Date/Day: March 20-24, 2023 Teacher: Mohammad Saide M.

Langco
SFXLC LESSON PLAN: Mathematics 7
Learning Competency 1. illustrates the measures of central tendency (mean, median,
and mode) of a statistical data.
Day 1: Mean of a Grouped Data
TOPIC: Day 2: Median of a Grouped Data
Day 3: Review
Content Standards We will (class)
The Learners will demonstrate understanding of:
Framing the Lesson  key concepts, uses and importance of Statistics, data
collection/gathering and the different forms of data
representation, measures of central tendency, measures of
variability, and probability.
I will be able to (individual student)…
Performance Standards Day 1-3: collect and organize data systematically and compute accurately
measures of central tendency and variability and apply these
Framing the Lesson appropriately in data analysis and interpretation in different fields.

Day 1
TOPIC: Mean of a Grouped Data TEXT:
S.E.E (The Hook) The teacher will... The learner will...
Activating Prior Knowledge 1. Present an ungrouped and a 1. Tell the difference of the
grouped data. two.
TALK 2. Explain that in some cases, data 2. Note this.
is presented in groups or
intervals rather than as
individual numbers, and that we
need to use a different formula
to calculate the mean in these
cases.
Student Interaction The teacher will... The learner will…
DO/TALK 1. Write a grouped data set on the 1. Describe the data first.
Purposeful Talk, Small board (e.g. number of hours
Groups spent studying by students in a
READ/TALK class). The data should be
organized into intervals, such as
Classroom Interaction 0-2 hours, 2-4 hours, 4-6 hours,
(student based activities etc.
that include the four modes 2. Explain how to calculate the 2. Understand the process.
of language of language of mean for this set of data using
listening, speaking, reading appropriate formulas.
and writing) 3. Show students how to find the 3. Understand how to find the
midpoint for each interval by midpoint of each interval by
adding the lower and upper recitation.
bounds and dividing by 2. Write
out the formula and
demonstrate it using the data
 set on the board.
4. Show students how to find the 4. Listen attentively.
frequency for each interval,
which is the number of data
points in that interval. Write out
the formula and demonstrate it
using the data set on the board.
5. Show students how to find the 5. Understand how to find the
product of the midpoint and product of the midpoint and
frequency for each interval, and frequency.
then add up all of these
products. Write out the formula
and demonstrate it using the
data set on the board.
6. Explain that the mean for the set 6. Identify the final answer as
of data is calculated by dividing demonstrated by the
the sum of the products by the teacher.
total number of data points.
Write out the formula and
demonstrate it using the data
set on the board.
7. Give students a different 7. Work in pairs to calculate
grouped data set. the mean.
8. Circulate around the classroom
to answer any questions and 8. Ask the teacher for support
provide support as needed. if needed.

Formative Assessment 1. Monitor student participation during activities and discussions.

TRANSFER 2. Pair output.
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Day 2
TOPIC: Median of a Grouped Data TEXT:
S.E.E (The Hook) The teacher will... The learner will...
Activating Prior Knowledge 1. Review the median of an 1. Recall the median of an
ungrouped data. ungrouped data.
TALK
Student Interaction The teacher will... The learner will…
DO/TALK 1. Introduce the concept of 1. Listen to the teacher.
Purposeful Talk, Small grouped data and explain that it
Groups is often presented in class
READ/TALK intervals rather than individual
values.
Classroom Interaction 2. Provide an example of a 2. Give their examples.
(student based activities grouped data set and explain
that include the four modes how to find the median class
of language of language of interval by calculating the
listening, speaking, reading cumulative frequency and
and writing) dividing it by 2.
3. Demonstrate how to find the 3. Understand the process.
median value of the median
class interval by using the
formula: median = L + [(N/2 - CF)
/ f] x w, where L is the lower
limit of the median class
interval, N is the total frequency,
CF is the cumulative frequency
of the interval below the median
class interval, f is the frequency
of the median class interval, and
w is the width of the class
interval.
4. Model the steps to find the 4. Work through a series of
median by working through a problems on the board.
few example problems on the
board.

Formative Assessment Quiz

TRANSFER
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Date/Day: March 20-24, 2023 Teacher: Mohammad Saide M. Langco
SFXLC LESSON PLAN: Mathematics 8

Learning Competency 1. finds the probability of a simple event.

Day 1: Probability of Simple Events
TOPIC: Day 2: Probability of Simple Events
Day 2: Exam
Content Standards We will (class)
The Learners will demonstrate understanding of:
Framing the Lesson  key concepts of probability.
I will be able to (individual student)…
Performance Standards 1. formulate and solve practical problems involving probability of
simple events.
Framing the Lesson

DAY 1
TOPIC: Probability of Simple Events TEXT: N/A
S.E.E (The Hook) The teacher will... The learner will...
Activating Prior Knowledge 1. Present an experiment and set 1. Identify which events will
of its events. likely to occur.
TALK
Student Interaction The teacher will... The learner will…
DO/TALK 1. Divide students into pairs and 1. Listen to the teacher.
Purposeful Talk, Small give each pair a die and a deck
Groups of cards.
READ/TALK 2. Ask students to roll the die and 2. Record the result.
record the number that comes
Classroom Interaction up. Then, ask them to draw a
(student based activities card from the deck.
that include the four modes 3. Ask students to identify the 3. Tell the possible outcomes.
of language of language of possible outcomes for each
listening, speaking, reading event (e.g., for rolling a die, the
and writing) possible outcomes are 1, 2, 3, 4,
5, and 6).
4. Ask students to find the 4. Give the probability of each
probability of each event using event.
the formula P(event) = number
of favorable outcomes / total
number of outcomes.
5. Walk around the room and 5. Ask guidance from the
provide assistance as needed. teacher.

Formative Assessment
TRANSFER 1. Book exercises.
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Date/Day: March 20-24, 2023 Teacher: Mohammad Saide M. Langco
SFXLC LESSON PLAN: Mathematics 9
Learning Competency 1. illustrates angles of elevation and angles of depression.
Day 1: Angle of Elevation and Depression
TOPIC: Day 2: Review
Day 3: Exam
Content Standards We will (class)
The Learners will demonstrate understanding of:
Framing the Lesson  basic concepts of trigonometry.
I will be able to (individual student)…
Performance Standards Day 1-3: to apply the trigonometric ratios to formulate and solve real-
life problems with precision and accuracy.
Framing the Lesson

DAY 1
TOPIC: Angle of Elevation and Depression TEXT:
S.E.E (The Hook) The teacher will... The learner will...
Activating Prior Knowledge 1. Begin by asking students if they 1. Share their prior
have ever looked up at a tall knowledge.
TALK building or a tree and wondered
how tall it was.
2. Ask if anyone knows how they
could use math to find the
height of the object.
Student Interaction The teacher will... The learner will…
DO/TALK 1. Define the angle of depression
Purposeful Talk, Small as the angle formed between 1. Give an example (angle of
Groups the horizontal and the line of depression).
READ/TALK sight when an observer is
looking down at an object.
Classroom Interaction 2. Show an example on the
(student based activities whiteboard of a person on top 2. Give an example (angle of
that include the four modes of a building looking down at a elevation).
of language of language of street below, labeling the angle
listening, speaking, reading of depression.
and writing) 3. Review how to use a protractor
to measure angles. 3. Recall how to use
4. Hand out a worksheet with protractor.
several problems involving 4. Receive the worksheets.
angles of elevation and
depression.
5. Work through the first problem
as a class, demonstrating how to 5. Listen attentively and
set up and solve the problem participate in the
using trigonometry. discussion.
6. Allow students to work on the
remaining problems 6. Work on the remaining
 independently or in pairs. problems.
7. Circulate around the room to
answer questions and provide 7. Ask questions if necessary.
assistance as needed.
8. Divide students into pairs or
small groups. 8. Go to their groups.
9. Provide each group with a
measuring tape and a 9. Get their materials.
protractor.
10. Instruct each group to measure
the height of a nearby object, 10. Measure what is asked.
such as a tree or a light pole,
and the angle of elevation from
a fixed point on the ground.
11. Have each group use
trigonometry to calculate the 11. Calculate the height of the
height of the object. object and discuss the
12. Review the concept of angle of results as a class afterwards.
elevation and depression, 12. Listen attentively and
emphasizing how they can be brainstorm additional
used to solve real-life problems. situations where these
13. Collect the worksheets and concepts might be useful.
review them to assess student 13. Listen to the teacher’s
understanding. assessment.
Formative Assessment
TRANSFER Bookwork.
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Date/Day: March 20-24, 2023 Teacher: Mohammad Saide M. Langco
SFXLC LESSON PLAN: Math 10
Learning Competency 1. formulates statistical mini -research.
Day 1: Formulating Research Question
TOPIC:

