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:
1 MATHEMATICS 7 3rd 160 December 4, 2017
Learning Competency/ies: Code:
31. derives the laws of exponent
(Taken from the Curriculum Guide) M7AL-IId-e1

Key Concepts / Understandings to be The learner demonstrates understanding of key concepts of the different laws
Developed of exponents specifically Product Rule and Quotient Rule.

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Remembering Identify the Laws of Exponents.

Knowledge
The fact or condition of knowing
something with familiarity gained
through experience or association
Understanding

Applying Illustrate the other 2 Laws of Exponents.

Skills Analyzing
The ability and capacity
acquired through deliberate, systematic,
and sustained effort to smoothly and
adaptively carryout complex activities or Evaluating Evaluate expressions with exponents using Power Rule and Expanded Power
the ability, coming from one's
knowledge, practice, aptitude, etc., to do Rule.
something

Creating Construct their own example of the given laws.

Attitude Valuing

Values Valuing

2. Content LAWS OF EXPONENTS

Mathematics Learner's Material (aseron, et al.), pp. 126-129;

3. Learning Resources https://mcckc.edu/tutoring/docs/br/math/expon_logar/Exponent_Ru
les_Practice.pdf
4. Procedures

REMINDME! Let the students have a review of the previous topic: the first 2 Laws of
Exponents. There will be a short boardwork.

4.1 Introductory Activity

15 minutes

4.2 Activity
WHAT LETTER AM I? After having the 4PICS1WORD, each group will proceed to this
activity. Each letter in the alphabet will havea corresponding number. The group will
answer the different given. And they should select the letter of their corresponding
20 minutes
answers to guess the unknown word. the first group to give the correct answer will gain
twenty (20) points.

What is Law?
4.3 Analysis What is Exponent?
What is PRODUCT?
What is QUOTIENT?
15 minutes

4.4 Abstraction
 30 minutes

STEAL ME! Let the students have a group activity. The class will be divided into 6
groups. Each group will form a straight line.
At the front of each line, there will be a chair with an illustration board, chalk and eraser.
4.5 Application
One representative will seat in the chair and should answer/evaluate the given written on
the flashcard that will be shown by the teacher. The first to show the correct answer will
gain five (5) points.
The group with the highest earned points will be the winner.
POINTING SYSTEM: Other groups could steal points from another group.
25 minutes

BINGO! Let the students have a group activity. The class will be divided
into three (3) groups. Each group will receive a big Laws of Exponents
BINGO Card. Each member of the group should choose one box/given
and answer it. The first group to complete first the Bingo Card will gain
twenty (20) points.
4.6 Assessment

Anlysis of Learners' Products

30 minutes

In a 1/2 sheet of paper.

4.7 Assignment

Enhancing / improving the day’s

lesson

10 minutes

4.8 Concluding Activity

15 minutes

5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in the evaluation. C.   Did the remedial lessons work? No. of learners who
have caught up with the lesson.
B.   No. of learners who require additional activities for
D.  No. of learners who continue to require remediation.
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:

Name: School:

Position/
Designation: Division:

Contact Number: Email address:

 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:
2 MATHEMATICS 7 3rd 160
Learning Competency/ies: Code:
31. derives the laws of exponent
(Taken from the Curriculum Guide) M7AL-IId-e1

Key Concepts / Understandings to be The learner demonstrates understanding of key concepts of the different law
Developed of exponents specifically Power Rule and Expanded Power Rule.

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Knowledge Remembering Identify the Laws of Exponents.

The fact or condition of knowing
something with familiarity gained Understanding
through experience or association

Applying Illustrate the First 2 Laws of Exponents.

Analyzing
Skills
The ability and capacity
acquired through deliberate, systematic,
and sustained effort to smoothly and
Evaluating Evaluate expressions with exponents using Product Rule and Quotient Rule
adaptively carryout complex activities or
the ability, coming from one's
knowledge, practice, aptitude, etc., to do
something
Creating Construct their own example of the given laws.

Attitude Valuing

Values Valuing

2. Content LAWS OF EXPONENTS

Mathematics Learner's Material (aseron, et al.), pp. 126-129;

3. Learning Resources https://mcckc.edu/tutoring/docs/br/math/expon_logar/Exponent_R
les_Practice.pdf

4. Procedures
 4PICS1WORD! Let the students have a group activity. The students will be divided into
four (4) groups. They will play the most common 4PICS1WORD. The first group to
answer the word will receive twenty (20) points.

4.1 Introductory Activity

15 minutes

4.2 Activity
WHAT LETTER AM I? After having the 4PICS1WORD, each group will proceed to this
activity. Each letter in the alphabet will havea corresponding number. The group will
answer the different given. And they should select the letter of their corresponding
20 minutes
answers to guess the unknown word. the first group to give the correct answer will gain
twenty (20) points.

What is Law?
4.3 Analysis What is Exponent?
What is PRODUCT?
What is QUOTIENT?
15 minutes
4.4 Abstraction

30 minutes

4.5 Application STEAL ME! Let the students have a group activity. The class will be divided into 6
25 minutes groups. Each group will form a straight line.
4.6 Assessment At the front of each line, thereBINGO!
will beLeta the
chair with an
students illustration
have board,
a group activity. chalk
The classand eraser.
will be divided
Anlysis of Learners' Products into three (3) groups. Each group will receive a big Laws of Exponents
30 minutes
BINGO Card. Each member of the group should choose one box/given
4.7 Assignment Enhancing / improving the day’s In a 1/2 sheet of paper.
10 minutes lesson
4.8 Concluding Activity
15 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the evaluation. C.   Did the remedial lessons work? No. of learners who
have caught up with the lesson.
B.   No. of learners who require additional activities for
remediation. 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:
Name: School:
Position/ Division:
Designation:

Contact Number: Email address:

 Date:
December 6, 2017
Code:
M7AL-IId-e1

concepts of the different laws

Expanded Power Rule.

S:

Exponents.

s of Exponents.

Product Rule and Quotient Rule.

of the given laws.

ONENTS

seron, et al.), pp. 126-129;

ath/expon_logar/Exponent_Ru
pdf
The students will be divided into
1WORD. The first group to

each group will proceed to this

nding number. The group will
etter of their corresponding
give the correct answer will gain
class will be divided into 6

stration board,
group activity. chalk
The classand eraser.
will be divided
p will receive a big Laws of Exponents
he group should choose one box/given
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests