ADAPTIVE TEACHING GUIDE

General Mathematics

MET # 1: Modeling functions

Lesson #1: Solves problems involving Functions

Prerequisite Content-knowledge:

 Represent real-life situations using functions, including piece-wise functions

 Evaluates functions

Prerequisite Skill:

 Performs addition, subtraction, multiplication, division, and composition of functions

 Accurately construct mathematical models to represent real-life situations using functions

Prerequisites Assessment:

a. worksheets on evaluating functions and constructing mathematical models to represent real-life situations using functions

Pre-lesson Remediation Activity:

b. For Students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s):

Provide student/s a short video that
c. Represent real-life situations using functions, including piece-wise functions
d. Evaluates functions

c. For Students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s):
Let the students
a. Performs addition, subtraction, multiplication, division, and composition of functions
 b. Accurately construct mathematical models to represent real-life situations using functions

Introduction:

This part must articulate the following:

1. time frame a student is expected to finish in learning the lesson (and where to contact the teacher when concerns arise)
- The lesson is only four hours, two sessions including synchronous meetings. You can reach me to this number 0965-XXX-XXXX or email me at [email protected] for queries.

2. the knowledge (RUA) the student is expected to gain from learning the topic/lesson
- Represent real-life situations using functions, including piece-wise functions
- Evaluates functions
- Performs addition, subtraction, multiplication, division, and composition of functions
- Accurately construct mathematical models to represent real-life situations using functions

3. Context where the student is going to apply his/learning (In what PAA/EFAA and personal use?)
-

4. Overview of the Lesson

-

Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General Enabling Teaching Strategy)

This section is intended for the presentation guide of the lesson proper. It must highlight the chunking of the topic into essential concepts through the use of formative questions.

Chunk 1

- Key Concepts of functions

Formative question

- Definition of terms: Jumbled Letters

- Sample Problems
- Practice Activity
 Chunk 2

- Key concepts of Rational Functions

Formative question

- Additional terms and definitions

- Sample Problems
- Practice Activity

Synthesis

RUA of a Student’s Learning:

Represent real-life situations using functions, including piece-wise functions

- Represent real-life situations using functions, including piece-wise functions
- Evaluates functions
- Performs addition, subtraction, multiplication, division, and composition of functions
- Accurately construct mathematical models to represent real-life situations using functions
- Solves Problems Involving functions

Post-lesson Remediation Activity:

Provide additional learning materials and activities regarding the following:

- Modeling of Functions
 ADAPTIVE TEACHING GUIDE
General Mathematics

MET # 2: Problem Solving Involving Functions

Lesson #2: Solves problems involving logarithmic functions, equations, and inequalities

Prerequisite Content-knowledge:

 Represents real-life situations using one-to-one functions

 Determines the inverse of one-to-one functions
 Distinguishes between exponential function, exponential equation, exponential inequality

Prerequisite Skill:

 Solves problems involving inverse functions

 Solves problems involving exponential function, exponential equation, exponential inequality
 Solves problems involving logarithmic functions, equations, and inequalities

Prerequisites Assessment:

a. worksheets on Solving Problems Involving functions

Pre-lesson Remediation Activity:

b. For Students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s):

Provide student/s a short video that
c. represents real-life situations using one-to-one functions
 d. Determines the inverse of one-to-one functions
e. Distinguishes between exponential function, exponential equation, exponential inequality

f. For Students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s):
Let the students
g. Solve problems involving inverse functions
h. Solve problems involving exponential function, exponential equation, exponential inequality
i. Solve problems involving logarithmic functions, equations, and inequalities

Introduction:

This part must articulate the following:

- time frame a student is expected to finish in learning the lesson (and where to contact the teacher when concerns arise)
- The lesson is only four hours, two sessions including synchronous meetings. You can reach me to this number 0965-XXX-XXXX or email me at [email protected] for queries.

- the knowledge (RUA) the student is expected to gain from learning the topic/lesson
- represents real-life situations using one-to-one functions
- Determines the inverse of one-to-one functions
- Distinguishes between exponential function, exponential equation, exponential inequality
- Solves problems involving inverse functions
- Solves problems involving exponential function, exponential equation, exponential inequality
- Solves problems involving logarithmic functions, equations, and inequalities

- Context where the student is going to apply his/learning (In what PAA/EFAA and personal use?)
-

- Overview of the Lesson

-

Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General Enabling Teaching Strategy)

This section is intended for the presentation guide of the lesson proper. It must highlight the chunking of the topic into essential concepts through the use of formative questions.

