GRADE 9 School BUENAVISTA INTEGRATED SCHOOL Grade Level 9

DAILY LESSON PLAN Teacher ALJOMAR M. TOMAUB Learning Area ARTS

(SEMI-DETAILED) Teaching Date Quarter II

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates The learner demon
understanding of art elements understanding of art elements understanding of art elements understanding of art elements mastery in literacy
and processes by synthesizing and processes by synthesizing and processes by synthesizing and processes by synthesizing numeracy.
and applying prior knowledge and applying prior knowledge and applying prior knowledge and applying prior knowledge
and skills. and skills. and skills. and skills.
B. Performance The learner The learner The learner The learner The learner demon
Standard performs/participate performs/participate performs/participate performs/participate mastery in literacy
competently in a presentation competently in a presentation competently in a presentation competently in a presentation numeracy.
of a creative impression of a creative impression of a creative impression of a creative impression
(verbal/nonverbal) of a (verbal/nonverbal) of a (verbal/nonverbal) of a (verbal/nonverbal) of a
particular artistic period. particular artistic period. particular artistic period. particular artistic period.
C. Learning The learner analyzes art The learner analyzes art The learner identifies distinct The learner identifies The learner masters liter
Competency elements and principles in the elements and principles in the characteristics of arts during representative artists from and numeracy.
production of work following production of work following the Renaissance and Baroque Renaissance and Baroque
a specific art style. a specific art style. periods. periods.
(A9EL-IIb-1) (A9EL-IIb-1) (A9EL-IIb-2) (A9EL-IIb-3)
LITERACY AND
NUMERACY
II. SUBJECT MATTER DRILL/INDEPENDE
COOPERATIVE
LEARNING (ICL
A. Reference https://
www.pbslearningmedia.
subjects/Mathematics/k-
m.busyteacher.org,
math-only-math.com
B. Materials module, chalk and board module, chalk and board module, chalk and board module, chalk and board Printed Reading and
Pronunciation materials,
worksheets, chalk and b
III. PROCEDURES
A. Preliminary 1. Prayer 1. Prayer 1. Prayer 1. Prayer 1. Prayer
2. Checking of 2. Checking of 2. Checking of 2. Checking of 2. Checking of
Attendance Attendance Attendance Attendance Attendance
3. Reminder 3. Reminder 3. Reminder 3. Reminder 3. Reminder
B. Review The teacher will ask the The teacher will ask the The teacher will ask the The teacher will ask the
 students about the previous
topic; What is a set? How
about the union, intersection
and complement of set?
C. Activity The teacher will provide an
illustration of a number line and set of integers and let the
let the students answer the
following.
1. How far is -4 from 0?
2. How about 4?
3. -12?
4. 12?
5. 8?
D. Analysis Out from the given activity,
the teacher will ask the
students on what will be the
topic for the day.
E. Abstraction The teacher will present and
discuss the topic,
Absolute Value of a
Number on a Number Line.
F. Application The teacher will provide
an activity to the students.
1. What is absolute
value?
students about the previous students about the previous students about the previous
topic; What is absolute value? topic; What are the rules in topic; What are the rules in
The teacher will give an activity adding integers? The teacher subtracting integers? The
related to absolute value. will give an activity related to teacher will give an activity
adding integers. related to subtracting integers.
The teacher will provide The teacher will provide The teacher will provide
set of integers and let the set of integers and let the
students answer the following. students answer the following. students answer the following. I.LITERACY
The teacher will p
1. 12 + 15 = 1. 16 – 16 = 1. (9) (8) = words to the students an
2. -12 + 15 = 2. -16 – 16 = 2. (-9) (-8) = let them make sentenc
3. -12 + -15 = 3. 16 – (-16) = 3. (9) (-8) = of the words given; co
4. 12 + -15 = 4. -16 – (-16) = 4. (10)/(5) = reading.
5. (-10)/(5) = II.NUMERACY
6. (-10)/(-5) = Provide numeracy dril
solving addition, subtr
multiplication, and di
Have a peer-mentoring.
Out from the given activity, Out from the given activity, Out from the given activity,
the teacher will ask the the teacher will ask the the teacher will ask the
students on what will be the students on what will be the students on what will be the
topic for the day. topic for the day. topic for the day.
The teacher will present and The teacher will present and The teacher will present and
discuss the topic, discuss the topic, discuss the topic,
Adding Integers. Subtracting Integers. Multiplying and Dividing
Integers.
The teacher will provide The teacher will provide The teacher will provide III. REMEDIATION/
a group activity to the students. a group activity to the students. a group activity to the students. REINFORCEMENT/
The teacher divides the The teacher divides the The teacher divides the ENRICHMENT (RRE
students into two. students into two. students into three.
 2. Illustrate the distance Group 1: Group 1: Group 1:
of -5, 12, -6, 15, and Directions: Answer what is Directions: Answer what is Directions: Answer what is
18 on the number line. asked. asked. asked.
1. Write the steps in adding 1. Write the steps in 1. Write the steps in
integers and provide 4 subtracting integers and Multiplying and dividing
examples. provide 4 examples. integers and
provide 2 examples.
Group 2: Group 2: Group 2:
1. 10 + (-12) = 1. -9 – 9 = 1. (-2) (-12) =
2. -13 + -13 = 2. 23 – (-26) = 2. (-8) (4) =
3. -8 + 5 = 3. -16 – (-18) = 3. (5) (-6) (-7) =
4. -14 + 15 = 4. 19 – 20 = 4. (-3) (-4) (-5) =
5. -2 + (2) = 5. -5 – (-5) = 5. (5) (-8) (9) =
Group 3:
1. (-25)/(-5)/(-1) =
1. 2. (15)(-3) =
3. (48)/(-8)/(1) =
4. (-12)/(-6) =
5. (0)/(-8) =

