A 

lesson plan is a teacher’s guide for facilitating a lesson. It typically includes

the goal (what students need to learn), how the goal will be achieved (the
method of delivery and procedure) and a way to measure how well the goal
was reached (usually via homework assignments or testing). This plan is a
teacher’s objectives for what students should accomplish and how they will
learn the material.
The most effective lesson plans have six key parts:
1. Lesson Objectives
2. Related Requirements
3. Lesson Materials
4. Lesson Procedure
5. Assessment Method
6. Lesson Reflection

Because each part of a lesson plan plays a role in the learning experience of your students, it’s
important to approach them with a clear plan in mind.
Let’s start with the first part of every lesson plan -- the lesson objectives!
1. Lesson Objectives

Lesson objectives list what students will be able to do after completing the lesson.
These objectives let you easily tell if your lesson has effectively taught your students new
concepts and skills.
It can feel overwhelming to pin down specific takeaways for a lesson, but you can break the
process into steps to do it in a breeze!
First, it’s best to view your lesson objectives as goals for your class and students.
One of the most popular goal-setting strategies is the “SMART” criteria, which ensures goals are
focused.
In the context of lesson planning, you can use the SMART criteria to determine your lesson
objectives:
 Is the objective specific?
 Is the objective measurable?
 Is the objective attainable by all students?
 Is the objective relevant to your class and students?
 Is the objective time-based to align with your syllabus?

For each objective, it’s important to start with an action that relates to what students should be
able to do after the lesson.
Depending on what topic you’re teaching and the level of knowledge your students have, these
actions will vary.
For example, when teaching brand new concepts, you may define actions like define, identify,
explain, and determine.
However, if your lesson involves more advanced tasks, the objectives may include actions
like create, use, perform, or measure.
To see these phrases in context, let’s look at examples that a computer teacher might choose
when teaching Microsoft Word.
For an introductory lesson about Microsoft Word, objectives could be:
 Identify parts of the ribbon menu
 Determine methods of selecting text in a document
 Define fonts and font styles

In a more advanced class, objectives might include:

 Insert a document header
 Use document themes
 Add a page border

When creating your lesson objectives, keep in mind that it’s easier to measure student success
when you have specific goals.
Once you’ve put your lesson objectives together, it’s time to tie them in with the next part of your
lesson plan -- the related requirements!
2. Related Requirements

Every lesson you teach should help you hit those requirements. Listing them in your lesson
plans helps you satisfy those requirements while focusing on the end goal of your class!
On top of that, some administrators require teachers to distinctly show how they will teach
course standards in each lesson.
If you put them on your lesson plans, you’ve got a quick reference to prove you’re on the ball!
When listing course standards or certification items on your lesson plan, it’s smart to use the
exact organizational system found on your standards to make sure your class aligns.
If you don’t have the specific outline for your course standards, ask another teacher or your
administrator where you can find them.
To get detailed certification requirements, check the certification provider’s website for an exam
outline or test plan.
Laying out each lesson plan according to your requirements can be tedious work, but it will
ultimately help you stay organized and aligned with what you’re supposed to teach!
3. Lesson Materials

The third section on your lesson plan is the list of materials that you need to teach the
lesson and measure student outcomes.
This section prepares you to deliver your lessons every day.

Common types of lesson materials include:

 Student handouts
 Textbooks
 Visual aids
 Grading rubrics
 Activity packets
 Computers / Tablets

The list of materials for each lesson depends on what you plan to teach, how you’ll teach it, and
how you’ll measure lesson objectives.
Because of this, many teachers compile their list of lesson materials in tandem with their lesson
procedure!
4. Lesson Procedure

Your lesson procedure is an in-depth explanation of how the lesson will progress in the
classroom.
The lesson procedure is essentially step-by-step instructions that walk you through everything
from the time students enter the classroom until the bell rings at the end of the period.
It’s smart to be very detailed in this portion of your lesson plan. After all, there will be cases
when another teacher or substitute needs to fill in for you!
When writing your lesson procedure, you need to choose the type of activities that will help
students meet the lesson objectives.
To do that, you can answer a list of questions, including:
 How will you introduce the topic?
  What’s the best way to teach this information to your students?
 How can you incorporate problem solving and critical thinking?
 What real-life scenarios relate to this topic?
 Does this topic lend itself to group work?

After writing out a rough draft of your lesson procedure, many teachers outline it according to a
specific teaching strategy.
1. Explore: Students discover a concept
2. Learn & Practice: Students apply their discoveries
3. Reflect: Students review what they’ve learned
4. Reinforce: Students apply their knowledge to problem-solving scenarios

Phase 1 - Explore
In the Explore phase of your lesson, you’ll introduce the objectives of the lesson and
discuss key concepts students should know.
This portion of your lesson procedure may entail an icebreaker activity to get students thinking
about a new concept.
In other cases, you might introduce the information by using a presentation to lecture while your
students take notes.
Ultimately, the strategy you use in the Explore phase will depend on the topics you’ll be
teaching and your students’ prior knowledge.

Phase 2 - Learn & Practice

In the Learn & Practice phase, your students will work independently to get into the
details of your lesson.
If you use a textbook as your main curriculum resource, your students can read through an
assigned passage to take notes or complete a worksheet.
If you use a digital curriculum system, it’s the perfect time for students to work through the
digital lessons and guided notes.
You may also incorporate a class activity, group work, or skills practice to further engage your
students in what they’re learning.
Overall, this phase will make up the bulk of your lesson time, so be sure to detail everything out
in your lesson procedure!
Phase 3 - Reflect
In the Reflect phase, students will look back (and reflect on) what they’ve learned in the
lesson.
Most often, teachers lead a class discussion with critical thinking questions for students to
answer aloud or in their class journal.
It’s important to list the questions you plan to ask within the lesson procedure, to make sure you
don’t forget anything!
Phase 4 - Reinforce
In the Reinforce phase, students will apply what they’ve learned through critical thinking
activities.
Depending on the lesson, you may want students to complete these tasks individually or as part
of a group.
This portion of the lesson procedure helps you gauge if your students will achieve the lesson
objectives and often tie in with the assessment method!
5. Assessment Method

The assessment method measures whether your students learned a lesson’s information
and met your lesson objectives.
The methods listed on your lesson plan will most often be formative assessments and vary from
lesson to lesson.
To start, there are dozens of ways to measure student learning through formative assessments.
Some of the most common assessment options include:
 Quizzes
 Hands-on activities
 Writing assignments
 Group presentations
 Exit slips
  Class journal entries

In addition, your assessment method may be an in-class assignment or homework for students
to complete prior to the next class.
When choosing your assessment method, it’s important to incorporate your lesson objectives.
If an objective was related to understanding a concept, consider an assessment that requires
students to explain that concept.
If an objective was for students to demonstrate a skill, design an assessment to confirm they
can do that skill.
Also, while many assessments receive grades in a class, formative assessments don’t always
need to be graded!
Ultimately, the purpose of this assessment is to measure how well your students learned a
lesson’s material based on the way you presented information.
This measurement will help you wrap up each lesson plan with the lesson reflection.
6. Lesson Reflection

The lesson reflection portion of a lesson plan encourages teachers to take notes on how
to improve a lesson after it has been completed.
By this point, your lesson has clear objectives, a plan for teaching, and a way to assess student
learning.
But if you don’t  critically consider whether you succeeded, you’re doing a disservice to your
future students!
When completing your lesson reflection, ask yourself questions like:
 Did a part of the lesson take longer than expected?
 Was there a portion that students asked for a lot of help with?
 Did students breeze through the information with no problem?
 Were students engaged and interested in the lesson?
  Were the objectives met by most (or all) of the students?

Essentially, you want to note any part of your lesson that didn’t go as expected.
In addition, it’s smart to record ideas for improvement or adjustments in this section as well.
That way, when you go to teach your lessons in the future, you have all of the information for
improvement in one place!

