DEPARTMENT OF EDUCATION GRADE LEVEL & SECTION: GRADE 11

LEARNING AREA: GENERAL MATHEMATICS

REGION VIII (KALAPI & BATUAN)
SCHOOLS DIVISION OF EASTERN
SAMAR DATE & TIME: JUNE 29-JULY 03, 2026 | SUBJECT TEACHER: JOEL JUDE A.
BALANGKAYAN SENIOR HIGH 10:30 AM-12:00 NN & 01:00 PM-02:30 PM DALUMIAS
SCHOOL
Digital / Online Resources:
• DepEd Learning Management System (LMS): [Link]
• STRENGTHENED SENIOR HIGH SCHOOL CORE SUBJECT: GENERAL MATHEMATICS | WOW
Math: [Link]
REFERENCES: (books, websites, toolkits, etc.)
Toolkits / Materials:
• Subject Orientation PowerPoint Presentation (prepared using AI-assisted tools)
• Numeracy / Rapid Mathematical Assessment Test (teacher-prepared)
• Weekly score sheets and class records
This lesson plan was developed with the assistance of an artificial intelligence (AI) tool, specifically
DECLARATION OF AI USE: (Cite how AI was used [Link] , to help generate ideas, structure content, and improve clarity of instruction. The AI
was used as a support tool in drafting and organizing the lesson; however, all final decisions,
in the formulation of the lesson plan. See DO 3
adaptations, and contextualization were made by the teacher to ensure alignment with learners’ needs,
s.2026 Annex A.) curriculum standards, and classroom realities. The teacher takes full responsibility for the accuracy,
appropriateness, and implementation of the lesson.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

INTENTION: Meaningful learning experiences are anchored in how we frame them. Start by deciding what you want learners to master by the
end of the lesson – keep it clear and simple. Remember: Understanding your learners’ evolving context and designing around it ensure that your
lessons connect with and are relevant to them.
LEARNING
COMPETENCY & Content standards: The learners should have knowledge and understanding of…
CURRICULUM o business and finance through problems involving earning money, buying, and selling
STANDARDS o patterns, arithmetic and geometric sequences and series
o financial application of sequence and series
o measurement and conversion
o functions and its graphs

Performance standards: By the end of the term, the learners are able to…
o Prepare accurate payrolls and digital payslips with correct gross pay, deductions, and net income.
o Create and present a digital financial report with graphs, equations, and justified real-life decisions.
o Design and present a practical measurement or conversion solution with a concrete or visual model

Learning competencies: Calculate weekly or monthly wages from an annual salary, wages from an hourly rate, including situations involving
overtime and other allowances, and earnings based on commission or piecework. Solve problems involving salaries, wages, benefits, and
 deductions (tax computations, overtime pay, and gross and net incomes) using appropriate technology.

At the end of the session for the whole week, learners are expected to:
LEARNING a. The learners will be able to solve problems involving salaries, wages, benefits, and deductions (tax computations, overtime pay, and gross
OBJECTIVES and net incomes) using appropriate technology.
b. The learners will be able to solve problems involving salaries, wages, benefits, and deductions (tax computations, overtime pay, and gross
and net incomes) using appropriate technology.

 Learners are Grade 11 students from a rural school in Eastern Visayas, majority of whom are slow learners who require repeated exposure
and guided practice before achieving independent mastery.

 Based on recent classroom observations, students respond positively to lessons connected to real-life and familiar contexts — many come
LEARNER from households where family members are employed in agriculture, fishing, or local government, making the topic of salaries, wages, and
CONTEXT deductions personally relevant and relatable.
Write your observations of
your learners, and how
they have been performing  Strengths observed include active participation during group activities and improved engagement when peso-based examples are used.
or responding to learning However, persistent barriers remain, particularly in percentage computation, multi-step problem solving, and retention of concepts between
experiences recently. sessions.
Include strengths,
interests, and possible
barriers to learning.
 Abstract financial terms such as "withholding tax" and "taxable income" will be introduced gradually using concrete examples and the
mother tongue as needed, in accordance with DepEd's inclusivity and differentiated instruction guidelines.

 The teacher will apply scaffolding strategies and localized examples to ensure all learners, regardless of ability level, can meaningfully
access the lesson.
LEARNING EXPERIENCES: A learning experience is like a thoughtfully designed journey. Each activity and interaction build towards meaningful
understanding and growth. Identify activities and interactions to help learners gain knowledge, skills, or understanding in a purposeful way.
PRE-LESSON Begin the session by greeting Begin the session by greeting No session — General Begin the session by Begin the session by
Describe how you will the learners warmly and the learners warmly and Mathematics is not greeting the learners greeting the learners
help the learners get settling the class. To activate allowing them to settle. scheduled on warmly and settling the warmly and settling the
ready for the lesson. prior knowledge and spark Before introducing any new Wednesdays. class. Inform students class. Inform students
curiosity, ask the following content, conduct a brief that today's session will that today's session will
guide questions orally in review of Day 1 concepts to be a quiz or written be different from the
Filipino or Waray as needed: ensure learners are ready to assessment covering previous days —
build on their prior learning. all the concepts instead of a lecture or a
 "Kumusta ang trabaho ng Review will be delivered orally discussed during Day 1 written quiz, they will be
inyong mga magulang? in Filipino or Waray as and Day 2. Deliver this working hands-on to
Paano sila binabayaran?" needed. announcement in a build a payroll
 "Have you ever seen a calm and reassuring calculator using a
payslip at home? What Start by addressing the exit tone to prevent anxiety spreadsheet program,
did you notice on it?" cards collected at the end of from building up among applying everything
Day 1. Without identifying learners who may feel they have learned
Allow 2–3 students to share individual students, the nervous about being across the three
their responses briefly. teacher shares the most previous sessions into a
Acknowledge all answers common confusions noted assessed. single, practical, and
positively to build confidence and briefly clarifies them real-world technology
and lower anxiety. Use their before the new lesson begins. Before distributing the activity.
responses to establish the This signals to learners that quiz papers, allocate 5
connection between the their feedback was heard and to 8 minutes for a brief
lesson and their everyday taken seriously. voluntary review. Write Deliver this introduction
lived experience. the following key with enthusiasm to
Following the exit card formulas on the board generate curiosity and
Following the short review, conduct a quick 3- as a reference refresher excitement. For many
discussion, present a simple question oral recap directed — not as a guide during learners in a rural
scenario on the board: to the whole class: the quiz itself, but as a school setting, this may
 "What is the difference final memory prompt be one of the few
"Mang Jose works at a between a salary and a before the papers are opportunities they have
construction site. He earns handed out: to use a computer or
wage?"
₱500 a day and works 5 spreadsheet program in
days a week. How much  "If a worker earns ₱500 a
 Daily Wage = a structured academic
does he earn in a week? In day and works 26 days a context — acknowledge
Hourly Rate ×
a month?" month, how much is his this and frame it as a
Hours Worked
monthly pay?"  Monthly Pay = Daily valuable and
Ask learners to solve this  "What happens to an meaningful experience.
Wage × 26
mentally or on scratch paper.
employee's pay when  OT Pay = OT Hours
This serves as a quick review
they work beyond 8 × (Hourly Rate × Before proceeding to
of basic multiplication and
hours?" 1.25) the computers or
sets the foundation for the
 Gross Income = devices, conduct a brief
lesson on daily wages and
Allow volunteers to answer. Basic Pay + OT 5-minute verbal
monthly pay. Emphasize that
Affirm correct responses and Pay + Allowances + review to ensure all
today's lesson will help them
gently revisit any item where Benefits prerequisite knowledge
understand exactly how
the class appears uncertain  Net Income = Gross is activated. Ask the
workers like Mang Jose —
before moving forward. Income − Total following questions
and their own family members
Deductions orally to the whole
— earn and receive their pay.