Chunk 1
 - Inverse Functions

Formative question

- Definition of terms: Jumbled Letters

- Sample Problems
- Practice Activity

Chunk 2

- Exponential Functions

Formative question

- Additional terms and definitions

- Sample Problems
- Practice Activity

Chunk 3

- Logarithmic Functions

Formative question

- Sample Problems
- Practice Activity

Synthesis

RUA of a Student’s Learning:

 - represents real-life situations using one-to-one functions
- Determines the inverse of one-to-one functions
- Distinguishes between exponential function, exponential equation, exponential inequality
- Solves problems involving inverse functions
- Solves problems involving exponential function, exponential equation, exponential inequality
- Solves problems involving logarithmic functions, equations, and inequalities

Post-lesson Remediation Activity:

Provide additional learning materials and activities regarding the following:

- Inverse Functions
- Exponential Functions
- Logarithmic Functions
 ADAPTIVE TEACHING GUIDE
General Mathematics

MET # 3: Simple and Compound Interest

Lesson #3: Illustrates Simple and Compound Interests

Prerequisite Content-knowledge:

 Defines Simple and Compound Interests

Prerequisite Skill:

 computes simple and compound interests

Prerequisites Assessment:

a. worksheets on computing simple and compound interests

Pre-lesson Remediation Activity:

 For Students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s):

Provide student/s a short video that
b. Defines Simple and Compound interests
c. distinguishes between simple and compound interests

 For Students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s):
Let the students
j. compute interest, maturity value, future value, and present value in simple interest and compound interest environment
k. solve problems involving simple and compound interests.

Introduction:

This part must articulate the following:

5. time frame a student is expected to finish in learning the lesson (and where to contact the teacher when concerns arise)
- The lesson is only four hours, two sessions including synchronous meetings. You can reach me to this number 0965-XXX-XXXX or email me at [email protected] for queries.

6. the knowledge (RUA) the student is expected to gain from learning the topic/lesson
- Illustrates Simple and Compound interests
- distinguishes between simple and compound interests
- compute interest, maturity value, future value, and present value in simple interest and compound interest environment
- solve problems involving simple and compound interests.

7. Context where the student is going to apply his/learning (In what PAA/EFAA and personal use?)
-

8. Overview of the Lesson

-

Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General Enabling Teaching Strategy)

This section is intended for the presentation guide of the lesson proper. It must highlight the chunking of the topic into essential concepts through the use of formative questions.

Chunk 1
 - Simple Annuity

Formative question

- Definition of terms: Jumbled Letters

- Sample Problems
- Practice Activity

Chunk 2

- General Annuity

Formative question

- Additional terms and definitions

- Sample Problems
- Practice Activity

Chunk 3

- Comparison of Simple and General annuity

Formative question

- Sample Problems
- Practice Activity

Synthesis

RUA of a Student’s Learning:

 - Illustrate Simple and General Annuity based on the available information.
- Differentiate Simple and General Annuity.
- Provide one example for Simple and General Annuity.
- Show how these two annuities differ from each other by using the two examples you provided.

Post-lesson Remediation Activity:

Provide additional learning materials and activities regarding the following:

- Simple Annuity
- General Annuity
- Differences of Simple and General Annuities
 ADAPTIVE TEACHING GUIDE
General Mathematics

MET # 4: Simple and General Annuities

Lesson #4: Illustrates Simple and General Annuities

Prerequisite Content-knowledge:

 Illustrates Simple and Compound interests

 distinguishes between simple and compound interests
 Definition of simple and General Annuities

Prerequisite Skill:

 computes interest, maturity value, future value, and present value in simple interest and compound interest environment
 solves problems involving simple and compound interests.

Prerequisites Assessment:
 d. worksheets on computing the interest, maturity value, future value, and present value in simple interest and compound interest environment

Pre-lesson Remediation Activity:

 For Students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s):

Provide student/s a short video that
e. Illustrates Simple and Compound interests
f. distinguishes between simple and compound interests
g. Define of simple and General Annuities

 For Students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s):
Let the students
a. compute interest, maturity value, future value, and present value in simple interest and compound interest environment
b. solve problems involving simple and compound interests.

Introduction:

This part must articulate the following:

9. time frame a student is expected to finish in learning the lesson (and where to contact the teacher when concerns arise)
- The lesson is only four hours, two sessions including synchronous meetings. You can reach me to this number 0965-XXX-XXXX or email me at [email protected] for queries.

10. the knowledge (RUA) the student is expected to gain from learning the topic/lesson
- illustrates simple and general annuities.
- distinguishes between simple and general annuities.
- finds the future value and present value of both simple annuities and general annuities.
- calculates the fair market value of a cash flow stream that includes an annuity.

11. Context where the student is going to apply his/learning (In what PAA/EFAA and personal use?)
-

12. Overview of the Lesson

-

Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General Enabling Teaching Strategy)
 This section is intended for the presentation guide of the lesson proper. It must highlight the chunking of the topic into essential concepts through the use of formative questions.

Chunk 1

- Simple Annuity

Formative question

- Definition of terms: Jumbled Letters

- Sample Problems
- Practice Activity

Chunk 2

- General Annuity

Formative question

- Additional terms and definitions

- Sample Problems
- Practice Activity

Chunk 3

- Comparison of Simple and General annuity

Formative question

- Sample Problems
- Practice Activity

Synthesis

RUA of a Student’s Learning:

 - Illustrate Simple and General Annuity based on the available information.
- Differentiate Simple and General Annuity.
- Provide one example for Simple and General Annuity.
- Show how these two annuities differ from each other by using the two examples you provided.

Post-lesson Remediation Activity:

Provide additional learning materials and activities regarding the following:

- Simple Annuity
- General Annuity
- Differences of Simple and General Annuities