5 types of lesson plans

There are many types of lesson plans you can create depending on a few factors such as how
many grade levels or subjects you teach each day and how far in advance you'd like to plan
your lessons. Here are five different types of lesson plans you might use in your classroom:
1. Daily
Some teachers create lesson plans for each day of the week. The duration of each plan is the
length of one class period and there are five separate lesson plans created for the entire week.
Each day has a separate objective and a small assessment at the end of the day to check for
the students' understanding of the day's content and to evaluate whether they comprehended
the day's objective.
2. Weekly
Weekly lesson plans consist of one lesson created to last for the entire week. The duration of
the plan takes 5 consecutive class periods to complete. Educators teach the content earlier in
the week, students practice using the content on their own midweek and then teachers assess
the students' understanding at the end.
3. Unit
Some educators prefer to plan an entire unit ahead of time which can take anywhere from two
weeks to two months for them to teach and assess. These lesson plans are more extensive
than other plans because they cover a wider range of content. Planning an entire unit can be
useful so that teachers are aware of how long a unit is going to take to complete and so they
can pace the lessons according to their class's ability levels. Some classes can complete a unit
faster than others, so teachers may want to adapt the unit lesson plan accordingly.
4. Content area
Some educators teach more than one subject, each day, so they create multiple lesson plans.
For example, many elementary teachers teach math, English, science and social studies
throughout the day and for each of those content areas, they need a different lesson plan. The
plan for each content area might be for one day, a week or the entire unit depending on the
teacher's preferences.
5. Grade level
In secondary classrooms, typically grades six to 12, some educators teach more than one grade
level. Those teachers create different lesson plans depending on what grade level they are
teaching each period. In the morning, a teacher may teach all 6th-grade science classes, and
after lunch, they may have 8th-grade science for the rest of the day. They make specific plans
because each grade level is learning different content at varying levels of depth.
8 elements of a lesson plan
1. Grade level and subject
One of the first sections of a lesson includes the grade level and subject of the lesson you are
going to teach. If you share your plans with anyone, or your administration would like to see
what you are teaching, they should know who the intended audience of your lesson is and what
subject they will be learning.
2. Type of lesson
This is a brief section that explains the type of lesson you are going to be teaching. As
mentioned in the section above, typically, a lesson is for one period, a week or contains
information for an entire unit. Many teachers can choose their lesson type depending on their
own preference, but some may need to adhere to the rules of their school district.
3. Duration
The duration of a lesson plan explains how long your lesson is going to take to complete. If it's a
daily lesson plan, it may take the entire length of a typical class period. If it is a weekly lesson
plan, it may take the total amount of time you see your students in one week. If you're teaching
a unit, it might be 20 50-minute sessions. You may need to adapt your plans according to the
learning styles of your students.
4. Topic
The topic of your lesson plan consists of what subject you are focusing on for the duration of the
lesson. The topic is typically a short section of the lesson plan, as you are just listing the subject
of the lesson's focus. For example, if you teach science and are focusing on an entire unit, the
topic could be "genetics". If you were teaching a unit on genetics but were creating weekly
lesson plans rather than the entire unit at once, the topic for one week might be "genetic
changes".
5. Objective
The objective is a crucial part of the lesson plan because it explicitly states the goal students
should accomplish at the end of the lesson. Educators generally write objectives in student-
friendly terms that children can understand and write those objectives on the board and review
them with students at the beginning of the lesson. This allows students to understand the focus
of the lesson and what their goal is by the end.
6. Materials
This section lists any materials required of the students and teacher in order to successfully
complete the lesson. Typical materials include specific pages from a textbook, printouts, a
writing utensil, paper and whatever else the students need. Listing materials in your lesson plan
allows you to better prepare for the needs of your classroom.
7. Directions
This is the section that takes the most time to complete because it contains minute-by-minute
directions for the lesson. Directions include what you intend to do at the beginning, middle and
end of the lesson. Some teachers prefer to give general directions rather than explaining each
minute. You can refer to your administration's policy for confirmation on how to complete the
directions in your lesson plans.
8. Assessment
The end of each lesson usually has an assessment that evaluates the students' overall
understanding of the lesson's topic. The assessment can be something as quick as a thumbs up
or thumbs down on whether they understood the material or can be as rigorous as a quiz they
are going to have at the end of the lesson period. Teachers usually create the assessment to
align with the objective of the lesson so that students know what they are working towards
throughout the lesson.
Detailed Lesson Plan vs. Semi-Detailed Lesson Plan
Detailed Lesson Plan (DLP) is a teacher’s “roadmap” for a lesson. It contains a detailed
description of the steps a teacher will take to teach a particular topic. A typical DLP contains the
following parts: Objectives, Content, Learning Resources, Procedures, Remarks and Reflection.

Detailed Lesson Plan in Mathematics 7

I. Objectives

At the end of the lesson, the Grade 7 students can:

1. define what is an integer;

2. identify the rules of operations on integers;
3. relate integers involving operations on integers in real life application; and
4. solve problems using operations on integers.

