Department of EducationRegion III

Municipality of Subic
JOSEPHINE F. KHONGHUN SPECIAL EDUCATION CENTER
Wawandue, Subic, Zambales

Lesson Plan in Mathematics Grade 10

August 7, 2018

Content Standard:
Understanding of key concepts of sequences, polynomials and polynomial equations.
Performance Standard:
Understanding of key concepts of sequences, polynomials and polynomial equations.
Learning Competency:
Proves the Remainder Theorem and the Factor Theorem.

A. Objectives
1. Identifying the possible Remainders of a polynomial using the Remainder Theorem;
2. Computing for remainders of a polynomial by Substitution of Variables; and
3. Work in a group cooperatively and harmoniously

B. Subject Matter
Topic: Factoring Polynomials
Subtopic: Remainder Theorem
Reference: Curriculum Guide M10AL-Ig-2, TG pp. 54-57 LM pp. 70-76
Materials: Task Cards, Meta Cards, Cross Algebraic Puzzle, Draw lots bowl, Manila Paper, Paper Cutter,
Used board paper, Chalk and board, Pen Touch, Projector and Laptop.

C. Learning Process

a. Review of Related Concept

Review Synthetic Division by answering the Select learners will show their solutions on the
previous assignment board.
b. Presentation of the problem/ Motivation
Decoding a message through evaluating Students will be given 5 minutes to decode, and
polynomials (Completing a message) reveal the topic “REMAINDER THEOREM”
c. Statement of the Objectives
In this lesson learners will be tasked to find the possible factors of a given polynomial by remainder
theorem- evaluating a polynomial by its possible factor will result to zero
d. Discussion
Evaluating Polynomial by completing a crossword 7 minutes will be given for each learner to
puzzle with algebraic equation complete the cross algebraic puzzle.
Guide Question: How did you find the value of a The value of a polynomial is the answer after
polynomial with a given value of x? doing the set of operation indicated in the
algebraic equation. Following the rule of
operations PEMDAS
Guide Question: What mathematical ideas and Rules of Equality and The Fundamental
skills or strategies did you apply in solving the operations on integers. to maintain equality,
puzzle? operations on the equation are inversed in the
process of simplifying- add will be subtract,
multiply will be divide vice versa.
e. Developing Skills
Drill on solving for the remainder by evaluating polynomial expressions.
f. Generalization
Completing by filling the blank with words or Remainder theorem:
symbols that will best complete the statement. If the polynomial P(x) is divided by (x-r), the
remainder R is a constant equal to P(r)
 g. Values Integration
Cite the story of Isidro “coach Sid” Vildosola- aka Super, 2015 paralympic gold medallist.

D. Evaluation
Use the Remainder Theorem to find the remainder when the given polynomial is divided by each binomial.
1. P(x) = 4 x4 - 3 x3 - x3 + 2x + 1
a. x- 1 b. x + 1 c. x - 2

E. Assignment
Do Activity 6: title Learning Module G10 page 76

F. Remarks

No. of learners who earned 80% in the 29

evaluation
No. of learners who require additional 0
activities for remediation who scored below
80%
Did the remedial lessons work? No. of N/A
learners who have caught up with the lesson
No. of learners who continue to require N/A
remediation
Which of my teaching strategies worked Collaborative Learning, Cross Algebraic
well? Why did these work? Puzzle. It helped the students to apply
different mathematical ideas, skills and
strategies.
What difficulties did I encounter which my N/A
principal or supervisor can help me solve?
What innovation or localized materials did I Task Cards and Cross Algebraic Puzzle
use/discover which I wish to share with
other teachers?

