DETAILED LESSON PLAN TEMPLATE

Mathematics
Eulogio Rodriguez Integrated
School Grade Level 9
School
Learning
Teacher Jessa May G. Sanchez Mathematics
Area
Teaching Date and Time 8:00am – 9:00am Quarter Third Quarter

I. OBJECTIVES

A. Content Standards The Learners demonstrates understanding of key concepts of parallelograms and
triangle similarity.
B. Performance The Learners is able to investigate, analyze, and solve problems involving
Standards parallelograms and triangle similarity through appropriate and accurate
representation.
C. Learning At the end of the lesson, the students should be able to:
Competencies/Obj 1. recall properties of a parallelogram;
ectives 2. give the properties of a rectangle;
3. apply properties to find measures of angles, sides, and diagonals involving
rectangle.
II. CONTENT Topic: Quadrilaterals

Sub-Topic: Properties of a Rectangle

III. LEARNING
RESOURCES

A. References
1. Teacher’s Guide MANDA-MATH-G9-Q3-WEEK2 pp- 1-2 (CLAID Module)
pages
2. Learner’s Material E-MATH- (Worktext in Mathematics)-Lesson4.1-pp.241.
pages
3. Textbook pages Mathematics-Learner’s-Material-9 pages 314-317
4. Additional
Materials from Visual Aids, Marker, Chalk, Ruler, Protractor, Calculator
learning resource
portal
B. Other Resources

IV. PROCEDURES Teacher’s Activity Student’s Activity

A. Daily Routine “Before we start our lesson for today, anyone,
who wants to lead the prayer?
(One of the group leaders
voluntarily come in front and
lead the prayer…”
A. Greetings
“Good morning, class.”
“Good morning, Ma’am Jessa!”

Classroom Management
“Before you take your seat, will you please check
the alignment of your chairs and pick up the
pieces of trash below.” (The students will arrange their
chairs and pick up the trash
around them)

Checking attendance
“Anyone, whose absent today?
Group 1? Group 2? Group 3? And Group 4?
“There is no absent today,
Ma’am.”

“That’s good to hear, class!”

B. Reviewing “Good morning class, before we proceed with our

previous new lesson for today, let’s have a glimpse of
lesson or minute about what we discuss last meeting.
presenting the
“Anybody from the class, what is our lesson last
new lesson meeting?” (Everyone answered)
“Parallelogram”

“Who can define, what is parallelogram?” “A quadrilaterals that has two

pairs of parallel.”

“From the word parallel, it means that two lines

that there is no ending and equidistant to each
other. (It’s like, no matter what happen, they won’t
ever meet or intersect to each other).

“Did you get it?” “Yes, ma’am!”

“A parallelogram class has its properties. So, how

many properties does parallelogram has?” (1 student answer it directly)
“5 properties, ma’am!”
“Very good! A parallelogram has 5 properties.”
 “Give me one property, class!” “The two opposite sides are
congruent.”

“Next property?” “The opposite angles are

congruent.”

“Third property class!” “Any two consecutive angles

are supplementary.”

“Property 4?”
“The diagonals, divide it into
two congruent trisngles.

“How about for the last property class?”

“The diagonals bisects each
other.”

“Is there any question regarding from the past

lesson?” “None, ma’am”

Establishing a “Class, do you know that rectangles have

purpose for the numerous interesting properties that make them
lesson one of the most widely utilized forms in geometry
and design. To understand these properties, it will
help you, as a student to comprehend why some
types of problems require specific formulas or
strategies to solve mathematically, as well as by
recognizing rectangles in everyday life
circumstances like construction projects or
furniture building tasks. With this knowledge, the
student will get not only a greater comprehension
of geometry, but also practical applications
outside of the classroom.”

C. Approaches/St Individual Activity, Visualization, Cooperative

rategies Approach, Group/Peer Collaboration

“Anyone from the class, who wants to read, what (call a student to read the
is rectangle? writings on the visual aids.)
“A Rectangle is a parallelogram
with four right angles.”
“Take a look at this figure below.”
D. Discussing
new concepts ∎𝐵𝐶𝐸𝐹 𝑖𝑠 𝑎 𝑟𝑒𝑐𝑡𝑎𝑛𝑔𝑙𝑒.
and practicing
new skills #1 B C

F E
(Observe the figure class.) (1 student volunteer to answer)
“What have you notice about this figure?” “It has 4 right angles”

“How can you say that the angles are right “Bacause of the small box on
angles?” the angle ma’am”

“That’s right!”
“Can you name the four angles in the figure?” “∠𝐵, ∠𝐶, ∠𝐸 𝑎𝑛𝑑 ∠𝐹 𝑚𝑎′𝑎𝑚"

“Very good”
“How about the sides? Who can name the sides?” ̅̅̅̅ , 𝐵𝐸
𝐵𝐶 ̅̅̅̅ , 𝐸𝐹
̅̅̅̅ , 𝑎𝑛𝑑 𝐹𝐵
̅̅̅̅

“Very good”
“Listen class, you need to remember that, base
from the definition, the angle of a rectangle
measures 90 degrees is also known as a right
angle.”

“Did you get it, class!” “Yes, ma’am!”

“Now! Let’s proceed with the properties of

Rectangle”

Properties of Rectangle

• The two opposite sides are congruent

• The two opposite angles are congruent
and supplementary
• Any consecutive angles are
supplementary
• The diagonals divide it into two congruent
triangles
• The diagonal bisects each other and
congruent
• It has four right angles

“Let’s discuss it one by one, for you to know and

to remember each of them.”

Property 1. The two opposite sides are

congruent

Figure 1:

□𝐻𝐼𝐿𝑀 𝑖𝑠 𝑎 𝑟𝑒𝑐𝑡𝑎𝑛𝑔𝑙𝑒.
 H I

M L

“Based on the first property, can anyone, give me

the first name of sides. But before that, what does (Students dictate their answer)
opposite mean?” “Magkaharap or magkatapat”

“Very good!”

“Anyone from the class, who wants to name the

sides.” (call a student to answer.)

“Segment HI ( ̅𝐻𝐼
̅̅̅ )
• 𝐼𝐿̅
• 𝐿𝑀
̅̅̅̅
• ̅̅̅̅̅
𝑀𝐻
“Based in those segments that you’ve just found,
what is the first pair of opposite sides are there.
Try to take a look again on the first given figure.” (call a student to answer)
“Ma’am, ̅𝐻𝐼̅̅̅ 𝑎𝑛𝑑 ̅̅̅̅
𝐿𝑀
“Is that correct?”
“yes, ma’am”

“How about the other pair of opposite segments?”

(1 student answer may vary)
̅̅̅̅̅ 𝑎𝑛𝑑 𝐼𝐿
“𝑀𝐻 ̅
“Indeed! That is correct.”

(Eyes on the board class!)

(students listen attentively)
(Show casing an illustration on the board)

“Since ̅𝐻𝐼
̅̅̅ 𝑎𝑛𝑑 ̅̅̅̅
𝐿𝑀 are opposite and they are
parallel, therefore they are congruent.”
“How about for the other pair?”
(student’s are rasing their
hands)
“Ma’am, ̅̅̅̅̅
𝐻𝑀 𝑎𝑛𝑑 𝐼𝐿 ̅
“And that is correct! That is because of what
(Students are dictating their
again, class? They are congruent, and they are
answer.)
also parallel.
“Because they are opposite
side and they are congruent”
“Did you get it?”
“yes, ma’am”
“How about this one, Let’s say we have here, the
measure of 6cm for ̅𝐻𝐼
̅̅̅, what would be class, the (call a student to answer)
̅̅̅̅
measure of 𝐿𝑀 ?” “6cm also ma’am”

“But what if we have the measure of 4.5cm for

̅̅̅̅̅
𝐻𝑀 , what will be the answer for the other (call a student to answer)
segment? “4.5cm also ma’am”

H 6cm I

4.5cm 4.5cm

M 6cm L

“Look at the sample figure class!”

“Any question?” “None, ma’am!”

“Did you get it?” “Yes, ma’am!”

“Let’s move on for the second property.”

Property 2. The two opposite angles are

congruent and supplementary

Figure 2:

□𝑀𝐴𝑇𝐻 𝑖𝑠 𝑎 𝑟𝑒𝑐𝑡𝑎𝑛𝑔𝑙𝑒.

M A

T H

“Anyone from the class, who wants to name of all

(call a different student to
pairs of opposite angles?”
answer)
“∠𝑀 𝑜𝑟 ∟𝐴𝑀𝑇 𝑎𝑛𝑑 ∠𝐻 𝑜𝑟 ∠𝐴𝐻𝑇
∠𝐴 𝑜𝑟 ∠𝑀𝐴𝐻 𝑎𝑛𝑑 ∠𝑇 𝑜𝑟 ∠𝐻𝑇𝑀
“Very good!”
“According to its property, two opposite angles are
congruent. So, does it mean
∠𝑀 ≅ ∠𝐻
∠𝐴 ≅ ∠T
And since the definition says that the angles of a
rectangle are congruent then,
 ∠𝑀 ≅ ∠𝐻 ≅ ∠𝐴 ≅ ∠T
In addition, they are also supplementary. So,
therefore,

∠M + ∠H = 180°
∠A + ∠T = 180°

“Did you get it?” “yes, ma’am”

Property 3. Any consecutive angles are

supplementary

“Did you notice it class? From the previous

property, it says that two “opposite” angles are
supplementary, yet congruent. So aside from
opposite angles are supplementary, consecutive
angles also are supplementary, also.

Figure 3:

□𝐾𝐴𝑁𝐺 is a rectangle

K A

G N

“Class! We have two keywords here for you to

easy to remember this property, and the words
are consecutive and supplementary. When we
say consecutive, “following orderly”, while
supplementary, there are two angles that if we
sum it up, it should be 180 degrees.”

“Did you get it, class!” “Yes, ma’am!”

“Now, anyone from the class, give me the first pair

of consecutive angles.” (call a student to answer)
“∠𝐾 𝑜𝑟 ∠𝐴𝐾𝐺 𝑎𝑛𝑑 ∠𝐴 𝑜𝑟 ∠𝐾𝐴𝑁”

“How about the second pair of consecutive

angles. Who wants give it a try?” “∠𝐴 𝑜𝑟 ∠𝐾𝐴𝑁 𝑎𝑛𝑑 ∠𝑁 𝑜𝑟 ∠𝐴𝑁𝐺”

How about the third pair? “∠𝑁 𝑜𝑟 ∠𝐴𝑁𝐺 𝑎𝑛𝑑 ∠𝐺 𝑜𝑟 ∠𝑁𝐺𝐾”

And the last pair? “∠𝐺 𝑜𝑟 ∠𝑁𝐺𝐾 𝑎𝑛𝑑 ∠𝐾 𝑜𝑟 ∠𝐺𝐾𝐴

“Very good class!”

“Class, let’s say we have 90 degrees for the (Everyone dictate their answer)
m∠𝐴𝐾𝐺, then m∠KGN? “90 degrees ma’am!”

How did you know that angle G is 90°? “Because of the property 3,
ma’am. Since they are
supplementary, we just subtract
90° 𝑡𝑜 180°
“What if we have 90 degrees for the
m∠𝑁, 𝑡ℎ𝑒𝑛 𝑚∠𝐺 𝑤𝑜𝑢𝑙𝑑 𝑏𝑒?
(Everyone dictate their answer)
“90 degrees also, ma’am”
“Did you understand?”
“Yes, ma’am!”

Property 4. The diagonals divide it into two

congruent triangles

Figure 4: □KANG 𝑖𝑠 𝑎 𝑟𝑒𝑐𝑡𝑎𝑛𝑔𝑙𝑒

K A

G N

“Again class, from our first lesson, where can we

find the diagonals?
“A diagonal is a line segment where it joins two
non-consecutive vertices in a polygon.
(Students answer may vary)
“it is the segment that connects
the two non-consecutive vertex”

“Now, what are the two diagonals in the given

figure?” (Call a student to answer)
̅̅̅̅ 𝑎𝑛𝑑 ̅̅̅̅̅
“𝐴𝐺 𝐾𝑁
“That’s correct, and now we can form two
triangles through those lines.”

“Based on the figure, give me the first pair of (call a student to answer)
triangles.” “∆𝐾𝑁𝐺 𝑎𝑛𝑑 ∆𝑁𝐾𝐴”
“Therefore, ∆𝐾𝑁𝐺 ≅ ∆𝑁𝐾𝐴.
“How about for the second pair? “∆𝐴𝐺𝑁 𝑎𝑛𝑑 ∆𝐺𝐾𝑁”
“Very good”
Therefore, ∆𝐴𝐺𝑁 ≅ ∆𝐺𝐾𝑁 also.
“Did you get it!”
“Yes, ma’am”

“Let’s move on now with fifth property.”

