Worksheet ___ discussing ______________.

8. Ask a question that students will keep in mind when reading text: “…………?”

9. Pair up (Group) the students and randomly ask each pair to state the CER steps. Then have pairs answer
below the text multiple choice questions for Claim and Reasoning and write their Evidence with corresponding
text highlights.

10.Ask students to explain their choices for Claim and Reasoning. In their explanations, have students discuss
how they selected the Claim, wrote and marked the Evidence and picked on the Reasoning. Ask students to
also identify the flow of the Reasoning part beginning with a restatement of the claim, a definition of key
terms in the question, the application of the definition to the evidence, and conclusion of how evidence
supports the claim.

(Choose only one option.)

Option 1 Option 2 Option 3

Texts/Articles/Problems: Texts/Articles/Problems: Texts/Articles/Problems:

Question: Question: Question:

Claim Claim Claim

(Provide the Claim)

Evidence Evidence Evidence

(Provide the Evidence)

Reasoning Reasoning Reasoning

(Provide the Reasoning)

MEETING 4: Independent Work – LEAST SCAFFOLDED

Types of Differentiation: (Please indicate the type of differentiation: Differentiation by Content, Process and
Environment)

22.Distribute Worksheet 3 with Texts…... Let the students read the article (provide the article/text/problem).

23.Ask questions that students will keep in mind when reading text …….Then have students read.
 24.Ask students to work individually and answer below the text on the blanks their Claim, Evidence and Reasoning.
For the Evidence part, students will highlight the corresponding text.

TEXT/ARTICLE/PROBLEM:
CLAIM:
EVIDENCE:
REASONING:

25.Ask students to explain their answers for Claim, Evidence and Reasoning. Ask students to also identify the flow of
their Reasoning part beginning with a restatement of the claim, a definition of key terms in the question, the
application of the definition to the evidence, and conclusion.
1