Prepared by:

HONEYLYN T. INOCENCIO
Teacher III

Checked by:
EDEL C. BELTRAN
Principal III
 Department of EducationRegion III
Municipality of Subic
JOSEPHINE F. KHONGHUN SPECIAL EDUCATION CENTER
Wawandue, Subic, Zambales

Lesson Plan in Mathematics Grade 10

October 5, 2018

Content Standard:
Demonstrates understanding of key concepts of circles and coordinate geometry.
Performance Standard:
Is able to formulate and find solutions to challenging situations involving circles and other related terms in different
disciplines
Learning Competency:
Illustrates the center-radius form of the equation of a circle.
A. Objectives
1. Write the equation of a circle in center radius form and general form;
2. Apply concept in real world through Math Trail; and
3. Work in a group cooperatively and harmoniously
B. Subject Matter
Topic: The Equation of a Circle
Subtopic: Writing the Equation of a Circle into Center Radius Form and General Form
Reference: Curriculum Guide M10GE-IIh-1, TG pp. 221-230, LM pp. 258-270
Materials: Lesson Video by Mr. Whitt, Chalk and board, Graphing board, Printed Materials, Projector
and Laptop.
C. Learning Process

a. Statement of new topic

Define Circle by letting a learner construct a circle: A set of all point equidistant from a given point
Guide Question: How far are the given points called Center
from the center?
b. Statement of the Objectives
From the definition of the circle, it equation is based on the distant of the points on a circle from the
center. Using the distance formula, we can deduce the Equation of a Circle. This could be written in
center radius form or its general form.
c. Presentation of the problem/ Motivation
Let the learner watch a video on how to Write the equation of the circle in center radius form or
general form.
d. Discussion
Ask learners about ideas not clear for them Cite ideas that aren’t clear to them
e. Developing Skills
Application of concept in a Math Trail The learner will measure a circular object and
write it equation in center radius for and general
form. The they will present their work through
powerpoint presentation they prepared.
f. Generalization
D. Evaluation:
The students will defend their work following the criteria in rubrics.

Score Descriptors
5 Oral presentation is exceptionally clear, thorough, fully supported
with concepts and principles of equations of a circles and easy to
follow.
4 Oral presentation is exceptionally clear, thorough, fully supported
with concepts and principles of equations of a circles and easy to
follow.
3
2

E. Assignment
Do Activity 6: Turn Me into a General! On your LM pp. 265
F. Remarks

No. of learners who earned 80% in the 28

evaluation
No. of learners who require additional activities 0
for remediation who scored below 80%
Did the remedial lessons work? No. of learners N/A
who have caught up with the lesson
No. of learners who continue to require N/A
remediation
Which of my teaching strategies worked well? Math Trail. It helped the students to apply
Why did these work? different mathematical ideas, skills and
strategies within and across the curriculum.
What difficulties did I encounter which my N/A
principal or supervisor can help me solve?
What innovation or localized materials did I Math Trail and ICT Integration
use/discover which I wish to share with other
teachers?

Prepared by:

HONEYLYN T. INOCENCIO
Teacher III

Checked by:
EDEL C. BELTRAN
Principal III
 Department of Education
Region III
Municipality of Subic
JOSEPHINE F. KHONGHUN SPECIAL EDUCATION CENTER
Wawandue, Subic, Zambales

Lesson Plan in Mathematics Grade 7

February 26, 2019

Content Standard:
Demonstrates understanding of key concepts, uses and importance of Statistics, data collection/gathering and the
different forms of data representation, measures of central tendency, measures of variability, and probability.
Performance Standard:
Is able to collect and organize data systematically and compute accurately measures of central tendency and
variability and apply these appropriately in data analysis and interpretation in different fields.
Learning Competency:
Calculates the measures of variability of grouped and ungrouped data.

A. Objectives
1. Define Mean of the ungrouped data by its formula;
2. Solve for the mean of a given set of data; and
3. Work in a group cooperatively and harmoniously.

B. Subject Matter
Topic: Measures of Central Tendency
Subtopic: Writing the Equation of a Circle into Center Radius Form and General Form
Reference: Curriculum Guide M7SP-IVh-i1, TG pp. 304-308, LM pp. 249-251
Materials: Slideshow Presentation, Chalk and board, Printed Materials, Projector and Laptop.

