DAVAO ORIENTAL LABORATORY

STATE UNIVERSITY ACTIVITY 7

“A University of excellence, innovation, and SNED 13: INSTRUCTIONAL ADAPTATION O
inclusion” MATHEMATICS AND SCIENCE INSTRUCTIO

ADAPTING LESSONS IN THE K-12 MATHEMATICS

CURRICULUM FOR LEARNERS WITH ADDITIONAL NEEDS

I. OBJECTIVES
At the end of the session, the students are expected to:
1. Develop adaptive lesson plans in the K-12 Mathematic Curriculum for
learners with additional needs
2. Analyze learners needs in developing adaptive lesson plans in
Mathematics.

II. INTRODUCTION
In your lecture class you were introduced with different instructional adaptations
in Mathematics for children with additional needs. In this activity, you are expected
to apply your knowledge and skills in developing an adaptive lesson plan in
Mathematics for a specific leaner using appropriate instructional adaptations.

III. DEVELOPING ADATIVE LESSON PLANS IN THE K-12 MATHEMATICS

CURRICULUM

ADAPTIVE LESSON PLANS IN MATHEMATICS

GRADE ONE MATHEMATICS
Prepared by: RANNIELYN BALILAHON
I. Objectives:
At the end of 45 minutes the students are be able to
a) identify and name at least 4 basic shapes (circle, square, triangle, rectangle)
with 80% accuracy through the use of visual aids and hands-on activities.
b) express enjoyment and interest in identifying shapes by engaging positively
during group activities, such as clapping or smiling when correctly identifying a
shape;and
c) demonstrating the ability to group and arrange shapes based on their
characteristics.
II. Subject Matter
Learning Competency: Recognize and name basic geometric shapes such as circles,
squares, triangles, and rectangles in the environment.

Sub-topic: Identifying Basic Shapes

Concept: Identifying Basic Shapes refers to the ability to recognize, name, and
differentiate between common geometric shapes, such as circles, squares, triangles,
Date of Submission:
 rectangles, and others. This skill is typically introduced at a young age, such as in
preschool or early elementary levels, where children learn to visually distinguish
shapes by their properties, such as the number of sides, corners, and overall form.
Value(s): Punctuality, Responsibility, Awareness
Skill(s):Time management and critical thinking
References: Department of Education. (2022). Mathematics 5: Quarter 3 module 15.
Retrieved from [Link]
[Link]
Materials: Visual aids, Worksheets and Flash Cards
III. Procedure
Teacher’s Activity Students’ Activity Accommodation
 Prayer o Crisha May will
“Good morning class!” lead the prayer.
“Crisha May please lead
the prayer”  Checking of Attendance
 Checking of Attendance Everyone is present
 Setting up of rules and
regulations

 Setting up of rules and

regulations
Student will listen and
do the rules

 Energizer
Student will stand up
 Energizer and dance.
Teacher will prepare an  Review
Energizer dance. Crisha will answer:
 Review Yesterday we discussed
-What was our last about shape of the ball
topic yesterday? teacher.
 Motivation
 Motivation Students will only listen
 The teacher will Show and cooperate.
cutouts of the four basic
shapes: circle, square,
triangle, and rectangle.
 Hold up each shape and
Date of Submission:
 ask the class to name it.
Write the names on the
board.
 Ask questions like
"What shape is this?"
and "Where have you
seen this shape before?  Lesson Proper
Lesson Proper Students respond by naming
For each shape, describe its the shapes and providing
properties: examples of where they have
seen these shapes in their
Circle: A round shape with no surroundings.
sides or corners.

Square: Four equal sides and

four corners.

Triangle: Three sides and

three corners.

Rectangle: Four sides, with

opposite sides equal, and four
corners
The teacher will draw each
shape on the whiteboard as
you describe it and label the
sides and corners.