IV. EVALUATION The teacher will give an individual

The teacher will give an The teacher will give an The teacher will give an
quiz to the individual quiz to the individual quiz to the students. individual quiz to the students.
students. students.
Directions: Answer the Directions: Answer the
Directions: Answer the Directions: Answer following. following.
following. the following.
I. I. I. I.
_____1. It refers to how far or
near an integer on the number 1. If you add integers having 1 . In subtracting integers 1 In multiplying integers with
line? different/opposite signs, you having like signs(negative), unlike signs, the product is
_____2. The absolute value will proceed to ____ and copy ____ the sign, subtract and ____.
of an integer is always positive. the sign of the number having copy the sign of the bigger 2 In multiplying integers having
(True/False) the bigger ______. number. In subtracting integers opposite signs, the product is
2.You will ____ the integers with same signs (positive), ____.
II. having the same signs. subtract and copy the sign of 3 In dividing integers with
the bigger number. unlike signs, the quotient is
1. - -20 2 . In subtracting integers ____.
II. having opposite signs, ____ 4 In dividing integers having
and copy the ____. Same signs, the quotient is
1. 13 + -13 = _____.
2. -25 II. 5 In multiplying and dividing
2. 24 + (-29) =
 3. 9 3. -10 + 10 = Integers, if the number of
4. -9 + 4 = 1. -2 – 2 = negative signs is odd, the
4. -4 2. 12 – (-12) = answer is ____, and if the
5. -8 + -8 =
3. 15 – 19 = number of signs is even, the
4. -22 – (-24) = answer is ____.
5. - 15
5. -9 – (-9) =
II.

1. (-2)(-5) =
2. (13)(-3) =
3. (-2)(-5)(-6) =
4. (5)(-2)(5) =
5. (-3)(7)(-2) =
6. (-18)/(-3) =
7. (28)/(-2)/(7) =
8. (25)/(-5) =
9. (-24)/(4)/(-3) =
10. (-32)/(-8)/(-4) =

V. ASSIGNMENT Study in advance about Study in advance about Study in advance about Read some unfamiliar words and
Integers and Adding Integers. Subtracting Integers. Multiplying and Dividing practice making sentences. Practice solving
Integers. the four fundamental operations in
Mathematics.