CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP

GRADE: 7 QUARTER: FIRST

CORE SUBJECT TITLE: Mathematics NO. OF MEETINNGS: 12 Sessions
CORE SUBJECT DESCRIPTION: The learner demonstrates understanding and appreciation of key concepts and principles of mathematics as applied using appropriate
technology in problem solving critical thinking, communicating, reasoning, and making connections, representations, and decisions in real life. At the end of this course,
The learner demonstrates understanding of key concepts and principles of patterns and algebra (Sets, Venn Diagrams and operations on sets, real numbers) as applied –
using appropriate technology – in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decision in real life.
LEARNING RESOURCE: Mathematics 7, page 4-125.

(CONTENT (CONTEN (PERFORMANCE (LEARNING COMPETENCIES) HIGHEST THINKING HIGHEST ENABLING

) T STANDARDS) SKILLS TO ASSESS STRATEGY TO USE IN
STANDAR DEVELOPING THE
DS) HIGHEST THINKING
SKILL TO ASSESS

BEYOND BEYOND MINIMUM KUD RBT ASSESSMENT ENABLING TEACHING

MINIMUM LEVEL TECHNIQUE GENERAL STRATEGY
STRATEGY
WW QA PC
Language of The learners
Collections will The learner is able The learner will be able to… Teac Quar Coll Problem Discussion,
demonstrate to formulate and her terly abor solving, questions
1. An an solve problems 1. Describe and illustrate well-defined Doing, Creating, Prep Exa ativ ,communicating and
introduction understandin involving sets and sets and the null set. Underst Analyzing/ ared m e , and reasoning demonstrati
of sets. g of: real numbers. anding Evaluating quest grou ons in class
2. Represent sets and subsets using Underst Analyzing ion p
2. Venn Venn diagram. anding (refl wor
diagrams and The key ectio k
operations on concepts of 3. Solve problems on real life Doing Creating ns),
sets language of situations which involve integers, Quiz
collections rational numbers, square roots of ,
3. Real and rational numbers, and irrational Seat
numbers extending the numbers. work
number
system.

PERFORMANCE TASK: The learners will be group into two and give three examples of sets and classify it according to the two distinctions of sets.
LITERAL TRANSFER TASK: The learners will conduct a collaborative group work.
 CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP
GRADE: 8 QUARTER: FIRST
CORE SUBJECT TITLE: Mathematics NO. OF MEETINNGS: 12 Sessions
CORE SUBJECT DESCRIPTION: The learner demonstrates understanding and appreciation of key concepts and principles of mathematics as applied using appropriate
technology in problem solving critical thinking, communicating, reasoning, and making connections, representations, and decisions in real life. At the end of this course,
The learner demonstrates understanding of key concepts and principles of patterns and algebra (Factorization of algebraic equations, and rational expressions), applied –
using appropriate technology – in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decision in real life.
LEARNING RESOURCE: Mathematics 8, page 4-121.

(CONTENT (CONTEN (PERFORMANCE (LEARNING COMPETENCIES) HIGHEST THINKING HIGHEST ENABLING

) T STANDARDS) SKILLS TO ASSESS STRATEGY TO USE IN
STANDAR DEVELOPING THE
DS) HIGHEST THINKING
SKILL TO ASSESS

BEYOND BEYOND MINIMUM KUD RBT ASSESSMENT ENABLING TEACHING

MINIMUM LEVEL TECHNIQUE GENERAL STRATEGY
STRATEGY
WW QA PC
Review The learners
Elementary demonstrate The learner is able The learner will be able to…
Algebra an to factor and solve Teac Quar Coll Problem solving Discussion,
Topics understandin problems her terly abor , questions
g of : involving 1. Factor polynomials whose Doing Creating Prep Exa ativ communicating, and
1. Review of polynomials. terms have a common ared m e and reasoning demonstrati
elementary The key monomial factor. quest grou ons in class
algebra topics. concepts of ion p
Factorization 2. Describe and illustrate a Doing, Creating, (refle wor
2. and Rational rational algebraic expression. Underst Analyzing/ ction k
Factorization expressions anding Evaluating s),
of . Quiz
polynomials 3. Solve rational expressions. Doing Creating ,
Seat
work
3. Rational
expressions
PERFORMANCE TASK: The learners will be group into three. They will create a math trick that involves signed numbers and perform by group.
LITERAL TRANSFER TASK: The learners will conduct a collaborative group work.
 CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP
GRADE: 9 QUARTER: FIRST
CORE SUBJECT TITLE: Mathematics NO. OF MEETINNGS: 12 Sessions
CORE SUBJECT DESCRIPTION: The learner demonstrates understanding and appreciation of key concepts and principles of mathematics as applied using appropriate
technology in problem solving critical thinking, communicating, reasoning, and making connections, representations, and decisions in real life. At the end of this course,
The learner demonstrates understanding of key concepts and principles of patterns and algebra (quadratic equations and inequalities, and quadratic functions) as applied –
using appropriate technology – in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decision in real life.
LEARNING RESOURCE: Mathematics 9, page 4-100.

(CONTENT (CONTENT (PERFORMANCE (LEARNING COMPETENCIES) HIGHEST THINKING SKILLS HIGHEST ENABLING
) STANDARD STANDARDS) TO ASSESS STRATEGY TO USE IN
S) DEVELOPING THE
HIGHEST THINKING
SKILL TO ASSESS

BEYOND BEYOND MINIMUM KUD RBT ASSESSMENT ENABLING TEACHING

MINIMUM LEVEL TECHNIQUE GENERAL STRATEGY
STRATEGY
WW QA PC
More on The learners
quadratic demonstrate The learner is able The learner will be able to…
an to thoroughly Teac Quar Gro Problem solving Think-pair-
1. understanding investigate 1. Find the solution set of a Unders Analyzing/ her terly up , share
Introduction of : mathematical quadratic equation, tanding Evaluating Prep Exa and communicating, activity, and
to relationships in inequalities, and functions. ared m Clas and reasoning Activity:
Quadratic The key various situations quest sroo Puzzle
equations, concepts of and solve real-life ion m Making
inequalities quadratic. problems 2. Solve problems involving Doing Creating (refle disc
and functions involving quadratic equations, ction ussi
quadratic inequalities and functions. s), on
2. Graphing equations, Quiz
Quadratic inequalities and ,
functions. Seat
work

PERFORMANCE TASK: The learners will explain the property of equivalent exponent in their own words by group.
LITERAL TRANSFER TASK: The learners will conduct a group and classroom discussion and the teacher is the facilitator of learning.
 CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP
GRADE: 10 QUARTER: FIRST
CORE SUBJECT TITLE: Mathematics NO. OF MEETINNGS: 12 Sessions
CORE SUBJECT DESCRIPTION: The learner demonstrates understanding and appreciation of key concepts and principles of mathematics as applied using appropriate
technology in problem solving critical thinking, communicating, reasoning, and making connections, representations, and decisions in real life. At the end of this course,
The learner demonstrates understanding of key concepts and principles of patterns and algebra (Series and sequences, and factors and roots of polynomials) as applied –
using appropriate technology – in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decision in real life.
LEARNING RESOURCE: Mathematics 10, page 4-103.

(CONTENT (CONTENT (PERFORMANC (LEARNING COMPETENCIES) HIGHEST THINKING HIGHEST ENABLING

) STANDARD E STANDARDS) SKILLS TO ASSESS STRATEGY TO USE IN
S) DEVELOPING THE
HIGHEST THINKING
SKILL TO ASSESS

BEYOND BEYOND MINIMUM KUD RBT ASSESSMENT ENABLING TEACHING

MINIMUM LEVEL TECHNIQUE GENERAL STRATEGY
STRATEGY
WW QA PC
More on The learners
factors and demonstrate The learner is able The learner will be able to… Teac Quar Coo Problem solving Brainstormin
polynomials an to solve problems her terly pera , g/
understanding involving 1. Generate a sequence and Understa Analyzing Prep Exa tive communicating, Discussion,
1. of : sequence and series. nding ared m grou and reasoning Activity
Introduction series, and factors quest p
to sequences The key and roots of ion wor
and series concepts of polynomials in Doing Creating (refle k
factors and different 2. Solve problems involving ction
2. Factors and polynomials. disciplines through polynomials, remainder, s),
roots of appropriate and factor, and rational theorem Quiz
polynomials accurate ,
representations. Seat
work
PERFORMANCE TASK: The learners will be group into four and solve the problem. A square is subdivided into smaller squares and shaded as shown. If the shading
process is continued indefinitely, what fractioned part of the largest square is eventually shaded? Explain your answer.
LITERAL TRANSFER TASK: The learners will be able to use geometric sequence, series and mean to explain and explain their answer.
 CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP
GRADE: 7 QUARTER: SECOND
CORE SUBJECT TITLE: Mathematics NO. OF MEETINGS: 12 Sessions
CORE SUBJECT DESCRIPTION: The learner demonstrates understanding and appreciation of key concepts and principles of mathematics as applied using appropriate
technology in problem solving critical thinking, communicating, reasoning, and making connections, representations, and decisions in real life. At the end of this course,
The learner demonstrates understanding of key concepts and principles of patterns and algebra (measurement and fundamental algebra) as applied – using appropriate
technology – in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decision in real life.
LEARNING RESOURCE: Mathematics 7, page 132-264.

(CONTENT (CONTENT (PERFORMANC (LEARNING COMPETENCIES) HIGHEST THINKING HIGHEST ENABLING

) STANDARD E STANDARDS) SKILLS TO ASSESS STRATEGY TO USE IN
S) DEVELOPING THE
HIGHEST THINKING
SKILL TO ASSESS

BEYOND BEYOND MINIMUM KUD RBT ASSESSMENT ENABLING TEACHING

MINIMUM LEVEL TECHNIQUE GENERAL STRATEGY
STRATEGY
WW QA PC
Language of The learners
Collections will The learner is The learner will be able to… Teac Quar Coll Problem
demonstrate able to formulate her terly abor solving , Brainstormi
1. An an and solve 1. Describe what it means to measure. Underst Analyzing Prep Exa ativ communicating, ng/
introduction understanding problems anding ared m e and reasoning discussion,
of of: involving quest grou and Activity
measurement measurement 2.1. Translate verbal phrases to Doing Creating ion p
and fundamental mathematical expressions. (refl wor
2. The key algebra. ectio k
Fundamental concepts of 2.2. Identify the terms in an expression Doing, Creating, ns),
algebra language of and the literal and numerical Underst Analyzing/ Quiz
collections. coefficients in a term. anding Evaluating ,
Seat
2.3. Solve problems involving addition, Doing Creating work
subtraction, multiplication, division of
polynomials.
PERFORMANCE TASK: The learners will be group into three. The task is to find out whether it is possible for a person to carry million one-peso coins. Make a plan on
how to prove it. Explain the steps you have taken and the reason for each step. Show your complete solutions.
Question: If you were given a million pesos, all in one peso coins, would you be able to carry it? How much would it weigh?
LITERAL TRANSFER TASK: The learners will conduct a collaborative group work.
 CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP
GRADE: 8 QUARTER: SECOND
CORE SUBJECT TITLE: Mathematics NO. OF MEETINGS: 12 Sessions
CORE SUBJECT DESCRIPTION: The learner demonstrates understanding and appreciation of key concepts and principles of mathematics as applied using appropriate
technology in problem solving critical thinking, communicating, reasoning, and making connections, representations, and decisions in real life. At the end of this course,
The learner demonstrates understanding of key concepts and principles of patterns and algebra (Linear equation in two variables, systems of linear equations and
inequalities, and relations and functions) as applied – using appropriate technology – in critical thinking, problem solving, reasoning, communicating, making connections,
representations, and decision in real life.
LEARNING RESOURCE: Mathematics 8, page 126-286.

(CONTENT (CONTENT (PERFORMANCE (LEARNING COMPETENCIES) HIGHEST THINKING HIGHEST ENABLING

) STANDARD STANDARDS) SKILLS TO ASSESS STRATEGY TO USE IN
S) DEVELOPING THE
HIGHEST THINKING
SKILL TO ASSESS

BEYOND BEYOND MINIMUM KUD RBT ASSESSMENT ENABLING TEACHING

MINIMUM LEVEL TECHNIQUE GENERAL STRATEGY
STRATEGY
WW QA PC
More on The learners
equation demonstrate The learner is able The learner will be able to…
an to construct and Teac Quar Writ Problem Activity:
understanding solve problems 1. Describe the Cartesian Underst Analyzing her terly ing solving, Puzzle
1. Review on of : involving linear coordinate plane. anding Prep Exa a , and Making
coordinates equation. ared m puzz communicating
The key 2. Solve problems using systems Doing Creating quest le,
2. Systems of concepts of of linear equation and ion and
linear operations on inequalities. (refle Clas
equation and linear ction sroo
inequalities equation and 3. Represent relations and Underst Analyzing s), m
inequalities. functions in three ways: a anding Quiz dem
3. Relations . table, a mapping, and a graph. , onst
and functions Seat ratio
work n
PERFORMANCE TASK: The learners will create their own “Discover the object hiding in the picture puzzle” such as the one given in the Mathematical Challenge. Write
the puzzle on a bond paper and be ready to share it to the class.
LITERAL TRANSFER TASK: The learners will conduct a writing a puzzle, and classroom demonstration.
 CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP
GRADE: 9 QUARTER: SECOND
CORE SUBJECT TITLE: Mathematics NO. OF MEETINGS: 12 Sessions
CORE SUBJECT DESCRIPTION: The learner demonstrates understanding and appreciation of key concepts and principles of mathematics as applied using appropriate
technology in problem solving critical thinking, communicating, reasoning, and making connections, representations, and decisions in real life. At the end of this course,
The learner demonstrates understanding of key concepts and principles of patterns and algebra (Combined, joint and inverse variation, radical equation, and exponential
equation) as applied – using appropriate technology – in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decision in
real life.
LEARNING RESOURCE: Mathematics 9, page 108-253.

(CONTEN (CONTENT (PERFORMANCE (LEARNING COMPETENCIES) HIGHEST THINKING SKILLS HIGHEST ENABLING
T) STANDARD STANDARDS) TO ASSESS STRATEGY TO USE IN
S) DEVELOPING THE
HIGHEST THINKING
SKILL TO ASSESS

BEYOND BEYOND MINIMUM KUD RBT ASSESSMENT ENABLING TEACHING

MINIMUM LEVEL TECHNIQUE GENERAL STRATEGY
STRATEGY
WW QA PC
More on The learners
algebraic demonstrate The learner is able The learner will be able to… Teac Quar Exp Problem solving Brainstormi
expressions an to identify and her terly erim , and ng/
understanding solve related 1. Identify related quantities in Unders Analyzing Prep Exa enta communicating discussion,
1. of : quantities of real-life situations. tanding ared m l and
Introduction variation, rational, quest grou Experimenta
to The key exponents, and 2. Solve problems involving Doing Creating ion p l Activity
variations concepts of radicals. combined, joint, and inverse (refle wor
combined, variation, radical equation, and ction k
2. Radical joint, and exponential equation. s),
equation, and inverse Quiz
exponential variation, ,
equation radical Seat
equation, and work
exponential
equation.
PERFORMANCE TASK: The learners will be group into two and solve the problem.
Materials: 5 cylindrical containers (e.g. milk cans, sardines cans, graduated cylinder, water, centimetre ruler
Procedure:
1. Measure the radius and height of each can in centimeters up to the hundredths. Complete the 2nd and 3rd columns of this table.

CANS Radius (r) Height (h) Volume (v)

A
B
C
D
E

2. Fill each can with water and pour the water into a graduated cylinder to find its volume. Note that 1, 000 cm3 = 1 liter. Complete the 4th column of the table.
3. Is the volume related to the can’s radius and height? In what way?
4. What is the equation of variation?
5. What is the constant of variation?
6. What happens to the volume when the height is doubled and the radius is constant? Show an example.
7. What happens to the volume when the height is constant and the radius is doubled? Show an example.

LITERAL TRANSFER TASK: The learners will conduct an experimental group work.
 CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP
GRADE: 10 _ QUARTER: SECOND
CORE SUBJECT TITLE: Mathematics NO. OF MEETINGS: 12 Sessions
CORE SUBJECT DESCRIPTION: The learner demonstrates understanding and appreciation of key concepts and principles of mathematics as applied using appropriate
technology in problem solving critical thinking, communicating, reasoning, and making connections, representations, and decisions in real life. At the end of this course,
The learner demonstrates understanding of key concepts and principles of patterns and algebra (Polynomial functions), geometry (circles and coordinate geometry) as
applied – using appropriate technology – in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decision in real life.
LEARNING RESOURCE: Mathematics 10, page 108-245.

(CONTENT) (CONTEN (PERFORMANCE (LEARNING COMPETENCIES) HIGHEST THINKING HIGHEST ENABLING

T STANDARDS) SKILLS TO ASSESS STRATEGY TO USE IN
STANDAR DEVELOPING THE
DS) HIGHEST THINKING
SKILL TO ASSESS

BEYOND BEYOND MINIMUM KUD RBT ASSESSMENT ENABLING TEACHING

MINIMUM LEVEL TECHNIQUE GENERAL STRATEGY
STRATEGY
WW QA PC
More on The learners
functions and demonstrate The learner is able The learner will be able to… Teac Quar Coll Problem Brainstormin
theorems an to solve problems her terly abor solving, g/
understandin involving 1. Solve problems involving Doing Creating Prep Exa ativ connecting and Discussion,
1. Introduction g of : polynomial polynomial functions. ared m e communicating Activity
to polynomial functions and quest grou
functions The key illustrate and prove ion p
concepts of geometry of 2. Illustrate secants, tangents, Understa Analyzing (refle wor
2. Parts of a polynomial circles. chords, radii, and sectors of nding ction k
circle functions and circle. s),
theorems Quiz
3. Prove some geometric Understa Applying, ,
3. Distance properties by using the nding Analyzing Seat
formula distance formula work
and geometric
properties
PERFORMANCE TASK: Design a garden where you have the three major plants’ or trees that you need to water using a rotating water sprinkler. Where should you plant
the trees and where should you install the sprinkler so that all three plants or trees are reached and watered by the sprinkler? Present your design and defend it in the class
using the concept of circle in the Cartesian plane. Work in a group of 4-5 members.
LITERAL TRANSFER TASK: The learners will conduct a collaborative group work.
 CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP
GRADE: 7 QUARTER: THIRD
CORE SUBJECT TITLE: Mathematics NO. OF MEETINGS: 12 Sessions
CORE SUBJECT DESCRIPTION: The learner demonstrates understanding and appreciation of key concepts and principles of mathematics as applied using appropriate
technology in problem solving critical thinking, communicating, reasoning, and making connections, representations, and decisions in real life. At the end of this course,
The learner demonstrates understanding of key concepts and principles of patterns and algebra (linear equation and inequalities), geometry, applied – using appropriate
technology – in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decision in real life.
LEARNING RESOURCE: Mathematics 7, page 272-370.