Content Standards We will (class)

The Learners will demonstrate understanding of:
Framing the Lesson  key concepts of measures of position.
I will be able to (individual student)…
Performance Standards Day 1-3:
 conduct systematically a mini -research applying the different
Framing the Lesson statistical methods.
DAY 1
TOPIC: Formulating Research Question TEXT:
S.E.E (The Hook) The teacher will... The learner will...
Activating Prior Knowledge 1. Review how to choose a 1. Discuss among themselves
research topic. how to choose a research
TALK topic.
Student Interaction The teacher will... The learner will…
DO/TALK 1. Provide students with a handout 1. Receive the handouts.
Purposeful Talk, Small on formulating research
Groups questions that includes tips and
READ/TALK guidelines.
2. Ask students to brainstorm a 2. Brainstorm.
Classroom Interaction general topic that they are
(student based activities interested in researching. Write
that include the four modes their ideas on the whiteboard.
of language of language of 3. Guide students in developing 3. Develop a research
listening, speaking, reading research questions related to question.
and writing) their topic, such as "What are
the effects of social media on
teenagers' mental health?" or
"What is the relationship
between exercise and academic
performance?"
4. Discuss as a class how to refine 4. Participate in the class
the research questions to make discussion.
them more specific, relevant,
and feasible.
5. Guide students in identifying
their resources such as libraries,
databases, and experts in the
field.
Formative Assessment
TRANSFER Formulated research questions
Write Critically
 WRITE

Date/Day: March 20-24, 2023 Teacher: Mohammad Saide M. Langco

SFXLC LESSON PLAN: Science 9
Learning Competency 1. projectile motion, impulse and momentum, and conservation of
Day 1: Projectile Motion
TOPIC: Day 2: Exam
Day 3: Exam
Content Standards We will (class)
The Learners will demonstrate understanding of:
Framing the Lesson  projectile motion, impulse and momentum, and conservation of
I will be able to (individual student)…
Performance Standards Day 1-3:
 propose ways to enhance sports related to projectile motion
Framing the Lesson
DAY 1
TOPIC: Formulating Research Question TEXT:
S.E.E (The Hook) The teacher will... The learner will...
Activating Prior Knowledge 1. Review vertical and horizontal 1. Recall the vertical and
projectile horizontal projectile.
TALK
Student Interaction The teacher will... The learner will…
DO/TALK 1. Demonstrate projectile motion 1. Tell their observations.
Purposeful Talk, Small using a ball or beanbag. Have
Groups students observe the path of the
READ/TALK object and identify the factors
that affect its motion.
Classroom Interaction 2. Explain the components of
(student based activities projectile motion, including 2. Listen interactively.
that include the four modes horizontal motion and vertical
of language of language of motion. Discuss how these
listening, speaking, reading components interact to create
and writing) the curved path of a projectile.
3. Have students practice
calculating the time of flight, 3. Practice calculating with the
maximum height, and range of a guidance of the teacher.
projectile using the following
formulas:
Time of Flight = 2 * (Initial
Vertical Velocity) / (Acceleration
due to gravity)
Maximum Height = (Initial Vertical
Velocity)^2 / (2 * Acceleration due
to gravity)
Range = (Initial Horizontal Velocity) *
(Time of Flight)
 6.
Formative Assessment
TRANSFER Formulated research questions
Write Critically
WRITE