Next, ask learners who class:
completed the home-based Give learners 3 to 5
activity to share briefly — minutes to quietly  "What is the
"Did anyone get to look at a review their notes, re- formula for
payslip or ask a family read these formulas, computing gross
member about their pay?" and mentally prepare. income?"
Call on 2 to 3 volunteers to Encourage them by  "What are the four
share what they observed. saying: mandatory
Use their responses to deductions taken
transition naturally into the "You have been from a worker's
new lesson by asking: working hard these past pay?"
two days. This quiz is  "If a worker earns
"So if that is what your family your opportunity to ₱20,000 a month,
member earns, do they show what you have how much is their
actually bring home that PhilHealth
exact amount? Or is learned. Answer contribution?"
something taken out first?" honestly and do your  "What is the
best — that is all that is difference between
Allow students to respond. asked of you." gross income and
Use their answers — whether net income?"
correct or incomplete — to Remind the class of the
introduce the central question Allow volunteers to
following before papers
of Day 2: What are answer. Write the
are distributed:
deductions, and how do correct formulas on the
they affect the amount a board and leave them
worker actually takes  The quiz will NOT
be timed in a way visible throughout the
home? This curiosity-driven session as a reference
entry point motivates learners that rushes learners
— sufficient time — learners will need
to engage with the new them when encoding
content by framing it as an will be given for
everyone to read, formulas into the
answer to a question they spreadsheet.
themselves are curious about. think, and solve
each item carefully.
 Calculators are Following the review,
allowed, as the introduce the session's
focus of the objective in simple and
assessment is on motivating terms:
understanding the
process and "Today, you will build
applying the correct your own payroll
formulas — not on calculator — the same
mental arithmetic kind that companies
speed. and HR departments
 Learners who do use to compute
not understand an employee salaries
instruction may automatically. By the
raise their hand end of this session, you
quietly and the will have a working tool
teacher will come to that can compute gross
them to clarify — in income, deductions,
Filipino or Waray if and net income on its
needed. own, just by typing in a
 Honesty is salary amount."
expected. Remind
learners that their If computers or tablets
score helps the are available, instruct
teacher understand learners to open the
where additional spreadsheet program
support is needed, — whether Microsoft
 and that an honest
result — even a low Excel or Google Sheets
one — is more — and wait for further
useful than a copied instructions before
answer. typing anything. If
devices are limited,
Once the class has arrange learners into
settled and all pairs or small groups of
reminders have been three so that every
given, distribute the quiz student has a clear view
papers face down. of the screen and an
Instruct learners to write opportunity to
their name, section, and participate in the
date before turning the encoding process.
paper over. Read all
quiz instructions aloud For schools where
clearly before signaling individual devices are
the class to begin. not available, the
teacher may conduct
this session as a
whole-class
demonstration using
one computer
connected to a projector
or television screen,
with selected students
taking turns encoding
the data and formulas
under the teacher's
guidance. In this case,
the rest of the class
follows along by filling
out a printed
spreadsheet template
worksheet — a paper-
based replica of the
spreadsheet layout —
where they manually
write the formulas and
computed values as the
class builds the
calculator together on
screen.
 Remind learners before
starting that making
mistakes while building
the spreadsheet is
completely normal and
expected — errors in
cell formulas are part of
the learning process,
and the teacher will be
circulating to provide
support throughout the
activity.
