PRIVATE EDUCATION ASSISTANCE COMMITTEE

FLEXIBLE INSTRUCTION DELIVERY PLAN (FIDP)

Grade: Grade 11 Semester: First Semester

Core Subject Title: General Mathematics No. of Hours/Semester: 80 hours

Prerequisites (If needed): None

Core Subject Description: At the end of the course, the students must learn how to solve problems involving rational, exponential and logarithmic functions; to solve business-related problems;
and to apply logic to real-life situations

Culminating Performance Standard:

The learners are able to apply their knowledge of Functions, Business Mathematics, and Logic in dealing with the intricacies of mathematical and scientific concepts in higher
education, entrepreneurial demands, middle-level skills development, and employment through utilizing appropriate mathematical and financial tools.

Highest Enabling Strategy to

Learning Competencies Highest Thinking Skills to Assess Use in Developing the Highest
Thinking Skill to Assess
Most Flexible
Content Content Performance Assessment Flexible
Standards Essential Standards Activities Enabling
Topics KUD KUD Learning
The learners Complete Most Essential RBT Level (FAA) General
Classification Classification Strategies
demonstrate the Strategy
(FLS)
understanding The learner is Performance
of… able to… The learner… The learner… Check(s)

Functions the key concepts Modeling 1) apply 1. Illustrates Understanding 1. Illustrates Understanding Analyzing Formative Communication ONLINE
and their of Functions Functions concepts of and and Assessment MODALITY:
Graphs functions and distinguishes distinguishes Activity: Technology
accurately piecewise, piecewise, Submit a paper Integration
construct Rational, one- Rational, one- containing (utilizing
mathematical to-one, to-one, identified Padlet.com
models to inverse, inverse, scenarios in life and
represent exponential, exponential, which can be PowerPoint
real-life and and logarithmic examples of Presentation)
PRIVATE EDUCATION ASSISTANCE COMMITTEE

situations logarithmic functions. piecewise,

using functions. (Additional rational, OFFLINE
functions. (Additional Competency) exponential, or MODALITY:
Competency) logarithmic Text-
function. illustrations
Explain how about
the function Modeling
works or can Functions will
be applied in be provided
the situation. to the
students who
are fully on a
module
modality.

Guided
activities will
be provided
to the
students.

IN-PERSON
MODALITY:
Text-
Illustration
Interaction
(Discussion)
Module on
Illustrating
Functions.
This is a
reading
material
where actual
interaction
(discussion)
set-up will be
translated to
PRIVATE EDUCATION ASSISTANCE COMMITTEE

text and
illustration
and at the
same time
technology
integration
will be used
(padlet.com)
for interactive
classroom
activity/discus
sion.
2. Evaluates a Understanding 2. Evaluates a Understanding Applying Formative Connection ONLINE
function. function. Assessment MODALITY:
Activity: Discussion
Worksheets on
evaluating Guided
functions will Practice
be given to
students. A Scaffolding
detailed
answer key will Technology
be given upon Integration
return of the (Whiteboard)
worksheets.
OFFLINE
MODALITY:
Self-paced
Learning
Worksheet on

evaluating
functions
Feedbacking
PRIVATE EDUCATION ASSISTANCE COMMITTEE

IN-PERSON
MODALITY:
Discussion
Guided

Practice
Boardwork

activity

3. Performs Understanding 3. Performs Understanding Applying Formative Connection ONLINE

operations on operations on Assessment MODALITY:
functions and functions and Activity: Discussion
composition composition of Worksheets on
of functions. functions. operations on Guided
functions will Practice
be given to
students. A Scaffolding
detailed
answer key will Technology
be given upon Integration
return of the (Whiteboard)
worksheets.
OFFLINE
MODALITY:
Worksheet on
operations on
functions
Feedbacking

IN-PERSON

MODALITY:
Discussion
Guided

Practice
PRIVATE EDUCATION ASSISTANCE COMMITTEE

Think-pair-
solve activity
4. Determine Understanding 4. Determine Understanding Analyzing Formative Communication ONLINE
the inverse of a the inverse of a Assessment MODALITY:
one-to-one one-to-one Activity: Discussion
function. function. Worksheets on
determining Q&A
the inverse of segment
one-to-one activity
functions will
be given to Guided
students. A Practice
detailed
answer key will Scaffolding
be given upon
return of the Technology
worksheets. Integration
(Whiteboard)
OFFLINE