C. Learning Process

a. Motivation
Let learners watch the slideshow presentation about Will present their answers and explain the sources of their
Zambales with the DepEd Zambales Hymn. chosen product.
Ask learners about the products of the province and their
sources.
b. Presentation of the problem
Will groups the students into 5, reminding them of the Will group themselves based on the key chain they’ve got,
proper manner of working in group each keychain represents a product of Zambales, they will be
given a basket representing a product from a certain town of
Zambales
Each basket contains data according to the harvest per Will compute and show their work in a manila paper then
town. Your task is to find the mean of the product harvested they will explain on how they find their answer
per town. Your presentation will be evaluated according to 1. Group A will do radio broadcasting
this rubrics: 2. Group B Short Play
Precision of the answer 40% 3. Group C Infomercial
Creativity and Presentation 20% 4. Group D
Timeliness 20 %
Organization and Teamwork 20%
The teacher will present the scores of the respective Other group will also comment on the others and be
groups and will comment the strength and weaknesses of encouraged to ask question about the presentation of the
each group others group
c. Generalization
How do we compute for the mean? The data is summed up and will be divided by the number of
data

d. Developing Mastery
 Given the scores of students in a math quiz, represented in Students will be given 3 minutes to answer the problem on
a Bar Graph, find the mean, their seats, then one will write and explain his/her solution
on the board.
e. Valuing
Asks the learners to reflect on their manners during the Learners will give feedback about their group mates.
activity

D. Evaluation
Answer the problem involving mean.
Mrs. Amodia, the School Librarian prepared a bar chart that shows the number of students who borrowed
magazines in the library last week.

a. How many magazines were borrowed on Friday?

b. How many students borrowed magazines on this day?

c. What is the mean number of magazines borrowed per

day last week?

E. Assignment
Answer the following guidelines through the help of the table below.

Fruits Price per kilo

Mango 80 pesos
Banana 30 pesos
Lansones 90 pesos
Grapes 160 pesos
Dalandan 30 pesos
Rambutan 70 pesos
Longgan 220 pesos
Guidelines:
1. Compute the mean price of fruits
2. Arrange the price of fruits in ascending order and determine which fruit is in the middle price.

F. Remarks
No. of learners who earned 80% in the evaluation 38
No. of learners who require additional activities for 0
remediation who scored below 80%
Did the remedial lessons work? No. of learners who have N/A
caught up with the lesson
No. of learners who continue to require remediation N/A
Which of my teaching strategies worked well? Why did Interdisciplinary Contextualization. It helped the students
these work? to take mathematics subject lightly and help them apply
different mathematical ideas, skills and strategies within
and across the curriculum. Differentiated instructions.
What difficulties did I encounter which my principal or N/A
supervisor can help me solve?
What innovation or localized materials did I use/discover Slideshow presentation about Zambales and key chains,
which I wish to share with other teachers? localized visual aids.
 Prepared by:

HONEYLYN T. INOCENCIO
Teacher III

Checked by:

EDEL C. BELTRAN
Principal III
 Department of Education
Region III
Municipality of Subic
JOSEPHINE F. KHONGHUN SPECIAL EDUCATION CENTER
Wawandue, Subic, Zambales

Lesson Plan in Mathematics Grade 7

December 6, 2018

Content Standard:
Demonstrates understanding of key concepts of geometry of shapes and sizes, and geometric relationships.
Performance Standard:
Is able to create models of plane figures and formulate and solve accurately authentic problems involving
sides and angles of a polygon.
Learning Competency:
Illustrates polygons: (b) angles; and (c) sides.

A. Objectives
1. Define Mean of the ungrouped data by its formula;
2. Solve for the mean of a given set of data; and
3. Work in a group cooperatively and harmoniously.

B. Subject Matter
Topic: Measures of Central Tendency
Subtopic: Writing the Equation of a Circle into Center Radius Form and General Form
Reference: Curriculum Guide M7GE-IIIe-2, TG pp. 304-308, LM pp. 249-251
Materials: Slideshow Presentation, Chalk and board, Printed Materials, Projector and Laptop.

C. Learning Process

a. Review of Related Concept

Review on the 2 kinds of polygons and parts of a polygon

Ask the learners to solve for the sum of the interior angle
The sum of the interior angles of a triangle is 180
of 3 different triangles, and conclude their properties.
degrees.
b. Statement of the Objectives
Based on this Property of a Triangle you will investigate about the sum of the measures of the interior angles of
other convex polygon.
c. Presentation of the problem
In designing her room Teacher Maria asked her students Students will repeat what Juan did
to help her. While helping Juan discovers something but
can’t explain it. Help Juan explain his discovery.

d. Discussion
Explains each tasks and let students work in triad, Each Group A. will Cut out Triangles
will be given a meta cards Activity Sheets and materials
to work with. They will be given 7 minutes for this tasks Group B will work using a picture of Polygons, Ruler and
Pencil

Group C will investigate using Polygons Yarn and Push

Pins
Completing the table in the activity sheets Will record their findings and try to relate the sum of
interior angles of a triangle to the other polygons.

e. Developing Skills
Give another sample polygons to practice computing for Will answer on their seats and 1 will be called to explain
the sum of the interior angles of a polygon their answer of the board.

Give problems to be solved by reversing the process, Will answer on their seats and 3 will be called to show
Given the total interior angle of a polygon, the student and explain their answer and other students will be
will solve for the number of sides asked to compare and contrast the works on the board.

f. Generalization
If a convex polygon has n number of sides, then the sum The students will arrive with the formula:
of the measures of the interior angles is 180 degrees’
times two less than the number of sides. (n-2)180⁰

D. Evaluation
Determine the sum of the measures of the interior angles of a polygon with 23, 24 and 25 sides.

E. Assignment

1. A hexagonal plot in the Science garden is to be filled

with herbal medicines. But the supply of the medicine
could only cover 360˚.

a. What part of the interior angles of the hexagonal

platform will be covered?
b. Suggest possible design for the garden.

F. Remarks

No. of learners who earned 80% in the evaluation 38

No. of learners who require additional activities for 0
remediation who scored below 80%
Did the remedial lessons work? No. of learners who have N/A
caught up with the lesson
No. of learners who continue to require remediation N/A
Which of my teaching strategies worked well? Why did Interdisciplinary Contextualization. It helped the students
these work? to take mathematics subject lightly and help them apply
different mathematical ideas, skills and strategies within
and across the curriculum.
What difficulties did I encounter which my principal or N/A
supervisor can help me solve?
What innovation or localized materials did I use/discover Cut out Triangles
which I wish to share with other teachers? Polygons, Ruler and Pencil
Polygons Yarn and Push Pins

Prepared by:

HONEYLYN T. INOCENCIO
Teacher III

Checked by:

EDEL C. BELTRAN
Principal III

Rubrics for Assignment

 CRITERIA Outstanding Satisfactory Developing Beginning Rating
4 3 2 1
Accuracy The The The The
computations computations computations computations
are accurate and are accurate and are erroneous are erroneous
show a wise use show a wise use and show some and do not show
of the key of the key use of the key some use of the
concepts of concepts of concepts of key concepts of
geometry of geometry of geometry of geometry of
shapes and sizes, shapes and sizes, shapes and sizes, shapes and sizes,
and geometric and geometric and geometric and geometric
relationships. relationships. relationships. relationships.
Creativity The design is The design is The design is The design does
comprehensive presentable and makes use of the not use of the
and displays the makes use of the aspects of the aspects of the
aesthetics aspects of the mathematical mathematical
aspects of the mathematical concepts but not concepts and not
mathematical concepts presentable. presentable.
concepts learned.
learned.
Mathematical The explanation
Reasoning is clear,
exhaustive or
thorough, and
coherent. It
includes
interesting facts
and principles. It
uses complex
and refined
mathematical
reasoning.
Overall Rating