Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Learning Area: Grade Level: Quarter: Duration:60 min
Learning Competency: The learner distinguishes between simple and general annuities Code: M11GM-IIc-2

Key Concepts / The learner demonstrates understanding of key concepts of simple and general annuities.
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition identify, retrieve, recognize,
Remembering
of knowing duplicate, list, memorize,
The learner can recall information and retrieve relevant
something with repeat, describe, reproduce
knowledge from long-term memory
familiarity gained
Understanding interpret, exemplify, classify, The learner classify between simple and
through experience
The learner can construct meaning from oral, written and summarize, infer, compare,
or association general annuities.
graphic messages explain, paraphrase, discuss

Skills Applying execute, implement, demonstrate,

The ability and The learner can use information to undertake a dramatize, interpret, solve, use,
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
through deliberate, Analyzing differentiate, distinguish, compare, Distinguish between simple and
systematic, and The learner can distinguish between parts and contrast, organize, outline, attribute,
sustained effort to
general annuities
determine how they relate to one another, and to the deconstruct
smoothly and overall structure and purpose
adaptively carryout coordinate, measure, detect, defend,
complex activities or
Evaluating
The learner can make judgments and justify decisions judge, argue, debate, describe,
the ability, coming critique, appraise, evaluate
from one's generate, hypothesize, plan, design,
knowledge, practice, Creating
The learner can put elements together to form a develop, produce, construct,
aptitude, etc., to do formulate, assemble, devise
something functional whole, create a new product or point of
view

Attitud Categories: List of Attitudes:

e 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
Growth in Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty,
feelings or point to, reply, select, sit, Study, use Personal discipline, Perseverance,
emotional 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Sincerity, Patience, Critical thinking,
areas. reacts to a particular phenomenon. Learning outcomes may emphasize compliance in Open-mindedness, Interest,
A settled responding, willingness to respond, or satisfaction in responding (motivation). Courteous, Obedience, Hope,
way of Charity, Fortitude, Resiliency,
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Positive vision, Acceptance,
thinking perform, practice, present, read, recite, report, select, tell, write
or feeling Determined, Independent ,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple Gratitude, Tolerant, Cautious,
about acceptance to the more complex state of commitment. Valuing is based on the
someone Decisive, Self-Control, Calmness,
internalization of a set of specified values, while clues to these values are expressed in the Responsibility, Accountability,
or learner's overt behavior and are often identifiable.
somethin Industriousness, Industry,
g,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Cooperation, Optimism,
typically initiate, invite, join, justify, propose, read, report, select, share, study Satisfaction, Persistent, Cheerful,
one that 4. Organization - Organizes values into priorities by contrasting different values, resolving Reliable, Gentle, Appreciation of
is conflicts between them, and creating a unique value system. The emphasis is on one’s culture, Globalism,
reflected comparing, relating, and synthesizing values. Compassion, Work Ethics, Creativity,
in a Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Entrepreneurial Spirit, Financial
person’s formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, Literacy, Global, Solidarity, Making
behavior synthesize a stand for the good, Voluntariness
5. Internalizing values - (Characterization): Has a value system that controls their behavior. of human act, Appreciation of one’s Display critical
The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the rights, Inclusiveness, Thoughtful,
Seriousness, Generous, Happiness, thinking
learner. Instructional objectives are concerned with the student's general patterns of
adjustment (personal, social, emotional). Modest, Authority, Hardworking,
Realistic, Flexible, Considerate,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice,
 propose, qualify, question, revise, serve, solve, verify Sympathetic, Frankness
Values Categories: List of Values:
A 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting,
principles name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends truth, Kindness, Humble
standards and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in
of responding, willingness to respond, or satisfaction in responding (motivation).
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
one's 2. Maka-tao
perform, practice, present, read, recite, report, select, tell, write
judgment Concern for Others, Respect for Practice respect
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
of what is human rights, Gender equality,
simple acceptance to the more complex state of commitment. Valuing is based on the for others and
important Family Solidarity, Generosity,
internalization of a set of specified values, while clues to these values are expressed in the cooperation
in life. Helping, Oneness
learner's overt behavior and are often identifiable.
Go
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form,
beyond
initiate, invite, join, justify, propose, read, report, select, share, study
learner’s
4. Organization - Organizes values into priorities by contrasting different values, resolving
life on
conflicts between them, and creating a unique value system. The emphasis is on
earth,
comparing, relating, and synthesizing values.
include
more than Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, 3. Makakalikasan
wealth explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Care of the environment, Disaster
and fame, relate, synthesize Risk Management, Protection of
and would 5. Internalizing values - (Characterization): Has a value system that controls their the Environment, Responsible
affect the behavior. The behavior is pervasive, consistent, predictable, and most importantly, Consumerism, Cleanliness,
eternal characteristic of the learner. Instructional objectives are concerned with the student's Orderliness, Saving the
destiny of general patterns of adjustment (personal, social, emotional). ecosystem, Environmental
millions. Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, sustainability
Intention practice, propose, qualify, question, revise, serve, solve, verify 4. Makabansa
ally Peace and order, Heroism and
adding Appreciation of Heroes, National
value to Unity, Civic Consciousness, Social
people responsibility, Harmony,
everyday. Patriotism,
Productivity
2. Content Distinguish simple and general innuities