MODALITY:
Worksheet on
determining
inverse of a
one-to-one
function
Feedbacking

IN-PERSON

MODALITY:
Discussion
Q&A

segment
activity
PRIVATE EDUCATION ASSISTANCE COMMITTEE

Guided
Practice
Think-pair-

solve activity
5. Illustrates Knowing Understanding Representation
laws of
logarithm.
6. Represents Understanding 6. Represents Understanding Applying Formative Connection Matching
function function Assessment Type
through (a) through (a) Activity:
Table of values, Table of values, Match the Systematic
(b) Graph, and (b) Graph, and different Learning
(c) Equation. (c) Equation. representation (Guided
(M11GM-Ib-4, (M11GM-Ib-4, s representing Activities)
M11GM-Id-3, M11GM-Id-3, the same
M11GM-If-2, M11GM-If-2, function. ONLINE
M11GM-Ii-2) M11GM-Ii-2) MODALITY:
Technology
Integration
7. Represents Understanding 7. Represents Understanding Evaluating Create models Reasoning and (utilizing
real-life real-life appropriate for Proof Geogebra and
situations using situations using a situation that Google apps)
functions functions may affect the
(M11GM-Ia-1, (M11GM-Ia-1, financial status OFFLINE
M11GM-Ib-1, M11GM-Ib-1, of an individual MODALITY:
M11GM-Id-1, M11GM-Id-1, based on the A Text-
M11GM-Ie-3, M11GM-Ie-3, available illustrations
M11GM-Ih-1) M11GM-Ih-1) information. Discussion
Module about
Modeling
Functions will
be provided
to the
students.
PRIVATE EDUCATION ASSISTANCE COMMITTEE

IN-PERSON
MODALITY:
Technology
Integration
(utilizing
Geogebra and
Google apps)

Problem 8. Distinguishes Understanding Distinguishes Understanding Pre- Reasoning and ONLINE

2) The learner
Solving is able to rational, rational, assessment: Proof MODALITY:
Involving accurately exponential, exponential, Search for Guided
Functions formulate and and logarithmic and logarithmic different discussions
solve real-life function, function, examples
Exploratory
problems equation, and equation, and about the activity using
involving inequality. inequality. different kinds online
piecewise, (M11GM-Ib-2, M11GM-Ib- of functions ,
graphing
rational, M11GM-Ie-4, 2M11GM-Ie-4, equations and
resources.
inverse, M11GM-Ih-2) M11GM-Ih-2) inequalities in
exponential, the internet Practice
and and identify its
Exercises/
logarithmic differences or worksheets in
functions with similarities by pdf format
precision and completing the
accuracy. online graphic OFFLINE
organizer. MODALITY:
Post- A text with
illustration
assessment:
module will
Distinguish the be
given examples provided for
according to its reading and
properties
comprehensio
9. Solves Understanding 9. Solves Understanding Applying Worksheets Connection n.
rational, rational, about solving The attached
exponential, exponential, rational,
worksheet will
and logarithmic and logarithmic exponential,
be available at
and logarithmic
PRIVATE EDUCATION ASSISTANCE COMMITTEE

equations and equations and equations and the end of

inequalities. inequalities. inequalities will each topic to
(M11GM-Ib-3, (M11GM-Ib- be given to be be answered
M11GM-If-1, 3M11GM-If-1, answered and and
M11GM-Ii-1) M11GM-Ii-1) submitted. submitted.
An option of The attached

online worksheet will

assessment can be available at
be given using the end of
different each topic to
applications or be answered
web pages and
submitted.
10. Solves Understanding 10. Solves Understanding Evaluating Worksheets Reasoning and
problems problems about solving Proof IN-PERSON
involving involving problems MODALITY:
rational, rational, involving Discussion
exponential, exponential, logarithmic Guided
and logarithmic and logarithmic functions, Exploration
equations and equations, and equations, and Activity using
inequalities. inequalities. inequalities will online/offline
(M11GM-Ic-3, (M11GM-Ic-3, be given to be resources
M11GM-Ig-2, M11GM-Ig-2 answered and
M11GM-Ij-2) M11GM-Ij-2) submitted. Practice
Exercises/
An option of Worksheets
online
assessment can
be given using
different
applications or
web pages

11. Graphs Understanding Applying Connection

functions
(M11GM-Ic-2,
M11GM-Ie-1,
PRIVATE EDUCATION ASSISTANCE COMMITTEE

M11GM-Ig-1,
M11GM-Ij-1)

