PIVOT 4A Lesson Exemplars Using the IDEA Instructional Process
School Dr. Maria D. Pastrana N H S Grade Level Grade 10
FRITZ GERALD Q.
Teacher Learning Area Mathematics (JHS)
CAMACHO
LESSON Teaching Date January 7 – 20, 2021 Quarter Second Quarter
EXEMPLA
R Teaching Time 8:00 – 10:00 AM No. of Days 8
At the end of the lesson, learners are expected to:
a. Illustrate polynomial functions
I. Objectives b. Understand, describe and interpret the graph of polynomial function
c Solve problems involving polynomial functions
d. Show neatness and accuracy in graphing polynomial function
A. Content Standards The learner demonstrates understanding of key concept of polynomial functions
B. Performance The learner is able conduct systematically a mathematical investigation involving
Standards polynomial functions in different fields
C. Most Essential
Illustrates polynomial functions
Learning
Understands, describes and interprets graphs of polynomial functions
Competencies
Solves problems involving polynomial functions
(MELC)
D. Enabling Competencies
(If available, write the attached N/A
enabling competencies)
II. Content Week 1 – 2: POLYNOMIAL FUNCTIONS
III. Learning Resources
A. References
a. Teacher’s Guide Pages
b. Learner’s Material Pages
PAGES 6 – 12
(PIVOT 4A LM)
c. Textbook Pages
d. Additional Materials
Mathematics 10 Learner’s Materials, Internet
from Learning Resources
B. List of Learning Resources
for Development and
Engagement Activities
IV. Procedure
What I need to know?
*The learners will do the walkthrough of the lesson expectations.
*In this part, the content of the lesson will be presented.
*Learning objectives will also be introduced to guide the learners on the learning targets
A. Introduction founded on KSAV principles.
What’s new?
*The learners will read the introduction and focus questions, lesson and coverage and
module map to have an overview of the polynomial functions
What I know?
- The learners will answer the Learning Task 1 indicated in the Development of the
module on page 6 to find out how much they already know about the topic/lesson.
What is In?
- The learners will study the lesson by recalling the concepts of linear and quadratic
function as well as their graphs.
- The teacher will provide a video discussion about polynomial functions, its parts, zeros,
B. Development multiplicities, behavior and graph.
- The teacher will also upload a video discussion about utilizing polynomial function in
solving real life problems
What is It?
- Provide examples similar to the learning tasks given that will serve as a guide in
answering their assigned tasks
What can I do?
- The learners will perform the identified tasks in the module on page 10 - 12. These
tasks include:
A. Describe the properties of the graph of the given polynomial functions
B. Answering Questions (Multiple Choice) all about polynomial functions
C. Engagement C. Answer the following real life problems
- They are expected to reflect on the process of performing the tasks while focusing on
their learned concepts about sequencing.
What I Have Learned?
- The students will answer the following questions based on their own
understanding about the lesson
D. Assimilation
a. How can we determine the end behavior of a polynomial function?
b. How would you describe the end behavior of the graph?
c. What new strategies do you discover in graphing polynomial functions?
V. Reflection The learners, in intermediate pad will write their personal insights about the lesson using
prompts below.
I understand that ____________________________________________________
I realize that ________________________________________________________
Prepared by:
FRITZ GERALD Q. CAMACHO
Math 10 Teacher
Checked by:
MILDREDA N. USTARE
Head Teacher I – Mathematics Department
Noted by:
ELMER C. RAVINA
Principal II
PIVOT 4A Lesson Exemplars Using the IDEA Instructional Process
School Dr. Maria D. Pastrana N H S Grade Level Grade 10
Teacher FRITZ GERALD Q. CAMACHO Learning Area Mathematics (JHS)
Teaching Date January 21 – February 3, 2020 Quarter Second Quarter
LESSON
EXEMPLA Teaching Time 8:00 – 10:00 AM No. of Days 8
R
I. Objectives At the end of the lesson, learners are expected to:
a. Derive inductively relations among chords, arcs, central angles and
inscribed angles
b. Prove theorems related to chords, arcs, central angles and inscribed
angles
c. Show perseverance and accuracy in illustrating and solving circle
and its parts
The learner demonstrates understanding of key concept of circles and coordinate
A. Content Standards
geometry
The learner is able to formulate and find solutions to challenging situations involving
circles and other related terms in different discipline through appropriate and accurate
B. Performance representations.
Standards
The learner is able to formulate and solve problems involving geometric figures on the
rectangular coordinate plane with perseverance and accuracy.
C. Most Essential Derive inductively relations among chords, arcs, central angles and
Learning inscribed angles
Competencies Prove theorems related to chords, arcs, central angles and inscribed
(MELC) angles
D. Enabling Competencies
(If available, write the attached N/A
enabling competencies)
II. Content Week 3 – 4: CIRCLE AND OTHER RELATED TERMS
III. Learning Resources
A. References
a. Teacher’s Guide Pages
b. Learner’s Material Pages
PAGES 13 – 19
(PIVOT 4A LM)
c. Textbook Pages
d. Additional Materials
Mathematics 10 Learner’s Materials, Internet
from Learning Resources
B. List of Learning Resources
for Development and
Engagement Activities
IV. Procedure
A. Introduction What I need to know?
*The learners will do the walkthrough of the lesson expectations.
*In this part, the content of the lesson will be presented.
*Learning objectives will also be introduced to guide the learners on the learning targets
founded on KSAV principles.
What’s new?
*The learners will read the introduction and focus questions, lesson and coverage and
module map to have an overview of the topic about circles
What I know?
- The learners will answer the Learning Task 1 indicated in the Development of the
module on page 13 to find out how much they already know about the parts of circles
based on their own ideas.
What is In?
- The learners will study the lesson by recalling the definition of circles
- The teacher will provide a video discussion about circles and its parts and how to use
B. Development the concepts of central and inscribed angles in relation to its intercepted arc/s in finding
the measurement of missing parts
- The teacher will also upload a video discussion about how to use the theorems related
to chords, arcs, central angles and inscribed angles in solving various problems related to
circles.
What is It?
- Provide examples similar to the learning tasks given that will serve as a guide in
answering their assigned tasks
C. Engagement What can I do?
- The learners will perform the identified tasks in the module on page 14,18 and 19.
These tasks include:
A. Find the value of the missing parts of the given circle
B. Complete the missing statements (Proving)
C. True or False about circle
D. Additional Activity about the topic covered
- They are expected to reflect on the process of performing the tasks while focusing on
their learned concepts about sequencing.
What I Have Learned?
- The students will answer the following questions based on their own
understanding about the lesson
a. When two chords of a circle are parallel, are the arcs they intercept be
D. Assimilation
congruent? How about the arcs they cut off? Explain.
b. How do you determine the measure of the angle formed by the intersection of
two chords? Two secant segments intersecting at the point in the exterior of the
circle?
V. Reflection The learners, in intermediate pad will write their personal insights about the lesson using
prompts below.
I understand that ____________________________________________________
I realize that ________________________________________________________
Prepared by:
FRITZ GERALD Q. CAMACHO
Math 10 Teacher
Checked by:
MILDREDA N. USTARE
Head Teacher I – Mathematics Department
Noted by:
ELMER C. RAVINA
Principal II