The teacher will how

flashcards of real-life objects
(e.g., a clock for a circle, a
book for a rectangle). Ask
students to match the object
to the shape.
o Activity
o Activity The students will physically
Shape Hunt Activity search for objects that
Instructions: Students will resemble the shapes taught
look around the classroom or (e.g., book for rectangle, clock
outdoor space and identify for circle, pizza slice for
triangle).
objects that match the shapes
o Analysis
they have learned (circle,
How many sides does a
square, triangle, and
square have? How many
rectangle). corners does it have?
Date of Submission:
  The teacher will guide the Student Answer: "A square
activity by prompting has four sides and four
students with questions like corners."
"What shape is the window?" What shape did you find
or "Can you find something when you looked at the
that looks like a square? clock?
Student Answer: "The clock
o Analysis is shaped like a circle."
After the activity, the teacher Can you explain why a pizza
will ask the students slice is a triangle?
questions to assess their
comprehension: Can you explain why a pizza
slice is a triangle?
 How many sides does a
square have? How Student Answer: "A pizza
many corners does it slice is a triangle because it
have? has three sides and three
 What shape did you find corners."
when you looked at the
clock?
 Can you explain why a
pizza slice is a triangle?
o Abstraction
o Abstraction
Students look around the
Tell the students to look
classroom and point out
around the classroom for
objects that correspond to
objects that match the shapes
each shape.
they’ve learned.
Students share what they
Hold up real-life objects (if a
found (e.g., "The clock is a
ball, a book, a piece of pizza)
circle," "The door is a
and ask students to identify
rectangle").
the shape.
o Application
o Application
Students complete the
The teacher will hand out a
worksheet by matching
worksheet with pictures of
objects with their respective
different objects. The
shapes (e.g., a slice of pizza is a
students must circle or color
triangle, a book is a rectangle).
the correct shape next to each
object.
Provide instructions and
ensure that students
Generalization
understand the task
 Generalization
Students respond to review
The teacher will recap the key
questions.
Date of Submission:
 points of the lesson by Hand in their worksheets for
reviewing the shapes and their tist.
their properties. 1. How many sides
Ask questions to students does a square
understanding, such as; have?
1. How many sides does a
square have? Student Answer: "A square
2. What shape is a clock? has four sides."
2. What shape is a
The teacher will clock?
provide positive
reinforcement and Student Answer: "A clock is a
feedback on the circle."
students’ participation.

IV. Evaluation

Multiple Choice (5 points)

The teacher will give an activity to the students.

Circle the correct answer.

1. Which shape has four equal sides?

a) Circle

b) Triangle

c) Square

d) Rectangle

2. Which shape has three sides?

a) Circle

b) Square

c) Triangle

d) Rectangle

3. A clock is usually shaped like a:

a) Square

Date of Submission:
 b) Circle

c) Triangle

d) Rectangle

4. A pizza slice is shaped like a:

a) Square

b) Triangle

c) Circle

d) Rectangle

5. A door is shaped like a:

a) Square

b) Triangle

c) Circle

d) Rectangle

V. Assignment
Find three objects at home that match the shapes you’ve learned and draw them in
your notebooks.
VI. Appendices
These are visual tools you can use during the lesson to show and help students
identify basic shapes.

 Circle: A round shape with no sides or corners. Example: a drawn circle, a

clock, or a coin.
 Square: A shape with four equal sides and four corners. Example: a drawn
square, a checkerboard, or a window.
 Triangle: A shape with three sides and three corners. Example: a drawn
triangle, a slice of pizza, or a road sign.
 Rectangle: A shape with four sides, with opposite sides being equal, and four
corners. Example: a drawn rectangle, a book, or a door.

Date of Submission:
 Like for wxample here;

This worksheet can be used for independent practice during the lesson.

 Instructions: Match each object with the correct shape. Circle the correct
shape or color it in.

Object Circle Square Triangle Rectangle

1. Ball O
2. Slice of pizza O
3. Window O
4. Book O
5. Clock O

GRADE TWO MATHEMATICS

Prepared by: Rannielyn Balilahon
I. Objectives:
At the end of 45 minutes the students are be able to;

a. Recognize and identify numbers 1 to 10.