3. Learning Resources TG, strips of paper, chalk backboard

4. Procedures
4.1 Introductory Activity (5 minutes). This part Curriculum 1. 1. Routine activities
introduces the lesson content. Although at times optional, it is Contextualiz 2. The students will rearrange their chairs. They will place their chair
usually included to serve as a warm-up activity to give the
ation on the sides of the class room to give space at the center for the
learners zest for the incoming lesson and an idea about what
it to follow. One principle in learning is that learning occurs Localization: game.
when it is conducted in a pleasurable and comfortable Consider/includ 3. All students will stay at the center to play The Boat is Sinking
atmosphere. e here the
a. While the students are staying at the center the students will
appropriate
Local Heritage choose any number for the students to form as a group 3- 5 times by
Themes: saying The boat is sinking group yourselves into ____.
A. Annual b. The last number should be the number the teacher his student to
Rites,
group into.
Festivals,
and Rituals c. The students will sit down with their group for a group work.
(Historical/R
4.2 Activity/Strategy (10 minutes). This is an interactive eligious 1. The teacher will call two students to stand in front of the class.
strategy to elicit learner’s prior learning experience. It serves Festivals,
Local
2. With the group, the students will describe the contrasting ideas
as a springboard for new learning. It illustrates the principle
Cultural that make student A different to student B.
that learning starts where the learners are. Carefully
structured activities such as individual or group reflective Festivals, 3. one of the student from each group will discuss their answers will
exercises, group discussion, self-or group assessment, dyadic Local discuss to the class
or triadic interactions, puzzles, simulations or role-play, Delicacies/Pr
cybernetics exercise, gallery walk and the like may be created. oducts
Clear instructions should be considered in this part of the Festivals,
lesson. Rituals,
Wedding
4.3 Analysis (10 minutes). Essential questions are included 1. What are the things that are similar to them? Why?
to serve as a guide for the teacher in clarifying key Ritual, Palihi
Ritual, Burial 2. What makes them different from each other?
understandings about the topic at hand. Critical points are
organized to structure the discussions allowing the learners to Ritual, 3. What helps you distinguish directly that student A is not student B
maximize interactions and sharing of ideas and opinions B Literary
and student B is not student A?
about expected issues. Affective questions are included to Anthologies 4. Why do you think distinguishing the similarities and the differences
elicit the feelings of the learners about the activity or the Written In
topic. The last questions or points taken should lead the Local Language of something is very important?
learners to understand the new concepts or skills that are to (BALITAW,
be presented in the next part of the lesson. BALAK,
4.4 Abstraction ( 5 minutes). This outlines the key Folktales/ Short Simple annuity- an annuity where the payment interval is the same as
concepts, important skills that should be enhanced, and the Stories, Local
Heroes
the interest period
proper attitude that should be emphasized. This is organized
C. Historical General annuity- an annuity where the payment interval is not the
as a lecturette that summarizes the learning emphasized from
the activity, analysis and new inputs in this part of the lesson. Events, same as the interest period.
Enduring
Values,
Indigenous
Using the example yesterday we would know the difference between
Materials, the simple and general annuities.
Indigenous a. In order to save for her high school graduation, Marie decided to
Cultural save P200 at the end of each month. If the bank pays 0.250%
Communities/I
ndigenous
compounded monthly, how much will her money be at the end of 6
years?
People,
Indigenous Simple annuity
Games
D. Topography, b. Mel started to deposit P1,000 monthly in a fund that pays 6%
Flora/ Fauna compounded quarterly.
(Falls,
General Annuity
Mountains,
River, Cave,
Trees, Flower,
4.5 Application (5 minutes). This part is structured to Fauna 1. Using the card board the students will identify if the following
ensure the commitment of the learners to do something to E. Food & Local problem or situation is an example of simple annuity or general
apply their new learning in their own environment. products
G. Role Model
annuity. Every correct answer is worth 5 points.
Family 2. The group with the highest score will receive a pack of candy.
3. The will make a gesture to remind the students to raise their
answers written in the cardboard.
4. The teacher will write the problems on a manila paper for
everybody to see.