(Everyone, please read!)

Property 5. The diagonal bisects each other

and congruent

“This property means that the two diagonals that

is bisects to each other is to make four triangles.

“Take a look at this example.”

Figure 5: □FIRE 𝑖𝑠 𝑎 𝑟𝑒𝑐𝑡𝑎𝑛𝑔𝑙𝑒

F I

E R
“What are the two diagonals in the given figure?”
(call a student to answer)
̅̅̅̅ 𝑎𝑛𝑑 𝐼𝐸
“𝐹𝑅 ̅̅̅ "
“That’s right, very good!”
“That is the two diagonals that are bisects to each
̅̅̅̅̅ ≅ ̅̅̅̅̅
other. So, what that means is that 𝐹𝑀 𝑀𝑅 and
̅̅̅̅ ̅̅̅̅̅
𝐼𝑀 ≅ 𝑀𝐸 , which makes M the midpoint of
̅̅̅̅
𝐹𝑅 ≅ ̅̅̅𝐼𝐸 .
“You need to remember this class that the
diagonals in a parallelogram is not congruent
while in rectangle is congruent where it can form
four triangles through two diagonal lines that is
bisects each other.”
“Did you get it?” “Yes, ma’am”
“What makes the two diagonals is to make four
triangles that are congruent.” (call a student to answer on the
“And what are those?” board)
“Class, from the given figure, there are 4 triangles
that is the possible answers. But, since the
property says they are “congruent”, so it means
you have to find the two triangle that is congruent,
of course.” Answer Key:
∆𝐹𝑀𝐼 𝑎𝑛𝑑 ∆𝐸𝑀𝑅,
∆𝐹𝑀𝐸 𝑎𝑛𝑑 ∆𝐼𝑀𝑅
∆𝐹𝑀𝐼 ≅ ∆𝐸𝑀𝑅,
∆𝐹𝑀𝐸 ≅ ∆𝐼𝑀𝑅
 “Very good class”

“Did you get it?” “Yes, ma’am”

“How about for the last property”

Property 6. It has four right angles

“From the past lesson which is parallelogram, the

opposite angles are congruent, but this time in the
rectangle, all “right angles” are congruent”

Figure 6: □KANG 𝑖𝑠 𝑎 𝑟𝑒𝑐𝑡𝑎𝑛𝑔𝑙𝑒

K A

G N
“There are 4 possible answers for this figure.”
Answer Key:

∠𝐾 𝑜𝑟∠𝐴𝐾𝐺 𝑜𝑟 ∠𝐺𝐾𝐴
∠𝐴 𝑜𝑟 ∠𝑁𝐴𝐾 𝑜𝑟 ∠𝐾𝐴𝑁
∠𝑁 𝑜𝑟 ∠𝐴𝑁𝐺 𝑜𝑟 ∠𝐺𝑁𝐴
∠𝐺 𝑜𝑟 ∠𝑁𝐺𝐾 𝑜𝑟 ∠𝐾𝐺𝑁

“Any question, class?” “None ma’am!”

Example:

Given: □𝐹𝐼𝑅𝐸 is a rectangle. Answer Keys:

E. Discussing
new concepts F I 1. 55°
and practicing 2. 𝑚∠𝐸𝐼𝑅 = 45°
new skills #2 M 𝑚∠𝐼𝐸𝑅 = 45°
3. 36.5cm
̅̅̅̅̅ = 15
4. 𝑚𝐹𝑀
E R • 𝑚𝑀𝑅 ̅̅̅̅̅= 15
̅̅̅̅ = 15
5. 𝑚𝑀𝐼
1. 𝐼𝑓 𝑚∠𝐼𝐹𝑅 = 35°, 𝑤ℎ𝑎𝑡 𝑖𝑠 𝑚∠𝑅𝐹𝐸? • 𝑚𝐸𝐼 ̅̅̅ = 30
2. 𝐼𝑓 𝑚∠𝐹𝐸𝐼 = 45°, 𝑤ℎ𝑎𝑡 𝑖𝑠 𝑚∠𝐸𝐼𝑅? 𝑚∠𝐼𝐸𝑅?
• 𝑚𝐹𝑀 ̅̅̅̅̅= 15
̅̅̅ = 36.5𝑐𝑚, 𝑤ℎ𝑎𝑡 𝑖𝑠 𝑚𝐸𝑅
3. 𝐼𝑓 𝑚𝐹𝐼 ̅̅̅̅ ?
̅̅̅̅ ̅̅̅̅̅ ̅̅̅̅̅ ? • 𝑚𝐹𝑅 ̅̅̅̅ = 30
4. 𝐼𝑓 𝑚𝐹𝑅 = 30, 𝑤ℎ𝑎𝑡 𝑖𝑠 𝑚𝐹𝑀 𝑎𝑛𝑑 𝑚𝑀𝑅
̅̅̅̅̅ = 15, 𝑤ℎ𝑎𝑡 𝑖𝑠 𝑚𝑀𝐼
̅̅̅̅ ? • 𝑚𝑀𝑅= 15
̅̅̅̅̅
5. 𝐼𝑓 𝑚𝐸𝑀
6. 90°
• 𝑚𝐸𝐼 ̅̅̅
7. 50°
• 𝑚𝐹𝑀 ̅̅̅̅̅
8. 40°
• 𝑚𝐹𝑅 ̅̅̅̅
 • 𝑚𝑀𝑅
̅̅̅̅̅
6. 𝐼𝑓 𝑚∠𝐹𝑀𝐼 = 90°, 𝑤ℎ𝑎𝑡 𝑖𝑠 𝑚∠𝐸𝑀𝑅?
7. 𝐼𝑓 𝑚∠𝑅𝐹𝐸 = 50°, 𝑤ℎ𝑎𝑡 𝑖𝑠 𝑚∠𝐹𝑅𝐼?
8. 𝐼𝑓 𝑚∠𝑅𝐹𝐸 = 50°, 𝑤ℎ𝑎𝑡 𝑖𝑠 ∠𝑅𝐹𝐼?

Activity.
Part I.
Direction. Choose the best answer for each
question. Answer Key:

1. What is the angle measure of a rectangle Part I

F. Developing that is also known as right angle? 1. C
mastery 2. C
b. 80 degrees 3. B
c. 180 degrees 4. D
d. 90 degrees 5. A
e. 95 degrees
Part II
2. Which of the following is not a property of 1. True
rectangle? 2. True
3. False – 2
a. All angles are congruent 4. Opposite
b. The two opposite angles are congruent 5. True
and supplementary
c. Any consecutive sides are congruent
d. Any consecutive angles are
supplementary

3. In Properties of rectangle. The diagonals is

bisects to each other.

a. And supplementary
b. And congruent
c. And complementary
d. And consecutive

4. What is the sum of the angles of a

rectangle?

a. 180 degrees
b. 90 degrees
c. 170 degrees
d. 360 degrees

5. Based on the given properties what can

you say about the angles of a rectangle?

a. They are congruent and supplementary

 b. They are right angles, congruent and
supplementary
c. They are right angles and congruent
d. Noe of the above

Part II. TRUE or FALSE

Direction. Write true if the statement is correct;
otherwise write the correct answer if it is false.

In a rectangle,

1. Two opposite angles are supplementary.

2. A non-consecutive angle can be

congruent.

3. A rectangle can form 3 triangles through

diagonals

4. Consecutive sides are congruent

5. An angle measures 90 degrees.

Application!

There are numerous rectangles that can be seen

G. Finding throughout daily life. One of the best examples is
practical doors, windows, ceiling, and some other objects.
applications of And since, a rectangle is a quadrilateral, it means
concepts and that we can also use rectangle into graphic arts,
skills in daily logos, sculpture and web design altogether with
living the computer programming.

H. Making
generalizations 1. What is Rectangle
and 2. What is the total summation all angles?
abstractions 3. What are the Properties of a Rectangle?
about the
lesson

I. Evaluating Activity.
learning Direction. Answer the following using the figure
below.

Given: □CUTE is a rectangle

 C U Answer Keys:

M 1. 50°
2. 𝑚∠𝐸𝑈𝑇 = 35°
𝑚∠𝑈𝐸𝑇 = 35°
E T 3. 67cm
̅̅̅̅̅ = 22.5
4. 𝑚𝑀𝑀
̅̅̅̅̅
𝑚𝑀𝑇= 22.5
1. 𝐼𝑓 𝑚∠𝑈𝐶𝑇 = 40°, 𝑤ℎ𝑎𝑡 𝑖𝑠 𝑚∠𝑇𝐶𝐸? ̅̅̅̅̅ = 29
5. 𝑚𝑀𝑈
2. 𝐼𝑓 𝑚∠𝐶𝐸𝑈 = 55°, 𝑤ℎ𝑎𝑡 𝑖𝑠 𝑚∠𝐸𝑈𝑇? 𝑚∠𝑈𝐸𝑇? ̅̅̅̅̅= 29
𝑚𝐸𝑀
̅̅̅̅ = 67𝑐𝑚, 𝑤ℎ𝑎𝑡 𝑖𝑠 𝑚𝐸𝑇
3. 𝐼𝑓 𝑚𝐶𝑈 ̅̅̅̅ ? ̅̅̅̅̅
𝑚𝐶𝑀= 29
̅̅̅̅ ̅̅̅̅̅
4. 𝐼𝑓 𝑚𝐶𝑇 = 45, 𝑤ℎ𝑎𝑡 𝑖𝑠 𝑚𝐶𝑀 𝑎𝑛𝑑 𝑚𝑀𝑇 ̅̅̅̅̅ ? ̅̅̅̅= 58
𝑚𝐶𝑇
̅̅̅̅ = 58, 𝑤ℎ𝑎𝑡 𝑖𝑠 𝑚𝑀𝑈
5. 𝐼𝑓 𝑚𝑈𝐸 ̅̅̅̅̅ ? ̅̅̅̅̅= 29
𝑚𝑀𝑇
• 𝑚𝐸𝑀 ̅̅̅̅̅
6. 100°
• 𝑚𝐶𝑀 ̅̅̅̅̅ 7. 80°
• 𝑚𝐶𝑇 ̅̅̅̅ 8. 45°
• 𝑚𝑀𝑇 ̅̅̅̅̅ 9. 45°
6. 𝐼𝑓 𝑚∠𝐶𝑀𝑈 = 100°, 𝑤ℎ𝑎𝑡 𝑖𝑠 𝑚∠𝐸𝑀𝑇?
7. 𝐼𝑓 𝑚∠𝐶𝑀 = 80°, 𝑤ℎ𝑎𝑡 𝑖𝑠 𝑚∠𝐸𝑀𝑇?
8. 𝐼𝑓 𝑚∠𝐶𝑇𝐸 = 45°, 𝑤ℎ𝑎𝑡 𝑖𝑠 𝑚∠𝐶𝑇𝑈?
9. 𝐼𝑓 𝑚∠𝐶𝑇𝐸 = 45°, 𝑤ℎ𝑎𝑡 𝑖𝑠 ∠𝑇𝐶𝑈?

I. Additional Assignment:
activities for Direction. Find the missing measure of an angles
application or in the rectangle.
remediation
Given: □𝐹𝐼𝑆𝑇 is a rectangle

F I

35°
Answer Keys:
70°
L 110° 1. 55°
2. 90°
3. 55°
4. 90°
55° 5. 35°
T S 6. 110°
7. 35°
1. 𝒎∠𝑭𝑰𝑳 8. 70°
1. 𝒎∠𝑭𝑰𝑺 9. 180°
2. 𝒎∠𝑭𝑰𝑻 10. 180°
3. 𝒎∠𝑰𝑺𝑻
4. 𝒎∠𝑰𝑺𝑭
5. 𝒎∠𝑭𝑳𝑻
6. 𝒎∠𝑻𝑳𝑭
7. 𝒎∠𝑻𝑳𝑭
8. 𝒎∠𝑻𝑳𝑰
9. 𝒎∠𝑭𝑳𝑺
V. REFLECTION
“Every people in this world have its own value.”

VI. REMARKS

A. No. Of learners who earned 80% in the evaluation.

B. No. of learners who require additional activities for

remediation who scored below 80%.
C. Did the remedial lesson work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require remediation.
E. Which of my learning strategies worked well? Why did theses
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

SANCHEZ, JESSA MAY G.

Name of PST

Checked by:

Mrs. Rodalyn P. Conay

Cooperating Teacher

Checked by:

Mrs. Cynthia De Lino

Department Head