b. Understand the quantity represented by numbers 1 to 10.
c. Arrange numbers 1 to 10 in ascending and descending order.
II. Subject Matter
Learning Competency:
Demonstrate understanding of numbers from 1 to 10, including counting, comparing,
and representing these numbers in various forms.
Topic: Understanding Numbers 1-10
Concept: Understanding Numbers 1-10 involves recognizing, counting, comparing,
and using numbers from 1 to 10 in various contexts. This foundational concept helps
young learners develop number sense, which is essential for building more advanced
math skills in the future.
Value(s): Responsibility
Skill(s): Cooperation and time management
References: Department of Education. (2022). Mathematics 5: Quarter 3 module 15.
Retrieved from [Link]
[Link]

Materials
o Flashcards with numbers 1 to 10
o Counting objects (blocks, beads, counters, or buttons)
o Chart paper/whiteboard
o Markers
Date of Submission:
 o Worksheets with number exercises
o Stickers or rewards for motivation
III. Procedure
Teacher’s Activity Students’ Activity Accommodation
 Prayer  Prayer
The teacher will ask Andrew will lead the Prayer.
students rto stand and ask Angel of God
them if who would want to Angel of God, my guardian
ead rthe prayer. dear,
To whom God's love commits
me here,
Ever this day, be at my side,
To light and guard, to rule and
 Checkingof Attendance guide. Amen.
Check students attendance  Checking of
and call their name to Attendance
know if everyone is Everyone is Present.
present.
 Setting up of rules and
regulations

 Setting up of rules and

regulations

  Energizer
The teacher will let the
students stand and dance
with the music provided.  Energizer
 Review Students will stand up
The teqcher will ask and cooperatw with the
students; dance music provided.
 What was our topic
yesterday?  Review
 Lesson Proper The student will answer
Number Recognition: it.
Show flashcards of numbers 1 to
10 one by one.
Say each number aloud and have  Lesson Proper
students repeat it after you. The students will listen
Date of Submission:
 Write the numbers on the board and answer if there will
and have students help you be questions.
count them out loud.
Counting and Quantity:
Display different quantities of
counting objects (e.g., 3 blocks, 5
buttons).
Ask students to count the objects
and show the corresponding
number on a flashcard.
Discuss how many objects are in
each group and what number
represents them.

o Activity
The student will start dividing
themselves by counting 1 and
2 into 2 groups.
The student will proceed to
their group mates.
o Activity
The teacher will divide students
into small groups and provide
each group with a set of counting
objects.
 Instruct them to count out a
specific number of objects called
out by the teacher (e.g., “Count
out 4 blocks”).As they count,
walk around to observe and
assist where needed. o Analysis
The teacher will
1. Number Tracing (1-10)
The teacher will have students
work together to arrange Student Response: "I traced
number flashcards from 1 to 10 all the numbers! I wrote them
in order . carefully. Look, I made the
numbers 1, 2, 3, 4, 5, 6, 7, 8, 9,
Instructions: Create a number and 10. They look neat!"
line on the floor using tape or
Date of Submission:
 chalk, placing themselves in 2. Counting Objects and
order of numbers. Writing the Corresponding
Number
o Analysis
The teacher will distribute Student Response: "I counted
worksheets that include: 4 apples, so I wrote the
number 4 next to the picture.
[Link] tracing (1-10) For the stars, I counted 6 and
wrote 6 next to them."
[Link] objects and writing
the corresponding number. 3. Matching Numbers to
Pictures of Groups of Objects
Example Task: Students might
have pictures of objects (e.g., Student Response: "I
apples, blocks, or stars). matched the number 3 to the
group of 3 blocks because
[Link] numbers to pictures there are 3 blocks in the
of groups of objects. picture. I also matched 5 to the
group of 5 ducks. It was fun to
Example Task: Students are
see how the numbers matched
given a set of numbers and
the groups!"
pictures of groups of objects.

oAbstraction
o Abstraction
Ask students questions to
Student Answer:
encourage critical thinking:
1. What does the number 5
[Link] does the number 5 mean?
mean?
[Link] you think of 5 things you
Student Response:
see in the classroom?"
"The number 5 means five
[Link] I say 'more than 3,' how things. Like when you have
many could that be? five fingers on one hand. It’s a
number we use to count
things!"

2. Can you think of 5 things

you see in the classroom?

Student Response:
"Um, I see five pencils on my
desk, five books on the shelf,
five chairs around the table,
five markers in the jar, and five

Date of Submission:
 pictures on the wall!"

