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    Detailed Lesson Plan (DLP) Format: Learning Competency/ies

    Uploaded by

    Erwin B. Navarro
    This document provides the detailed lesson plan format for a 7th grade mathematics lesson on translating English phrases to mathematical phrases and vice versa. The lesson plan outlines the learning competency, objectives, procedures, and assessments for a 60 minute lesson. Key steps include differentiating phrases from sentences, matching verbal and mathematical phrases, analyzing translations, applying translations in groups, and assessing translations of geometric formulas and expressions. The goal is for students to understand and demonstrate the translation of verbal to mathematical phrases.

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    © All Rights Reserved
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    Detailed Lesson Plan (DLP) Format: Learning Competency/ies

    Uploaded by

    Erwin B. Navarro
    34 views1 page
    This document provides the detailed lesson plan format for a 7th grade mathematics lesson on translating English phrases to mathematical phrases and vice versa. The lesson plan outlines the learning competency, objectives, procedures, and assessments for a 60 minute lesson. Key steps include differentiating phrases from sentences, matching verbal and mathematical phrases, analyzing translations, applying translations in groups, and assessing translations of geometric formulas and expressions. The goal is for students to understand and demonstrate the translation of verbal to mathematical phrases.

    Original Title

    DLP 6

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    This document provides the detailed lesson plan format for a 7th grade mathematics lesson on translating English phrases to mathematical phrases and vice versa. The lesson plan outlines the learning competency, objectives, procedures, and assessments for a 60 minute lesson. Key steps include differentiating phrases from sentences, matching verbal and mathematical phrases, analyzing translations, applying translations in groups, and assessing translations of geometric formulas and expressions. The goal is for students to understand and demonstrate the translation of verbal to mathematical phrases.

    Copyright:

    © All Rights Reserved
    Download as XLSX, PDF, TXT or read online from Scribd
    Download as xlsx, pdf, or txt
    34 views1 page

    Detailed Lesson Plan (DLP) Format: Learning Competency/ies

    Uploaded by

    Erwin B. Navarro
    This document provides the detailed lesson plan format for a 7th grade mathematics lesson on translating English phrases to mathematical phrases and vice versa. The lesson plan outlines the learning competency, objectives, procedures, and assessments for a 60 minute lesson. Key steps include differentiating phrases from sentences, matching verbal and mathematical phrases, analyzing translations, applying translations in groups, and assessing translations of geometric formulas and expressions. The goal is for students to understand and demonstrate the translation of verbal to mathematical phrases.

    Copyright:

    © All Rights Reserved
    Download as XLSX, PDF, TXT or read online from Scribd
    Download as xlsx, pdf, or txt
    You are on page 1of 1

    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


    Learning Area:
    DLP No.: Grade Level: Quarter: Duration: Date:
    6 Mathematics 7 2nd 60 mins 9/4/18
    Learning Competency/ies: Code:
    Translate English phrases to mathematical phrases and vice versa.
    (Taken from the Curriculum Guide) M7AL-IIc-1
    Key Concepts / Understandings to
    be Developed Translating verbal phrases and mathematical phrases.

    Domain Adapted Cognitive Process Dimensions (D.O.


    No. 8, s. 2015) OBJECTIVES:

    Knowledge Remembering
    The fact or condition
    of knowing something with
    familiarity gained through
    experience or association
    Understanding differentiate verbal phrases from mathematical phrases;

    Applying
    translate verbal phrases to mathematical phrases and vice versa;
    Skills
    The ability and
    capacity acquired through Analyzing
    deliberate, systematic, and
    sustained effort to smoothly and
    adaptively carryout complex
    activities or the ability, coming Evaluating
    from one's knowledge, practice,
    aptitude, etc., to do something
    Creating produce responses in translating verbal phrases to mathematical phrases and vice versa;

    Attitude Internalizing values Display cooperation in group activity.

    Values Internalizing values perform the activity with oneness.

    2. Content Translating Verbal Phrases and Mathematical Phrases

    3. Learning Resources Learner's Material pp. 118-122 , Curriculum Guide

    4. Procedures
    4.1 Introductory Activity
    Differentiate a phrase from a sentence?
    2 minutes

    4.2 Activity Match each verbal phrase under Column A to its mathematical phrase under Column B. Each number
    corresponds to a letter which will reveal a quotation if answered correctly. A letter may be used more
    10 minutes than once.

    4.3 Analysis Based on the activity,


    1. Which phrase is easy to translate?
    5 minutes 2. Did you get the quote, "ALL MEN ARE EQUAL"? If not, what was your mistake?
    4.4 Abstraction
    How do you translate verbal phrase into mathematical phrase?
    15 minutes

    4.5 Application Group Activity.(Groups of 3) The given table shows two columns, A and B. Column A contains
    mathematical sentences while Column B contains their verbal translations. Observe the items under each
    15 minutes column and compare. Answer the proceeding questions.

    Write your responses of the following on your paper.


    4.6 Assessment 1.The area (A) of a rectangle is the
    Anlysis of Learners' Products product of length (L) and width (W). 2. The verbal translation of the
    formula for area of a circle (A): A = s², where s is the length of a side of a
    12 minutes
    square.
    4.7 Assignment Enhancing / improving the day’s
    lesson
    Translate the mathematical expression 2(x - 3) in at least two ways.
    1 minutes
    4.8 Concluding Activity
    Explain the quote, "ALL MEN ARE EQUAL".
    1 minutes
    5.      Remarks
    6.      Reflections

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