Flexible Instruction Delivery Plan (FIDP)
Grade: Grade 11 Semester: First
Core Subject Title: General Mathematics No. of Hours/Semester: 80
Prerequisites (If Needed): None
Core Subject Description: At the end of the course, the students must learn how to solve problems involving rational, exponential and logarithmic functions; to
solve business-related problems; and to apply logic to real-life situations.
Culminating Performance Standard: The learners are able to apply their knowledge of Functions, Business Mathematics, and Logic in dealing with the intricacies of
mathematical and scientific concepts in higher education, entrepreneurial demands, middle-level skills development, and employment through utilizing
appropriate mathematical and financial tools.
What to Teach? Why Teach? How to Assess? How to Teach?
Highest Enabling Strategy to Use
Highest Thinking Skill to
Learning competencies in developing the Highest
Assess
Thinking Skill to Assess
Content Most
Conten Performanc KUD Flexible
Standard Essential
t e Standards Classification Assessment Enabling Flexible
s Topics KUD Most
Complete RBT Level Activities (FAA) General Learning
Classification Essential
Performance Strategy Strategies (FLS)
Checks
Quarter
Function The Functions The learner 1.represents knowing 1. represents knowing Short research of Representation Discussion of
s and learner as models is able to real-life real-life understand practical their research.
their demonstra accurately situations situations ing representations Reading to the
graphs tes construct using using of function and class for
understan mathematica functions, functions, present their collaborative
ding of key l models to including including research on the discussion
concepts represent piece-wise piece-wise class via screen
of real-life functions. functions. sharing
functions situations
using
functions.
2.evaluates a understanding 2. evaluates a understanding evaluating Request the Reasoning and Group sharing
function. function. students proof and let a
evaluate particular group
situation and have their
reason out. representative to
summarize
3.performs understanding 3. performs understanding evaluating Formative Problem solving Worksheets
addition, addition, assessment: they and explain provided
subtraction, subtraction, would solve given
multiplicatio multiplicatio problems
n, division, n, division,
and and
composition composition
of functions of functions
4.solves 4. solves
problems problems
involving involving
functions functions
Performance Task:
Goal: Educate the constituents regarding the prevailing issue in their community and produce financial recommendations.
Role: Team of Financial analysts who will gather numerical data on the financial status of their community through available digital sources or hypothetical data and
present sound financial decisions based on the gathered data from the different financial institutions.
Audience: Teacher, classmates, family members, barangay constituents
Situation: Since the start of the spread of the COVID-19 in the Philippines, many have lost their jobs due to the lockdown order in the different regions. Thus, many
Filipinos have experienced financial difficulties.
Product: Webinar (online) or Brochures (offline) presenting bank products or loan schemes of government agencies (SSS, GSIS, Pag Ibig) and other private financial
institutions.
Standards: The product/performance will be evaluated according to the following criteria: (a)Completeness of content; (b) accuracy of computations; (c)Presentation,
(d)Application of mathematical concepts, (e)Practicality of recommendations
Complete the FIDP for the topic modeling functions.
Other parts of the FIDP can be lifted from the original CG such as the Content, Content Standard, Performance Standard, and Learning Competencies (complete
column) which are related to the assigned topic: modeling functions for group 1, solving problems involving functions for group 2, basic business mathematics for
group 3.
The question below can help you identify the needed learning competencies for the assigned topic:
As an entry for a complete column, what are the different learning competencies needed for modeling functions that can be found in the original CG?
As an entry for the most essential column, which learning competencies from the complete column can also be found in the MELCs provided by DepEd?
After copying the needed information from the original CG and MELCs, start filling out the column for KUD-RBT-FAA-EGS-FLS.
Begin with identifying the KUD classification of the learning competencies considered.
Then, identify the corresponding RBT and EGS using the slide regarding the relation of KUD, RBT, and EGS flashed on the screen earlier.
Lastly, fill out the columns for Flexible Assessment Activities capturing the RBT level of thinking identified and Flexible Learning Strategies considering the enabling
general strategy identified.