a. Suppose Mrs. Remoto would like to save P3,000 at the end of each
month, for
six months, in a fund that gives 9% compounded monthly. How much
is the amount or future value of her savings after 6 months?
b. In order to save for her high school graduation, Marie decided to
save P200 at
the end of each month. If the bank pays 0.250% compounded
monthly, how much will her money be at the end of 6 years?
c. Mel started to deposit P1,000 monthly in a fund that pays 6%
compounded
quarterly. How much will be in the fund after 15 years?
d. A teacher saves P5,000 every 6 months in a bank that pays 0.25%
compounded
monthly. How much will be her savings after 10 years?
e. Ken borrowed an amount of money from Kat. He agrees to pay the
principal plus
interest by paying P38,973.76 each year for 3 years. How much
money did he borrow if interest
is 8% compounded quarterly?
f. Mrs. Remoto would like to buy a television (TV) set payable
monthly for 6 months starting at the end of the month. How much is
the cost of the TV set if her monthly payment is P3,000 and interest is
9% compounded semi-annually?
g. Find the present value and the amount (future value) of an
ordinary annuity of P5, 000 payable semi-annually for 10 years if
money is worth 6% compounded semi-annually.
 h. To pay for his debt at 12% compounded quarterly, Ruben
committed for 8 quarterly payments of P28, 491.28 each. How much
did he borrow?
i. A high school student would like to save P50, 000 for his
graduation. How much should he deposit in a savings account every
month for 5.5 years if interest is at 0.25% compounded monthly?
4.6 Assessment (23 minutes). For the Teacher to: a) Each group will present a role play that portrays either simple or
Assess whether learning objectives have been met for a general annuities. They will be given 5 min to prepare. the role play
specified duration, b) Remediate and/or enrich with should be less than 3 min.
appropriate strategies as needed, and c) Evaluate whether
learning intentions and success criteria have been met.
(Reminder: Formative Assessment may be given before,
during, or after the lesson). Choose any from the Assessment
Methods below:
Assessment Method Possible
Activities
a) Observation Investigation,
(Formal and informal observations of learners’ performance Role Play, Oral Role play
or behaviors are recorded, based on assessment criteria) Presentation,
Dance, Musical
Performance,
Skill
Demonstration,
Group Activity
(e.g. Choral
Reading),
Debate, Motor
& Psychomotor
Games,
Simulation
Activities,
Science
Experiment
b) Talking to Learners / Conferencing Hands-on Math
(Teachers talk to and question learners about their learning to Activities,
gain insights on their understanding and to progress and Written Work
clarify their thinking) and Essay,
Picture
Analysis,
Comic Strip,
Panel
Discussion,
Interview,
Think-Pair-
Share, Reading
c) Analysis of Learners’ Products Worksheets for
(Teachers judge the quality of products produced by learners all subjects,
according to agreed criteria) Essay, Concept
Maps/Graphic
Organizer,
Project, Model,
Artwork, Multi-
media
Presentation,
Product made
in technical-
vocational
subjects
d) Tests Skill
(Teachers set tests or quizzes to determine learners’ ability to Performance
demonstrate mastery of a skill or knowledge of content) Test, Open-
Ended
Question,
Practicum, Pen
and Paper Test,
Pre and Post
Test,
Diagnostic
Test, Oral Test,
Quiz
4.7 Assignment (2minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

Construct 5 situations that show simple and
general annuities. Write your answers on a one
half crosswise sheet of paper.

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity ( 2 minutes).

This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, Life is what we make it.
parable or a letter that inspires the learners to do something to practice their new learning.

5. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.

6. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them
relevant questions. Indicate below whichever is/are appropriate.
A. No. of learners who
earned 80% in the
evaluation.

B. No. of learners who

require additional
activities for
remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
D. No. of learners who
continue to require
remediation.

E. Which of my
learning strategies
worked well? Why
did these work?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to
 share with other
teachers?

Prepared by:

Bibliography
General Mathematics Teacher’s Guide ( Deped) pages 188-203