FLOW A. Activity 1 — Direct A. Activity 1 — Direct No session — General A. Activity 1 — Direct A. Activity 1 — Direct
Describe the Instruction: Salary vs. Instruction: What are Mathematics is not Instruction: SSS, Instruction:
activities that you Wage (15 minutes) Deductions? (10 minutes) scheduled on PhilHealth, and Withholding Tax
can implement in 1 or Wednesdays. Pag-IBIG and the TRAIN Law
more sessions to Using the prepared Using the prepared Contributions (10 (15 minutes)
meet the learning presentation slides, introduce presentation slides, introduce minutes)
objectives. the two basic forms of worker the concept of deductions as Introduce withholding
compensation. Define salary amounts subtracted from a Using the contribution tax as the portion of a
as a fixed amount received worker's gross income before rate slide, walk through worker's income
regularly regardless of hours the actual take-home pay is the employee share for collected by the
worked, and wage as pay released. Distinguish clearly each mandatory employer on behalf of
computed based on the between two types of government the Bureau of Internal
number of hours or days deductions: contribution: Revenue. Explain that
worked. Present the formula the amount of tax a
for daily wage computation:  Mandatory Deductions  SSS: 4.5% of the worker pays depends
— required by Philippine Monthly Salary on their annual taxable
Daily Wage = Hourly Rate × law and cannot be Credit income and is
Number of Hours Worked waived, including  PhilHealth: 2.5% of computed using the
Withholding Tax, SSS, the basic monthly TRAIN Law tax bracket
PhilHealth, and Pag-IBIG salary table. Display the tax
Use localized examples
contributions.  Pag-IBIG: Fixed at table clearly on the
throughout — a public school
 Voluntary Deductions ₱100 per month for board or through the
teacher receiving a fixed
— chosen by the most employees presentation slides.
monthly salary, and a
employee, such as salary
construction worker or farm
loans, cooperative For each contribution, Walk through the table
laborer earning a daily wage.
contributions, and present a simple peso row by row, explaining
Ask students to identify which
company cash advances. computation using a each bracket in plain
type of compensation their
Write both categories on the ₱20,000 monthly salary language:
family members receive.
board with at least two as the common base so
Write the key terms — salary,  Emphasize that
examples under each. Ask learners can see a
wage, hourly rate, daily rate workers earning
learners: "Have you ever consistent and
— on the board and instruct ₱250,000 or below
heard any of these terms at comparable example
learners to copy them in their home?" Allow 2 to 3 brief across all three. Write annually are tax
notebooks. responses. Affirm all answers each computation on exempt and owe
and use them to establish that the board as it is zero income tax —
B. Activity 2 — Guided deductions are a normal and discussed. Clarify that a fact that is directly
Practice: Computing Daily legal part of every worker's the employer also relevant to many
and Monthly Pay (15 minutes) payslip — not something to contributes a minimum wage
be feared or questioned, but counterpart share — the earners in Eastern
Present the key conversion understood. employee only pays Visayas.
formulas one at a time on the their own portion.  Explain the concept
board: of "excess" — that
Acknowledge that the tax is not applied to
 Weekly Pay = Daily Wage rates and brackets may the entire income,
×5 be updated by only to the amount
 Monthly Pay = Daily government agencies that goes beyond
Wage × 26 over time, and that the lower limit of the
 Semi-Monthly Pay = learners should always bracket.
Monthly Pay ÷ 2 refer to the latest official
 Annual Pay = Monthly schedules from SSS, Present the worked
Pay × 12 PhilHealth, and Pag- example of Juan —
IBIG when computing earning ₱35,000 per
Walk through one complete actual contributions in month — using the 6-
example as a class using a the future. step solution in the
familiar scenario — a market slides. Solve each step
vendor's helper earning ₱450 slowly and deliberately
per day. Guide learners step on the board while
by step through each formula, learners follow along in
computing the weekly, their notebooks. Pause
monthly, and annual pay after Step 3 and ask:
together. Pause after each "Why did we subtract
step to check for ₱400,000 from
understanding. Allow learners ₱420,000?" Ensure
to use calculators. Instruct learners understand the
them to record the formulas concept of excess
and the worked example in before proceeding.
