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
School Santa Rita College of Pampanga Grade Level 4
Teacher Katrine Joy B. Bonifacio Learning Area Mathematics
Time & Dates March 9, 2024 Quarter 2

I.OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of ratio and proportion.
B. Performing The learner can define and solve ratio and proportion problems using appropriate
Standards ways.
C. Learning At the end of this lesson, the learners should be able to:
Competencies/  Define ratio and proportion;
Objectives  Perform the three ways in writing ratio and identify if the ratios are
Write the LC Code for proportion;
each  Solve the missing parts; and
 Value the usefulness ratio and proportion in real life situations.
II.CONTENT Ratio and Proportion
III.LEARNING Mathematics for Everyday Use (Castro, Isabel V. et al.)
RESOURCES
A. References
1. Teacher’s Guide Mathematics for Everyday Use (Castro, Isabel V. et al.) (pages 128-136)
pages
2. Learning’s
Materials pages
3. Textbook Pages
4. Additional https://www.twinkl.com.ph/resource/ratio-and-proportion-activity-us-m-2548653
Materials from https://www.thoughtco.com/what-is-ratio-definition-examples-2312529
learning Resources https://www.youtube.com/watch?v=3sVi2JhHvWM&t=489s
(LR) portal
B. Other Learning PowerPoint and Instructional Materials
Resources
IV.PROCEDURES
A. Reviewing Good morning, my dear students! How are you today?
Previous lesson or
presenting the new It’s good to hear that each and everyone is okay. Before everything, class, let us all
lesson stand and pray. Bow your head and listen to the prayer that I’ve prepared for all of
you. For the non-Catholics, you may bow your head. For the Catholics, let’s do the
sign of the cross.

(Opening Prayer will be played.)

You may now sit properly, class.

Class monitor, is everyone here today?

(Class monitor answered.)

Thank you, our class monitor!

Here are the classroom rules:

 1. Be honest.
2. Respect your classmates and teachers.
3. Obey your teachers and always listen to them.
4. Before you speak, raise your hand.
5. Be a good friend to everyone.
6. Always do your best!

Class, if you’re classmate did a good job, do the Angel Clap.

(The teacher demonstrated to the class how the Angel Clap is.)

Now, I want all of you to stand up because we are going to dance!

(Budots will play, and students will dance.)

Do you want more, class? Later, let’s use that energy to the game that I’ve prepared
for you!

But first, I have something for you to answer before the game.

B. Establishing a Now, you will play a game called ‘If You Complete Me, What Is Me?’.
purpose for the
lesson Directions:
1. Group the students into 4 with 5-6 members.
2. The students will receive 5 pictures that have missing pieces.
3. Students need to put the missing pieces of the pictures to their respective
spots.
4. Students must identify what the term is or what do the picture shows.
5. The first one to finish the game wins.

C_L__ _RA_T__N D__I__N

 E_UA_ M_L__PL__A_I_N

C. Presenting Based on the activity and the game that you played, what did you notice?
Examples / instances
of the new lesson (Students answered.)

Very good! How about the dance that you did earlier? What did you notice from the
lyrics and steps?

(Students answered.)

That’s right! Those terms (Colon, Fraction, Division, Equal, and Multiplication) that
have been mentioned from the game and dance will be used later in our discussion
because our topic for today is all about Ratio and Proportion.

First, let’s talk about Ratio. Ratio is a comparison of two quantities. Very good!
Those terms will be used later in our discussion because our topic for today is all
about Ratio and Proportion.

First, let’s talk about Ratio. Ratio is a comparison of two quantities. It is a

comparison of two or more numbers that indicates their sizes in relation to each
other.

For example, there are 3 cats and 5 dogs.

If the question is “What is the ratio of cats to dogs?”, the answer is 3:5. And if the
question is “What is the ratio of dogs to cats?”, the answer is 5:3.

The colon symbol, in ratio, we will read it as “is to” because the colon symbol
separates the 2 numbers of the ratio. In Mathematics term, colon denotes or
represents a ratio or a scale.

The numbers in a ratio are called TERMS. In the previous example, 3 is the first term
in the ratio, and 5 is the second term. Always remember that the order of the terms
in a ratio is important and cannot be interchanged.

Just like in the previous example, if the question is “What is the ratio of cats to
dogs?”, the answer is 3:5 because the quantity of cats is 3 and 5 for dogs, and the
question is about the ratio of cats to dogs. It cannot be interchanged. But if the
question is “What is the ratio of dogs to cats?”, the answer is 5:3 because the
quantity of dogs is 5 and 3 for cats, and the question is about the ratio of dogs to
cats.

Another example, your mother asked you to buy siling haba in the Monay’s Market.
 Monay is offering you 8 pieces of siling haba for 30 pesos. What is the ratio of siling
haba to its price?

(Students raised their hand and answered.)

Very good! The answer is 8:30.

There are three ways in writing a ratio: Word Form, Colon Form, and Fraction Form.

D. Discussing new Now, let’s proceed to Proportion. A Proportion is an equality of two ratios. It is a
concepts and statement of equality between 2 ratios or fractions.
practicing new skills
#1 Always remember this formula:

Example: 1:3=3:9

Using the formula, let’s see if the given ratios are equal or not. First, identify the
means and extremes. The means are the numbers in the inner part. The extremes
are the numbers in the outer part.

Based on the first example, the 3 and 3 are the means while the 1 and 9 are the
extremes.
MEANS

1:3 = 3:9
EXTREMES

To check if the given ratios are proportion, multiply the means and extremes.

9
 x
1:3 =x 3:9

Product of extremes = Product of means

1x9=3x3
9=9
Since the answer is both 9, then the ratios are equal/proportion.

Example: 6:11 = 5:9

6:11 = 5:9

6:11 = 5:9

Product of extremes = Product of means

6 x 9 = 11 x 5
54 = 55
Since the answer is 54 and 55, then the ratios are not equal.

Now, let’s do it in a fraction form.

In fraction form, we will use the cross-multiplication method.

1 3
Example: =
3 9

1 3
=
3 9

1x9=3x3
9=9

Since the answer is both 9, then the ratios in fraction form are equal/proportion.
 6 5
Example: =
11 9

6 5
=
11 9

6 x 9 = 5 x 11
54 = 55

Since the answer is 54 and 55, then the ratios in fraction form are not equal/not
proportion.
E. Discussing new Now, let’s find out how to find the missing part of each proportion. In finding the
concepts and missing part, we can use this formula.
practicing new skills
#2

Let’s give it a try!

Example: 6:9 = n:12

MEANS

6:9 = n:12
EXTREMES

9n
x
6:9 =x n:12
72

Product of extremes = Product of means

6 x 12 = 9 x n
72 = 9n
72 = 9n
9 9
8=n

8 is the missing part. Therefore, it will be 6:9 = 8:12. They are now proportion.
 8 32
Example: =
7 n

8 32
=
7 n

axd=bxc
8 x n = 7 x 32
8n = 224
8n = 224
8 8
n = 28
8 32
28 is the missing part. Therefore, it will be = . They are now proportion.
7 28
F. Developing Now, I want all of you to go to your groupmates because we are going to play
mastery (Leads to BINGO!
Formative
Assessment 3) Directions:
1. Group the students into 4 with 5-6 members.
2. The students will receive 1 BINGO card. That BINGO card consists of 20
boxes. Each box consists of answers from the questions of the teacher.
3. When the teacher asks the students the questions, the students will find the
answers from the 20 boxes in BINGO card.
4. The first player to get five numbers in a row, either vertically, horizontally, or
diagonally, wins. One of the members should shout “BINGO!” to be
considered as the winner.
G. Finding practical The three major daily life scenarios are cooking, grocery shopping, and
applications of transportation. They are examples of where ratios are not only frequently
concepts and skills in encountered but also essential for us to be knowledgeable enough in terms of
daily living buying food, paying in a jeep or bus, or even cooking foods.
1. Your mother used accurate ratios and proportions of ingredients to cook
everything that you eat.
2. Every structure you see around you is the product of precisely measuring and
mixing sand and cement.
3. When we put gas in our car, there is a relationship between the number of
gallons of fuel that we put in the tank and the amount of money we will have
to pay. In other words, the more gas we put in, the more money we’ll pay.
H. Making Before we move on, let me ask you some questions.
generalizations and 1. What is ratio?
abstractions about (Student answered.)
the lesson 2. What are the three ways in writing a ratio?
(Student answered.)
3. What is proportion?
(Student answered.)
4. In colon form, what is the formula to check if the ratios are proportion and
also to find the missing part?
(Student answered.)
5. In fraction form, what method can we use to check if the ratios are
proportion and also to find the missing part?
(Student answered.)

Great job, my dear students! Because you all did a great job, let’s stand up and copy
me. Let’s all say, “We did it! We did it! We did it! Yey!”.
 (Students stood up and shouted “We did it! We did it! We did it! Yey!”.)
You are now ready to take your quiz.
I. Evaluating Learning

J. Additional activities
for application or
remediation
 Prepared by:
Aniel, Daniela
Balatbat, Airah Mari
Calma, Jessa
Palua, Cristine Jhoy