Republic of the Philippines

Department of Education
REGION VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF BOHOL
AGUINING NATIONAL HIGH SCHOOL
AGUINING, PRES. CARLOS P. GARCIA, BOHOL

Lesson Plan in Practical Research II

School AGUINING NATIONAL HIGH SCHOOL Grade Level Grade 12

Teacher Daryll Jade S. Asa Learning Area Mathematics

Date February 22, 2024 Quarter Third

Time 11:00-12:00 PM Venue Aguining National High

School

I. OBJECTIVES
A. Content Standards The nature of variables

B. Performance Standards
Describe the Kinds of Variables and its uses

Learning Competency: Differentiates kinds of Annotation

variables and their uses KRA 4: Objective 16

Applied a personal philosophy that is
Learning Objectives: learner-centered.
The teacher adheres to Bloom’s
C. Learning Competencies/
Taxonomy-based objectives-cognitive,
Objectives 1. To introduce students to the concept of
affective and the psychomotor domain
experimental variables and their role in research
2. To help students differentiate between independent,
dependent, and control variables.
3. To engage students in activities to identify and
manipulate experimental variables
Kinds of Variables and its uses
II. CONTENT
III.LEARNING RESOURCES

A. References

SLM Module 3
1. Teacher’s Guide
Learners’ Modules
2. Learner’s Materials
Page 3
3. Textbook pages
4.
Additional Materials Internet sources
from Learning
Resource (LR) portal
B. Other Learning Resources Plan A: LCD Projector/Television (Power Point
Presentation) PPST 1.1.2
Plan B: Visual Aids, Manila Papers, Markers (Integration)
Subject Integration: MAPEH, ABM
Values to be Developed: Cooperation, Appreciation, Self-
Confidence, Awareness, Teamwork

IV.PROCEDURES
  Begin by having a Prayer. KRAs 2 and 4: Objectives 5, and 14
 Greetings (Article 8, Section 2 of the Code of
 Checking of Attendance Ethics for Professional Teachers)
 Setting Class Rules and Reminders Establish a safe and secure learning
environment to enhance learning
 Motivational Song
through the consistent
implementation of policies, guidelines
and procedures and to maintain
A. Preliminary Activities
learning environments that promote
fairness, respect and care to
encourage learning.
KRA 1 Objective 4:
Use effective verbal and non-verbal
communication strategies to support
learner understanding, participation,
engagement, and achievement.
Given the following questions students will answer on the KRA 1: Objective 2
previous lesson tackled. The teacher used research-based
1. What classification of variable classified as qualitative knowledge and principles of teaching
data.? and learning to enhance professional
practice.
B. Review previous lesson 2. Whate are the three types of categorical variables.?
Answer Key:
The teacher reminds acquired
1. Categorical Variable knowledge from the previous lesson to
2. Ordinal, Nominal, and Dichotomous Variable kick off the class discussion.

C. Establishing a purpose for

the lesson
Let the learners find the words in the game Four Pict. One KRA 1: Objective 2
Word. The teacher used research-based
knowledge and principles of teaching
and learning to enhance professional
practice

-Localization and Contextualization

helps teachers and students
comprehend concepts by relating and
EX_ER_M_NT_L presenting lesson on the context of
I_DE_EN_E_T prevailing local environment, culture
and resources. Allow students to use
and share also the skills they acquired
from their locality in order for them to
C. Lesson Opener/ easily adopt, cope and understand the
Presentation of the New lesson.
Lesson

DE_EN_EN_ MA_IP_LAT_

_ON_RO_
D. Presenting examples/ Another classification of Variable is the Experimental. PPST 1.4.2
instances of the new lesson Literacy and Numeracy Skills
Experimental Variable determine causal relationship.

4 Types of Experimental Variables

Independent Variable
Dependent Variable
Intervening/Medling Variable
Control Variable
Confounding Variable

Independent Variable - Those that probably cause, influence,

or affect outcomes. They are invariably called treatment,
manipulated, antecedent or predictor variables. This is the
cause variable or the one responsible for the conditions that
act on something else to bring about changes.

Dependent Variable - those that depend on the independent

variables; they are the outcomes or results of the influence of
the independent variable. That is why it is also called outcome
variable.

