Republic of the Philippines

Department of Education
Region III
Division of Mabalacat City
Paralayunan Elementary School

DETAILED LESSON PLAN

SCHOOL PARALAYUNAN ELEMENTARY SCHOOL GRADE LEVEL THREE

LEARNING MATHEMATI
TEACHER MIRASOL Q. GALURA
AREA CS
DATE/TIME QUARTER THIRD
WEEK 8
I. OBJECTIVES
A. Content Standard The learners demonstrates understanding of lines and symmetrical designs
B. Performance Standard The learner is able to recognize and represent lines in real objects and designs or
drawings and complete symmetrical designs
C. Learning Competency/ visualizes, identifies, and draws congruent line segments. In relevant
Objectives circumstances. (M3GE-IIIf-13)
LC Code
Identify the things in our surroundings that has congruent in length and non-congruent.
II. CONTENT Congruent and Non-Congruent Line Segments
ICT Integration
Science: Things Around us
III. LEARNING
RESOURCES
A. References MELCS, Learning Activity Sheet Quarter 3 Week 8
1.
Teacher’s Guide pages Lesson Guide in Elem. Math 3 pp.338 – 344
2.
Learner’s Materials Learning Activity Sheet Quarter 3 Week 8
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning Resources 1. Ruler
2. Laptop
3. Objects to be measured
4. Flash Cards
IV. PROCEDURES
TEACHER’S LEARNER’S ACTIVITIES
ACTIVITIES
A. Reviewing previous lesson
or presenting the new lesson

Begin the class with the

following. #5 (consistent
implementation of policies)

1. Greet everyone and ask

them to do the same.
2. Prayer before the
beginning of the class.

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3. Let them sing and dance
the song “Kumusta kana” to set
the mood of the class in an
inviting ambience.
4. Remind the class of the
safety health protocols in the new
normal.
5. Settle the class with the
use of hand signals.
6. At the beginning of the
class the pupil who manifests
difficulty in seeing will be asked
to sit in front. #9 (Difficulty in
seeing)

Preliminary Activities
A. Drill
Let pupils identify the
term in each flash
card.
Pupils will identify the term shown in each flash card.
Ask: What do we call in each
figure below?

1.

2.

Point
3.
Ray
4.
Line

Line segment

B. Review
Identify the terms using
the given figure.

Pupils identify the terms using the given figure.

Pupils will study the figure

1. Points

2. Lines

3. Line segment
Points A,B,C,D,E,F,G,H,I
4. Rays
Lines CG, BH, AE, IG

Line Segments HG, EG, BE

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 Rays EC, BA, DF, HI

B. Establishing a purpose for

the lesson
(Motivation)

Pupils will study the figure.

Where can you find the line

We can see the line segments at the edges of the figure.
segments?

How many line segments are

9 teacher
there?

Excellent!

C. Presenting
examples/Instances of the
new lesson

A. Presentation of Lesson
At this point class, you will
work in pairs. Your partner
Pupils work in pairs.
will be you seatmates.

Let one partner draw a line

segment.
The other partner will
measure the line segment
made by his/her partner. Pupil A will draw a line segment.
Then he/she draws another Pupil B will measure the drawn line segment using a ruler.
line segment with the same
length. Write the Pupil B will draw another line segment with the same length.
measurement on the sides for Pupil A and B write the measurement on the sides of their drawn line segments.
the others to see.

What have you noticed?

Correct!
How do you know that the
line segments are equal?

Excellent! The lines have the same length teacher!

Now can you illustrate the
line segment that you have
produced.
By measuring them using a ruler.

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 Line Segment #1:
A B
Pupils show the line segments that they have drawn.
Line Segment #2:
C D

Are the line segments equal? Pupils will study the line segments.

Great!

Line Segment #3:

E F

Yes Teacher!
Line Segment #4:
G H

Are the line segments equal?

Excellent!
Pupils study the line segments.
When can you determine that the
line segments are equal?

If line segments are equal, they

are congruent. So, they are called
congruent line segments. No, Teacher!

Example:

By measuring the line segment using a ruler.

At this point, using your ruler,

measure the side of the rectangle.

Which line segments have the

same length?

Is KL congruent to DE? Why?

Is KD congruent to LD? Why?

IS KL congruent to KD? Why?

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Is KD congruent to LE? Why?
Good Job!
Congruent Line Segments are
equal in length.
Non-congruent line segments are
not equal in length.
Therefore, what do you mean of
Line Segment?
Excellent!
D. Discussing new concepts and
practicing new skills # 1
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Yes, because they have the same length.
No, they are not equal.
No teacher, they are not equal.
Yes teacher, because they have the same length.
A Line Segment is a portion of the line. It has 2 endpoints. A line is identified by its endpoints.
Thus, “AB” is read as line segment AB.
Present lesson using:
Group activity
#8 (Differentiated Instruction through group tasks and collaborative learning)
#7 Collaborative Learning
#8 Art of Questioning
Group the pupils into 3, Give each group an activity card each group will only have 8 members.
Keep in mind our New Normal classroom rules when we do the group activities.
#5 (consistent implementation of policies)
Remember: Each member will take turn in the completion of task. All members will explain their
work in front. # 6 (promoting fairness)
Group 1
Tell whether the line segments below are congruent or non-congruent. Write your answer on the
 blank.

Group 2
Encircle the letter of the line segment that is congruent with the one given on the left?

Group 4 #8 ICT Integration with the help of the teacher in navigating the laptop
Navigate the laptop and prepare a presentation of two pictures taken from the internet. Using your
ruler find the length of two pictures.

Explain what you discover to the class.

Answer:
 Is it important to use appropriate unit in measuring the length of an object? Why?

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 HOTS

E. Discussing new concepts and Activity 1 Peer Activity

practicing new skills # 2 Think-Pair-Share (TPS)
Draw a congruent line segment using a ruler with the given on the left.

The teacher will provide one of the pupils a big copy of the activity for she has difficulty in
seeing. (Difficulty in seeing)

F. Developing mastery Activity 2 Let the pupils answer independently. (assuming responsibility of one’s learning)
(leads to Formative Get your ruler and pencil. Draw congruent line segments with the following measurement. The
Assessment 3) answer should be written neatly.

1. 15cm

2. 10cm

3. 20cm

4. 25cm

5. 30cm

6.
The teacher will provide one of the pupils a big copy of the activity for she has difficulty in
seeing. (Difficulty in seeing)

G. Finding practical application Inside of our classroom get two objects you want to measure.
of concepts and skills in Analyze if the objects are congruent to one another or non-congruent. And explain why?
daily living

H. Making generalizations and

abstractions about the lesson

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When the line segments
congruent? When the line segments have the same length.

How about, when the line

segments are non-congruent? When line segments have unequal length.

I. Evaluating learning List down 10 congruent line segments.

J. Additional activities for Name all congruent line segment you can find in this figure.
application or remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% on the formative assessment
___ Learners who earned 80% or above on the formative assessment

B. No. of Learners who require

additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue
to require remediation
___ Learners who require additional activities for remediation
Did the remedial lessons work?
___Yes ___No
____ Learners who caught up with the lesson
___ Learners who continue to require additional activities for remediation

E. Which of my teaching
strategies worked well? Why did
these work?
Strategies used that worked well:
___Metacognitive Development: Examples: Self assessments, note taking and studying
techniques, and vocabulary assignments.

___Bridging: Examples: Think-pair-share, quick-writes, and anticipatory charts.

___Schema-Building: Examples: Compare and contrast, jigsaw learning, peer teaching, and

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F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
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projects.
___Contextualization: Examples: Demonstrations, media, manipulatives, repetition, and local
opportunities.
___Text Representation: Examples: Pupil created drawings and other representations or
illustrations
___Modeling: Examples: Speaking slowly and clearly, modeling the language you want the
pupils to use, and providing samples of pupils’ work.
Other Techniques and Strategies used that worked well:
___ Explicit Teaching
___Scaffolding
___ Group collaboration
___ Learning through play
___ Answering preliminary activities/exercises
___ Carousel Brainstorming Technique or Rotating Review
___ Dyads
___ Differentiated Instruction
___ Discussion
___ Think-Pair-Share (TPS)
___Use of Graphic Organizers/ Big Books/ Manipulatives
___ Rereading of Paragraphs/Poems/Stories
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
___Use of ICT Integration
___Use of Localized Materials
____Utilization of Reward System
Others:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group members’ cooperation in doing their tasks
___Audio-Visual presentation of the lesson
___Teacher’s Positive Reinforcement
___Teacher’s Knowledge of the Pupils’ Profile
___Teacher’s Appropriate Processing of Pupils’ Outputs
Others:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________
___ Content
___ Strategies
___ Classroom Management
___ Pupils’ behavior/attitude
___ Lack of Interest among pupils
___Tardiness among pupils
___ Classroom Structuring
___Rubric Making
___ Development of developmentally appropriate and innovative instructional materials
___Unavailability of Technological Equipment and facilities

G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
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___Unavailability of Printed textbooks and manuals
___ Pupils’ Reading Readiness
Others:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________
Planned Innovations:
___ Use of Interactive Videos Specify:
___________________________________________
___ Use of recycled/ real objects Specify:
___________________________________________
___ Use of PowerPoint presentations Specify:
___________________________________________
___ Use of manipulative materials Specify:
___________________________________________
___ Use of localized materials Specify:
___________________________________________
Others:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________