their notebooks. Repeat the key answer
at the end: Juan's
C. Closing: Exit Card (5 monthly withholding tax
minutes) is ₱2,208.33 — this
amount is deducted
Before dismissal, distribute a from his salary every
small strip of paper or ask month by his employer.
learners to write on a corner
of their notebook. Instruct
them to answer the following:
  One thing I learned
today: ______
 One thing I am still
confused about: ____
1. Laptop 1. Laptop 1. Laptop 1. Laptop
LEARNING 2. Calculator 2. Calculator 2. Calculator 2. Calculator
RESOURCES 3. Chalk 3. Chalk 3. Chalk 3. Chalk
List down the 4. Blackboard 4. Blackboard No session — General 4. Blackboard 4. Blackboard
learning resources 5. PowerPoint Presentation 5. PowerPoint Presentation Mathematics is not 5. PowerPoint 5. PowerPoint
that will help you scheduled on Presentation Presentation
reach your objectives. Wednesdays.
Ensure that they are
available and
inclusive.
 Another Learning Area  Another Learning Area No session — General  Another Learning  Another Learning
OPPORTUNITIES — Social Studies / — Social Studies / Mathematics is not Area — Social Area — Social
FOR INTEGRATION Araling Panlipunan: The Araling Panlipunan: The scheduled on Studies / Araling Studies / Araling
Write down any discussion on employee discussion on employee Wednesdays. Panlipunan: The Panlipunan: The
possibilities to benefits such as SSS, benefits such as SSS, discussion on discussion on
meaningfully another PhilHealth, and Pag-IBIG PhilHealth, and Pag-IBIG employee benefits employee benefits
learning area, special Fund can be meaningfully Fund can be meaningfully such as SSS, such as SSS,
topic, or technology. connected to the learners' connected to the learners' PhilHealth, and PhilHealth, and
Write N/A if none. understanding of the understanding of the Pag-IBIG Fund can Pag-IBIG Fund can
Philippine government's Philippine government's be meaningfully be meaningfully
role in protecting workers' role in protecting workers' connected to the connected to the
rights and welfare. The rights and welfare. The learners' learners'
teacher may briefly teacher may briefly understanding of understanding of
discuss how these discuss how these the Philippine the Philippine
agencies were agencies were government's role in government's role
established to provide established to provide protecting workers' in protecting
social protection for social protection for rights and welfare. workers' rights and
Filipino workers, Filipino workers, The teacher may welfare. The
reinforcing civic reinforcing civic briefly discuss how teacher may briefly
awareness alongside awareness alongside these agencies discuss how these
mathematical mathematical were established to agencies were
computation. computation. provide social established to
 Special Topic —  Special Topic — protection for provide social
Financial Literacy: The Financial Literacy: The Filipino workers, protection for
lesson on salary, wage, lesson on salary, wage, reinforcing civic Filipino workers,
and gross income and gross income awareness reinforcing civic
provides a natural entry provides a natural entry alongside awareness
point for a brief point for a brief mathematical alongside
discussion on budgeting discussion on budgeting computation. mathematical
and responsible money and responsible money Special Topic — computation.
management. Learners management. Learners Financial Literacy: The Special Topic —
 can be encouraged to can be encouraged to lesson on salary, wage, Financial Literacy:
think about how a worker think about how a worker and gross income The lesson on salary,
with a given gross income with a given gross income provides a natural entry wage, and gross
should plan their should plan their point for a brief income provides a
spending even before spending even before discussion on budgeting natural entry point for a
deductions are made — deductions are made — and responsible money brief discussion on
building habits of financial building habits of financial management. Learners budgeting and
awareness that are awareness that are can be encouraged to responsible money
directly applicable to their directly applicable to their think about how a management. Learners
future lives as workers future lives as workers worker with a given can be encouraged to
and breadwinners. and breadwinners. gross income should think about how a
plan their spending worker with a given
even before deductions gross income should
are made — building plan their spending
habits of financial even before deductions
awareness that are are made — building
directly applicable to habits of financial
their future lives as awareness that are
workers and directly applicable to
breadwinners. their future lives as
workers and
breadwinners.
ASSESSMENT: Assessments reveal what learners have gained and what they still need help with. These are helpful in providing you with information to guide
your future instruction throughout the entire session.
Board Work — Guided Oral Questioning — During No session — General The Quiz as the Immediate Post-Quiz
FORMATIVE Checking (During Activity Instruction Mathematics is not Primary Assessment Processing (5
ASSESSMENT 2) scheduled on Instrument minutes)
Create a task, activity After the guided practice on Throughout the lesson Wednesdays.
or questions to computing daily and monthly proper, the teacher will pause 1. The Quiz as the After all papers have
evaluate learning and pay, the teacher will call on at key points to ask the Primary Assessment been collected, conduct
provide feedback two to three volunteers to following oral questions Instrument a brief emotional
every now and then. write their solutions on the directed to individual students processing activity
Include ways for board for the class to check or the whole class. Questions before dismissal. Ask
The written quiz
learners to ask for together. The teacher will will be delivered in Filipino or the class the following
administered on Day 3
guidance or support walk through each solution, Waray as needed to ensure questions orally — not
serves as the main
throughout each affirming correct steps and comprehension: for a grade, but simply
formative assessment
session gently correcting errors to close the session
for the two-day lesson
without embarrassing the meaningfully:
 "What is the difference on salaries, wages,
student. This allows the between a salary and a benefits, and
teacher to immediately wage?" deductions. The quiz is  "Which part of the
identify common mistakes —  "If a worker earns ₱62.50 designed not to rank or quiz felt the most
particularly in applying the 26- per hour and works 8 pressure learners, but to manageable for
day multiplier or converting hours, how much does he provide the teacher with you?"
hourly rate to daily rate —
 and address them before they earn in a day?"  "Which part felt the
carry over to the next activity.  "Why do workers who concrete evidence of most challenging?"
render overtime receive a what each learner has  "Is there any
higher rate than their understood, what skills concept you wish
regular hourly pay?" have been internalized, we had reviewed
 "Can you give me one and which concepts still more before
example of an employee require re-teaching or today?"
benefit that the reinforcement in the
government requires next session. Results Allow 3 to 4 learners to
employers to provide?" will not be used share voluntarily. Thank
punitively — they will them for their honesty
Learners who answer inform future and assure the class
correctly are affirmed instructional decisions in that their feedback will
immediately. Learners who accordance with shape how the next
struggle are not singled out — DepEd's Assessment session is structured.
instead, the teacher redirects Guidelines under DO 8, This brief exchange
by saying "Let us think about s.2015. normalizes struggle,
it together" and involves the validates effort, and
class in arriving at the correct keeps the learning
answer collectively. environment
psychologically safe.
WAYS FORWARD: Meaningful learning can also happen beyond the classroom – for both the learners and the teacher.
Pause and reflect on what happened today.
EXTENDED A. EXTENDED LEARNING A. EXTENDED LEARNING No session — General A. EXTENDED A. EXTENDED
LEARNING OPPORTUNITIES OPPORTUNITIES Mathematics is not LEARNING LEARNING
OPPORTUNITIES  Home-Based Activity —  Home-Based Activity — scheduled on OPPORTUNITIES OPPORTUNITIES
Suggest other Payslip or Income Payslip or Income Wednesdays.  Self-Review and  Self-Review and
learning experiences Observation: Learners Observation: Learners Error Analysis: Error Analysis:
outside the are encouraged to ask a are encouraged to ask a After the quiz After the quiz
classroom/class hours parent, guardian, or any parent, guardian, or any papers have been papers have been
that learners may working family member to working family member to returned and returned and
want to access to show them their payslip, show them their payslip, checked, learners checked, learners
reinforce what they daily wage record, or any daily wage record, or any are encouraged to are encouraged to
have learned, to document related to their document related to their go back to the items go back to the items
spark their curiosities earnings — if the family is earnings — if the family is they answered they answered
further, or that may comfortable sharing it. comfortable sharing it. incorrectly and incorrectly and
provide them support Using what they learned Using what they learned attempt to solve attempt to solve
in their areas of in class, learners should in class, learners should them again on their them again on their
difficulty. try to identify the basic try to identify the basic own using their own using their
pay, any overtime pay, pay, any overtime pay, class notes and the class notes and the
and the gross income and the gross income formulas written in formulas written in
reflected in the document. reflected in the document. their notebooks. their notebooks.
If no payslip is available If no payslip is available This self-correction This self-correction
at home, learners may at home, learners may activity reinforces activity reinforces
 simply ask a family simply ask a family the correct process the correct process
member: "How much do member: "How much do and helps learners and helps learners
you earn in a day or a you earn in a day or a identify exactly identify exactly
month, and how is it month, and how is it which step caused which step caused
computed?" They will be computed?" They will be their error — their error —
asked to share their asked to share their whether it was in whether it was in
observations informally at observations informally at identifying the identifying the
the start of Day 2. the start of Day 2. correct tax bracket, correct tax bracket,
 Notebook  Notebook computing the computing the
Reinforcement — Reinforcement — overtime rate, or overtime rate, or
Formula Review: Formula Review: arriving at the net arriving at the net
Learners are encouraged Learners are encouraged income. Learners income. Learners
to review the formulas to review the formulas are not expected to are not expected to
written in their notebooks written in their notebooks submit this as a submit this as a
before Day 2. As a simple before Day 2. As a simple requirement — it is requirement — it is
self-practice activity, they self-practice activity, they purely for their own purely for their own
may create their own may create their own benefit and growth. benefit and growth.
word problem using a word problem using a  Notebook  Notebook
family member or family member or Completion and Completion and
neighbor as the subject neighbor as the subject Organized Review: Organized Review:
— for example, — for example, Learners who were Learners who were
computing the weekly and computing the weekly and unable to complete unable to complete
monthly pay of a tricycle monthly pay of a tricycle their notes during their notes during
driver, a store helper, or a driver, a store helper, or a Days 1 and 2 are Days 1 and 2 are
barangay tanod — and barangay tanod — and encouraged to use encouraged to use
solve it on their own using solve it on their own using the time after the the time after the
the formulas discussed in the formulas discussed in quiz to organize and quiz to organize
class. class. complete their and complete their
 Community  Community notebooks. A well- notebooks. A well-
Observation — Types of Observation — Types of maintained maintained
Workers: Learners are Workers: Learners are notebook with all notebook with all
asked to observe their asked to observe their formulas, examples, formulas, examples,
community and take note community and take note and key terms and key terms
of at least three types of of at least three types of written clearly written clearly
workers they see daily — workers they see daily — serves as a serves as a
such as a jeepney driver, such as a jeepney driver, personal study tool personal study tool
a market vendor's a market vendor's that learners can that learners can
assistant, a barangay assistant, a barangay refer to not only for refer to not only for
health worker, or a health worker, or a the next quiz but the next quiz but
construction laborer. For construction laborer. For also for the also for the
each worker, they should each worker, they should quarterly quarterly
think about whether that think about whether that examination and examination and
person likely earns a person likely earns a future topics in future topics in
salary or a wage, and salary or a wage, and business business
what factors might affect what factors might affect mathematics. mathematics.