12. Identifies Understanding 12. Identifies Understanding Applying Task 1: The Connection ONLINE
the parts of the the parts of the students will MODALITY:
graph (Domain graph (Domain be given the Use of the
and Range, and Range, opportunity to Learning
Intercepts, Intercepts, choose 3 Management
Asymptotes) Asymptotes functions (one System and
(M11GM-Ib-5, (M11GM-Ib-5, from rational, online
M11GM-Ic-1, M11GM-Ic-1, conferences
exponential,
M11GM-Id-4, M11GM-Id-4, for discussion
and
M11GM-If-3, M11GM-If-3, and practice
M11GM-If-4, M11GM-If-4, logarithmic). exercises.
M11GM-Ii-3, M11GM-Ii-3, Then, they will
M11GM-Ii-4) M11GM-Ii-4) find and Technology
determine its Integration
domain, range, (Use of online
zeros, graphing
intercepts, and websites such
asymptotes. as desmos
and
Task 2: They GeoGebra)
will also OFFLINE
determine the MODALITY:
domain, range, A text with
zeros, and illustration
asymptotes of module will
their created be provided
function model for reading
based on their and
first enabling comprehensio
activity. n. The
attached
Note: Their worksheet will
answers can be be available at
the end of
PRIVATE EDUCATION ASSISTANCE COMMITTEE

expressed in each topic to

the following be answered
forms: (a) and
printed submitted.
document (or IN-PERSON
document
MODALITY:
saved as PDF),
Use of PPT
(b)
presentation
printed/digital
for the
illustration, (c) discussion.
short
video/video Practice
tutorial, (d) Exercises
voice
recording, or
(e) any other
form approved
by the teacher.

13. Solves Understanding 13. Solves Understanding Creating Problem Solving ONLINE
problems problems Generate MODALITY:
involving involving conclusions,
functions functions. implications, A text with
(M11GM-Ia-4, M11GM-Ia-4, and illustration
M11GM-Ic-3, ,M11GM-Ic- recommendati module will
M11GM-Ie-2, 3M11GM-Ie-2, ons related to be provided
M11GM-Ig-2, M11GM-Ig-2, the financial for reading
M11GM-Ij-2) M11GM-Ij-2) status of an and
individual comprehensio
based on the n. The
mathematical attached
analysis and worksheet will
interpretation be available at
of the gathered the end of
data. each topic to
be answered
PRIVATE EDUCATION ASSISTANCE COMMITTEE

and
submitted.
Also, a copy of
this module
will be
uploaded to
an online LMS
for student
reference.

Various
linkages will
be available
for further
reference.

Technology
integration
such as
geogebra apps
and geogebra
(graph) in
solving
problems
involving
functions.

OFF-LINE
MODALITY

A text with
illustration
module will
be provided
for reading
and
comprehensio
n. The
PRIVATE EDUCATION ASSISTANCE COMMITTEE

attached
worksheet will
be available at
the end of
each topic to
be answered
and
submitted.

Exploratory
approach can
be applied by
the students
to find the
answers in th
given
problems.

IN-PERSON
MODALITY:

The teacher
will help
facilitate and
monitor the
progress of
the students
through face
to face class
discussion and
scheduled
academic
consultation.

Basic key concepts Simple and 3) The learner 14. Illustrates Knowing 14. Illustrates Knowing Understanding Practice Representation ONLINE
Business of simple and Compound is able to simple and simple and Exercise: MODALITY:
PRIVATE EDUCATION ASSISTANCE COMMITTEE

compound compound Determine

Mathematics compound Interest investigate, Discussion
interests, and analyze and interests. interests. whether the Forums
simple and solve situation is a
general problems simple or Activating
annuities, stocks involving compound Prior
and bonds. simple and interest knowledge
compound environment. Video
interests and presentation:
15. Understanding 15. Understanding Evaluating Activity: Reasoning and
simple and https://www.
general, Distinguishes Distinguishes Compare Proof youtube.com/
stocks and between between simple and watch?v=7zf7
bonds simple and simple and compound zob1Xdc
annuities compound compound interest based
using interests. interests. on their table Jumbled words
appropriate of values, activity
business and formulas, and Thumbs
financial graphs. up/thumbs
instruments middle/thumb
in formulating s down
conclusions activity
and making
decisions. Worksheets
Data Analysis:
PAG-IBIG MP2

OFFLINE
MODALITY:
Activating
Prior
knowledge

Jumbled
words activity

Worksheets
Printed Copy:
Data Analysis:
PAG-IBIG MP2
PRIVATE EDUCATION ASSISTANCE COMMITTEE

IN-PERSON
MODALITY:
Discussion
Forums

Activating
Prior
knowledge
Video
presentation:
https://www.
youtube.com/
watch?v=7zf7
zob1Xdc

Jumbled
words activity

Thumbs
up/thumbs
middle/thumb
s down
activity

DATA
ANALYSIS:
PAG-IBIG MP2

16. Computes Understanding 16. Computes Understanding Applying Practice Connection ONLINE
interest, interest, Exercise: MODALITY:
maturity value, maturity value, Compute the Guided
future value, future value, necessary Practice
and present and present value in a
value in simple value in simple simple or Feedbacking
interest and interest and compound
compound compound interest Systematic
environment. Learning
PRIVATE EDUCATION ASSISTANCE COMMITTEE

interest interest
(Methods
environments. environments. of Problem
Solving)
17. Solves Understanding 17. Solves Understanding Evaluating Practice Reasoning
problems problems Exercise: and Proof Scaffolding
involving involving Using the Guided
simple and simple and method of Practice
compound compound problem
interests. interests. solving, solve Feedbacking
the problems Worksheets
involving
simple or OFFLINE
compound MODALITY:
interest. Practice and
Given Consolidation
Unknown (Worksheets)
Formula Feedbacking
Solution
Conclusion IN-PERSON
MODALITY:
Activity: Guided
Submit in the Practice
form of writing,
presentation Feedbacking
slides with
illustration, or Systematic
video Learning
recording: (Methods
Look for of Problem
another Solving)
financial
product from Scaffolding:
savings Guided
accounts or Practice
investment
plans of private Feedbacking
financial Worksheets
institutions.
PRIVATE EDUCATION ASSISTANCE COMMITTEE

Identify,
compute, and
justify the
concept of
interest
present in
the situation.

Simple and 18. Illustrates Knowing 18. Illustrates Knowing Understanding Online Representation ONLINE
General simple and simple and Modality: MODALITY:
Annuities general general The teacher Problem
annuities. annuities. will illustrate situations will
simple and be posted in
general the Learning
annuities Management
through video System and
presentation. students will
As s/he identify if it is
delivers his simple and
lecture, he will general
post questions annuities or
online, say, a during real-
poll of yes or time
no, multiple discussion,
choice the teacher
questions (A, B, will call
C, D). Students his/her
will then student to
participate in participate
the poll. Using and identify
the device the the problem
LMS provides, situation.
their responses
will be The use of
revealed online apps
quickly. like
Mentimeter
PRIVATE EDUCATION ASSISTANCE COMMITTEE

Offline or kahoot is
Modality: also
The teacher encouraged
will illustrate
simple and OFFLINE
general MODALITY:
annuities Text-
through text- illustrations
illustrations for are provided
modular to the entire
modality. As discussion if
s/he delivers the learner is
his/her lecture, having
he will write modular
questions in classes. The
the module teacher will
he/she state all the
provided. problem
Teacher will situations in
ensure that the module
his/her and let the
students are students
learning when identify if it is
he/she gives simple or
feedback to general
them after annuities.
they return
their modules IN-PERSON
to the teacher. MODALITY:
A class
In-person discussion
Modality: between
The student teacher and
will be given students
worksheets through a
containing the powerpoint
problems of presentation
simple and and the
PRIVATE EDUCATION ASSISTANCE COMMITTEE

general teacher will

annuities but let some
before they will students
answer the identify the
problem type of
situation, annuities
students presented in
should have to each example
identify before they
between will solve the
simple and given problem
general situation.
annuities.
Structured
academic
19. Understanding 19. Understanding Evaluating To deepen the Reasoning controversy
Distinguishes Distinguishes understanding and Proof Discovery/inq
between between of simple and uiry-based
simple and simple and general learning
general general annuities, the Discussion
annuities. annuities. teacher will ask forum
the students to
do exercises in Effective
class or online. Questioning
The teacher
takes an Collaboration
informal poll
about how Discussion
many Forum
questions
students
answered
correctly in
class through
their learning
platform.
PRIVATE EDUCATION ASSISTANCE COMMITTEE

20. Finds the Understanding 20. Finds the Understanding Analyzing Students are Communication
future value future value asked to
and present and present collaboratively
value of both value of both post their
simple simple solutions on
annuities and annuities and the classroom
general general or digital white
annuities. annuities. board. Each
student is
asked to check
the written
solutions. A
student can
make a "steal"
if he finds an
erroneous
solution.
Understanding Applying Have the Connection
21. Calculates Understanding 21. Calculates
the fair market the fair market students
value of a cash value of a cash explain to the
flow stream flow stream teacher how to
that includes that includes calculate the
an an fair market
annuity. annuity. value of a cash
flow that
includes
annuity. Try to
see from their
explanation if
they have their
misconceptions
.
Understanding Analyzing Students will Communication
22. Calculates Understanding 22. Calculates
the present the present be given
value and value and worksheets on
period of period of the present
PRIVATE EDUCATION ASSISTANCE COMMITTEE

deferral of a deferral of a value and

deferred deferred period of
annuity. annuity. deferred
annuity.
Through their
platform of
learning, they
will work on
the first
question all
together and
provide each
other's
feedback in the
chat box. Once
the grey areas
are cleared,
they will work
independently
on a new
question
covering the
same concept.

