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 3rd 90 December 12, 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 Power Rule and Expanded Power 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 Interpret the formula used in Power Rule and Expanded Power Rule.
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 self-esteem; critical thinking
Values Valuing cooperation
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
10 minutes
4.2 Activity
EXPLAINME! After answering on the board, the teacher will call another set of students
10 minutes to explain the answers and how rule applied on it.
4.3 Analysis What happened to the exponents?
What if there will be two exponents in one base?
10 minutes
4.4 Abstraction
25 minutes
CARDGAME! The black ones will be the base, and the red ones will be the exponent.
The class will be divided into 4 groups and will be provided with a chalk and a piece of an
illustration board.
The teacher will show the cards (in a manila paper) and each group will write their
answer in the board. They will be given a minute to answer, then the illustration board
should be raised
4.5 Application POINTING SYSTEM: Each correct answer is worth five (5) points.
10 minutes
SELFQUIZ! Let the students answer a wriiten quiz. In a 1/2 sheet of
paper.
4.6 Assessment
Anlysis of Learners' Products
10 minutes
In a 1/2 sheet of paper.
4.7 Assignment
Enhancing / improving the day’s
lesson
5 minutes
4.8 Concluding Activity
#RULESARERULES! Write the formula of the rules in a 1/2 Index Card.
10 minutes
5. Remarks
6. Reflections
C. Did the remedial lessons work? No. of learners who
A. No. of learners who earned 80% in the evaluation. 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:
SHERYL M. LOPEZ TUBURAN NATIONAL HIGH SCHOOL
Position/
Division:
Designation: STUDENT TEACHER
Contact Number: Email address:
9430634624 sheryllopez53@gmail.com