II. Content

Topic: Algebra (Operations on Integers)

Reference: E-Math 1: Elementary Algebra pages 15-17
Author: Orlando Oronce
Materials: Picture collages, images, flash cards
Method: Inductive Method

III. Values and Skills

 Critical thinking
 Self-confidence
 Cooperation
 Determination

IV. Teaching - Learning Process

 Teacher’s Activity Students’ Activity

A. Routinary Activities

Good morning, class!

Good morning, Ma’am.

Okay, let us pray.

Our Father ... Amen.

Before you take your seats, please pick up

any pieces of paper or trashes. Then, (arrange chairs and pick up pieces of
please arrange your chairs properly. paper)

You may now take your seats.

Class, may I know who are absent for (take seats)

today?

No one, Ma’am

Very good! It is nice to know that you really

love my subject, Mathematics. So, let’s
give everybody a round of applause.
(clap hands)

Now, we will have another interesting topic

for today. But, before that, let’s play a
game. Raise your hand if you want games.

(raise hands)
B. Preparation
1. Motivation

Let’s play 4-Pics-1-Word. Are you familiar

with that?

But, we will have this game a twist. Instead

of giving letters as hints, you will act the
word being guessed. I will divide the class
into groups. The left side is Group 1 and
the right side is Group 2. Then, both
Yes, Ma’am.
groups will choose a representative to act
the given picture. The rest members of the
group will guess the word. The pictures to
be guessed have numbers and the
representative will pick by lot. I will only (choosing of representatives)
give two minutes each group. The more
words to guess, the more you win. So,
choose your representatives.

Now, let’s begin with Group 1. (holds the

picture being chosen by the
representative)

(after two minutes) Time’s up. Good job,

Group 1. Next is Group 2.

Two minutes passed. Thanks, Group 1.

The winner is __________. A round of
applause to everyone for a wonderful
game.

(starting guessing)
Class, what are the words being guessed?

C. Presentation (starting guessing)

So, what have you observed on those

words in our game.

(clapping hands)
Yes, those are operations. But, it will have
something to do with our new topic for this
morning.

Today, you will learn how to compute

numbers with signs, the positive and
negative in operations. And we will
encounter integers. (read the words)

We will be having an activity. I will divide

the class into four groups. This will be row
groups. Each group will be given flash
cards with number problems and
corresponding letters. Then, you will solve
it as a group. After you solve, the answers
of the flash cards must be arranged into
lowest to highest value so that you can get
the hidden word. But, how you will solve The words are related to operations
the number problem? I will give you an because of the add, divide, subtract and
“Ace” card. This is a card containing the multiply.
rules on solving. The first group to finish
and accomplish the task will be the winner
and there will be a corresponding prize for
it.

D. Comparison and Abstraction

Among the cards, what operations are
used?

(working together as groups)

Very good! These operations will help to
solve the numbers with signs.

These signs are?

If a number has a negative sign, what does

it imply?

That’s right. If a number has no sign, that

is a positive number. What does it mean?

How did you get the answers on doing the

activity?

E. Generalization

These are called integers. It is a positive

and negative whole number or it’s exact
opposites.
Addition, Subtraction, Multiplication,
Division.
So, these integers can be applied on
operations. There are rules on getting the
answers.

First is in addition. What would be the

result if a positive integer is being added to
a positive integer.
Positive and Negative sign

If a negative integer is added with a

It is below zero.
negative integer?

It is above zero.
That’s right! The sign will stay as it is. What
would be the answer if a positive integer is
being added to a negative integer?

There are rules in solving operations on

In subtraction, this rule is the same with integers.
addition. In multiplication and division, they
also have the same rules. If both positive is
being multiplied and divided, the answer
is?

If the factors have different signs?

If the dividend and divisor have different
signs?

(posts some examples)

Then, this integers won’t be nothing if this

is not applicable to reality. Have you notice
about thermometers? There is a negative
integer because there are temperatures The answer is a positive integer.
which are below 0°. It is the decrease of
temperature. Then, when you deposit a
money in your bank account. Your savings
will rise. There will be positive money on a
bank. Integers really help in keeping the
world on working.
The answer is a negative integer.

F. Application
The answer will depend on the bigger
integer.

In your seats, make at least 5 examples

which can be applicable in real life
situations. Then, exchange with your
seatmate. Let your seatmate answer it.

The answer is still positive.

I will give you 10 minutes to do your task.

(after 10 minutes)

Give back the paper then let the maker of

the examples check the answers of his/her The answer is a negative integer.
seatmate. Then, after checking, pass the
papers to me.