Stocks and 4) The learner 23. Illustrates Knowing 23. Illustrates Knowing Understanding The teacher Representation ONLINE
Bonds is able to use stocks and stocks and will illustrate MODALITY:
appropriate bonds. bonds. stocks and Video
financial bonds through Presentation:
instruments video The
involving in presentations. Difference
formulating To check the between
conclusions transfer of Saving,
and making learning, they Investing and
decisions will answer Speculating
practice sets in
identifying Online
stocks and Discussion
bonds through
PRIVATE EDUCATION ASSISTANCE COMMITTEE

the LMS,
google form, OFFLINE
quizizz, etc or MODALITY:
in the printed Self-Regulated
module for Learning
offline through the
modality. provided
printed
24. Understanding 24. Understanding Evaluating Teachers will Reasoning and
Learning
Distinguishes Distinguishes have a Proof Materials
between stocks between stocks preposted (reading
and bonds. and bonds. questions for material and
the students to transcript of
deepen their the video
understanding presented)
between stocks
and bonds. Student Self-
Answers may Assessment of
be collected their learning
electronically through
via lms, google activities and
classroom or practices
emails for indicated in
online, and the reading
through material.
printed
materials for
offline IN PERSON
modality. MODALITY:

25. Describes Knowing 25. Describes Knowing Understanding The teacher Representation Video
the different the different will give Presentation
markets for markets for examples of
stocks and stocks and the different
Guided
bonds. bonds. markets for
Learning/
stocks and Lecture
bonds. They Discussion
will categorize
PRIVATE EDUCATION ASSISTANCE COMMITTEE

the problems
into simple,
general, and
neither. Pick
the neither pile
and analyze in
class.
26. Analyzes Understanding 26. Analyzes Understanding Analyzing Discuss the Communication
the different the different different
market indices market indices market indices
for stocks and for stocks and for stocks and
bonds. bonds. bonds. The
teacher will ask
the class if they
27. Interprets Understanding Analyzing can share their Communication
the theory of insights and
efficient examples.
markets. Their exchange
of ideas can be
written on a
chat box or
sent through
emails. In case
of face to face,
the discussion
will be done in
the
classroom.The
rest of the class
are able to
build their own
understanding
through the
sharing of their
peers. This is
great for shy
students as
PRIVATE EDUCATION ASSISTANCE COMMITTEE

they have a
voice through
technology.
Knowing Understanding Teachers will Representation ONLINE
basic concepts of Business and 5) The learner 28. Illustrates Knowing 28. Illustrates
business and Consumer is able to business and business and have a MODALITY:
consumer loans. Loans decide wisely consumer consumer preposted Students will
on the loans. loans. question for write their
appropriatenes the students to answers
s of business or respond to through
consumer loan deepen their mentimeter
and its proper understanding on posted
utilization. of business and questions.
consumer
loans. OFFLINE
MODALITY:
Students will
write down
their answers
on a piece of
paper on
posted
questions.
IN-PERSON

MODALITY:
Students will
be called on
the board to
write their
answers on
posted
questions.
Understanding Evaluating For a better Reasoning and ONLINE
29. Understanding 29.
Distinguishes Distinguishes comprehension Proof MODALITY:
between between of business and Students will
business and business and consumer identify the
PRIVATE EDUCATION ASSISTANCE COMMITTEE

consumer consumer loans kinds of loan

loans. loans. (amortization, through the
mortgage), mentimeter
students will on the posted
do an online pictures..
search
independently. OFFLINE
Once ready, MODALITY:
they will have Students will
break out identify the
rooms and kinds of loan
share on a piece of
independent paper on the
studies. posted
pictures.

IN-PERSON
MODALITY:
Thumbs Up,
thumbs
middle,
thumbs down.
Students will
use thumbs
up for
business loan,
thumbs
middle if they
don’t know,
thumbs down
for consumer
loan on the
pictures the
teacher will
show them.
PRIVATE EDUCATION ASSISTANCE COMMITTEE

Understanding Creating Provide Problem Solving ONLINE

30. Solves Understanding 30. Solves
problems problems information MODALITY:
involving involving about the Problem Sets
business and business and different with Excel
consumer consumer financial Worksheet
loans loans products that demonstratio
(amortization, (amortization, can be availed n in creating
mortgage). mortgage). from private an
and amortization
government table.
financial
institutions. OFFLINE
MODALITY:
Problem Set
with the aid of
a calculator.
IN-PERSON

MODALITY:
Problem Set
with the aid of
a LCD, to see
how to create
an
amortization
schedule
using Excel
worksheet

Logic key concepts of Introduction 6) judiciousl 31. Illustrates a Knowing 31.-32. Knowing Understanding From a video Representation ONLINE
propositional to Logic y apply logic proposition Illustrates and presentation MODALITY:
logic; syllogisms in real-life symbolizes a (online) or Video
and fallacies. arguments. proposition from the Presentation
Knowing Understanding
32. Symbolizes Knowing a observed
proposition. community Exploratory
issues (offline),
students will
PRIVATE EDUCATION ASSISTANCE COMMITTEE

form their own

Pairwork/Tria
propositions. d work
They will
distinguish a OFF-LINE
proposition MODALITY:
(true or false) Text-
from non Illustration
propositions. Interaction
(Discussion)
33. Understanding 33. Understanding Evaluating Problem set on Reasoning and
Module. This
Distinguishes Distinguishes identifying Proof is a module
between between which where actual
simple and simple and propositions interaction
compound compound are simple/ (discussion)
propositions. propositions. compound. set-up will be
34. Performs Understanding 34. Performs Understanding Evaluating List down at Reasoning and translated to
text and
the different the different least ten Proof
illustration.
types of types of observations in
Convertible to
operations on operations on the community
video/online
propositions propositions related to
presentation
decision
for other
making during
modes of
this pandemic.
learning.
From these
statements,
IN-PERSON
students must
MODALITY:
create
Video
conditional
Presentation
propositions
and use it to
Exploratory
perform the
different types
of operations Pairwork/Tria
d work
on
propositions.
PRIVATE EDUCATION ASSISTANCE COMMITTEE

35. Determines Understanding 35. Determines Understanding Evaluating List down at Reasoning and
the truth the truth least ten Proof
values of values of observations in
propositions. propositions. the community
related to
decision
making during
this pandemic.
From these
statements,
create
conditional
propositions
and use them
to determine
the truth
values of
propositions.
36. Illustrates Knowing 36. Illustrates Knowing Understanding List down at Representation
the different the different least ten
forms of forms of observations in
conditional conditional the community
propositions. propositions. related to
decision
making during
this pandemic.
The statements
illustrate the
different forms
of conditional
propositions.
PRIVATE EDUCATION ASSISTANCE COMMITTEE

37. Illustrates Knowing 37. Illustrates Knowing Understanding Using a truth Representation
Validity and ONLINE
Falsity of the difference the difference table, students MODALITY:
Real-Life between between must verify if Self-Regulated
Arguments tautologies and tautologies and the given Learning
fallacies. fallacies. arguments through the
show a provided
Tautology or Learning
Fallacy. Materials (i.e.,
reading
material)

38. Determines Understanding 38. Determines Understanding Evaluating Students will Reasoning and Guided
the validity of the validity of choose one Proof Learning/Lect
categorical categorical real-life ure Discussion
syllogisms. syllogisms. argument to
translate from Use of online
its verbal form applications
to its symbolic (e.g.,
form. Then, Jamboard,
they will show GDocs, or
whether it will Google Form)
be valid or not for activities
using the truth and practices.
table, rules of
inference, or OFF-LINE
table of MODALITY:
fallacies. When Self-Regulated
the argument Learning
is valid, they through the
will determine provided
if it is sound or Learning
not. Materials (i.e.,
reading
material and
pre-recorded
lecture video)
39. Establishes Doing 39. Establishes Doing Creating The students Problem Solving
the validity and the validity and will be
PRIVATE EDUCATION ASSISTANCE COMMITTEE

falsity of real- falsity of real- provided a set Student Self-

life arguments life arguments of topics to Assessment of
using logical using logical choose from their learning
propositions, propositions, where they through
syllogisms and syllogisms and need to choose activities and
fallacies. fallacies. a side and practices
create their indicated in
own real-life the reading
arguments material.
from it. Then,
they are to IN-PERSON
prove its MODALITY:
validity (and Self-Regulated
soundness) or Learning
falsity using the through the
truth table provided
and/or the Learning
rules of Materials (i.e.,
inference and reading
table of material)
fallacies.
Guided
Learning/Lect
ure Discussion

Collaboration
in assessing
learning
through
activities and
practices.

