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:
13 MATHEMATICS 8 3 60 minutes ###
Learning Code:
Competency/ies: Illustrates Triangle Congruence.
(Taken from the Curriculum Guide)
Key Concepts /
M8GE-IIId - 1
Understandings to be The learner demonstrates key concepts of axiomatic structure of geometry and triangle congruence.
Developed Adapted Cognitive Process
Domain
Knowledge Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
The fact or
condition of knowing Remembering Define congruent triangles.
something with
familiarity gained Understanding
Skills
through experience or
association The
ability and capacity acquired Applying
through deliberate,
systematic, and sustained Analyzing Identify congruent triangles.
effort to smoothly and
adaptively carryout complex
activities or the ability,
Evaluating
coming from one's
knowledge, practice, Creating
aptitude, etc., to do
something
Attitude Receiving Phenomena Appreciate the importance of a triangle congruence. .
Internalizing values
2. Content GEOMETRY
Learner's Material Teacher's Guide , Curriculum Guide ,laptop , Chalk and Board ,
4. Procedures
4.1 Introductory
Activity The teacher will check the assignment of the students inconnections with new topic.(They are told to
2 minutes bring pictures of houses, buildings, roads and etc.)
4.2 Activity The teacher will the students form a group and answer the following questions based on the pictures
they were bringing.
PICTURE ANALYSIS

1. How will you relate the picture to your ambition?

2. If you were an architect or an engineer, what is your dream project?
10 minutes 3. What can you say about the long bridge in the picture? How about the tall building?
4.Why are there triangles in the structures? Are the triangles congruent? When are
two triangles cogruent?
5. Why are bridges and buildings stable?

4.3 Analysis What is meant by congruent triangles? How is this congruence determened? Below are the conditions
10 and the different properties of congruence of triangles.
minutes
Congruent Triangles
4.4 Abstraction
Two line segments are congruent if their endpoints can be made to coincide. Two
angles are congruent if their sides can be made to coincide. Similarly, two triangles are
congruent if all their parts can be made to coincide. This implies that for two triangles to be
congruent, they must have the same shape and the same size.
10 minutes Two triangles are congruent if and only if their vertices can be paired so that
corresponding sides are congruent and corresponding angles are congruent.

4.5 Application FIND YOUR PARTNER

Instruction
The teacher will group the students into 10 members and then will be given ten figures, one
figure for each member. At the count of three, find your partner who is holding the same shape
as yours.
QUESTIONS:
10 minutes 1. Why/ How did you choose your partner?
2.Describe the two figures you have.
3. What can you say about the size and shape of the two figures?
4. We say that congruent figures have the same size and the same shape. Verify that you have
congruent figures.
For each group pick up a pair of congruent triangles.
4.6 Assessment A. The two triangles in the figure are congruent. List by pairs
the angles and the sides which correspond and then name the
congruent triangles.

Anlysis of Learners' Products

10 minutes

B C

A D
Write down the six pairs of congruent corresponding parts.
4.7 Assignment A C
B
Preparing for the new lesson
10 minutes D

4.8 Concluding Activity

10 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up
evaluation. with the lesson.
B.   No. of learners who require additional D.  No. of learners who continue to require remediation.
activities for 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: Lutchel p. Tahanlangit & Catherine D. Atillo School: LORENZO C. TANZA MNHS
Position/
Designation: T-1/T-1 Division: CEBU PROVINCE
Contact Email address:
Number: 09330563280/ 09327976074 lutchelyanup@gmail / cthrnatillo13@gmail.com

Quality Assurance Committee

of San Francisco District

Submitted by: Received by:

MARY JEAN M. MURILLO NILO I. ALCARAZ

Member Member

ROMER R. RANOCO
LRMDS Focal Person

Approved by:
TONY T. APLACADOR
District Supervisor