(CONTENT) (CONTEN (PERFORMANCE (LEARNING COMPETENCIES) HIGHEST THINKING HIGHEST ENABLING

T STANDARDS) SKILLS TO ASSESS STRATEGY TO USE IN
STANDAR DEVELOPING THE
DS) HIGHEST THINKING
SKILL TO ASSESS

BEYOND BEYOND MINIMUM KUD RBT ASSESSMENT ENABLING TEACHING

MINIMUM LEVEL TECHNIQUE GENERAL STRATEGY
STRATEGY
WW QA PC
Language of The learners
Collections will The learner is able The learner will be able to… Teac Quar Res Problem Supervisory
1. An demonstrate to formulate and her terly earc solving, and as in
introduction of an solve linear 1. Describe first degree equations in Underst Analyzing Prep Exa h communicating students
linear equation understandin equations and one variable. anding ared m grou research
and g of: inequalities and quest p
inequalities geometry. ion wor
2. Solve equations using the addition, Doing Creating (refl k
2. Principle of The key subtraction, multiplication, and ectio
addition, concepts of division principle ns),
subtraction, Language of Quiz
multiplication, Collections. ,
and division 3. Represent a point, line, and plane Underst Analyzing Seat
3. Point, line, using concrete and pictorial models. anding work
and plane
4. Determine the measure of an angle Doing Creating
4. using a protractor.
Measurement
of angle
PERFORMANCE TASK: The learners will be group into two. The leader will assign investigative reporters from local newspaper. They are assigned to report on a local
service provider (e.g. LBC, DHL, PLDT, mail service, BayanTel, Meralco, water service) and discover the formula used by the company for computing charges for its
customers.
LITERAL TRANSFER TASK: The learners will conduct a research group work.
 CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP
GRADE: 8___ QUARTER: THIRD
CORE SUBJECT TITLE: Mathematics NO. OF MEETINGS: 12 Sessions
CORE SUBJECT DESCRIPTION: The learner demonstrates understanding and appreciation of key concepts and principles of mathematics as applied using appropriate
technology in problem solving critical thinking, communicating, reasoning, and making connections, representations, and decisions in real life. At the end of this course,
The learner demonstrates understanding of key concepts and principles of patterns and algebra (reasoning), trigonometry (triangle congruence, and parallelism) as applied –
using appropriate technology – in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decision in real life.
LEARNING RESOURCE: Mathematics 8, page 292 -380.

(CONTENT) (CONTEN (PERFORMANCE (LEARNING COMPETENCIES) HIGHEST THINKING HIGHEST ENABLING

T STANDARDS) SKILLS TO ASSESS STRATEGY TO USE IN
STANDAR DEVELOPING THE
DS) HIGHEST THINKING
SKILL TO ASSESS

BEYOND BEYOND MINIMUM KUD RBT ASSESSMENT ENABLING TEACHING

MINIMUM LEVEL TECHNIQUE GENERAL STRATEGY
STRATEGY
WW QA PC
More on The learners
statements demonstrate The learner is able The learner will be able to… Teac Quar Coll Problem Brainstormi
an to give the her terly abor solving, and ng/
understandin reasoning, triangle 1. Write formal arguments as a Doing Creating Prep Exa ativ communicating discussion,
1. formal g of : congruence and series of statements that make ared m e and Activity
arguments parallelism. up proof. quest grou
The key ion p
2. idea of concepts of 2. Define and illustrate the idea Underst Analyzing (refle wor
congruence of operations on of congruence in real life. anding ction k
triangle and statements. s),
parallelism Quiz
,
Seat
work
PERFORMANCE TASK: The learners will work in dyads or triads.
Directions: Collect sets of data on one of the situations listed below.
Express the relation as a table, a set of ordered pairs, and a graph.
1. Number of classmates with 0, 1, 2, 3, … n siblings
2. Number of classmates whole birthdays fall on Monday, Tuesday, Wednesday, and so on this year.
LITERAL TRANSFER TASK: The learners will conduct a collaborative group work
 CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP
GRADE: 9___ QUARTER: THIRD
CORE SUBJECT TITLE: Mathematics NO. OF MEETINGS: 12 Sessions
CORE SUBJECT DESCRIPTION: The learner demonstrates understanding and appreciation of key concepts and principles of mathematics as applied using appropriate
technology in problem solving critical thinking, communicating, reasoning, and making connections, representations, and decisions in real life. At the end of this course,
The learner demonstrates understanding of key concepts and principles of patterns and geometry (quadrilateral), trigonometry (triangle similarity) as applied – using
appropriate technology – in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decision in real life.
LEARNING RESOURCE: Mathematics 9, page 262-418.

(CONTENT) (CONTEN (PERFORMANCE (LEARNING COMPETENCIES) HIGHEST THINKING SKILLS HIGHEST ENABLING
T STANDARDS) TO ASSESS STRATEGY TO USE IN
STANDAR DEVELOPING THE
DS) HIGHEST THINKING
SKILL TO ASSESS

BEYOND BEYOND MINIMUM KUD RBT ASSESSMENT ENABLING TEACHING

MINIMUM LEVEL TECHNIQUE GENERAL STRATEGY
STRATEGY
WW QA PC
More on The learners
quadrilateral demonstrate The learner is able The learner will be able to… Teac Quar Coll Problem Brainstormi
and triangle an to solve problems her terly abor solving, ng/
understandin and proof triangle 1. Define, illustrate, and name a Doing Creating Prep Exa ativ connecting and discussion,
1. Introduction g of : similarity and quadrilateral and its parts. ared m e communicating and activity
to quadrilateral quest grou
quadrilateral The key properties. 2. Solve problems involving Doing Creating ion p
concepts of Pythagorean theorem. (refle wor
2. Triangle quadrilateral ction k
and triangle. 3. Prove theorems on trapezoid Unders Applying, s),
3. Trapezoid and kites. tanding Analyzing Quiz
and kites ,
Seat
work

PERFORMANCE TASK: The learners will be group into two and perform the following: Show at least three different proofs of the Pythagorean Theorem. Present these in
detail with their appropriate illustrations.
LITERAL TRANSFER TASK: The learners will conduct a collaborative group work.
 CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP
GRADE: 10___ QUARTER: THIRD
CORE SUBJECT TITLE: Mathematics NO. OF MEETINGS: 12 Sessions
CORE SUBJECT DESCRIPTION: The learner demonstrates understanding and appreciation of key concepts and principles of mathematics as applied using appropriate
technology in problem solving critical thinking, communicating, reasoning, and making connections, representations, and decisions in real life. At the end of this course,
The learner demonstrates understanding of key concepts and principles of patterns and probability (counting techniques) as applied – using appropriate technology – in
critical thinking, problem solving, reasoning, communicating, making connections, representations, and decision in real life.
LEARNING RESOURCE: Mathematics 10, page 252-354.