key methods of appropriately 40. Illustrates Knowing Understanding Representation

proof and apply a method the different
disproof of proof and methods of
disproof in proof (direct
real-life and indirect)
situations and disproof
PRIVATE EDUCATION ASSISTANCE COMMITTEE

(indirect and
counter
example).
41. Justifies Understanding Understanding Reasoning and
mathematical Proof
and real-life
statements
using the
different
methods of
proof and
disproof.
PRIVATE EDUCATION ASSISTANCE COMMITTEE

Legend: MC – Multiple Choice K – Knowing RBT – Revised Bloom’s Taxonomy WW – Written Works
U – Understanding QA – Quarterly Assessment
D – Doing PC – Performance Check

Reference: Philippines, Department of Education Curriculum Guide for General Mathematics

Literal Transfer: The learners should be able to solve problems in the community by modelling and interpreting data using functions, recognize and apply appropriate financial tools, and arrive at
a logically sound decision.

Performance Task (in paragraph form):

To address some of the 17 Sustainable Development Goals (SDG) of the United Nations, you decided to have a project of spreading awareness and knowledge on financial literacy, in coordination
with a partner barangay, which positively or negatively affects their constituents’ life by educating the constituents regarding situations that may affect the financial status of an individual,
present details of financial products, and produce recommendations. As a team of professionals advocating financial literacy, you will gather numerical data for situations related to financial
status of an individual or group of individuals through available digital sources or hypothetical data and present sound financial decisions based on the gathered data from the different financial
institutions. This may be done through (a) video presentation, (b) online presentation, paper, or (c) brochure presenting information of a prevailing issue—in the context of SDG—in our country
or in a community that affects the financial status of an individual or group of individuals and financial instruments (e.g. savings or loan schemes) from banks, government agencies (SSS, GSIS, Pag
Ibig) , and/or other private financial institutions that can be offered to these constituents. This will be evaluated by your teacher, classmates, family members, and some barangay constituents
according to the following criteria: (a) Completeness of content; (b) Accuracy of computations; (c) Presentation, (d) Application of mathematical concepts, (e) Practicality of recommendations.
PRIVATE EDUCATION ASSISTANCE COMMITTEE

Performance Task (in GRASPS form)

Goal: Educate the constituents regarding situations that may affect the financial status of an individual, present details of financial products, and produce recommendations.

Role: Team of Professionals advocating financial literacy who will gather numerical data for situations related to financial status of an individual or group of individuals through available digital
sources or hypothetical data and present sound financial decisions based on the gathered data from the different financial institutions.

Audience: Teacher, classmates, family members, barangay constituents

Situation: To address some of the 17 Sustainable Development Goals (SDG) of the United Nations, your group—as advocates of these—decided to have a project of spreading awareness and
knowledge on financial literacy, in coordination with a partner barangay, which positively or negatively affects their constituents’ life.

Product: A video presentation, online presentation, paper, or brochure presenting information of a prevailing issue—in the context of SDG—in our country or in a community that affects
the financial status of an individual or group of individuals and financial instruments (e.g. savings or loan schemes) from banks, government agencies (SSS, GSIS, Pag Ibig) , and/or other
private financial institutions that can be offered to these constituents.

Standards: The product/ performance will be evaluated according to the following criteria: (a) Completeness of content; (b) Accuracy of computations; (c) Presentation, (d) Application of
mathematical concepts, (e) Practicality of recommendations
PRIVATE EDUCATION ASSISTANCE COMMITTEE

Rubric for Webinar (online) or Brochure (offline)

Criteria Outstanding(4) Satisfactory (3) Developing(2) Beginning (1)

Completeness of content [ ] Sources for the completion of the [ ] At least 50% of sources for the [ ] At most 50% of sources for the [ ] Sources for the completion of the
output are factual and reliable. completion of the output are factual completion of the output are factual output are not factual and reliable.
and reliable. and reliable.
[ ] The presentation involves all of the [ ] The presentation lacks at least 3 of
following: [ ] The presentation lacks one (1) of [ ] The presentation lacks two (2) of the following:
[ ] function models the following: the following: [ ] function models
[ ] analysis and interpretation of [ ] function models [ ] function models [ ] analysis and interpretation of
models [ ] analysis and interpretation of [ ] analysis and interpretation of models
[ ] computations of necessary models models [ ]computations of necessary
values for loans [ ]computations of necessary [ ]computations of necessary values for loans
[ ] recommendations generated values for loans values for loans [ ] recommendations generated
from valid arguments [ ] recommendations generated [ ] recommendations generated from valid arguments
from valid arguments from valid arguments
Accuracy of computations [ ] Solutions or computation to the [ ] At least 50% of the solutions or [ ] At most 50% of the solutions or [ ] Solutions or computation to the
following are all detailed and computation to the following are computation to the following are following are not detailed nor
supported with correct and clear detailed and supported with correct detailed and supported with correct supported with correct and clear
interpretations. and clear interpretations. and clear interpretations. interpretations.
[ ] generating function model [ ] generating function model [ ] generating function model [ ] generating function model
[ ] analysis and interpretations of [ ] analysis and interpretations of [ ] analysis and interpretations of [ ] analysis and interpretations of
function models function models function models function models
[ ] values necessary to present [ ] values necessary to present [ ] values necessary to present [ ] values necessary to present
bank products or loan schemes bank products or loan schemes bank products or loan schemes bank products or loan schemes
PRIVATE EDUCATION ASSISTANCE COMMITTEE

Presentation [ ] The presentation is chronologically [ ] At least 50% of the presentation is [ ] At most 50% of the presentation is [ ] The presentation is not
arranged according to the following: chronologically arranged according to chronologically arranged according to chronologically arranged according to
[ ] discussion of the identified the following: the following: the following:
prevailing issue in the community [ ] discussion of the identified [ ] discussion of the identified [ ] discussion of the identified
[ ] discussion of the possible prevailing issue in the community prevailing issue in the community prevailing issue in the community
function model [ ] discussion of the possible [ ] discussion of the possible [ ] discussion of the possible
[ ] analysis and interpretation of function model function model function model
the model/s [ ] analysis and interpretation of [ ] analysis and interpretation of [ ] analysis and interpretation of
[ ] possible conclusion in relation the model/s the model/s the model/s
to the financial needs of the [ ] possible conclusion in relation [ ] possible conclusion in relation [ ] possible conclusion in relation
people in the community to the financial needs of the to the financial needs of the to the financial needs of the
[ ] presentation of different people in the community people in the community people in the community
products or loan offerings from [ ] presentation of different [ ] presentation of different [ ] presentation of different
banks, lending companies, and products or loan offerings from products or loan offerings from products or loan offerings from
private/government financial banks, lending companies, and banks, lending companies, and banks, lending companies, and
institutions private/government financial private/government financial private/government financial
[ ] computation and graph institutions institutions institutions
illustrating the different products [ ] computation and graph [ ] computation and graph [ ] computation and graph
or loan offerings illustrating the different products illustrating the different products illustrating the different products
[ ] providing sound and valid or loan offerings or loan offerings or loan offerings
recommendation [ ] providing sound and valid [ ] providing sound and valid [ ] providing sound and valid
recommendation recommendation recommendation
Application of Mathematical Concepts [ ] Shows in-depth understanding of the [ ] Shows understanding of required [ ] Shows some understanding of the [ ] Shows no understanding of the
required mathematical knowledge. mathematical knowledge. required mathematical knowledge but problem, perhaps only re-copying the
with errors in some parts. given data.
[ ] All equations/ functions listed (or [ ] At least 50% of the equations/
used) are correct. functions listed (or used) are incorrect. [ ] At most 50% of the equations/ [ ] The equations/ functions listed (or
functions listed (or used) are incorrect. used) are all incorrect.
[ ] The mathematical concepts [ ] At least 50% of the mathematical
considered (i.e., models, kind of loan, concepts considered (i.e., models, kind [ ] At most 50% of the mathematical [ ] The mathematical concepts
rule of inference) are appropriately used of loan, rule of inference) are concepts considered (i.e., models, kind considered (i.e., models, kind of loan,
in the output. appropriately used in the output. of loan, rule of inference) are rule of inference) are not appropriately
appropriately used in the output. used in the output.
PRIVATE EDUCATION ASSISTANCE COMMITTEE

Practicality of Recommendations The recommendations The recommendations provided do The recommendations provided The recommendations provided do
provided satisfy the following: not satisfy 1-2 of the following: do not satisfy 3-4 of the following: not satisfy any of the following:
[ ] Specific [ ] Specific [ ] Specific [ ] Specific
[ ] Measurable [ ] Measurable [ ] Measurable [ ] Measurable
[ ] Attainable [ ] Attainable [ ] Attainable [ ] Attainable
[ ] Realistic [ ] Realistic [ ] Realistic [ ] Realistic
[ ] Timely [ ] Timely [ ] Timely [ ] Timely
[ ] Responsive to the needs of [ ] Responsive to the needs of [ ] Responsive to the needs of the [ ] Responsive to the needs of
the various communities the various communities various communities the various communities