G. Evaluation

Direction: In a 1/2 sheet of paper, answer

the following:

1. -8 + 20 =
2. 90 - 105 =
3. 50/-5 =
4. 6*10 =
5. -7*-300 =
6. -100/10 =
7. -5 + -2 =
8. -2 - 4 =
9. 0*-2 =
10. 34*-12 =

H. Assignment

Direction: Fill in the blanks.

1. ___ * - 40 = 80
2. 6 - ___ = -28
3. 45 / -9 = ___
4. -9 * -367 = ___
5. -2 + ___ = -78

Yes, Ma’am.
Semi detailed lesson plan
Semi-detailed plans are less intricate than detailed, but they still focus on what you want to
cover for that subject on that day. They act as a general game plan for what will go on in the
lesson.
Semi-Detailed Lesson Plan on Mathematics
Grade 7
I. OBJECTIVES:
At the end of the lesson, the students will be able to;
…state the procedure in addition of integers.
…add integers using different approaches.
…solve word problems involving addition of integers.
…appreciate the approaches used in addition of integers

II. SUBJECT MATTER:

Fundamentals Operation on Integers (Addition of Integers)

REFERENCES:
Grade 7 TG, Module 4 pp. 18-21
DIAZ et. Al; Next Century Mathematics, pp. 26-28

MATERIALS:
Manila paper, Pentel pen, activity sheet, and colored paper
III. PROCEDURES:

A. PRIMING/ACTIVATING PRIOR KNOWLEDGE:

Recall/ Review about sets.

B. PRESENTATION:
 ACTIVITY
TOPIC: Addition of Integers
MATERIALS NEEDED: Pentel pen, colored paper

1. Class will divided into four.

2. Each group will pick colored paper.
3. Each colored paper has designated question written on it.
4. The group entitled to answer the question will write their answer on the
blackboard.
QUESTIONS:
ANSWERS:
PINK
0 1 2 3 4 5 6 7 8 9 10 11 12 13
Find the sum of 6 and 5 using the number line.

YELLOW

Illustrate 5 + (-2) on signed tiles.

ORANGE

On the number line start with point 7 and count 4 units

to the right and the point stops at 11, write the given 7 + 4 = 11
numbers into figure of adding integers.

RED

Hence 7 +(-2 ) =______+________+________

7 + (-2) = 7 + 2 + (-2 )
=_______+________
= 5+ 0
=_______
= 5
 ANALYSIS
1. How did you find the activity?
2. On the given activity what did you noticed about the addition of integers having the
same sign and addition of integers having different signs?
3. Is it possible to add more than two addends in addition of integers?

 ABSTRACTION
How do you state the procedure for adding integers?
 If the integers have the same sign, just add the positive equivalent of the
integers and attach the common sign to the result.
 If the integers have different sign, get the difference of the positive equivalent
and attach the sign of the larger number to the result.
 If there are more than two addends in the problem, the first step to do is
combine addends with the same sign and get the difference of their sum.

 APPLICATION
Apply the procedure for adding integer
Answers
1. (18)+(-11)+(3)=________ 10
2. (-9)+(-19)+(-6)=________ (-34)
3. (-4)+(25)+(-15)=________ 6
4. (50)+(-13)+(-12)=_______ 25
5. (-100)+(48)+(49)=_______ (-3)
IV EVALUATION:
A. Who was the first English mathematician who first used the modern symbol of equality in
1557?

( To get the answer, compute the sums of the given exercises below. Write the letter of the
problem corresponding to the answer found in each box at the bottom.

A.25+95 C. (30)+(-20) R. 65+75

B. 38+(-15) D. (110)+(-75) O. (-120)=(-35)
O.45+(-20) T. 16+(-38) R. 165+(-85)
R.(-65)+(-20) R. (-65)+(-40) E. 47+98
E. 78+(-15) E. (-75)+20

(-105) 25 63 23 (-85) (-22)

140 (-55) 10 (-155) 80 35 145

B. Solve the following problems.

1. In a game, Team Azcals lost 5 yards in one play but gained 7 yards in the next play.
What was the actual yardage gain of the team?
2. A vendor gained P50.00 on the first day; lost P28.00 on the second day, and gained
P49.00 on the third day. How much profit did the vendor gain in 3 days?

IV. CLOSURE (ASSIGNMENT)

Create your own example of addition of integers using number line and signed tile.