LESSON PLAN

General Information: Date:

1. Name and Designation of the Teacher : 6. No. of Periods required : 5-6
2. Class & Section :Class 11, Section ___ 7. Date of Commencement :
3. Subject : Mathematics 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson :Binomial Theorem

Specific Pedagogical Individual/Gr Interdisciplin Resources Competency Feedback Inclusive

Learning Strategies oup activities ary Linkages (including Based and Practices/
Outcomes for / experiments and infusion ICT) Assessment Remedial Gender
Experientia / hand-on- of Life-skills, items for Teaching Sensitivity
l Learning learning Values measuring Plan
the
attainment
of Learning
Outcomes
1.Understand 1.Introducti 1.Pascal’s •Probability 1.Visual 1.Oral •Positive 1.Encouragin
ing the on with Triangle and Statistics: Aids: Use Questioning: Reinforceme g
Concept of Real-Life Activity: Have Discuss how diagrams Ask nt: Praise Participation
Binomial Examples: students the binomial of Pascal’s questions students : Ensure all
Expansion: Begin by create Pascal’s theorem is Triangle like, “What who actively students
Students will discussing Triangle up to applied in and does the participate in participate
understand examples of a certain row probability binomial coefficient of expansion in expansion
the binomial to observe theory, expansions a term and exercises,
expansion of expressions patterns in especially in to represent in coefficient combination
binomials in real life, binomial binomial illustrate a binomial calculations, calculations,
raised to such as coefficients probability the expansion?” building and real-life
positive calculating and distributions. structure and “How confidence in application
integer compound understand of binomial does Pascal’s their discussions,
 Triangle understandi fostering an
interest, coefficient relate to ng of the inclusive
probability, the formation •Physics and s and term binomial binomial environment
and of terms in Engineering: patterns. coefficients?” theorem. .
powers and predicting expansions. Explain
recognize the outcomes. 2.Binomial applications 2.Digital 2.Worksheet •Additional
2.Visual
significance Expansion of binomial Tools: Use Exercises: Support: Support and
of binomial 2.Use of Practice: expansions in online Provide Offer simpler
Incremental
expressions. Visual Aids: Provide physics for tools or exercises on binomialsGuidance:
Use Pascal’s students with approximatin calculators expanding and one-on-
Use visual
2.Binomial Triangle to binomials g calculations to verify binomials, one guidance
aids and
Theorem demonstrat raised to in mechanics binomial calculating for students
provide
Formula: e the various and expansions combination who struggle
step-by-step
Students will pattern of powers and engineering. , allowing s, and with guidance to
learn the binomial ask them to students to finding understandi
support
formula for coefficients expand each •Life Skills: check their specific ng students
the binomial and explain one using the Develop work and terms, combination
who may
expansion (a how it binomial analytical practice allowing s or applying
need
+ b)^n and relates to theorem thinking, with students to the binomial
additional
understand the formula. pattern immediate apply the theorem. help with
the structure binomial recognition, feedback. binomial understandi
of terms in expansion. 3.Finding and problem- theorem. •Clarification ng binomial
the Specific solving skills 3.Workshe Sessions: expansions.
expansion. 3.Step-by- Terms and as students ets and 3.Activity Address
Step Coefficients: expand Flashcards: Observation: common 3.Differentia
3.Combinatio Explanation Assign binomials Prepare Observe misconceptio ted
n Notation of Binomial exercises and calculate worksheet students ns, such as Instruction:
and Expansion: where terms. s with during misinterpreti Provide a
Calculations: Walk students must exercises combination ng range of
Students will students find a specific •Values: on calculations combination activities,
learn about through the term or Encourage expanding and notation or from basic
combinations binomial coefficient in a curiosity, binomials, expansion terms in expansions
{n \choose r} theorem binomial precision, finding activities to expansions to advanced
 and how formula expansion, and assess their
they relate to and helping them systematic specific understandi , through
coefficients expansion practice using analysis, terms, and ng of guided
in the process combination fostering an calculating binomial examples coefficient
binomial using formulas. appreciation coefficient expansion and calculations,
expansion. examples, for s, along and term additional accommodat
helping 4.Real-Life mathematical with formation. practice. ing diverse
4.Finding them Application methods in flashcards 4.Quiz: learning
Specific understandDiscussion: real-world summarizi Conduct a needs within
Terms in an each term’s
Divide problem- ng key quiz the class.
Expansion: structure students into solving. formulas covering key
Students will and groups to and concepts,
apply the coefficient.
research and concepts. including the
binomial present on binomial
theorem to 4.Interactiv how the theorem
find specific e binomial formula,
terms and Combinatio theorem is combination
coefficients n used in real calculations,
in an Calculation: life, such as in and finding
expansion. Explain the probability specific
concept of calculations terms, to
5.Application combinatio and predictive evaluate
s of Binomial ns and how modeling. comprehensi
Theorem: they on.
Students will determine
explore real- coefficients
life in the
applications binomial
of the expansion,
binomial using
theorem, simple
such as in numerical
probability examples.
 and statistics,
data analysis,
and algebraic
simplification
s.

Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson Plan

Signature of the Teacher VP/HM Signature of the Principal
 LESSON PLAN
General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required :
2. Class & Section : 11 7. Date of Commencement :
3. Subject : MATHEMATICS 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson : Complex Numbers and Quadratic Equations

Specific Learning Pedagogical Individual/ Interdisciplinary Resources Competency- Feedback and Inclusive
Outcomes Strategies for Group Linkages and (Including ICT) Based Remedial Practices /
Experiential Activities / Infusion of Life Assessment Teaching Plan Gender
Learning Experiment Skills, Values Items for Sensitivity
s / Hands- Measuring the
On Attainment of
Learning Learning
Outcomes
1.Understanding the 1.Introduction 1.Plotting •Physics and 1.Visual Aids: 1.Oral •Positive 1.Encouraging
Concept of Complex with Real-Life Complex Engineering: Use a complex Questioning: Reinforcement Participation:
Numbers: Students will Examples: Begin Numbers: Discuss how plane diagram Ask questions : Praise Ensure all
learn what complex with the Provide complex to plot points such as, “What students who students
numbers are, how they necessity of students with numbers are and is the value of actively participate in
are represented in the complex complex used in fields demonstrate i^2 ?” and participate in complex
form a + bi , and the numbers by numbers to like electrical the modulus, “How do you operations number
significance of the discussing the plot on the engineering and argument, and represent a and plotting calculations,
imaginary unit i where limitation of complex physics, operations with complex exercises, plotting, and
i^2 = -1 . real numbers plane, helping especially in complex number in building real-life
2.Operations with when solving them visualize studying numbers polar form?” confidence in application
Complex Numbers: equations like modulus and waveforms, visually. 2.Worksheet their discussions,
Students will learn to x^2 = -1 and argument. oscillations, and 2.Graphing Exercises: understanding fostering an
perform addition, introduce i as a 2.Complex AC circuits. Tools: Use Provide of complex inclusive
subtraction, solution. Number •Computer graphing exercises on numbers. environment.
multiplication, and 2.Use of Visual Operations Science: software or complex •Additional 2.Visual
division with complex Aids: Use the Practice: Mention online tools to number Support: Support and
numbers. complex plane Assign practice applications in help students operations, Provide Incremental
3.Complex Conjugates to plot complex problems computer plot complex finding simpler Guidance: Use
and Modulus: Students numbers and where graphics and numbers and modulus and examples and visual aids and
will understand the show the students digital signal observe conjugates, one-on-one provide step-
concepts of complex concept of perform processing, operations solving guidance for by-step
conjugates and modulus modulus, addition, where complex dynamically. quadratic students who guidance for
and learn how to argument, and subtraction, numbers play a 3.Worksheets equations with struggle with students who
calculate them for any complex multiplication, role in and Flashcards: complex roots, complex may need
given complex number. conjugates. and division transformations Prepare and converting number additional help
4.Solving Quadratic 3.Step-by-Step on complex and algorithms. worksheets with between operations or with abstract
Equations with Complex Explanation of numbers to •Life Skills: exercises on forms. polar concepts.
Roots: Students will Operations: reinforce Develop logical complex 3.Activity conversions. 3.Differentiate
understand how complex Walk students calculations. reasoning, number Observation: •Clarification d Instruction:
numbers are applied to through each 3.Quadratic analytical operations, Observe Sessions: Provide a
solve quadratic operation with Equation thinking, and quadratic students Address range of
equations, especially complex Solving with problem-solving equations with during plotting common activities, from
when the discriminant is numbers using Complex as students complex roots, and misconception basic
negative. examples, Roots: Give work with and conversion conversion s, such as operations to
5.Polar Representation of ensuring they students complex to polar form. exercises to confusing advanced
Complex Numbers: understand the quadratic numbers and Flashcards assess their modulus with applications
Students will be rules for equations with quadratic summarizing understanding argument or and polar
introduced to the polar addition, negative equations. key formulas of complex improper forms,
form of complex subtraction, discriminants •Values: Foster and properties numbers on handling of accommodatin
numbers, understanding multiplication, and ask them curiosity and will support the complex i^2 , through g diverse
modulus and argument, and division. to solve, systematic quick learning. plane. guided learning needs
and converting between 4.Solving expressing the analysis, 4.Scientific 4.Quiz: examples and within the
rectangular and polar Quadratic solutions as encouraging Calculators: Use Conduct a quiz additional class.
forms. Equations: complex students to calculators that covering key practice.
6.Applications of Demonstrate numbers. appreciate the support concepts, such
Complex Numbers: the application 4.Polar Form utility of complex as complex
Students will explore of complex Conversion mathematics in number number
applications of complex numbers in Exercise: modeling real- calculations to operations,
numbers in physics, solving Assign tasks to world verify answers solving
engineering, and signal quadratic convert phenomena. and practice quadratic
processing. equations with complex more complex equations, and
negative numbers from problems. real-life
discriminants, rectangular to applications,
showing how polar form and to evaluate
imaginary roots vice versa, comprehensio
arise. reinforcing n.
understanding
of modulus
and argument.
 Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson
Plan
Signature of the Teacher VP/HM Signature of the Principal
 LESSON PLAN
General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required : 5-6
2. Class & Section :Class 11, Section ___ 7. Date of Commencement :
3. Subject : Mathematics 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson :Conic Sections

Specific Pedagogical Individual/Gr Interdisciplin Resources Competency Feedback Inclusive

Learning Strategies oup activities ary Linkages (including Based and Practices/
Outcomes for / experiments and infusion ICT) Assessment Remedial Gender
Experientia / hand-on- of Life-skills, items for Teaching Sensitivity
l Learning learning Values measuring Plan
the
attainment
of Learning
Outcomes
1.Understand 1.Introducti 1.Model- •Physics and 1.Visual 1.Oral •Positive 1.Encouragin
ing Conic on with Building of Astronomy: Aids: Use Questioning: Reinforceme g
Sections and Real-Life Conic Discuss how diagrams Ask nt: Praise Participation
Their Examples: Sections: conic and 3D questions students : Ensure all
Definitions: Start by Provide sections models to such as, who students
Students will introducing materials to describe illustrate “How is an accurately participate
understand real-life construct a 3D planetary conic ellipse derive in graphing,
what conic examples of model of a orbits and sections formed from equations derivation,
sections are conic cone and its trajectories and their the and plot and real-life
and how they sections, intersections in physics intersectio intersection graphs, application
are formed such as with planes, and ns with a of a cone and building discussions,
by the satellite allowing astronomy, cone, as a plane?” and confidence in fostering an
intersection dishes students to linking well as “What real- understandi Inclusive
 life
of a plane (parabolas) visualize how mathematical graphs of applications ng conic environment
with a , planetary each conic concepts with each conic. do conic sections. .
double- orbits section is scientific sections
napped cone. (ellipses), formed. applications. 2.Graphing have?” •Additional 2.Visual
and lenses Tools: Use Support: Support and
2.Different (circles), to 2.Graphing •Engineering graph 2.Worksheet Offer step- Incremental
Types of emphasize Exercise: and paper, Exercises: by-step Guidance:
Conic their Assign each Architecture: compasses, Provide assistance Use visual
Sections: relevance. student or Explain the and exercises on and simpler aids and
Students will group a conic role of protractor identifying, examples for provide
learn about 2.Use of section to plot parabolas in s for solving, and students step-by-step
the four Visual Aids: on graph designing hands-on graphing who struggle guidance for
primary Use paper using satellite graphing, different with students
conic diagrams to different dishes, or online conic derivations who may
sections: show how parameter bridges, and graphing sections, or graphing. need
circles, conic values, architectural tools (like allowing additional
ellipses, sections are helping them structures, Desmos) students to •Clarification help
parabolas, created by interpret and showing for apply Sessions: understandi
and the analyze the practical uses dynamic equations Address ng 3D
hyperbolas, intersectio graphs. of conic visualizati and common shapes and
and n of a plane sections. on of conic interpret misconceptio conic
recognize with a cone, 3.Equation sections. graphs. ns, such as intersections
their unique explaining Practice: •Life Skills: confusing .
properties each shape Provide Develop 3.3D 3.Activity hyperbolas
and and its various spatial Models: Observation: with ellipses 3.Differentia
characteristic unique equations of awareness, Provide Observe or parabolas, ted
s. properties. conic sections analytical physical students through Instruction:
and have thinking, and models of during guided Provide a
3.Standard 3.Deriving students problem- cones and model- examples range of
Equations of Equations identify the solving skills planes to building and and activities,
Conic Step-by- type of conic, as students demonstra graphing additional from basic
Sections: Step: Guide sketch it, and graph and te the activities to practice. graphing
Students will describe its analyze formation and
derive and students properties. different of conic assess their identificatio
understand through the conic sections in understandi n to
the standard derivation 4.Research on sections. a tangible ng of conic advanced
equations for of standardReal-Life way. sections and application
each conic equations Applications: •Values: their research,
section in the for circles,
Divide Encourage 4.Workshe properties. accommodat
coordinate ellipses, students into curiosity, ets and ing diverse
plane. parabolas, groups to attention to Flashcards: 4.Quiz: learning
and research and detail, and a Prepare Conduct a needs within
4.Graphing hyperbolas present on methodical worksheet quiz the class.
Conic with clear how conic approach, s with covering key
Sections: steps and sections are fostering an exercises concepts,
Students will examples. used in real appreciation on such as the
learn to life, such as in for identifying definitions,
graph each 4.Hands-On optics, orbital mathematical conic properties,
conic section, Graphing paths, or patterns in sections, and standard
interpreting Practice: architecture. natural and solving equations of
the effects of Use graph human-made equations, conic
changes in paper or structures. and sections, to
parameters graphing graphing, evaluate
on their software to along with comprehensi
shapes and practice flashcards on.
positions. plotting summarizi
each conic ng key
5.Application section, properties
s of Conic showing and
Sections: how equations.
Students will changes in
explore real- parameters
life affect the
applications shape and
of conic orientation.
 sections in
fields such as
physics,
engineering,
and
architecture.

Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson Plan

Signature of the Teacher VP/HM Signature of the Principal
 LESSON PLAN
General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required : 5-6
2. Class & Section :Class 11, Section ___ 7. Date of Commencement :
3. Subject : Mathematics 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson :Introduction to 3D Geometry

Specific Pedagogical Individual/Gr Interdisciplin Resources Competency Feedback Inclusive

Learning Strategies oup activities ary Linkages (including Based and Practices/
Outcomes for / experiments and infusion ICT) Assessment Remedial Gender
Experiential / hand-on- of Life-skills, items for Teaching Sensitivity
Learning learning Values measuring Plan
the
attainment
of Learning
Outcomes
1.Understand 1.Introducti 1.Coordinate •Physics: 1.Visual 1.Oral •Positive 1.Encouragi
ing 3D on with Plotting Link with Aids: Use Questioning: Reinforceme ng
Coordinate Real-Life Activity: physics by charts, 3D Ask nt: Praise Participation
System: Examples: Provide discussing models, or questions students : Ensure all
Students will Begin with students with how 3D drawings like, “What who actively students
understand examples of coordinates coordinates showing are the participate participate
the 3D 3D spaces, and ask them are used in the x, y, coordinates in plotting in plotting,
coordinate such as to plot these vectors, and z axes of the origin exercises calculating,
system, rooms, on a 3D grid forces, and and in 3D and and group
including the buildings, or a 3D positions in example space?” and accurately discussions,
x-axis, y-axis, and model, space, points in “How do you apply 3D fostering an
z-axis, and navigation helping them connecting 3D space. calculate the formulas, inclusive
coordinates, practice mathematical distance building and
the concept to introduce locating concepts to 2.Digital between two confidence supportive
of the origin. the need for points in physical Tools: Use points in in their environment
three- three- applications. 3D 3D?” understandi .
2.Locating dimensional dimensional graphing ng of 3D
Points in 3D representati space. •Engineering software 2Worksheet geometry. 2.Visual
Space: on. 2.Distance and (such as Exercises: Support and
Students will Calculation Architecture: GeoGebra Provide •Additional Incremental
learn how to 2.Use of Exercise: Explain how or exercises on Support: Guidance:
represent Visual Aids: Assign pairs 3D geometry Desmos) plotting Provide Use visual
and locate Use 3D of points and is to points in 3D simpler aids and
points in models or ask students fundamental demonstra space, examples step-by-step
three- drawings to to calculate in fields like te 3D calculating and one-on- instructions
dimensional demonstrate the distance engineering plotting distances one guidance to support
space using the three between them and and between for students students
coordinates axes and in 3D space, architecture dynamic points, and who struggle who may
(x, y, z). how points reinforcing for design, visualizati applying the with 3D need
are the distance modeling, on of section visualization additional
3.Distance represented formula. and spatial points and formula in or formulas. help with
Formula in in 3D space, analysis. lines in 3D 3D. understandi
3D: Students providing a 3.Section space. •Clarificatio ng 3D space.
will learn to visual Formula •Life Skills: 3.Activity n Sessions:
calculate the understandi Practice: Develop 3.3D Observation: Address 3.Differentia
distance ng of the Provide line spatial Models: Observe common ted
between two coordinate segments awareness, Provide students misconcepti Instruction:
points in 3D system. with specified analytical physical during ons, such as Provide a
space using ratios, asking thinking, and models plotting confusing range of
the distance 3.Interactive students to problem- (such as activities the x, y, and activities,
formula. Explanation apply the solving skills cubes or and distance z axes or from basic
of Distance section as students grids) to calculations calculating coordinate
4.Section and Section formula to work with 3D help to assess distances, plotting to
Formula in Formulas: find the space and students their through advanced
3D: Students Explain the coordinates of solve related visualize understandi guided distance and
will derivation dividing problems. points and
 examples
understand and use of points, distances ng of and section
and apply the the distance reinforcing in 3D locating additional formula
section and section understandin • Values: geometry. points and practice. applications,
formula to formulas in g. Foster applying accommodat
find 3D with curiosity, 4.Workshe formulas in ing diverse
coordinates step-by-step4.Real-Life precision, ets and 3D. learning
of a point calculationsApplication and Flashcards needs within
dividing a and Discussion: systematic : Prepare 4.Quiz: the class.
line segment examples. Divide thinking, worksheet Conduct a
in a given students into instilling an s with quiz
ratio in 3D 4.Hands-On groups to appreciation exercises covering key
space. Demonstrati research and for the on locating concepts like
on: Use present on importance points, coordinates,
5.Application physical real-life of geometry using the distance
of 3D models, like applications in distance formula, and
Geometry: cube of 3D understandin and section
Students will corners and geometry, g space and section formula in
relate 3D markers on such as GPS structures. formulas, 3D geometry
geometry each axis, to navigation, along with to evaluate
concepts to help architecture, flashcards comprehensi
real-life students or computer summarizi on.
applications, visualize graphics. ng key
such as coordinates formulas.
navigation, in a 3D
architecture, space.
and
engineering.

Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson Plan

Signature of the Teacher VP/HM Signature of the Principal
 LESSON PLAN
General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required : 7-8
2. Class & Section :Class 11, Section ___ 7. Date of Commencement :
3. Subject : Mathematics 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson : Limits and Derivatives

Specific Pedagogical Individual/Gr Interdisciplin Resources Competenc Feedback and Inclusive

Learning Strategies oup activities ary Linkages (including y Based Remedial Practices/
Outcomes for / experiments and infusion ICT) Assessment Teaching Plan Gender
Experiential / hand-on- of Life-skills, items for Sensitivity
Learning learning Values measuring
the
attainment
of Learning
Outcomes
1.Understan 1.Introducti 1.Limit •Physics: 1.Visual 1Oral •Positive 1.Encouragi
ding the on with Calculation Explain how Aids: Use Questionin Reinforcemen ng
Concept of Real-Life Practice: derivatives graphs and g: Ask t: Praise Participatio
Limits: Examples: Provide are used in charts to questions students who n: Ensure all
Students will Begin with students with physics to illustrate such as, actively students
understand examples of different limit calculate approachin “What is participate in participate
the definition real-life problems velocity and g values the calculations in limit and
of limits, rates of involving acceleration, (limits) and geometric and accurately derivative
basic change (e.g., substitution, connecting slopes of interpretati apply calculations,
properties, speed of a factorization, mathematics tangent on of a differentiation group
and how moving car, and with physical lines derivative? rules, building discussions,
limits help in population rationalizatio concepts of (derivative ” and “How confidence in and real-life
approaching growth) to n techniques, motion. s) for do you application
 calculus
a specific different calculate a concepts. research,
value introduce helping them functions. limit using fostering an
without the idea of practice •Economics: factorizatio •Additional inclusive
necessarily limits and various Discuss the 2.Digital n?” Support: Offer environmen
reaching it. derivatives approaches. application Tools: Use simpler t.
in of graphing 2.Workshe examples and
2.Calculating understandi 2.Graph derivatives calculators et one-on-one 2.Visual
Limits Using ng changes. Interpretatio in economics, or online Exercises: guidance for Support and
Basic n Activity: such as tools (such Provide students Incremental
Techniques: 2.Use of Assign calculating as Desmos exercises struggling Guidance:
Students will Visual Aids: students to marginal cost or on with limit Use visual
learn how to Use graphs sketch graphs and revenue, GeoGebra) calculating calculations or aids and
calculate to of functions showing to visualize limits using differentiation step-by-step
limits using demonstrate and identify relevance in limits and various rules. guidance to
substitution, approaching points where business and derivatives, techniques, support
factorization,values in limits exist or finance. enhancing and basic •Clarification students
and limits and fail, such as at understand differentiat Sessions: who may
rationalizatiothe tangent discontinuitie •Life Skills: ing through ion of Address need
n methods. line s or Develop dynamic polynomial common additional
interpretatio asymptotes. critical visualizatio and misconception help with
3.Understan n for thinking, ns. trigonomet s, such as abstract
ding the derivatives, 3.Tangent problem- ric confusing calculus
Concept of enhancing Line Slope solving, and 3.Practice functions. limit concepts.
Derivatives: visual Calculation: analytical Worksheet approaching
Students will comprehens Have students skills as s: Prepare 3Activity values with 3.Differentia
understand ion. calculate the students worksheets Observatio actual values ted
the slope of calculate and with n: Observe or Instruction:
derivative as 3.Interactive tangent lines interpret problems students misunderstan Provide a
a measure of Demonstrati at specific limits and on limits during limit ding the range of
the rate of on of Limits: points on derivatives. and basic calculation derivative’s activities,
change and Use curves, differentiat s and geometric from basic
its numerical reinforcing •Values: ion tangent meaning, limit
geometrical the geometric Encourage slope through calculations
interpretatio examples interpretation curiosity, techniques, exercises to guided to advanced
n as the and of derivatives. attention to reinforcing assess their examples and derivative
slope of a approach detail, and students’ understand additional applications,
tangent to a values from 4.Real-Life systematic computatio ing of practice. accommodat
curve. both sides to Applications thinking, nal skills. approachin ing diverse
show the Research: instilling an g values learning
4.Basic concept of Divide appreciation 4.Flashcard and rates of needs
Differentiatio limits and students into for the role s: Provide change. within the
n Rules: how values groups and of calculus in flashcards class.
Students will get closer to assign each a understandin summarizi 4.Quiz:
learn basic a particular real-life g dynamic ng Conduct a
differentiatio number. application of changes. differentiat quiz
n rules, derivatives ion rules, covering
including the 4.Step-by- (e.g., physics, limit key
power rule, Step economics). properties, concepts,
sum rule, Explanation Have them and such as
and of research and examples calculating
difference Differentiati present how of limits, basic
rule, and on: Walk derivatives indetermin differentiat
apply them students apply in their ate forms. ion rules,
to solve through assigned field. and
problems. differentiati application
on rules s of
5.Application with derivatives
s of Limits examples, in real-life
and gradually scenarios.
Derivatives: building
Students will complexity
explore real- from basic
life functions to
applications composite
of limits and functions.
 derivatives
in fields like
physics
(velocity and
acceleration)
and
economics
(marginal
cost and
revenue).

Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson Plan

Signature of the Teacher VP/HM Signature of the Principal
 LESSON PLAN
General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required :
2. Class & Section : 11 7. Date of Commencement :
3. Subject : MATHEMATICS 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson : Linear Inequalities

Specific Learning Pedagogical Individual/ Interdisciplinary Resources Competency- Feedback and Inclusive
Outcomes Strategies for Group Linkages and (Including ICT) Based Remedial Practices /
Experiential Activities / Infusion of Life Assessment Teaching Plan Gender
Learning Experiment Skills, Values Items for Sensitivity
s / Hands- Measuring the
On Attainment of
Learning Learning
Outcomes
1.Understanding Linear 1.Introduction 1.Number Line •Economics and 1.Visual Aids: 1.Oral •Positive 1.Encouraging
Inequalities: Students will with Real-Life Activity for Business: Link Use number Questioning: Reinforcement Participation:
understand the concept Examples: Begin One-Variable inequalities to lines and Ask questions : Praise Ensure all
of linear inequalities and with real-life Inequalities: real-world coordinate grids such as, “What students who students
their differences from examples where Provide business to visually happens when actively participate in
linear equations. inequalities are students with problems, such represent you multiply participate in problem-
2.Solving Linear used, such as inequalities in as production solutions to or divide an solving and solving,
Inequalities in One budgeting one variable constraints, cost linear inequality by a graphing graphing, and
Variable: Students will constraints, and ask them limitations, and inequalities in negative exercises, real-life
learn methods for solving profit to solve and revenue one and two number?” and building application
linear inequalities in one maximization, represent the maximization.•P variables. “How do you confidence in discussions,
variable and represent or limits in solutions on a hysics and 2.Graphing represent understanding fostering an
solutions on a number recipes. number line. Chemistry: Tools: Use solutions to inequalities. inclusive
line. 2.Use of Visual 2.Graphing Discuss how graph paper or inequalities in •Additional learning
3.Solving Linear Aids: Use a Inequalities on inequalities are digital graphing two variables Support: environment.
Inequalities in Two number line and the Cartesian used to tools (such as graphically?” Provide 2.Visual
Variables: Students will Cartesian plane Plane: Assign represent Desmos) to 2.Worksheet simpler Support and
learn to solve linear to demonstrate different physical demonstrate Exercises: examples and Incremental
inequalities in two the solution of linear constraints and the graphical Provide one-on-one Guidance: Use
variables and graph inequalities inequalities in limitations in representation exercises on guidance for visual aids and
solutions on the visually, two variables scientific of inequalities solving students who provide
Cartesian plane. showing how and have experiments. and solution inequalities in struggle with incremental
4.Graphical inequalities students graph •Life Skills: regions one and two solving or guidance to
Interpretation of divide a line or each Develop logical dynamically. variables, interpreting support
Solutions: Students will plane into inequality, reasoning, 3.Worksheets representing inequalities. students who
develop skills in regions. shading the problem- and Flashcards: them on •Clarification may need
graphically interpreting 3.Step-by-Step solution solving, and Prepare number lines Sessions: additional help
solutions of inequalities Explanation of region to analytical worksheets with and Address with graphing
and understanding Solving visualize thinking as exercises on coordinate common and
feasible regions. Inequalities: feasible students solve solving and planes. misconception interpreting
5.Applications of Linear Walk students solutions. inequalities and graphing 3.Activity s, such as inequalities.
Inequalities: Students will through solving 3.Solving interpret their inequalities, Observation: confusing 3.Differentiate
explore real-life inequalities Inequality solutions along with Observe inequality d Instruction:
applications of linear step-by-step, Word graphically. flashcards students signs or Provide a
inequalities in fields such ensuring they Problems: •Values: summarizing during regions, range of
as economics, business, understand the Give real-life Encourage rules for solving graphing and through activities, from
and optimization operations scenarios (like curiosity, inequalities and number line guided basic
problems. involved and budgeting precision, and representing activities to examples and inequality
the importance constraints) systematic solutions. assess their additional solving to
of reversing and have problem- understanding practice. advanced
inequality signs students solving, of inequality graphing and
when formulate and fostering an solutions and applications,
multiplying/divi solve appreciation for graphical accommodatin
ding by negative inequalities to mathematical interpretation. g diverse
numbers. find solutions models in real- 4.Quiz: learning needs
4.Interactive within set world Conduct a quiz within the
Graphing of boundaries. applications. covering key class.
Solutions: 4.Real-Life concepts, such
Encourage Application as solving
students to Research: inequalities,
graph solutions Divide graphical
of inequalities students into solutions, and
on a coordinate groups to real-life
plane, research and applications of
demonstrating present on linear
the feasible applications of inequalities to
region for two- inequalities in evaluate
variable fields such as comprehensio
inequalities. finance, n.
operations
 research, and
health
sciences.

Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson

Plan
Signature of the Teacher VP/HM Signature of the Principal
 LESSON PLAN
General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required :
2. Class & Section : 11 7. Date of Commencement :
3. Subject : MATHEMATICS 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson : Permutations and Combinations

Specific Learning Pedagogical Individual/ Interdisciplinary Resources Competency- Feedback and Inclusive
Outcomes Strategies for Group Linkages and (Including ICT) Based Remedial Practices /
Experiential Activities / Infusion of Life Assessment Teaching Plan Gender
Learning Experiment Skills, Values Items for Sensitivity
s / Hands- Measuring the
On Attainment of
Learning Learning
Outcomes
1.Understanding the 1.Introduction 1.Permutation •Probability and 1.Visual Aids: 1.Oral •Positive 1.Encouraging
Fundamental Principle of with Real-Life s Activity: Statistics: Link Use tree Questioning: Reinforcement Participation:
Counting: Students will Examples: Begin Assign permutations diagrams and Ask questions : Praise Ensure all
understand the basics of with real-life students tasks and sample like, “What is students who students
counting principles that examples, such such as combinations to arrangements the difference actively participate in
are foundational to as arranging arranging probability, to illustrate the between a participate in problem-
permutations and books on a shelf letters in a explaining how difference permutation arrangement solving,
combinations. (permutations) word or these concepts between and a and selection counting
2.Definition and Concept or choosing a people in a are essential in permutations combination?” exercises, exercises, and
of Permutations: team from a line, then calculating the and and “When building real-life
Students will learn the group calculate the likelihood of combinations would you use confidence in application
concept of permutations, (combinations), permutations different visually. combinations understanding discussions,
focusing on to explain the to practice outcomes. 2.Digital Tools: instead of permutations fostering an
arrangements of objects difference applying the •Computer Use online permutations? and inclusive
where order matters. between formula for Science: Discuss calculators or ” combinations. environment.
3.Definition and Concept arrangements ^nP_r . the use of tools for 2.Worksheet •Additional 2.Visual
of Combinations: and selections. 2.Combination permutations calculating Exercises: Support: Support and
Students will understand 2.Use of Visual s Activity: Give and permutations Provide Provide Incremental
the concept of Aids: Use scenarios such combinations in and exercises on simpler Guidance: Use
combinations, focusing diagrams, tree as selecting algorithms, combinations, calculating examples and visual aids and
on selections of objects diagrams, or team cryptography, helping permutations one-on-one provide step-
where order does not lists to visually members or and data students verify and guidance for by-step
matter. demonstrate choosing a organization. their answers combinations, students who guidance to
4.Formulas for the difference subset of •Life Skills: and practice applying struggle with support
Permutations and between items from a Develop with larger formulas, and differentiating students who
Combinations: Students permutations set, helping analytical numbers. interpreting between may need
will learn and apply the and students thinking, logical 3.Worksheets results in real- permutations additional help
formulas for calculating combinations. practice reasoning, and and Flashcards: life and with
permutations (^nP_r) 3.Step-by-Step calculating problem-solving Prepare contexts.3.Acti combinations. combinatorial
and combinations Explanation of combinations skills as worksheets with vity •Clarification concepts.
(^nC_r) for different Formulas: Walk using ^nC_r . students work exercises on Observation: Sessions: 3.Differentiate
values of n and r . students 3.Real-Life through identifying Observe Address d Instruction:
5.Real-Life Applications through the Problem permutation when to use students common Provide a
of Permutations and formulas for Solving: and permutations during misconception range of
Combinations: Students permutations Provide real- combination vs. problem- s, such as activities, from
will explore applications and world problems. combinations, solving confusing the basic
of permutations and combinations, problems •Values: Foster calculating activities to order of permutation
combinations in using small, where curiosity, them, and assess their elements in and
probability, data analysis, manageable students need attention to applying them understanding permutations combination
and everyday problem- examples to to decide if detail, and to real-life of when to and calculations to
solving. reinforce the situation systematic scenarios. apply combinations, advanced real-
understanding. involves analysis, Flashcards permutations through life
4.Interactive permutations highlighting the summarizing versus guided applications,
Counting or importance of formulas and combinations. examples and accommodatin
Practice: Engage combinations, combinatorial examples can 4.Quiz: additional g diverse
students in reinforcing thinking in also aid Conduct a quiz practice. learning needs
simple counting concept understanding learning. covering key within the
exercises to application. complex concepts, such class.
reinforce the 4.Group scenarios. as the
foundational Research on fundamental
principles Applications: principle of
behind Divide counting,
permutations students into definitions,
and groups to formulas, and
combinations. research and applications of
present on permutations
applications of and
permutations combinations.
and
combinations
 in fields such
as genetics,
probability,
and computer
science.

Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson

Plan
Signature of the Teacher VP/HM Signature of the Principal
 LESSON PLAN
General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required :
2. Class & Section : 11 7. Date of Commencement :
3. Subject : MATHEMATICS 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson : Relations and Functions

Specific Learning Pedagogical Individual/ Interdisciplinary Resources Competency- Feedback and Inclusive
Outcomes Strategies for Group Linkages and (Including ICT) Based Remedial Practices /
Experiential Activities / Infusion of Life Assessment Teaching Plan Gender
Learning Experiment Skills, Values Items for Sensitivity
s / Hands- Measuring the
On Attainment of
Learning Learning
Outcomes
1.Understanding 1.Introduction 1.Mapping •Computer 1.Visual Aids: 1.Oral •Positive 1.Encouraging
Relations and Functions: with Real-Life Diagram Science: Discuss Use diagrams to Questioning: Reinforcement Participation:
Students will understand Examples: Begin Activity: applications in illustrate Ask questions : Praise Ensure all
the basic concepts of with real-life Provide data relations and like, “What is students who students
relations and functions, examples, such students with management functions, the difference actively participate in
including ordered pairs as the sets of and showing between a participate in exercises,
and mapping. relationship ordered pairs programming, mappings, function and a mapping, mapping, and
2.Types of Relations: between and ask them where relations domains, relation?” and graphing, and discussions on
Students will learn the students and to draw and functions codomains, and “How can you function real-life
different types of their ID mapping are ranges. identify if a identification applications of
relations, such as numbers (one- diagrams to foundational in 2.Graphing function is exercises, functions,
reflexive, symmetric, and to-one) or represent database Tools: Use one-to-one?” building fostering an
transitive relations, and product and relations and structuring and graph paper or 2.Worksheet confidence in inclusive
determine properties of price (many-to- determine if logic. online graphing Exercises: their learning
relations on sets. one), to explain they represent •Economics and tools (such as Provide understanding environment.
3Types of relations and functions. Business: Desmos) to help exercises on of relations 2.Visual
Functions: Students will functions. 2.Function Explain how students plot determining and functions. Support and
learn different types of 2.Use of Visual Identification functions are functions and types of •Additional Incremental
functions, including one- Aids: Use Exercise: used in observe visual relations, Support: Offer Guidance: Use
to-one, onto, and mapping Assign modeling identifying simpler visual aids and
bijective functions, and diagrams and exercises demand-supply properties functions, and examples and provide
understand the concept graphs to where relationships dynamically. classifying one-on-one incremental
of the domain, visually students are and business 3.Worksheets them based on guidance for guidance to
codomain, and range. represent given forecasting. and Flashcards: properties. students who support
4.Representation of relations and mappings or •Life Skills: Prepare 3.Activity struggle with students who
Functions: Students will functions, equations and Develop worksheets with Observation: differentiating may need
learn to represent helping asked to analytical exercises on Observe types of extra help
functions algebraically, students see the identify the thinking, identifying students relations or with abstract
graphically, and through mapping type of pattern types of during functions. concepts.
mapping diagrams, and between function (one- recognition, and relations, mapping and •Clarification 3.Differentiate
interpret these elements of two to-one, onto, problem-solving functions, and graphing Sessions: d Instruction:
representations. sets. or both). skills as properties, activities to Address Provide a
5.Applications of 3.Step-by-Step 3.Graphing students along with assess their common range of
Relations and Functions: Explanation of Basic classify, flashcards understanding misconception activities, from
Students will explore Types of Functions: represent, and summarizing of relations, s, such as basic mapping
real-life applications of Functions and Have students analyze key definitions functions, and confusing the to advanced
relations and functions, Relations: Walk plot graphs of relations and and concepts. their range and function
such as in computer students simple functions. 4.Scientific properties. codomain, classification,
science, physics, and through each functions, •Values: Foster Calculators: 4.Quiz: through accommodatin
business models. type of function such as y = x , curiosity, Provide Conduct a quiz guided g diverse
and relation, y = x^2 , and y systematic calculators to covering key examples and learning needs
using examples = c , to analysis, and assist students concepts, such additional within the
to illustrate observe precision, with as types of practice. class.
properties like differences emphasizing the calculations and relations,
one-to-one, and role of verify results, functions, and
onto, reflexive, understand structured especially when practical
symmetric, and the visual thinking in working with applications,
transitive. representation mathematics large sets of to evaluate
4.Interactive of functions. and its data. comprehensio
Graphing of 4.Real-Life applications. n.
Functions: Application
Encourage Discussion:
students to Divide
graph basic students into
functions (such groups to
as linear, research and
quadratic, and present on
constant applications of
functions) on relations and
the coordinate functions,
 plane to such as in
observe database
properties management
visually. (one-to-many
relationships),
economics, or
network
systems.

Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson

Plan
Signature of the Teacher VP/HM Signature of the Principal
 LESSON PLAN

General Information: Date:

1. Name and Designation of the Teacher : 6. No. of Periods required : 6-8
2. Class & Section :Class 11, Section ___ 7. Date of Commencement :
3. Subject : Mathematics 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson :Sequence and Series

Specific Pedagogical Individual/Group Interdisciplinary Resources Competency Feedback and Inclusive

Learning Strategies for activities / Linkages and (including Based Remedial Practices/
Outcomes Experiential experiments / infusion of Life- ICT) Assessment Teaching Plan Gender
Learning hand-on-learning skills, Values items for Sensitivity
measuring the
attainment of
Learning
Outcomes

1.Understanding 1.Introduction 1.Identifying •Economics and 1.Visual Aids: 1.Oral •Positive 1.Encouraging
Sequences and with Real-Life Patterns in Finance: Discuss Use graphs Questioning: Reinforcement: Participation:
Series: Students Examples: Sequences: applications of and charts to Ask questions Praise students Ensure all
will understand Begin with Provide students sequences in visually like, “What is who actively students
the definition of examples such with different financial represent the common participate in participate in
sequences and as salary sequences (both calculations, arithmetic difference in an identifying identifying
series and increments AP and GP) and such as and arithmetic patterns and patterns,
differentiate (AP) or ask them to compound geometric sequence?” and accurately calculating
between finite population identify the interest, sequences, “How do you apply formulas, sums, and
and infinite growth (GP) common annuities, and showing the find the sum of building discussing
sequences. to show the difference or loan growth the first n terms confidence in applications,
relevance of ratio, reinforcing repayments. pattern. in a geometric understanding fostering an
2.Types of sequences in pattern sequence?” sequences and inclusive
Sequences: real life. recognition. •Biology and 2.Digital series. environment.
Students will 2.Use Population Tools: Use 2.Worksheet
learn different of Visual Aids: 2.Formula Studies: Explain spreadsheets Exercises: •Additional 2.Visual
types of Use visual aids Application how geometric or calculators Provide Support: Support and
sequences, to represent Practice: Assign sequences can for exercises on Provide simpler Incremental
including sequences and sequences to model calculating identifying sequences and Guidance: Use
arithmetic series students and ask population terms and sequences, one-on-one visual aids and
sequences (AP) graphically, them to find the growth and sums, helping finding the nth guidance for provide
and geometric helping nth term and the other natural students term, and students who incremental
sequences (GP), students sum of terms, processes, handle larger calculating struggle with guidance to
 helping them understanding support
and recognize understand practice using connecting math sequences sums, allowing sequence students who
their properties. the formulas. to biology. efficiently. students to patterns or may need
progressive apply sequence formula additional help
3.Formulas for nature of 3.Special Series •Life Skills: 3.Worksheets and series applications. with abstract
Arithmetic and terms in a Calculation: Develop and formulas. mathematical
Geometric sequence. Provide exercises analytical Flashcards: •Clarification concepts.
Sequences: on calculating thinking, Prepare 3.Activity Sessions:
Students will 3.Derivation the sum of problem- worksheets Observation: Address 3.Differentiated
learn to derive of Formulas: squares or cubes solving, and with Observe common Instruction:
and apply Walk students of natural pattern exercises on students during misconceptions, Provide a range
formulas for the through the numbers to recognition identifying pattern such as of activities,
nth term and derivation of reinforce skills as sequences, identification confusing AP from basic
the sum of formulas for understanding of students finding and formula and GP terms, sequence
terms in the nth term special series. identify and terms, and application through guided identification to
arithmetic and and sum of work with calculating activities to examples and advanced sum
geometric terms for AP 4.Real-Life sequences and sums, along assess their additional calculations,
sequences. and GP, Application series. with understanding practice. accommodating
helping them Activity: Divide flashcards of sequences. diverse
4.Special understand students into •Values: Foster summarizing learning needs
Sequences and the logic groups to curiosity, key formulas 4.Quiz: Conduct within the
Series: Students behind the research and precision, and and a quiz covering class.
will explore formulas. present on real- systematic properties. key concepts
special series, life applications thinking, such as AP, GP,
including the 4.Interactive of sequences and instilling an sum formulas,
sum of squares Explanation of series, such as in appreciation for and real-life
and sum of Series Sum: finance, biology, mathematical applications to
cubes of natural Use examples or physics. structures in evaluate
numbers. and step-by- understanding comprehension.
step the world
5.Applications calculations to around us.
of Sequence and demonstrate
Series: Students how to find
will relate the the sum of
concept of series,
sequences and reinforcing
series to real- the concept
life applications, with hands-on
such as financial practice.
calculations,
population
growth, and
compound
interest.

Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson Plan

Signature of the Teacher VP/HM Signature of the Principal
 LESSON PLAN
General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required :
2. Class & Section : 11 7. Date of Commencement :
3. Subject : MATHEMATICS 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson : Sets

Specific Learning Pedagogical Individual/ Interdisciplinary Resources Competency- Feedback and Inclusive
Outcomes Strategies for Group Linkages and (Including ICT) Based Remedial Practices /
Experiential Activities / Infusion of Life Assessment Teaching Plan Gender
Learning Experiment Skills, Values Items for Sensitivity
s / Hands- Measuring the
On Attainment of
Learning Learning
Outcomes
1.Understanding the 1.Introduction 1.Classroom •Computer 1.Visual Aids: 1.Oral •Positive 1.Encouraging
Concept of Sets: Students with Real-Life Set Creation Science: Discuss Use diagrams to Questioning: Reinforcement Participation:
will understand the Examples: Begin Activity: Divide the role of sets represent Ask questions : Praise Ensure all
definition of a set, with real-life students into in programming different types like, “What is a students who students
including the difference examples, such groups and and database of sets, subsets, subset?” and actively participate in
between finite and as a collection assign each a management, and operations, “What is the participate in creating sets,
infinite sets, and the of books in a type of set where data is visually difference creating sets, drawing
notation used to library, or a list (e.g., fruits, organized and reinforcing between drawing Venn diagrams, and
represent sets. of fruits and colors, queried as sets. relationships union and diagrams, and discussing
2.Types of Sets: Students vegetables in a students •Probability and among sets. intersection?” identifying applications,
will learn about different store, to wearing Statistics: 2.Graphing 2.Worksheet subsets, fostering an
types of sets, including illustrate what a glasses). Have Explain how sets Tools: Use Exercises: building inclusive
empty sets, singleton set is and how it them create are online tools or Provide confidence in learning
sets, finite and infinite groups items. sets and fundamental to software (such exercises on their environment.
sets, equal sets, and 2.Use of Visual practice set probability as GeoGebra) to types of sets, understanding 2.Visual
subsets. Aids: Use Venn notation. theory, with create dynamic set operations, of sets. Support and
3. Operations on diagrams to 2.Venn applications in Venn diagrams and Venn •Additional Incremental
Sets: Students will visually Diagram calculating that visually diagrams, Support: Guidance: Use
understand and apply represent Drawing probabilities illustrate set allowing Provide visual aids and
operations on sets, such different types Exercise: and outcomes. operations.3.W students to simpler provide
as union, intersection, of sets, subsets, Provide •Life Skills: orksheets and apply concepts examples and incremental
and difference, and the and operations various set Develop logical Flashcards: and represent one-on-one guidance to
concept of complement on sets. operation thinking, Prepare sets visually. guidance for support
of a set. 3.Step-by-Step problems and organization, worksheets with 3.Activity students who students who
4.Venn Diagrams: Explanation of ask students and analytical exercises on set Observation: struggle with may need
Students will learn to Set Operations: to represent skills as notation, types Observe operations or additional help
represent sets and their Walk students them on Venn students classify of sets, subset students identifying with abstract
relationships using Venn through union, diagrams, items, identify identification, during Venn subsets. set concepts.
diagrams, visually intersection, reinforcing relationships, and operations. diagram and •Clarification 3.Differentiate
demonstrating and difference understanding and apply set Flashcards subset Sessions: d Instruction:
operations and operations, of union, operations. summarizing activities to Address Provide a
relationships among sets. using examples intersection, •Values: Foster key definitions assess their common range of
5.Applications of Sets: to illustrate and curiosity, and symbols will understanding misconception activities, from
Students will explore each concept. difference. systematic also aid of s, such as basic set
real-life applications of 4.Interactive 3.Subset organization, learning. relationships confusing creation to
sets in fields such as Venn Diagram Identification and precision, 4.Scientific among sets union with advanced
computer science, Practice: Activity: emphasizing Calculators: and intersection, applications of
probability, and database Encourage Assign how structured Provide operations. through set operations,
management. students to different sets thinking can aid calculators to 4.Quiz: guided accommodatin
create Venn and ask in problem- assist with Conduct a quiz examples and g diverse
diagrams with students to solving and data calculations for covering key additional learning needs
different sets to identify and management. more complex concepts, such practice. within the
visually explore list all possible set operations, as types of class.
operations, subsets, especially in sets, set
relationships, helping them larger sets. notation,
and the concept understand operations,
of complement. subset and real-life
relationships. applications of
4.Real-Life sets, to
Application evaluate
Discussion: comprehensio
Divide n.
students into
groups to
research and
present on
applications of
sets in fields
like database
management
 (where sets
organize
information),
computer
programming,
and
probability.

Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson

Plan
Signature of the Teacher VP/HM Signature of the Principal
 LESSON PLAN
General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required : 6-7
2. Class & Section :Class 11, Section ___ 7. Date of Commencement :
3. Subject : Mathematics 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson : Statistics

Specific Pedagogical Individual/Gr Interdisciplin Resources

Competency Feedback Inclusive
Learning Strategies for oup activities ary Linkages (including
Based and Practices/
Outcomes Experiential / and infusion ICT) Assessment Remedial Gender
Learning experiments of Life-skills, items for Teaching Sensitivity
/ hand-on- Values measuring Plan
learning the
attainment
of Learning
Outcomes
1.Understan 1.Introductio 1.Data •Economics 1.Charts 1Oral •Positive 1Encouragin
ding the n with Real- Collection and Business and Graphs: Questioning: Reinforceme g
Basics of Life Activity: Have Studies: Use visual Ask nt: Praise Participatio
Data and Examples: students Explain how aids like questions students n: Ensure all
Statistics: Start with collect real statistics are histograms, such as, who actively students
Students will examples data, such as used in box plots, “What is the participate actively
understand where data temperatures economics and significance in data participate
the analysis is over a week and business frequency of the mean analysis in data
importance essential, or survey for market polygons to in a data activities collection,
of statistics such as results, and analysis, illustrate set?” and and calculation,
in analyzing weather organize it budgeting, data “How does accurately and
data and the forecasting, into and representati variance calculate visualization
basics of sports frequency on. help us statistical activities,
 understand
organizing statistics, tables, predicting data measures, fostering an
and and market calculating trends. 2.Digital spread?” building inclusive
interpreting trends, to mean, Tools: Use confidence environmen
data sets. introduce median, and•Science and statistical 2.Worksheet in their t.
the mode. Research: software Exercises: understandi
2.Measures importance Link with (e.g., Excel Provide ng of 2.Visual
of Central of statistics.
2.Measures of scientific or online exercises on statistics. Support and
Tendency: Dispersion research, graphing calculating Incremental
Students will 2.Use of Calculation: discussing tools) to measures of •Additional Guidance:
calculate Visual Aids: Assign how help central Support: Use visual
measures of Use charts, students a statistical students tendency, Offer aids and
central graphs, and data set and analysis organize dispersion, simpler data provide
tendency, tables to ask them to helps and analyze and sets and incremental
including visually calculate interpret data, probability one-on-one guidance to
mean, represent range, mean experimental especially distribution guidance for support
median, and data, helping deviation, data and useful for s, allowing students students
mode, and students variance, and draw large data students to who who may
understand understand standard conclusions. sets and apply struggle need extra
their how data can deviation, complex statistical with help with
significance be organized reinforcing •Life Skills: calculations concepts. statistical complex
in data and the concept of Develop . calculations statistical
analysis. interpreted. data spread. analytical 3.Activity or data concepts.
thinking, 3.Lab Observation: interpretatio
3.Measures 3.Interactive 3.Graphing critical Equipment: Observe n. 3.Differentia
of Demonstrati and reasoning, Provide students ted
Dispersion: ons: Explain Interpretatio and data calculators, during data •Clarificatio Instruction:
Students will measures of n Exercise: interpretatio rulers, and collection, n Sessions: Provide a
learn to central Provide n skills as graph paper organization Address variety of
calculate tendency students with students for hands- , and common exercises,
measures of and data sets to organize, on visualization misconcepti from basic
dispersion, dispersion create analyze, and calculations activities to ons, such as data
including using histograms interpret and data assess their confusing analysis to
 range, mean , frequency data sets. mean and advanced
deviation, classroom polygons, or visualizatio understandi median or probability
variance, and data (e.g., box plots, • Values: n exercises. ng of interpreting distribution
standard student allowing Emphasize statistical variance and s,
deviation, heights, test them to accuracy, 4.Workshee methods. standard accommodat
interpreting scores) to practice data attention to ts and deviation, ing diverse
the spread of calculate visualization. detail, and Flashcards: 4.Quiz: through learning
data. mean, curiosity, Prepare Conduct a guided needs
median, 4.Probability instilling an worksheets quiz examples within the
4.Skewness mode, Distribution appreciation with covering key and class.
and Kurtosis: variance, and Simulation: for data- exercises on statistical additional
Students will standard Conduct a based calculating concepts, practice.
understand deviation. simple decision- measures of including
the concepts experiment making and central measures of
of skewness 4.Graphical (like flipping ethical data tendency, central
and kurtosis, Representati a coin or analysis. dispersion, tendency,
learning to on of Data: rolling dice) and dispersion,
describe the Demonstrate and use the probability and
distribution various types results to distribution probability
shape of of data create a s, along distribution
data. visualization, probability with s, to
such as distribution, flashcards evaluate
5.Applying histograms, discussing the summarizin comprehens
Probability frequency real-life g key ion.
Distributions polygons, applications formulas.
: Students and box of such
will learn the plots, to help distributions.
basics of students
probability interpret and
distributions present data
and apply visually.
probability
to data,
 exploring
distributions
like binomial
and normal
distribution.

6.Real-Life
Applications
of Statistics:
Students will
connect
statistical
concepts to
real-life
applications,
such as
interpreting
trends,
predicting
outcomes,
and making
informed
decisions
based on
data.

Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson Plan

Signature of the Teacher VP/HM Signature of the Principal
 LESSON PLAN
General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required : 6-7
2. Class & Section :Class 11, Section ___ 7. Date of Commencement :
3. Subject : Mathematics 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson :Straight Lines

Specific Pedagogical Individual/Gr

Interdiscipli Resources Competency Feedback Inclusive
Learning Strategies oup activities
nary (including ICT) Based and Practices/
Outcomes for / Linkages and Assessment Remedial Gender
Experiential experiments
infusion of items for Teaching Sensitivity
Learning / hand-on-
Life-skills, measuring Plan
learning Values the
attainment
of Learning
Outcomes
1.Understan 1.Introducti 1.Slope •Physics: 1.Visual Aids: 1.Oral •Positive 1.Encouragi
ding the on with Calculation Link to Use coordinate Questioning Reinforcem ng
Concept of Real-Life Activity: physics by grids and : Ask ent: Praise Participatio
Slope: Examples: Provide discussing charts to questions students n: Ensure all
Students will Begin with students with how illustrate line like, “What who actively students
understand examples of coordinates straight-line equations, does a participate participate
the concept straight of points and graphs are slopes, and positive in line in graphing,
of the slope lines in ask them to used to forms, slope plotting and calculation,
of a line, real-life calculate the interpret providing a indicate?” calculations, and real-life
including contexts, slope linear visual and “How building application
positive, such as between motion, reference for do you find confidence discussions,
negative, roads, them, velocity, and each concept. the equation in fostering an
zero, and walls, and reinforcing acceleration of a line understandi inclusive
 .
undefined given two ng
slopes. graphs, to the concept •Economics 2.Digital Tools: points?” coordinate learning
illustrate of slope. and Use graphing geometry. environmen
2.Forms of the Business: software (such 2.Workshee t.
the Equation relevance of 2.Graphing Explain how as Desmos or t Exercises: •Additional
of a Straight understandi Line linear GeoGebra) to Provide Support: 2.Visual
Line: ng line Equations: equations demonstrate exercises on Provide Support and
Students will equations. Assign help analyze dynamic line calculating simpler Incremental
learn students trends, plotting and slopes, examples Guidance:
different 2.Use of different line growth visualize how writing and one-on- Use visual
forms of the Visual Aids: equations to rates, and changing equations in one aids and
equation of a Use plot on graph projections parameters different guidance for provide
line, coordinate paper or with in fields like affects line forms, and students step-by-step
including the grids to graphing economics orientation. finding who instructions
slope- demonstrat tools, helping and distances struggle to support
intercept e slope and them see business. 3.Graph Paper and with slope students
form, point- line how changes and Rulers: midpoints, calculations who may
slope form, equations, in equation •Life Skills: Provide graph allowing or line need
two-point showing parameters Develop paper and students to equations. additional
form, and various line affect the analytical rulers for apply help with
intercept orientations line’s thinking, students to straight-line •Clarificatio coordinate
form. and slopes. position and spatial plot lines geometry n Sessions: geometry
orientation. awareness, manually, concepts. Address concepts.
3.Calculating 3.Step-by- and reinforcing the common
Distance Step 3.Distance problem- coordinate 3Activity misconcepti 3.Differenti
between Explanation and Midpoint solving skills geometry Observation ons, such as ated
Points and of Line Calculation: as students concepts : Observe confusing Instruction:
Midpoint of Forms: Provide pairs calculate hands-on. students slope signs Provide a
a Line Walk of points for slopes, during or range of
Segment: students students to distances, 4.Works graphing misinterpret activities,
Students will through the calculate the and heets and and slope ing line from basic
be able to derivation distance and midpoints in Flashcards: calculation forms, line plotting
 activities to through
calculate the midpoint, Prepare assess their guided to
distance and strengthenin coordinate worksheets understandi examples advanced
between two application g their geometry. with exercises ng of line and applications
points and of each line understandin on calculating equations additional of line
find the form, using g of points on •Values: slopes, writing and slope. practice. equations,
midpoint of specific a line. Foster equations of accommoda
a line examples 4.Real-Life curiosity, lines, and 4Quiz: ting diverse
segment. for clarity. Application precision, finding Conduct a learning
Discussion: and distances and quiz needs
4.Angle 4.Interactiv Divide systematic midpoints, covering within the
between e Slope students into thinking, along with key class.
Two Lines: Demonstrat groups to encouraging flashcards concepts
Students will ion: Use research and appreciation summarizing such as line
learn to objects like present on for line forms. forms, slope
calculate the rulers on real-life mathematics calculation,
angle inclined applications in describing and real-life
between two surfaces to of straight and applications
lines and visually lines, such as interpreting of straight
determine demonstrat in real-world lines to
the e different engineering, scenarios. evaluate
conditions slopes physics, or comprehens
for parallel (positive, data analysis. ion.
and negative,
perpendicul zero,
ar lines. undefined)
and discuss
5.Applicatio what each
ns of means.
Straight
Lines in
Real-Life
Contexts
 : Students
will explore
real-life
applications
of straight
lines, such as
in
navigation,
architecture,
and
analyzing
linear trends
in data.

Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson Plan

Signature of the Teacher VP/HM Signature of the Principal
 LESSON PLAN
General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required :
2. Class & Section : 11 7. Date of Commencement :
3. Subject : MATHEMATICS 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson : Trigonometric Functions

Specific Learning Pedagogical Individual/ Interdisciplinary Resources Competency- Feedback and Inclusive
Outcomes Strategies for Group Linkages and (Including ICT) Based Remedial Practices /
Experiential Activities / Infusion of Life Assessment Teaching Plan Gender
Learning Experiment Skills, Values Items for Sensitivity
s / Hands- Measuring the
On Attainment of
Learning Learning
Outcomes
1. Understanding 1.Introduction 1.Unit Circle •Physics and 1.Visual Aids: 1.Oral •Positive 1.Encouraging
the Cocept of with Real-Life Activity: Have Engineering: Use diagrams of Questioning: Reinforcement Participation:
Trigonometric Functions: Examples: Begin students plot Explain how the unit circle Ask questions : Praise Ensure all
Students will learn the six with real-world points on the trigonometric and like, “What is students who students
primary trigonometric scenarios where unit circle for functions are trigonometric the value of actively participate in
functions (sine, cosine, trigonometry is various angles, used to model function graphs \sin 90^\circ participate in calculating,
tangent, cosecant, applied, such as calculating wave motion, to visually ?” and “How plotting and plotting, and
secant, and cotangent) in calculating corresponding oscillations, and represent does the identity discussing
and their relationships on heights and trigonometric angles in angles, ratios, period of \sin exercises, applications of
the unit circle. distances, wave values to structures, and periodicity. x compare to building trigonometric
2.Trigonometric Ratios modeling, and understand linking 2.Graphing \cos x ?” confidence in functions,
for Any Angle: Students engineering sine, cosine, mathematics Tools: Use 2.Worksheet understanding fostering an
will understand structures. and tangent. with physics and graph paper or Exercises: trigonometric inclusive
trigonometric ratios for 2.Use of 2.Graphing engineering. digital graphing Provide functions. environment.
any angle, extending Visual Aids: Use Exercise: •Geography and tools (like exercises on •Additional 2.Visual
definitions beyond acute the unit circle to Assign tasks to Navigation: Desmos) to calculating Support: Support and
angles. demonstrate plot graphs of Discuss the use demonstrate trigonometric Provide Incremental
3.Graphical trigonometric sine, cosine, of trigonometry trigonometric values, simpler Guidance: Use
Representation of functions for and tangent in navigation functions applying examples and visual aids and
Trigonometric Functions: various angles, functions over and dynamically, identities, and one-on-one provide step-
Students will learn to plot showing how different geographical showing graphing guidance for by-step
and interpret graphs of functions are intervals, measurements, changes in trigonometric students who instructions to
sine, cosine, and tangent derived based helping such as amplitude, functions. struggle with support
functions, understanding on the circle. students determining period, and 3.Activity function students who
periodicity and 3.Graphing understand distances and phase shift. Observation: properties or may need
symmetry. Trigonometric periodicity and angles between 3.Worksheets Observe identity additional help
4.Trigonometric Functions: symmetry.3.Id points. and Flashcards: students applications. with abstract
Identities and Guide students entity •Life Skills: Prepare during unit •Clarification trigonometric
Simplification: Students through plotting Application Develop spatial worksheets with circle plotting Sessions: concepts.
will derive and apply sine, cosine, and Practice: reasoning, exercises on and graphing Address 3.Differentiate
fundamental tangent Provide analytical trigonometric exercises to common d Instruction:
trigonometric identities functions on a exercises thinking, and ratios, graphing, assess their misconception Provide a
to simplify expressions graph, where problem-solving and identity understanding s, such as range of
and solve equations. explaining key students apply as students applications, of confusing activities, from
5.Applications of properties such trigonometric work through along with trigonometric trigonometric basic angle
Trigonometric Functions: as amplitude, identities to trigonometric flashcards values and function calculations to
Students will explore period, and simplify identities and summarizing function values in advanced
real-life applications of phase shift. expressions graphical key identities properties. different graphing and
trigonometry, such as in 4.Interactive and solve interpretations. and formulas. 4.Quiz: quadrants, identity
physics, engineering, and Derivation of equations, •Values: 4.Scientific Conduct a quiz through applications,
architecture. Identities: Walk reinforcing Encourage Calculators: covering key guided accommodatin
students formula use. curiosity, Provide concepts, such examples and g diverse
through the 4.Real-Life precision, and calculators that as additional learning needs
derivation of Application systematic support trigonometric practice. within the
fundamental Project: Divide analysis, trigonometric function class.
identities (like students into fostering an functions, values, graph
\sin^2 \theta + groups to appreciation for allowing interpretation
\cos^2 \theta = research and mathematical students to s, and identity
1 ), using the present real- methods in real- verify their applications to
unit circle to life world calculations and evaluate
reinforce applications of applications. understand the comprehensio
understanding. trigonometric periodic nature n.
functions in of these
fields like functions.
physics (wave
functions),
engineering
(angles and
structures),
 and
navigation.

Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson

Plan
Signature of the Teacher VP/HM Signature of the Principal