Example: THE EFFECT OF STUDYING IN THE ACADEMIC

PERFORMANCE OF STUDENTS

Studying – Independent Variable

Academic Performance – Dependent Variable

Intervening or Medling variables – Variables that “stand

between” the independent and dependent variables, and they
show the effects of the independent variable on the
dependent

Control Variables – A special types of independent variables

that are measured in the study because they potentially
influence the dependent variable. Researchers use statistical
procedures (e.g. analysis of covariance) to control these
variables. They may be demographic or personal variables that
need to be “controlled” so that the true influence of the
independent variable on the dependent variable can be
determined.

Confounding/Extraneous Variables – Variables that

are not actually measured or observed in a study. They
exist but their influence cannot be directly detected in a
study.

Example: THE EFFECT OF PLAYING MUSIC ON THE ACADEMIC

PERFORMANCE OF ELEMENTARY STUDENTS.

Playing Music – Independent Variable

Academic Performance – Dependent Variable
Genre of Music – Intervening/Medling Variable
Control Variable – Class Duration
Noise and Ventilation – Confounding Variable
 The teacher discusses with the students the answers to the
E. Discussing new concepts
given questions.
and practicing new skills #1
Group Activity: KRA 2: Objective 8
Group the students into three. Each group will be given one Applied a range of successful
strategies that maintain learning
sample of a research title, and they will determine the 5
environment that motivate learners to
F. Discussing new concepts experimental variables. Let them select a leader, a secretary work productively by assuming
and practicing new skills #2
and a reporter. Manila paper and color strips provided. responsibility for their own learning.
1. The teacher facilitates the activity
while allowing students to work on their
own given enough time to finish.
Let all the students participate the game: KRA 1: Objective 2
The teacher used research-based
Play a Game; The Boat is Sinking. knowledge and principles of teaching
and learning to enhance professional
The teacher will show colored strips with given sets of practice.
G. Developing mastery (leads points. Let the students solve for the slope of the given points. A game-based introduction to the
to formative assessment 3) lesson will elicit the interest of the
Have them group themselves according to the value of the students to learn about the new topic.
slope they have solved. The number of learners that will
exceed in the grouping will be eliminated.

-Effect of the steepness of a mountain to the speed of a KRA 1: Objective 2

mountaineer The teacher used research-based
knowledge and principles of teaching
and learning to enhance professional
-Effect of the number of hours in studying to the grades of the
practice
students
-Localization and Contextualization
H. Finding practical helps teachers and students
applications of concepts comprehend concepts by relating and
and skills in daily living presenting lesson on the context of
prevailing local environment, culture
and resources. Allow students to use
and share also the skills they acquired
from their locality in order for them to
easily adopt, cope and understand the
lesson.
The students summarizes the mathematical skills or principles KRA 1: Objective 2
used to find the slope and also the definition of a slope This is a pre-discussion activity where
through questions like: HOTS and Probing Questions are
utilized.
1. How do you define slope?
Higher Order Thinking Skills (HOTS) is
I. Making generalizations and 2. What did you do to arrive at the answer? a new concept of education reform
abstractions about the 3. Were there mathematical skills or principles used to find based on Bloom’s Taxonomy.
lesson
the slope?

3. Why is it important to know about slope of a line? How is it

important to our daily lives?

Varied answers shall be drawn from the students.

Let the students answer individually the formative PPSTO 5.1.2

assessment. Formative Assessment
Find the slope of a line using the given information. KRA 4: Objective 14
The teacher reminds the learners that
1. (-2,4), (1,6) their grades shall be based on the
2. (-3,-1), (5,5) evaluation of their work only in merit
J. Evaluation and quality of academic performance.
3. (3,3) , (1,4)
4. (4,1) , (4,0)
KRA 1: Objective 2
The teacher utilizes questions that
suite in assessing students’ level of
knowledge and understanding of the
topic.
K. Assignment Find the slope of line using the given information. Use ½ size KRA 4: Objective 16
of paper (Crosswise) The teacher applies Constructivism
Philosophy of Education to enrich
 1. Rise=3 Run= 5
2. The vertical change is 7 and horizontal change is 5 students’ learning.
3. The lines rises 3 units as it moves 2 units to the left

Write down the number of learners mastered the

competencies. May also include notes of teacher for not
achieving the lesson target if any.

L. Reflection
___________________________________________________

Prepared by:

CHONA M. PADILLO
T III-Mathematics Teacher
Observed by:

Name: ______________________________
Designation: _________________________
Date: _________________________________