3. If I say 'more than 3,' how

o Application many could that be?
Instructions: Read each question
Student Response:
carefully and write your answers "More than 3 could be 4, 5, 6,
in the space provided. You may or even more! Like, I can have
use objects around you to help 5 apples or 6 toys!"
you count.
o Application

1. Counting STUDENT: There are 5 Apples.

Objects
Look at the
picture below.
How many apples are there?
___ apples

 Generalization
The teacher will recap what they
learned about numbers 1-10.
Teacher will ask questions like:
Generalization
[Link] number comes after 6?”
The students will answer it
and one of them Kairra
classmate of Patricia will point
[Link] anyone show me how out her answer and speak it
many objects are in the number out in the class.
3? 1. What number comes after
6?

Student Answer: "The

number that comes after 6 is
7!"

2. Can anyone show me how

many objects are in the
number 3?

Date of Submission:
 Student Answer: (A student
might hold up 3 fingers or
point to a group of 3 blocks
and say) "This is 3! Look, I
have 3 fingers up!" or "Here
are 3 blocks!"
IV. Evaluation
Instructions:
Read each statement carefully. Circle “True” if the statement is correct or “False” if it
is incorrect.

1. A square has 4 sides.

True / False
Answer: True
2. The number 5 comes after the number 6.
True / False
Answer: False
3. There are 10 fingers on both hands.
True / False
Answer: True
4. The number 1 is smaller than the number 2.
True / False
Answer: True
5. 3 + 2 equals 6.
True / False
Answer: False
6. A triangle has 3 sides.
True / False
Answer: True
7. The number 7 is greater than the number 10.
True / False
Answer: False
8. There are 5 days in a week.
True / False
Answer: False (There are 7 days in a week.)
9. You can count to 10 by saying 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
True / False
Answer: True
10. The number 0 is less than the number 1.
True / False
Answer: True

Date of Submission:
 V. Assignment
Create a simple worksheet where students draw objects (e.g., 5 apples) and write the
corresponding number next to them.
VI. Appendices
Student Reflection Questions.

1. What was the easiest part of the test for you?

2. Which questions did you find most challenging?
3. How do you feel about counting and recognizing numbers now?

GRADE THREE MATHEMATICS

Prepared by:
I. Objectives:
a.
b.
c.
II. Subject Matter
Learning Competency:

Topic:
Sub-topic:
Concept:

Value(s):
Skill(s):

References:

Materials:

III. Procedure
Teacher’s Activity Students’ Activity Accommodation
 Prayer
 Checking of Attendance
 Setting up of rules and
regulations
 Energizer
 Review
 Motivation
 Lesson Proper
o Activity
Date of Submission:
 o Analysis
o Abstraction
o Application
 Generalization
IV. Evaluation

V. Assignment

VI. Appendices

GRADE FOUR MATHEMATICS

Prepared by:
I. Objectives:
a.
b.
c.
II. Subject Matter
Learning Competency:

Topic:
Sub-topic:
Concept:

Value(s):
Skill(s):

References:

Materials:

III. Procedure
Teacher’s Activity Students’ Activity Accommodation
 Prayer
 Checking of Attendance
 Setting up of rules and
regulations
 Energizer
 Review
 Motivation

Date of Submission:
  Lesson Proper
o Activity
o Analysis
o Abstraction
o Application
 Generalization
IV. Evaluation

V. Assignment

VI. Appendices

GRADE FIVE MATHEMATICS

Prepared by:
I. Objectives:
a.
b.
c.
II. Subject Matter
Learning Competency:

Topic:
Sub-topic:
Concept:

Value(s):
Skill(s):

References:

Materials:

III. Procedure
Teacher’s Activity Students’ Activity Accommodation
 Prayer
 Checking of Attendance
 Setting up of rules and
regulations
 Energizer
Date of Submission:
  Review
 Motivation
 Lesson Proper
o Activity
o Analysis
o Abstraction
o Application
 Generalization
IV. Evaluation

V. Assignment

VI. Appendices

GRADE SIX MATHEMATICS

Prepared by:
I. Objectives:
a.
b.
c.
II. Subject Matter
Learning Competency:

Topic:
Sub-topic:
Concept:

Value(s):
Skill(s):

References:

Materials:

III. Procedure
Teacher’s Activity Students’ Activity Accommodation
 Prayer
 Checking of Attendance
 Setting up of rules and
Date of Submission:
 regulations
 Energizer
 Review
 Motivation
 Lesson Proper
o Activity
o Analysis
o Abstraction
o Application
 Generalization
IV. Evaluation

V. Assignment

VI. Appendices

REFLECTION.
What was the hardest part when you were crafting your DLP in Mathematics? How did
you find a solution to it?

Rubric for Adaptive Lesson Plan

DEVELOPING
CRITERIA EXEMPLARY (5) PROFICIENT (4) POOR (1)
(3/2)
Objectives are
Objectives are appropriately
Objectives meet
appropriately identified, but
proficient
identified and may not be Objectives are not
criteria, are
aligned with aligned with identified or not
OBJECTIVE clearly stated,
state/national state/national appropriate for
and relate to
S standards; standards, and the grade level,
meaningful skills
objectives are may not be developmental
or concepts
specific, specific, level, or topic.
essential to
observable, and observable,
student learning.
measurable. and/or
measurable.
MATERIAL Materials and Materials and Materials and Materials and
S resources meet resources are resources are resources are not
proficient listed with specific listed, but specific listed or not
criteria and are citation titles and/or appropriate.

Date of Submission:
 information; a
citation
range of resources
information may
selected and/or and technological
not be identified;
designed to meet tools that
materials and
diverse learning effectively
resources may
needs. implemented by
not be effectively
both teacher and
implemented.
students.
Plan of
Plan of instruction may,
instruction at times, be too
Plan of instruction
meets the vague or lacking
is clear and
proficient elements or
designed to
criteria, utilizes details necessary
promote critical
INSTRUCTI multiple thinking, inquiry,
for effective Plan of
ONAL instructional delivery of instruction is so
problem-solving
strategies, and information; vague or
STRATEGIE strategies, or
includes guiding instructional generalized that it
S creativity;
questions strategies may is unusable.
instructional
appropriate for rely too heavily
strategies facilitate
engaging on lecture or
the learning goals
students in worksheets, or
and objectives.
higher-level may not facilitate
thinking. the learning goals
and objectives.
Plans for
Plans for
accommodating
accommodating
learner
learner differences Plans for Plans for
differences meet
INSTRUCTI are appropriate accommodating accommodating
proficient
ONAL and specific for a learner learner
criteria and are
variety of student differences show differences are
DIFFERENT embedded
needs and are a limited not included or
IATION throughout the
designed to understanding of not appropriate
wording of the
facilitate success student needs. for student needs.
Instructional
for a variety of
Strategies and
students.
Learning Tasks
STRUCTUR Student learning Learning activities Learning Learning
E activities meet engage and activities to activities to
APPLICATI the proficient motivate students engage students engage students
criteria and with opportunities are included but are not included
ON
include to demonstrate may not give or are not
opportunities for skills or exhibit students clear appropriate for
remediation and conceptual opportunities for the grade level or
Date of Submission:
 understanding of
the learning goals guided and
through both independent
enrichment. topic.
guided and practice or
independent inquiry.
practice or inquiry.
Organization is
coherent, clear,
Organization may
and highly
Organization is lack clear
logical, with Organization is
generally clear, movement or
formatting and coherent and clear;
but may be poorly focus, making the
graphic formatting and
formatted. Formal ideas difficult to
elements that graphic elements
language contains follow. Numerous
WRITING strongly support support
some grammar, grammars, usage,
readability. readability. Formal
CONVENTI usage, spelling, or spelling, and
Language is language contains
ON punctuation punctuation
professional, few grammar,
errors that may errors may
concise, and usage, spelling, or
impede significantly
precise, with no punctuation errors
readability or impede
noticeable that do not impede
expected level of readability or
grammar, usage, readability.
professionalism. expected level of
spelling, or
professionalism.
punctuation
errors.

GROUP MEMBERS:

SUBMITTED TO:

Date of Submission: