Republic of the Philippines

Department of Education
Region VII, Central Visayas
Schools Division of Negros Oriental
Manjuyod District I
Panciao High School – 312966
Basakan, Panciao, Manjuyod Negros Oriental
LOCALIZED LESSON PLAN IN GENERAL MATHEMATICS

QUARTER II
Week 7
Subject: MATH Grade Level: 11
Date: January 10, 2024 Day 3
The learner demonstrates understanding of key concepts of
Content Standard
propositional logic; syllogisms and fallacies.

Performance Standard The learner is able to judiciously apply logic in real-life arguments.

Competency Determines the truth values of propositions. M11GM-IIh-1

I. OBJECTIVES
Knowledge:  Express propositions in symbols;
Skills:  Determine the truth value of a proposition;
Attitude:  Show appreciation in the importance of the truth value of
propositions to real life situations.
II. CONTENT TRUTH VALUES OF PROPOSITIONS

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials Learner’s Module (LM) in General Math , p.232-237.
Pages
3. Textbook Pages Faylogna, Frelie T., Lanilyn L. Calamiong, and Rowena C. Reyes.
2018. General Mathematics. Sta. Ana, Manila: Vicarish Publications
and Trading, Inc. Pages 164-171
4. Additional Materials Worksheets, Tarpapel, marker pens, laptop, LED TV
5. Learning Resources EASE Modules
(LR) portal
B. Other Learning https://www.cemc.uwaterloo.ca/events/mathcircles/2017-18/Fall/
Resources Junior6_Oct10_Soln.pdf
IV. PROCEDURES
A. Reviewing or presenting OPERATIONS ON PROPOSITIONS: negation, conjunction, disjunction,
the new lesson incompatibility, and implication represented by sentential operators (or
connectives) ~, ∧, ∨, | and →, respectively.
B. Establishing a purpose Fruits are pulpy part of a flowering plant that contains seeds.
for the lesson Fruits are sweet.

p: Tomato is a fruit.
q: Tomato is not sweet.

Presenting of the objectives.

C. Presenting examples of
the new lesson

D. Discussing new (Oral Recitation)

concepts and practicing See attachment A
new skills #1 The teacher may use manila paper or slides.
E. Discussing new Board work
concepts and practicing Divide the class into 4 groups.
new skills #2 Refer to attachment A, assign each group to answer the activity by using
the distance formula. The leader will write the solution on the board.
Group 1 will answer no. 1 . Group 2 will answer no. 2.
Group 3 will answer no. 3 . Group 4 will answer no. 4.
Answers: 1. 5.83 units 2. 6.71 units 3. 5 units 4. 3.16 units
F. Developing Mastery Group Activity.
Divide the class into 4 groups.
Each group is given 5 minutes to answer the activity. - Let the group
presenter discuss the answer . Use a rubric to rate the presentation done.
Provide the groups manila paper and marker pens.
Find the distance between each pair of points on the coordinate plane.
Round the answer to the nearest tenth.
Group 1. M(2,-3) and N(10,-3) Answer: 8 units
Group 2. P(3, -7) and Q(3,8) Answer : 15 units
Group 3. C(-4,3) and D(7,6) Answer : 11.4 units
Group 4. A(2,3) and B(14,8) Answer : 13 units
G. Finding practical The distance formula has many applications in real life. In
applications of particular, it can be used to find the distance between two objects or
concepts and skills in places.
daily living A map showing the locations of different municipalities and cities is
drawn on a coordinate plane. Each unit on the coordinate plane is
equivalent to 6 kilometers. Suppose the coordinates of Mabini City is (2,
2) and Sta. Lucia town is (6, 8). What is the shortest distance between
these two places?
Answer:
The
distance
between
Sta. Lucia
town and
Mabini
City is

approximately 43.26 km.

H. Making Guide questions:

Generalizations and 1. How do you find the distance between points that are aligned
abstractions about the horizontally? vertically?
lesson Answers
a. d = ¿ x 2−x 1∨¿ , for the distance d between two points that are
aligned horizontally.
b. d = ¿ y 2− y 1 , for the distance d between two points that are aligned
vertically.
2. If two points are not aligned horizontally or vertically, how would
you determine the distance between them?
Answer
The Distance Formula can be used to find the distance between two
points on a coordinate plane.

I. Evaluating learning 1. Find the length of each line segment using the distance formula.
Round the answer to two decimal places.

Answers:
1. 5.83
units
2. 3 units
3. 6.08
units
2. Find
the
unknown
value
with the
given
endpoints
and distance between them.
(7, –5), (d, –1), distance = 4 units
Answer: d = 7
J. Additional Activities
 for application or
remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who A. ____ No. of learners who earned 80% in the evaluation
earned 80% in the
evaluation
B. No. of learners who B. ____ No. of learners who require additional activities for remediation
require additional
activities for remediation
C. Did the remedial C. Did the remedial lessons work? ____ No. of learners who have
lessons work? No. of caught up the lesson
learners who have caught
up the lesson
D. No. of learners who D. ____ No. of learners who continue to require remediation
continue to require
remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? ____ Group collaboration
Why did these work? ____ Games
____ Powerpoint Presentation
____ Answering preliminary activities/exercises
____ Discussion
____ Case Method
____ Think-Pair-Share (TPS)
____ Rereading of Paragraphs/Poems/Stories
____ Differentiated Instruction
____ Role Playing/Drama
____ Discovery Method
____ Lecture Method
Why?
____ Complete Ims
____ Availability of Materials
____ Student’s eagerness to learn
____ Group member’s Cooperation in doing their tasks
F. What difficulties did I ____ Bullying among students
encounter which my ____ Student’s behavior/attitude
principal and supervisor ____ Colorful IM’s
help me solve? ____ Unavailable Technology
Equipment (AVR/LCD)
____ Science/Computer/Internet Lab
____ Additional Clerical works
____ Reading Readiness
G. What innovation or
localized I used/discover
which I wish to share with
other teacher?
Attachment A