 how much that person how much that person  Real-World  Real-World
earns in a month. This earns in a month. This Application — Application —
activity develops critical activity develops critical Personal Payslip Personal Payslip
thinking and reinforces thinking and reinforces Simulation: As an Simulation: As an
the real-world relevance the real-world relevance optional enrichment optional enrichment
of the lesson without of the lesson without activity, learners are activity, learners are
requiring internet access requiring internet access encouraged to encouraged to
or printed materials. or printed materials. create a simple create a simple
 Optional Digital  Optional Digital simulated payslip simulated payslip
Enrichment — For Enrichment — For for a fictional worker for a fictional worker
Learners with Internet Learners with Internet of their own of their own
Access: Learners who Access: Learners who choosing. They may choosing. They may
have access to a have access to a invent a name, a job invent a name, a
smartphone or computer smartphone or computer title, a monthly job title, a monthly
at home may watch short at home may watch short salary, and a salary, and a
explainer videos on explainer videos on number of overtime number of overtime
YouTube about how YouTube about how hours, then hours, then
payslips work in the payslips work in the compute the gross compute the gross
Philippines, or visit the Philippines, or visit the income, all income, all
official websites of SSS official websites of SSS mandatory mandatory
([Link]), ([Link]), deductions, and the deductions, and the
PhilHealth PhilHealth net income using net income using
([Link]), ([Link]), the formulas and the formulas and
and Pag-IBIG and Pag-IBIG tax table discussed tax table discussed
([Link]) ([Link] in class. This in class. This
to read about the benefits ) to read about the creative exercise creative exercise
each agency provides to benefits each agency allows learners to allows learners to
Filipino workers. This is provides to Filipino apply their apply their
optional and is intended workers. This is optional knowledge knowledge
only to spark further and is intended only to independently and independently and
curiosity — not as a spark further curiosity — in a low-pressure in a low-pressure
required output. not as a required output. setting, and may be setting, and may be
 Support for Struggling  Support for Struggling shared voluntarily shared voluntarily
Learners: Learners who Learners: Learners who with the teacher or with the teacher or
rated themselves 1 or 2 rated themselves 1 or 2 class during the class during the
on the Day 1 exit card on the Day 1 exit card next session. next session.
confidence scale are confidence scale are  Support for Support for Struggling
encouraged to re-read encouraged to re-read Struggling Learners: Learners
their class notes at home their class notes at home Learners: Learners who rated themselves 1
and focus specifically on and focus specifically on who rated or 2 on the Day 1 exit
the daily wage formula the daily wage formula themselves 1 or 2 card confidence scale
and the overtime pay and the overtime pay on the Day 1 exit are encouraged to re-
computation. They may computation. They may card confidence read their class notes at
also approach the teacher also approach the teacher scale are home and focus
before or after class for a before or after class for a encouraged to re- specifically on the daily
 brief one-on-one review brief one-on-one review read their class wage formula and the
session. Peer support is session. Peer support is notes at home and overtime pay
likewise encouraged — likewise encouraged — focus specifically on computation. They may
learners who feel more learners who feel more the daily wage also approach the
confident are welcome to confident are welcome to formula and the teacher before or after
informally explain the informally explain the overtime pay class for a brief one-on-
lesson to a classmate lesson to a classmate computation. They one review session.
who may be struggling, who may be struggling, may also approach Peer support is likewise
as teaching others is one as teaching others is one the teacher before encouraged — learners
of the most effective ways of the most effective ways or after class for a who feel more confident
to deepen one's own to deepen one's own brief one-on-one are welcome to
understanding. understanding. review session. informally explain the
Peer support is lesson to a classmate
likewise who may be struggling,
encouraged — as teaching others is
learners who feel one of the most
more confident are effective ways to
welcome to deepen one's own
informally explain understanding.
the lesson to a
classmate who may
be struggling, as
teaching others is
one of the most
effective ways to
deepen one's own
understanding.
REFLECTIONS No session — General
Think about what you Mathematics is not
need to change for scheduled on
the next session Wednesdays.
based on what
happened today. Is
there something the
learners are
interested in
exploring?
PREPARED BY:

Joel Jude A. Dalumias

(Subject Teacher)

APPROVED BY:
Dionalyn Montes Li
(PPT&LGU Coordinator/Teacher IV)

Noted by:
EMMA M. ABOT
OIC/ASP II