Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration: Date:
29 Mathematics 8 3 60 December 19, 2017
Learning Competency/ies: Proves statements on triangle congruence. M8GE-IIIh-1

(Taken from the Curriculum Guide)

Key Concepts / Understandings to

Demonstrates understanding of key concepts of axiomatic structure of geometry and triangle congruence.
be Developed
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015) OBJECTIVES:

Knowledge Remembering
The fact or condition
of knowing something with
familiarity gained through
experience or association Understanding Explain the proof of the statement given.

Applying
Skills
The ability
and capacity acquired through
deliberate, systematic, and Analyzing
sustained effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating
from one's knowledge, practice,
aptitude, etc., to do something

Creating
Construct a two column proof in proving triangle congruence.

Attitude Receiving Phenomena

Values Valuing

2. Content Representations of Triangle Congruence

3. Learning Resources Learners' Manual and Teacher's Guide

4. Procedures

4.1 Introductory Activity Looking at these two triangles, how would you prove that they are congruent? What kind
of proofs can we make?

5 minutes

4.2 Activity Given the statement "An equilateral triangle is equiangular", give its primary statement and
reason:

10 minutes

4.3 Analysis 1. What statement will you give first?

2. What could be the reason of that statement?
10 minutes 3. How will you construct a two column proof?

4.4 Abstraction
Remember :
─ The sum of the measures of the angles of a triangle is 180°
10 minutes ─ Properties of equilateral triangle
4.5 Application Group the class into four. Each group will prove the same statement using their knowledge in congruence
postulate and theorems. One member will explain their answer to the class.

In the statement "An equilateral triangle is equiangular", prove that the three sides are
10 minutes congruent.

4.6 Assessment In a 1/2 sheet of paper, complete the two column proof of the statement, "An
Analysis of Learners' Product
equilateral triangle is equiangular".

10 minutes
4.7 Assignment Research 2 different statements on triangle congruence and try prove it using
Enhancing/Improving the lesson
3 minutes two column proof.
4.8 Concluding Activity
2 minutes

5.      Remarks

6.      Reflections
C.   Did the remedial lessons work? No. of learners who have caught up with the
A.  No. of learners who earned 80% in the evaluation.
lesson.

B.   No. of learners who require additional activities for

D.  No. of learners who continue to require remediation.
remediation.

E.   Which of my learning strategies worked well? Why did

these work?

F.   What difficulties did I encounter which my principal or

supervisor can help me solve?

G.  What innovation or localized materials did I

use/discover which I wish to share with other teachers?

Prepared by:

Name: School:
ESTER T. ANDRADE CABONGA-AN NATIONAL HIGH SCHOOL
Position/
Division:
Designation: TEACHER-1 CEBU PROVINCE
Contact
Email address:
Number: 9307246190 esthertruz6@gmail.com

Quality Assurance Committee of San Francisco District

Submitted by: Reviewed by:

MARY JEAN M. MURILLO NILO I. ALCARAZ
Member Member

ROMER R. RANOCO
LRMDS Focal Person

Approved:
TONY T. APLACADOR
District Supervisor
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the day’s

lesson

Enriching / inspiring the day’s lesson

Enhancing / improving the day’s

lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/ Conferencing
Anlysis of Learners' Products
Tests