Consolidated DLP For Grade 9 3rd Quarter
Consolidated DLP For Grade 9 3rd Quarter
Consolidated DLP For Grade 9 3rd Quarter
in
MATHEMATICS
for
GRADE 9
Quarter 3
Prepared by:
LORNA L. COLONEL – Dancagan Ntional High School
GRACE D. BATAUSA – Libona National High School
JOELYN C. MANDAGWAY – Kitaotao National High School
RUEL A. SALAN – Quezon National High School
HELEN S. PLORGO – Cabulohan Paradise NHS
ALONA C. NADUMA – Dologon NHS San Roque Annex
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
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of parallelograms and triangle similarity.
B. Performance Standards The learner is able to investigate, analyse, and solve
problems involving parallelograms and triangle
similarity through appropriate and accurate
representation.
C. Learning Competencies / Identify quadrilaterals that are parallelograms
Objectives.
Write the LC code for each M9GE – IIIa- 1
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages p. 210
2. Learner’s Materials pages pp. 309
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
V. PROCEDURES
A. Reviewing previous lesson or Show pictures of quadrilaterals. Let the students
presenting the new lesson identify each.
B. Establishing a purpose for the Follow – up the opening activity by showing
lesson pictures of square, rectangle, and rhombus.
- Ask the students what they have observed in
the pictures and do they have in common.
C. Presenting examples/ Ask the students to describe a parallelogram and
instances of the new lesson ask the following questions:
- how many opposite sides that are parallel?
- how many opposite angles that are congruent?
D. Discussing new concepts and Give the definition of a parallelogram ant its
practicing new skills #1 characteristics that students must remember.
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads to Do the following exercises:
Formative Assessment 3) Plot the sets of points in the Cartesian
plane. Connect each given set of points
consecutively to form a quadrilateral:
1. (-1,2); (-1,0); (1,0); (1,2)
2. (1,0); (3,0); (0,-2); (3,-2)
3. (-4,-2); (-4,-4); (0,-2); (0,-4)
4. (3,4); (2,2); (3,0); (4,2)
5. (-4,2); (-5,1); (-3,1); (-4,-2)
6. (-2,4); (-4,2); (-1,2); (1,4)
Identify whether the figure is a
parallelogram or not and answer the
questions:
1. Which among the figures are
parallelograms? Why?
2. Which among the figures are not
parallelograms? Why?
G. Finding practical applications Look around the classroom and try to find at least 5
of concepts and skills in daily examples of parallelograms.
living
H. Making generalizations and Let some students generalized of what they learned
abstractions about the lesson about the lesson.
I. Evaluating learning
J. Additional activities for
application or remediation
Assignment/Agreement
(____ minutes). Fill-in
below any of the four
purposes
Reinforcing /
strengthening the day’s
lesson
Enriching / inspiring the
day’s lesson
Enhancing / improving the
day’s lesson
Preparing for the new lesson
V. REMARKS Indicate special cases including but not limited to
continuation of lesson plan to the following day in
case of re-teaching or lack of time, transfer of
lesson to the following day, in cases of class
suspension, etc.
VI. REFLECTION Reflect on your teaching and assess yourself as a
teacher. Think about your student’s progress.
What works? What else needs to be done to help
the students learn? Identify what help your
instructional supervisors can provide for you so
when you meet them, you can ask them relevant
questions. Indicate below whichever is/are
appropriate.
A. No. of learners who earned
80% 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
E. Which of my teaching
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?
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
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of parallelograms and triangle similarity.
B. Performance Standards The learner is able to investigate, analyse, and solve
problems involving parallelograms and triangle
similarity through appropriate and accurate
representation.
C. Learning Competencies / Identify quadrilaterals that are parallelolgram
Objectives.
Write the LC code for each M9GE – IIIa- 1
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 209
2. Learner’s Materials pages pp. 307, 309-310
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
V. PROCEDURES
A. Reviewing previous lesson or Show illustrations that can be found in Activity 1,
presenting the new lesson p. 307.