(CONTENT) (CONTENT (PERFORMANCE (LEARNING COMPETENCIES) HIGHEST THINKING HIGHEST ENABLING

STANDARD STANDARDS) SKILLS TO ASSESS STRATEGY TO USE IN
S) DEVELOPING THE
HIGHEST THINKING
SKILL TO ASSESS

BEYOND BEYOND MINIMUM KUD RBT ASSESSMENT ENABLING TEACHING

MINIMUM LEVEL TECHNIQUE GENERAL STRATEGY
STRATEGY
WW QA PC
More on The learners
events demonstrate The learner is able The learner will be able to… Teac Quar Coll Problem Brainstormin
an to solve counting her terly abor solving, and g/
1. Introduction understanding techniques and 1. Perform counting problems Understa Analyzing Prep Exa ativ communicating Discussion,
to of : probability. using the Fundamental nding ared m e Activity
Fundamental principle of counting. quest pair
principle of The key ion wor
counting concepts of 2. Solve problems involving Doing Creating (refle k or
events permutations, combinations, ction indi
2. and binomials. s), vidu
Permutations, Quiz al
combinations, 3. Compute the probability of Doing Creating , wor
and Binomials simple events. Seat k
work
3. Probability
PERFORMANCE TASK: The learners may work individually or in pairs.
1. Evaluate the following:
a .6 C6 _____________ e .6 C 2 _____________
b .6 C5 _____________ f .6 C 1 _____________
c .6 C 4 _____________ g .6 C 0 _____________
d .6 C 3 _____________
2. How are the results in (#1) related to the coefficients of (a+ b)6?
3. Evaluate the following:
a .7 C7 _____________ e .7 C 3 _____________
b .7 C6 _____________ f .7 C 2 _____________
c .7 C 5 _____________ g .7 C 1 _____________
d .7 C 4 _____________ h .7 C0 _____________
4. How are the results in (#3) related to the Pascal’s Triangle?

LITERAL TRANSFER TASK: The learners will conduct a collaborative pair work or individual work.
 CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP
GRADE: 7 QUARTER: FOURTH
CORE SUBJECT TITLE: Mathematics NO. OF MEETINGS: 12 Sessions
CORE SUBJECT DESCRIPTION: The learner demonstrates understanding and appreciation of key concepts and principles of mathematics as applied using appropriate
technology in problem solving critical thinking, communicating, reasoning, and making connections, representations, and decisions in real life. At the end of this course,
The learner demonstrates understanding of key concepts and principles of patterns and geometry (segments and angles, polygons, congruent and concentric circles),
statistics (measures of variability) as applied – using appropriate technology – in critical thinking, problem solving, reasoning, communicating, making connections,
representations, and decision in real life.
LEARNING RESOURCE: Mathematics 7, page 376-477.

(CONTENT (CONTENT (PERFORMANCE (LEARNING COMPETENCIES) HIGHEST THINKING HIGHEST ENABLING

) STANDARD STANDARDS) SKILLS TO ASSESS STRATEGY TO USE IN
S) DEVELOPING THE
HIGHEST THINKING
SKILL TO ASSESS

BEYOND BEYOND MINIMUM KUD RBT ASSESSMENT ENABLING TEACHING

MINIMUM LEVEL TECHNIQUE GENERAL STRATEGY
STRATEGY
WW QA PC
Language of The learners
Collections will The learner is able The learner will be able to… Teac Quar Coll Problem Brainstormi
1. An demonstrate to identify relations her terly abor solving, and ng/
introduction an in geometry and 1. Identify segments and angles Doing Creating Prep Exa ativ communicating discussion,
of segments understanding describe statistics. using Euclidean tools. ared m e and activity
and angles of: quest pair
2. Define, identify, and illustrate Doing, Creating, ion wor
2. Kinds of different kinds of polygons Underst Analyzing (refl k or
polygons The key according to the number of sides. anding ectio indi
concepts of ns), vidu
Language of 3. Identify congruent and concentric Doing Creating Quiz al
3. Congruent Collections. circles. , wor
and Seat k
concentric 4. Give the characteristics of a set of work
circles data using the measures of Doing Creating
variability.
4. Measures
of variability
PERFORMANCE TASK: The learners may work individually or in pairs.
1. Gather clippings of graphs and tables from newspapers, magazines, or flyers. Explain how each graph or table is used and discuss the information that it
gives.
2. Take a photo of an advertisement is trying to suggest to the consumers. Is its use of statistics justified or is it misleading consumers? Explain.

LITERAL TRANSFER TASK: The learners will conduct a collaborative pair work or individual work.
 CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP
GRADE: 8___ QUARTER: FOURTH
CORE SUBJECT TITLE: Mathematics NO. OF MEETINGS: 12 Sessions
CORE SUBJECT DESCRIPTION: The learner demonstrates understanding and appreciation of key concepts and principles of mathematics as applied using appropriate
technology in problem solving critical thinking, communicating, reasoning, and making connections, representations, and decisions in real life. At the end of this course,
The learner demonstrates understanding of key concepts and principles of patterns and geometry (angles, lines and segments) and probability as applied – using appropriate
technology – in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decision in real life.
LEARNING RESOURCE: Mathematics 8, page 384-432.

(CONTENT (CONTENT (PERFORMANCE (LEARNING COMPETENCIES) HIGHEST THINKING HIGHEST ENABLING

) STANDARD STANDARDS) SKILLS TO ASSESS STRATEGY TO USE IN
S) DEVELOPING THE
HIGHEST THINKING
SKILL TO ASSESS

BEYOND BEYOND MINIMUM KUD RBT ASSESSMENT ENABLING TEACHING

MINIMUM LEVEL TECHNIQUE GENERAL STRATEGY
STRATEGY
WW QA PC
More on The learners
events demonstrate The learner is able The learner will be able to… Teac Quar Coll Problem Brainstormi
an to proof properties her terly abor solving, ng/
understanding of geometric 1. Proof conditions under which Underst Applying, Prep Exa ativ connecting and discussion,
1. properties of : concepts and find lines and segments are parallel anding Analyzing ared m e communicating and Activity
of angles, the probability of or perpendicular. quest grou
lines, and The key events. ion p
segments concepts of 2. Find possible outcomes in an Doing Creating (refle wor
events. experiments and probability of ction k
2. possible events. s),
outcomes Quiz
,
Seat
work
PERFORMANCE TASK: The learners will be group into two and perform the following:
Spin that wheel
The spinner has 10 equal sections
How to play
Spin the spinner. If the spinner lands on a Jackpot section, the player wins a prize.
Question 1: What is your chance of winning in this game?
Question 2: Do you have better chance of winning in this game? Explain your reasoning.
LITERAL TRANSFER TASK: The learners will conduct a collaborative group work.
 CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP
GRADE: 9___ QUARTER: FOURTH
CORE SUBJECT TITLE: Mathematics NO. OF MEETINGS: 12 Sessions
CORE SUBJECT DESCRIPTION: The learner demonstrates understanding and appreciation of key concepts and principles of mathematics as applied using appropriate
technology in problem solving critical thinking, communicating, reasoning, and making connections, representations, and decisions in real life. At the end of this course,
The learner demonstrates understanding of key concepts and principles of patterns trigonometry (trigonometric ratios, angle of elevation and angle of depression, laws of
cosines and sines) as applied – using appropriate technology – in critical thinking, problem solving, reasoning, communicating, making connections, representations, and
decision in real life.
LEARNING RESOURCE: Mathematics 9, page 426-487.

(CONTENT (CONTEN (PERFORMANCE (LEARNING COMPETENCIES) HIGHEST THINKING SKILLS HIGHEST ENABLING
) T STANDARDS) TO ASSESS STRATEGY TO USE IN
STANDAR DEVELOPING THE
DS) HIGHEST THINKING
SKILL TO ASSESS

BEYOND BEYOND MINIMUM KUD RBT ASSESSMENT ENABLING TEACHING

MINIMUM LEVEL TECHNIQUE GENERAL STRATEGY
STRATEGY
WW QA PC
More on The learners
trigonometry demonstrate The learner is able The learner will be able to… Teac Quar Exp Problem Brainstormi
an to illustrate her terly erim solving, ng/
1. understandin trigonometry. 1. Illustrate the six trigonometric Doing Creating Prep Exa enta connecting and discussion,
Introduction g of : ratios using a right triangle. ared m l communicating and
to quest grou Experimenta
trigonometric The key 2. Answer the angle of elevation Unders Analyzing, ion p l Activity
ratios concepts of and angle of depression tanding Applying (refle wor
trigonometry problem. ction k
2. Angle of . s),
elevation and 3. Illustrate laws of cosines and Doing Creating Quiz
angle of sines. ,
depression Seat
work

3. laws of
cosines and
sines
PERFORMANCE TASK: Form groups with 3-5 members each. Each group is to estimate the heights of two objects around the campus that satisfy the following
conditions.
a. First object: the base of the object can be determined.
b. Second object: the base of the object cannot be located.
Materials: a long tape measure, a soda straw, a 10-inch yarn, a sticky tape, a washer or other heavy nut or bolt, a cardboard, and a zerox copy of a
protractor from 00 ¿ 900 .
A necessary material to measure the angle of elevation or depression is the clinometer.
Making a clinometer
1. Cut out a copy of the “protractor” and paste it on a board, leaving a margin all around.
2. Tie a short piece of string or yarn to a washer to make a plumbline.
3. Using a sticky tape, attach the plumbline to the board on the right hand corner of the protractor so that it swings freely from the point of
attachment.
4. In the diagram below, the angle of elevation = 90 0 – (90 0- θ) = θ.

angle of elevation

horizontal
0
90 - θ
θ
0
0
90 0

vertical
5. Look through the straw to ‘sight’ the object of target.
6. Measure your height and the distance from the base of the object to your position.
7. Draw an illustration indicating the measures and solve for the height of the object.
8. Make a diorama to model the objects. Label the measurements and attach the problem (stated in words) and the complete solution. Present
this in your class and be ready to defend your work as you answer some questions from your panel.

LITERAL TRANSFER TASK: The learners will conduct a experimental group work.
 CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP
GRADE: 10___ QUARTER: FOURTH
CORE SUBJECT TITLE: Mathematics NO. OF MEETINGS: 12 Sessions
CORE SUBJECT DESCRIPTION: The learner demonstrates understanding and appreciation of key concepts and principles of mathematics as applied using appropriate
technology in problem solving critical thinking, communicating, reasoning, and making connections, representations, and decisions in real life. At the end of this course,
The learner demonstrates understanding of key concepts and principles of patterns statistics (measures of position, research data) as applied – using appropriate technology
– in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decision in real life.
LEARNING RESOURCE: Mathematics 10, page 362-419.

(CONTENT) (CONTEN (PERFORMANCE (LEARNING COMPETENCIES) HIGHEST THINKING HIGHEST ENABLING

T STANDARDS) SKILLS TO ASSESS STRATEGY TO USE IN
STANDAR DEVELOPING THE
DS) HIGHEST THINKING
SKILL TO ASSESS

BEYOND BEYOND MINIMUM KUD RBT ASSESSMENT ENABLING TEACHING

MINIMUM LEVEL TECHNIQUE GENERAL STRATEGY
STRATEGY
WW QA PC
More on The learners
statistics demonstrate The learner is able The learner will be able to… Teac Quar Coll Problem Brainstormin
an to solve measures her terly abor solving, and g/ discussion,
understandin of position and 1. Calculate a specified measure Doing Creating Prep Exa ativ communicating and Activity
1. Introduction g of : their applications of position of a set. ared m e
to measure of and analyze, quest grou
position The key interpret, and 2. Perform research data by Understa Analyzing ion p
concepts of formulate research using appropriate measure of nding (refle wor
2. Research statistics data. position and formulate ction k
data statistical mini-research. s),
Quiz
,
Seat
work
PERFORMANCE TASK: Work in groups of 4 or 5 students.
1. Do a survey research on a topic that interests you (e.g. conduct of JS prom or Christmas party, implementation of school policies, students’
Internet use and surfing habits). Decide on the strategy for getting data (e.g. interview, questionnaire).
2. What specific questions will you ask your respondents? How many respondents do you intend to survey? What sampling technique will you
employ?
3. Write your report and present it in class.
LITERAL TRANSFER TASK: The learners will conduct a collaborative group work.
 CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP
GRADE: 11 SEMESTER: 1
CORE SUBJECT TITLE: General Mathematics NO. OF HOURS/SEMESTER: 80
CORE SUBJECT DESCRIPTION: The learner demonstrates understanding and appreciation of key concepts and principles of mathematics as applied using appropriate
technology in problem solving critical thinking, communicating, reasoning, and making connections, representations, and decisions in real life. At the end of this course,
The learner demonstrates understanding of key concepts and principles of patterns and geometry (functions and their graphs, Rational and Inverse functions, Exponential
and Logarithmic functions) as applied – using appropriate technology – in critical thinking, problem solving, reasoning, communicating, making connections,
representations, and decision in real life.
LEARNING RESOURCE: General Mathematics 11, page 1-50.

(CONTENT (CONTENT (PERFORMANCE (LEARNING COMPETENCIES) HIGHEST THINKING HIGHEST ENABLING

) STANDARD STANDARDS) SKILLS TO ASSESS STRATEGY TO USE IN
S) DEVELOPING THE
HIGHEST THINKING
SKILL TO ASSESS

BEYOND BEYOND MINIMUM KUD RBT ASSESSMENT ENABLING TEACHING

MINIMUM LEVEL TECHNIQUE GENERAL STRATEGY
STRATEGY
WW QA PC
Language of The learner will be able to…
Collections The learners The learner is able to Teac Quar Indi Problem Brainstorming
1. An will solve problems 1. Perform addition, subtraction, Underst Analyzing her terly vidu solving, and / discussion,
introduction demonstrate involving functions multiplication, division, and anding Prep Exa al communicatin and Activity
of functions an and their graphs, composition of functions. ared m wor g
and their understanding Rational and Inverse quest k
graphs of: functions, 2. Solve problems involving Doing Creating ion
Exponential and rational functions, equations, and (refl
2. Rational Logarithmic inequalities; and domain and range ectio
and Inverse The key functions of inverse functions. ns),
functions concepts of Quiz
Language of 3. Represent real-life situations Underst Analyzing ,
Collections. using exponential and Logarithmic anding Seat
functions work
3. Exponential
and
Logarithmic
functions
PERFORMANCE TASK: The learners will answer the problem: Juana dela Cruz has just opened a new bake shop in her house in Quezon City called Morning Fresh.
Morning Fresh sells pandesal. The selling price is Php 2 per pandesal and the cost of making it is 50 centavos. The daily operating expenses is Php 450.
a. Find the expression for profit P. Simplify the expression.
b. If 100 pandesal were sold, what is the total profit?
c. How many pandesal must be made and sold to break even?
d. How many pandesal should be sold to gain a profit Php 500?

LITERAL TRANSFER TASK: The learners will conduct an individual work.

 CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP
GRADE: 11 SEMESTER: 1
CORE SUBJECT TITLE: General Mathematics NO. OF HOURS/SEMESTER: 80
CORE SUBJECT DESCRIPTION: The learner demonstrates understanding and appreciation of key concepts and principles of mathematics as applied using appropriate
technology in problem solving critical thinking, communicating, reasoning, and making connections, representations, and decisions in real life. At the end of this course,
The learner demonstrates understanding of key concepts and principles of patterns and geometry (Simple and compound interest, annuities, bonds, and stocks, logic) as
applied – using appropriate technology – in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decision in real life.
LEARNING RESOURCE: General Mathematics 11, page 1-50.

(CONTENT (CONTEN (PERFORMANCE (LEARNING COMPETENCIES) HIGHEST THINKING HIGHEST ENABLING

) T STANDARDS) SKILLS TO ASSESS STRATEGY TO USE IN
STANDAR DEVELOPING THE
DS) HIGHEST THINKING
SKILL TO ASSESS

BEYOND BEYOND MINIMUM KUD RBT ASSESSMENT ENABLING TEACHING

MINIMUM LEVEL TECHNIQUE GENERAL STRATEGY
STRATEGY
WW QA PC
More on The learners
statements demonstrate The learner is able to The learner will be able to… Teac Quar Coll Problem solving Brainstormi
an distinguish her terly abor , ng/
1. Simple and understandin statement. 1. Distinguishes between simple Under Analyzing/ Prep Exa ativ communicating, discussion,
Compound g of : and compound interests. standi Evaluating ared m e and reasoning and Activity
interest ng quest grou
The key 2.1 Find the future value and Creating ion p
2. Annuities, concepts of present value of simple annuities. Doing (refle wor
Bon ds, and statements. 2.2 Distinguishes between stocks Analyzing/ ction k
Stocks and bonds ; describe the different Under Evaluating s),
markets for stocks and bonds ;and standi Quiz
interpret the theory of efficient ng ,
markets Seat
3. Logic 3.1 Distinguishes between simple Analyzing/ work
and compound propositions Evaluating
3.2 Determine the validity of Under
categorical syllogisms standi
3.3 Illustrate the different methods ng
of proof (direct and indirect)
PERFORMANCE TASK: The learners will solve the problem-solving by two groups.
Write the following arguments in symbolic form and identify the rule of inference represented by each argument. Define all symbols that you will
use.
1. If the student drops a subject after Midterm, he is lazy. He does not study his lessons if he is lazy.
2. If the student passes Math, he does his exercises. A student does not fall Math. So, he must have done the exercises.
3. I will study and pass Math. So, I will pass Math.
4. I will not fail Math. So, either I pass Math or I will be scolded by my parents.
5. If I study hard then I will pass all my subjects at the end of the school year. I did not pass all my subjects at the end of the school year. Hence, I
did not study hard.

LITERAL TRANSFER TASK: The learners will conduct a collaborative group work.
 CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP
GRADE: 11 SEMESTER: 1
TITLE: Entrepreneurship NO. OF HOURS/SEMESTER: 80
DESCRIPTION: The learner emphasizes on the entrepreneur’s personality, particularly characteristics, traits, and skills. At the end of this course, the learner will explore
and eventually embark on their own entrepreneurial ventures and prepare themselves to the new horizon at some point of their life.
LEARNING RESOURCE: Entrepreneurship 11, page 1-51.

(CONTENT) (CONTEN (PERFORMANCE (LEARNING COMPETENCIES) HIGHEST THINKING SKILLS HIGHEST ENABLING
T STANDARDS) TO ASSESS STRATEGY TO USE IN
STANDAR DEVELOPING THE
DS) HIGHEST THINKING
SKILL TO ASSESS

BEYOND BEYOND MINIMUM KUD RBT ASSESSMENT ENABLING TEACHING

MINIMUM LEVEL TECHNIQUE GENERAL STRATEGY
STRATEGY
WW QA PC
More on job The learners
generation and demonstrate The learner is able The learner will be able to… Teac Quar Coll Problem solving Brainstormi
distribution of an to illustrate an her terly abor , ng/
wealth understandin opening for Prep Exa ativ communicating, discussion,
g of : innovation in ared m e and reasoning and Activity
1.Entrepreneur products, services, 1. Illustrate an opportunity Doing Creating quest grou
ship: A The key and processes. towards progress. ion p
growing reality concepts of (refle wor
generation ction k
and s),
2. Global and distribution 2. Distinguish whether the Unders Analyzing/ Quiz
Philippine of wealth, as country is a developed, a tanding Evaluating ,
Development a solution to developing, or an under Seat
poverty. developed country. work

3. Promoting Doing Creating

Entrepreneursh 3. Write the concept of
ip in the Entrepreneurship in the
Philippines Philippines
Doing Creating
4. 4. Give an examples of
Entrepreneursh entrepreneurship models
 ip Models
Unders Analyzing/
5. 5. Appreciate the personality tanding Evaluating
Entrepreneur’s characteristics
Personality: Doing Creating
Characteristics 6. Answer the entrepreneurial
self-test
6. Determining
if you have the
traits to be an Unders Analyzing/
entrepreneur 7. Propose traits and tanding Evaluating
characteristics of
7. Acquiring entrepreneurs
and
Developing
some traits and
characteristics
of
entrepreneurs

PERFORMANCE TASK: Form groups of four or five persons. Discuss with them what you consider the top three entrepreneurial traits you need to develop. Make tally
among yourselves which are the top three traits that the group need to develop.
LITERAL TRANSFER TASK: The learners will conduct a collaborative group work.
 CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP
GRADE: 11 SEMESTER: 1
TITLE: Entrepreneurship NO. OF HOURS/SEMESTER: 80
DESCRIPTION: The learner emphasizes on the entrepreneur’s personality, particularly characteristics, traits, and skills. At the end of this course, the learner will explore
and eventually embark on their own entrepreneurial ventures and prepare themselves to the new horizon at some point of their life.
LEARNING RESOURCE: Entrepreneurship 11, page 1-51.

(CONTENT) (CONTEN (PERFORMANCE (LEARNING COMPETENCIES) HIGHEST THINKING HIGHEST ENABLING

T STANDARDS) SKILLS TO ASSESS STRATEGY TO USE IN
STANDAR DEVELOPING THE
DS) HIGHEST THINKING
SKILL TO ASSESS

BEYOND BEYOND MINIMUM KUD RBT ASSESSMENT ENABLING TEACHING

MINIMUM LEVEL TECHNIQUE GENERAL STRATEGY
STRATEGY
WW QA PC
More on The learners
marketing demonstrate The learner is able to The learner will be able to… Teac Quar Indi Problem solving Brainstormin
an illustrate an opening her terly vidu , and g/ discussion,
1. Introduction understandin for innovation in 1. Illustrate business enterprise. Doing Creating Prep Exa al communicating and Activity
to business g of : products, services, ared m wor
enterprise and processes. 2. Discuss the three main Understa Analyzing quest k
The key functions in any nding ion
2. Marketing, concepts of organization. (refle
Production and marketing. ction
operations s),
management, Quiz
and finance 3. Label the steps in Understa Analyzing ,
management and human nding Seat
3. resources. work
Management
and Human
resources 4. Explain the feasibility study Doing Creating
and the business plan.
4. the
feasibility
study and the
business plan
 5. Identify the legal Doing Creating
5. legal requirements, business
requirements, ethics, and social
business
ethics, and
social
responsibility 6. Describe social Understa Analyzing
Entrepreneurship nding
6. Social
Entrepreneursh 7. Demonstrate the strategy of Doing Creating
ip development

7. Gawad
Kalinga: Social
Enterprise

PERFORMANCE TASK: Choose a product or service that you are interested in as a possible business. How can you change or modify it to add something unique to it. Or
else think of a product or service that would meet an unsatisfied need of a people in your city. If you were to create a business for it, what possible feasibility aspects you
need to consider, with respect to market, fiancés, and technical/operations?
For the product or service you identified, search the Internet for an existing business plan for it. Read and study how a professional business plan is written for such
products and services.

LITERAL TRANSFER TASK: The learners will conduct an individual work.

 CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP
GRADE: 11 SEMESTER: 1
TITLE: Empowerment Technologies NO. OF HOURS/SEMESTER: 80
DESCRIPTION: The learner will discover the world of ICT in general and also helps them improve their skills in various applications. At the end of this course, the
learner will develop, promote, and publish a campaign for social change using various free tools and services.
LEARNING RESOURCE: Empowerment Technologies 11, page 2-159.

(CONTENT) (CONTEN (PERFORMANCE (LEARNING COMPETENCIES) HIGHEST THINKING HIGHEST ENABLING

T STANDARDS) SKILLS TO ASSESS STRATEGY TO USE IN
STANDAR DEVELOPING THE
DS) HIGHEST THINKING
SKILL TO ASSESS

BEYOND BEYOND MINIMUM KUD RBT ASSESSMENT ENABLING TEACHING

MINIMUM LEVEL TECHNIQUE GENERAL STRATEGY
STRATEGY
WW QA PC
Language of The learners
Collections demonstrate The learner is able The learner will be able to… Teac Quar Coll Problem solving Brainstormin
an to provide students her terly abor , and g/ discussion,
1. Introduction understandin with the foundation 1. Compare and contrast the Understa Analyzing Prep Exa ativ communicating and Activity
to information g of : of knowledge and differences between online nding ared m e
and skills needed to platforms, sites, and content. quest grou
communicatio The key succeed in ion p
n technology concepts of environments that (refle wor
language of require the use of 2. Determine and avoid the Doing Creating ction k
2. Rules of collections. computer and the dangers of the internet. s),
Netiquette Internet. Pre-
Test,
3. 3. Form the productivity of an Understa Analyzing Quiz
Advancement organization through nding ,
word maximizing the potential of Seat
processing Microsoft ® Word, Microsoft work
skills, spread ® Excel, and Microsoft ®
sheet skills, Presentation.
and
presentation
skills
 4. Imaging and 4. Upload and share images Doing Creating
design for using Photo bucket.
online
environment

5. Online 5. Differentiate the platforms Understa Analyzing

Platforms for available for developing web nding
ICT content content
development

PERFORMANCE TASK: The learners will be group into two and perform the following:
Create an advertising campaign for your web portal to get more visitors. You can achieve this through the use of print ads (made from PhotoScape), a
Facebook page, or blog posts on your personal blog, etc.

LITERAL TRANSFER TASK: The learners will conduct a collaborative group work.
 CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP
GRADE: 11 SEMESTER: 1
TITLE: Empowerment Technologies NO. OF HOURS/SEMESTER: 80
DESCRIPTION: The learner will discover the world of ICT in general and also helps them improve their skills in various applications. At the end of this course, the
learner will develop, promote, and publish a campaign for social change using various free tools and services.
LEARNING RESOURCE: Empowerment Technologies 11, page 174-247.

(CONTENT) (CONTEN (PERFORMANCE (LEARNING COMPETENCIES) HIGHEST THINKING HIGHEST ENABLING

T STANDARDS) SKILLS TO ASSESS STRATEGY TO USE IN
STANDAR DEVELOPING THE
DS) HIGHEST THINKING
SKILL TO ASSESS

BEYOND BEYOND MINIMUM KUD RBT ASSESSMENT ENABLING TEACHING

MINIMUM LEVEL TECHNIQUE GENERAL STRATEGY
STRATEGY
WW QA PC
More on The learners
change demonstrate The learner is able to The learner will be able to… Teac Quar Indi Problem solving Brainstormin
an build essential 21st her terly vidu , and g/ discussion,
1. Interactive understandin century skills in 1. Create a viewer or customer Doing Creating Prep Exa al communicating and Activity
Multimedia g of : working, friendly experience for those ared m wor
collaborating, and who visit their website quest k
The key creating contents through multimedia content. ion
concepts of online. (refle
2. ICT as change. 2. Identify the platforms that Understa Analyzing ction
platform for will help in the success of nding s),
change, for the campaign. Pre-
social change, Test,
publication and Quiz
maintenance 3. Write a reflective essay on Doing Creating ,
how ICT can change the Seat
3. The world for better or for worse. work
disadvantages
of ICT

PERFORMANCE TASK: The learners will write a reflective essay on how ICT can change the world for better or for worse.
LITERAL TRANSFER TASK: The learners will conduct an individual work.