- You may ask them what they saw in the
illustrations?
- What do they have in common?
- What type of polygon is in the illustration?
B. Establishing a purpose for the Follow – up the opening activity by having a story.
lesson
Yesterday, I was invited by King Quadrilateral. He
was sad because he forgot the names of his sons
and grandsons. He asked for a help. He wanted us
to identify them by describing each to us. (Pictures
of different quadrilaterals: parallelogram, rectangle,
rhombus, square, trapezoid, isosceles trapezoid,
and kite are given to students. They will have to
raise the picture which they think it coincides the
description.)
C. Presenting examples/ Ask the students to name/ identify the pictures that
instances of the new lesson they used in the story.
D. Discussing new concepts and Give and discuss the different quadrilaterals and its
practicing new skills #1 definition.
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads to Identify whether the following quadrilaterals are
Formative Assessment 3) parallelograms or not. Put a check mark under the
appropriate column and answer the questions that follow.
QUADRILATERAL PARALLELOGRA NOT
M PARALLELOGRA
M
1. Trapezoid
2. Rectangle
3. Rhombus
4. Square
5. kite
6. isosceles
trapezoid
7. trapezoid
3. Which of the quadrilaterals are
parallelograms? Why?
4. Which of the quadrilaterals are not
parallelograms? Why?
G. Finding practical applications Try to find at least 5 examples of parallelograms in
of concepts and skills in daily your homes and draw it on your notebook.
living
H. Making generalizations and Let some students generalized of what they learned
abstractions about the lesson about the lesson.
I. Evaluating learning
J. Additional activities for
application or remediation
Assignment/Agreement
(____ minutes). Fill-in
below any of the four
purposes
Reinforcing /
strengthening the day’s
lesson
Enriching / inspiring the
day’s lesson
Enhancing / improving the
day’s lesson
Preparing for the new lesson
V. REMARKS Indicate special cases including but not limited to
continuation of lesson plan to the following day in
case of re-teaching or lack of time, transfer of
lesson to the following day, in cases of class
suspension, etc.
VI. REFLECTION Reflect on your teaching and assess yourself as a
teacher. Think about your student’s progress.
What works? What else needs to be done to help
the students learn? Identify what help your
instructional supervisors can provide for you so
when you meet them, you can ask them relevant
questions. Indicate below whichever is/are
appropriate.
A. No. of learners who earned
80% 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
E. Which of my teaching
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?
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
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
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of parallelograms and triangle similarity.
B. Performance Standards The learner is able to investigate, analyse, and solve
problems involving parallelograms and triangle
similarity through appropriate and accurate
representation.
C. Learning Competencies / Use properties to find measures of angles of
Objectives. parallelograms given the unknown variables
Write the LC code for each
M9GE – IIIb- 1
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 212, 222
2. Learner’s Materials pages pp. 317, 341
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
V. PROCEDURES
A. Reviewing previous lesson or Elicit students’ understanding on how to use the
presenting the new lesson properties in finding the measures of angles
involving parallelograms.
In parallelogram ABCD, if A is 75 , what is
the measure ABC?
B. Establishing a purpose for the Follow-up the opening activity.
lesson Pose a problem: Consider the parallelogram MATH
having , , and
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
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of parallelograms and triangle similarity.
B. Performance Standards The learner is able to investigate, analyse, and solve
problems involving parallelograms and triangle
similarity through appropriate and accurate
representation.
C. Learning Competencies / Use properties to find measures of other quantities
Objectives. involving parallelograms given the unknown
Write the LC code for each variables
M9GE – IIIb- 1
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 212, 222
2. Learner’s Materials pages pp. 317, 341
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
V. PROCEDURES
A. Reviewing previous lesson or Elicit students’ understanding on how to use the
presenting the new lesson properties in finding the measures of other
quantities involving parallelograms.
In parallelogram ABCD, if AEC is 10 cm, how
short is BE?
B. Establishing a purpose for the Follow-up the opening activity.
lesson Pose a problem: Consider the parallelogram MATH
having and .
C. Presenting examples/ Discuss how long is AH of the problem above is
instances of the new lesson solved.
D. Discussing new concepts and In a parallelogram ABCD, diagonals AC and BD meet
practicing new skills #1 at E. , ,
and .
9. How long is CE?
10. How long is BE?
11. How did you solve for the values of a and b?
12. What property did you apply to determine
the lengths of CE and BE?
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads to Quadrilateral WISH is a parallelogram. If WISH is a
Formative Assessment 3) rectangle and its diagonals meet at O. If
13, how long is WS?
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and Let some students generalized of what they learned
abstractions about the lesson about the lesson.
I. Evaluating learning
J. Additional activities for
application or remediation
Assignment/Agreement
(____ minutes). Fill-in
below any of the four
purposes
Reinforcing /
strengthening the day’s
lesson
Enriching / inspiring the
day’s lesson
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
I. OBJECTIVES
A. Content Standards The learner demonstrate understanding of key
concepts parallelograms and triangle similarity.
B. Performance Standards The learner is able to investigate, analyse, and solve
problems involving parallelograms and triangle
similarity through appropriate and accurate
representation.
C. Learning Competencies / Proves theorems on rectangle
Objectives. ( M9GE-IIId-1)
Write the LC code for each
II. CONTENT Theorems on rectangle
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 8-9
2. Learner’s Materials pages pp. 320-321
3. Textbook pages Third year e-math geometry pp. 240-241
4. Additional Materials from Ruler, protractor, compass, pencil, bond paper
Learning Resource (LR) portal
B. Other Learning Resources Internet
V. PROCEDURES
A. Reviewing previous lesson Recall about properties of parallelogram
or presenting the new lesson
B. Establishing a purpose for Let the students recite the objectives written on the
the lesson board.
C. Presenting examples/ Showing different pictures of rectangle.
instances of the new lesson Student will make an observation on it and answer
the following question.
*what can you say about the angle of the pictures?
* Does the pictures appear to be a parallelogram?
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
I. OBJECTIVES
A. Content Standards The learner demonstrate understanding of key
concepts parallelograms and triangle similarity.
B. Performance Standards The learner is able to investigate, analyse, and solve
problems involving parallelograms and triangle
similarity through appropriate and accurate
representation.
C. Learning Competencies / Proves theorems on rhombus.
Objectives. ( M9GE-IIId-1)
Write the LC code for each
II. CONTENT Theorems on rhombus
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 9-10
2. Learner’s Materials pages pp. 321-322
3. Textbook pages Third year e-math geometry pp. 241-242
4. Additional Materials from Ruler, protractor, compass, pencil, bond paper
Learning Resource (LR) portal
B. Other Learning Resources Internet
V. PROCEDURES
A. Reviewing previous lesson Recall about proving theorems on rectangle
or presenting the new lesson
B. Establishing a purpose for Let the students recite the objective written on the
the lesson board.
C. Presenting examples/ Do activity 9 on LM pp. 322 and answer the
instances of the new lesson following questions:
1. Compare the measures of ⦟NIC and ⦟NIE. What
did you observe?
2. What does ⦟NIC and ⦟NIE? Why?
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
I. OBJECTIVES
A. Content Standards The learner demonstrate understanding of key
concepts parallelograms and triangle similarity.
B. Performance Standards The learner is able to investigate, analyse, and solve
problems involving parallelograms and triangle
similarity through appropriate and accurate
representation.
C. Learning Competencies / Proves theorems on square.
Objectives. ( M9GE-IIId-1)
Write the LC code for each
II. CONTENT Theorems on square
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 9-10
2. Learner’s Materials pages pp. 323-324
3. Textbook pages
4. Additional Materials from Ruler, protractor, compass, pencil, bond paper
Learning Resource (LR) portal
B. Other Learning Resources Internet
V. PROCEDURES
A. Reviewing previous lesson Recall about proving theorems on rhombus.
or presenting the new lesson
B. Establishing a purpose for Help the students to understand the theorems on
the lesson square.
C. Presenting examples/ *Show the figure of rhombus and square.
instances of the new lesson * Let the student write their observation of the
figures.
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
I. OBJECTIVES
A. Content Standards The learner demonstrate understanding of key concepts
parallelograms and triangle similarity.
B. Performance Standards The learner is able to investigate, analyse, and solve
problems involving parallelograms and triangle similarity
through appropriate and accurate representation.
C. Learning Competencies / Solve a problem using midline theorem.
Objectives. ( M9GE-IIId-1)
Write the LC code for each
II. CONTENT Midline theorem
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 11-12
2. Learner’s Materials pages pp. 329
3. Textbook pages
4. Additional Materials from Ruler, protractor, compass, pencil, bond paper, pair of
Learning Resource (LR) portal scissors
B. Other Learning Resources Internet
V. PROCEDURES
A. Reviewing previous lesson Ask student the type of proving on theorem they have
or presenting the new lesson learned.
B. Establishing a purpose for Let the student recite the objective written on the
the lesson board.
C. Presenting examples/ *Show a problem related to midline theorem.
instances of the new lesson * Ask students how to solve the problem of what they
have learned.
D. Discussing new concepts *Answer the previous problem using midline theorem
and practicing new skills #1 * Discuss the steps on solving a problem using the
Midline Theorem
E. Discussing new concepts *Do activity 12 on LM pp. 329.
and practicing new skills #2 *Discuss the steps on solving the problem using midline
theorem
F. Developing mastery (Leads Worksheet
to Formative Assessment 3)
G. Finding practical Let some students name practical application of solving
applications of concepts and problem using midline theorem.
skills in daily living
H. Making generalizations and Let the students make their generalization.
abstractions about the lesson
I. Evaluating learning Seatwork
J. Additional activities for
application or remediation
Assignment/Agreement
(____ minutes). Fill-in
below any of the four
purposes
Reinforcing /
strengthening the day’s
lesson
Enriching / inspiring the
day’s lesson
Enhancing / improving
the day’s lesson
Preparing for the new lesson
V. REMARKS Indicate special cases including but not limited to
continuation of lesson plan to the following day in
case of re-teaching or lack of time, transfer of
lesson to the following day, in cases of class
suspension, etc.
VI. REFLECTION Reflect on your teaching and assess yourself as a
teacher. Think about your student’s progress. What
works? What else needs to be done to help the
students learn? Identify what help your
instructional supervisors can provide for you so
when you meet them, you can ask them relevant
questions. Indicate below whichever is/are
appropriate.
A. No. of learners who earned
80% 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
E. Which of my teaching
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?
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
I. OBJECTIVES
A. Content Standards The learner demonstrate understanding of key concepts
parallelograms and triangle similarity.
B. Performance Standards The learner is able to investigate, analyse, and solve
problems involving parallelograms and triangle similarity
through appropriate and accurate representation.
C. Learning Competencies / Proves the Midline Theorem.
Objectives. ( M9GE-IIId-1)
Write the LC code for each
II. CONTENT Midline theorem
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 10-11
2. Learner’s Materials pages pp. 327-328
3. Textbook pages
4. Additional Materials from Ruler, protractor, compass, pencil, bond paper, pair of
Learning Resource (LR) portal scissors
B. Other Learning Resources Internet
V. PROCEDURES
A. Reviewing previous lesson Ask student the type of proving on theorem they have
or presenting the new lesson learned.
B. Establishing a purpose for Let the student read the objective written on the board.
the lesson
C. Presenting examples/ *Show a picture that represent a midline.
instances of the new lesson * Let the student do their observation on the picture
presented.
*Make a brief discussion on observation on the students.
D. Discussing new concepts *Do activity 11 on LM pp. 327.
and practicing new skills #1 * Discuss the important terms and notation on midline
theorem.
E. Discussing new concepts *Do activity LM pp. 328.
and practicing new skills #2 *Discuss the terms and steps on midline theorem.
F. Developing mastery (Leads Worksheet
to Formative Assessment 3)
G. Finding practical Let some students name practical application using
applications of concepts and midline theorem.
skills in daily living
H. Making generalizations and Let some students generalized of what they learned
abstractions about the lesson about the lesson.
I. Evaluating learning Seatwork
J. Additional activities for
application or remediation
Assignment/Agreement
(____ minutes). Fill-in
below any of the four
purposes
Reinforcing /
strengthening the day’s
lesson
Enriching / inspiring the
day’s lesson
Enhancing / improving
the day’s lesson
Preparing for the new lesson
V. REMARKS Indicate special cases including but not limited to
continuation of lesson plan to the following day in
case of re-teaching or lack of time, transfer of
lesson to the following day, in cases of class
suspension, etc.
VI. REFLECTION Reflect on your teaching and assess yourself as a
teacher. Think about your student’s progress. What
works? What else needs to be done to help the
students learn? Identify what help your
instructional supervisors can provide for you so
when you meet them, you can ask them relevant
questions. Indicate below whichever is/are
appropriate.
A. No. of learners who earned
80% 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
E. Which of my teaching
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?
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
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of parallelograms and triangle similarities.
B. Performance Standards The learner is able to investigate, analyze, and solve
problems involving parallelograms and triangle
similarity through appropriate and accurate
representation.
C. Learning Competencies / Proves theorems on trapezoids and kites.
Objectives. M9GE-IIId-2
Write the LC code for each
II. CONTENT Theorems on Isosceles Trapezoid
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 218- 219
2. Learner’s Materials pages pp. 334
3. Textbook pages Geometry, by Pastor B. Malaborbor, et. al, pp. 174-
208
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
V. PROCEDURES
A. Reviewing previous lesson Perform Act. 14, p. 333
or presenting the new lesson
B. Establishing a purpose for Proving Theorem 7 on Isosceles Trapezoid which is
the lesson “Base angles of an isosceles trapezoid are
congruent”.
C. Presenting examples/ Let the students answer the questions that will lead
instances of the new lesson to the formulation of theorem 7
D. Discussing new concepts State Theorem 7 and explain further
and practicing new skills #1
E. Discussing new concepts Let the students prove theorem 7 by filling up the
and practicing new skills #2 given table in p. 334- 335, “Show Me!”
F. Developing mastery (Leads
to Formative Assessment 3)
G. Finding practical If you are an engineer are you going to apply/use
applications of concepts and this figure in your design? Why?
skills in daily living
H. Making generalizations and Make a generalization of the lesson discussed.
abstractions about the lesson
I. Evaluating learning Ans. Quiz 3 B 1- 5, p. 340
J. Additional activities for Give another example of
application or remediation isosceles trapezoid from other
Assignment/Agreement book in geometry.
(____ minutes). Fill-in
below any of the four
purposes
Reinforcing /
strengthening the day’s
lesson
Enriching / inspiring the
day’s lesson
Enhancing / improving
the day’s lesson
Preparing for the new lesson
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% 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
E. Which of my teaching
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?
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
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of parallelograms and triangle similarities.
B. Performance Standards The learner is able to investigate, analyze, and solve
problems involving parallelograms and triangle
similarity through appropriate and accurate
representation.
C. Learning Competencies / Proves theorems on midsegment of trapezoid
Objectives.
Write the LC code for each
II. CONTENT The Midsegment Theorem
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 217- 218
2. Learner’s Materials pages pp. 332- 333
3. Textbook pages Geometry, by Pastor B. Malaborbor, et. al, pp. 174-
208
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
V. PROCEDURES
A. Reviewing previous lesson * Ask a student to perform activity 13, p. 332.
or presenting the new lesson
B. Establishing a purpose for This session will focus on proving the “Midsegment
the lesson Theorem of Trapezoid”.
C. Presenting examples/ Have the students answer the questions base on the
instances of the new lesson given activity that will help them discover the
theorem about the median of a trapezoid.
D. Discussing new concepts State Theorem 6 The Midsegment Theorem of a
and practicing new skills #1 Trapezoid
E. Discussing new concepts Let the students prove theorem by filling up the
and practicing new skills #2 given table in p. 332, “Show Me!”
F. Developing mastery (Leads
to Formative Assessment 3)
G. Finding practical Ask the students to locate around them trapezoids
applications of concepts and and name these objects.
skills in daily living
H. Making generalizations and Ask volunteer to recap the concept learned from the
abstractions about the lesson lesson presented.
I. Evaluating learning Ans. Quiz 3 A, p. 340
J. Additional activities for Write a reflection of the
application or remediation lesson learned in this session.
Assignment/Agreement
(____ minutes). Fill-in
below any of the four
purposes
Reinforcing /
strengthening the day’s
lesson
Enriching / inspiring the
day’s lesson
Enhancing / improving
the day’s lesson
Preparing for the new lesson
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% 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
E. Which of my teaching
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?
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
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of parallelograms and triangle similarities.
B. Performance Standards The learner is able to investigate, analyze, and solve
problems involving parallelograms and triangle
similarity through appropriate and accurate
representation.
C. Learning Competencies / Proves theorems on trapezoids and kites.
Objectives. M9GE-IIId-2
Write the LC code for each
II. CONTENT Theorems on Isosceles Trapezoid
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 218- 219
2. Learner’s Materials pages pp. 335
3. Textbook pages Geometry, by Pastor B. Malaborbor, et. al, pp. 174-
208
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
V. PROCEDURES
A. Reviewing previous lesson Game: Find Your Match!
or presenting the new lesson
B. Establishing a purpose for Proving Theorem 8 and Theorem 9 on Isosceles
the lesson Trapezoid which is “Opposite angles of an isosceles
trapezoid are supplementary” and “The diagonals of
an isosceles trapezoid are congruent” are the main
focus of the day’s discussion.
C. Presenting examples/ Let the students recall their activity last meeting
instances of the new lesson showing that opposite angles of isosceles trapezoid
are supplementary and its diagonals are congruent.
D. Discussing new concepts State Theorem 8 and Theorem 9
and practicing new skills #1
E. Discussing new concepts Let the students prove theorem 8 and 9 by filling up
and practicing new skills #2 the given table in p. 335- 336, “Show Me!”
F. Developing mastery (Leads
to Formative Assessment 3)
G. Finding practical If you are an engineer are you going to apply/use
applications of concepts and this figure in your design? Why?
skills in daily living
H. Making generalizations and Make a generalization of the lesson discussed.
abstractions about the lesson
I. Evaluating learning Ans. Quiz 3 B, p. 340
J. Additional activities for Take a picture having
application or remediation isosceles trapezoid and give
Assignment/Agreement its properties.
(____ minutes). Fill-in
below any of the four
purposes
Reinforcing /
strengthening the day’s
lesson
Enriching / inspiring the
day’s lesson
Enhancing / improving
the day’s lesson
Preparing for the new lesson
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% 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
E. Which of my teaching
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?
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
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of parallelograms and triangle similarities.
B. Performance Standards The learner is able to investigate, analyze, and solve
problems involving parallelograms and triangle
similarity through appropriate and accurate
representation.
C. Learning Competencies / Proves theorems on trapezoids and kites.
Objectives. M9GE-IIId-2
Write the LC code for each
II. CONTENT Theorems on Kite
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 219- 220
2. Learner’s Materials pages pp. 337- 339
3. Textbook pages Geometry, by Pastor B. Malaborbor, et. al, pp. 174-
208
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
V. PROCEDURES
A. Reviewing previous lesson Are you playing kite during summer time? How did
or presenting the new lesson you make it? (Ask volunteer to share their
experience).
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of parallelograms and triangle similarities.
B. Performance Standards The learner is able to investigate, analyze, and solve
problems involving parallelograms and triangle
similarity through appropriate and accurate
representation.
C. Learning Competencies / Solve problems involving parallelograms, trapezoids
Objectives. and kites
Write the LC code for each M9GE-IIIe-1
II. CONTENT Solving Problems Involving Theorems on Trapezoids
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 219
2. Learner’s Materials pages pp. 336- 337
3. Textbook pages Geometry, by Pastor B. Malaborbor, et. al, pp. 174-
208
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
V. PROCEDURES
A. Reviewing previous lesson -Math Tricks downloaded from YouTube
or presenting the new lesson -Recall theorems on trapezoids.
B. Establishing a purpose for Solving problems involving theorems on trapezoids is
the lesson the focus of the discussions.
C. Presenting examples/ Let the students perform Act. 15, nos. 1 and 2, 336-
instances of the new lesson 337
D. Discussing new concepts Explain further the result of the activity done by the
and practicing new skills #1 students by answering it by group and report it.
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (Leads Ans. Nos. 3 and 4, p.337
to Formative Assessment 3)
G. Finding practical Present a common real- life problem and ask the
applications of concepts and students how they will deal with it.
skills in daily living
H. Making generalizations and How to solve problems involving theorems on
abstractions about the lesson trapezoids?
I. Evaluating learning Ans. Act. 20, no. 2, p.343
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of parallelograms and triangle similarities.
B. Performance Standards The learner is able to investigate, analyze, and solve
problems involving parallelograms and triangle
similarity through appropriate and accurate
representation.
C. Learning Competencies / Solve problems involving parallelograms, trapezoids
Objectives. and kites
Write the LC code for each M9GE-IIIe-1
II. CONTENT Solving Problems Involving Kites
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 220
2. Learner’s Materials pages pp. 339
3. Textbook pages Geometry, by Pastor B. Malaborbor, et. al, pp. 174-
208
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources DLP
V. PROCEDURES
A. Reviewing previous lesson -Math Tricks downloaded from Google
or presenting the new lesson -Recall the theorems involving kite.
B. Establishing a purpose for Solving problems involving kites is the focus of the
the lesson discussions.
C. Presenting examples/ Let the students perform by group Act. 17, no. 1, p.
instances of the new lesson 339
D. Discussing new concepts Explain further the result of the activity done by the
and practicing new skills #1 students by letting them report their output by
group.
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (Leads Ans. Act. 17: No. 2, p. 339
to Formative Assessment 3)
G. Finding practical Ask students to identify real- life situations that
applications of concepts and involves kite.
skills in daily living
H. Making generalizations and Ask volunteer to recap the lesson.
abstractions about the lesson
I. Evaluating learning Ans. Act. 20, no. 3, p.343
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of proportions.
B. Performance Standards The learners develop their skills in proportion
C. Learning Competencies / Define and illustrate proportion
Objectives. M9GE – IIIf - 1
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 232-233
2. Learner’s Materials pages pp. 358-359
3. Textbook pages Geometry Textbook 145-147
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Geometry by Holt McDougal 466-467
V. PROCEDURES
A. Reviewing previous lesson or * Call a student to answer similar exercises.
presenting the new lesson
B. Establishing a purpose for the * Follow – up the opening activity
lesson *Show pictures of some activities
*Let students describe the picture
C. Presenting examples/ * *Post metacard on the board containing objective for the
instances of the new lesson day
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of proportions
B. Performance Standards The learners develop their skills in proportion
C. Learning Competencies / Illustrate Fundamental Rules of Proportion
Objectives. M9GE – IIIf - 2
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 233
2. Learner’s Materials pages pp. 360-361
3. Textbook pages Geometry Textbook 145-147
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Geometry by Holt McDougal 467-468
V. PROCEDURES
A. Reviewing previous lesson * Call a student to have a brief review of the past lesson.
or presenting the new lesson
B. Establishing a purpose for *Group the class according to skill
the lesson *Let them make a sample of group activity.
C. Presenting examples/ * *Post metacard on the board containing objective for the day
instances of the new lesson
*Focus Group Discussion
-
D. Discussing new concepts * Group Activity reporting
and practicing new skills #1
E. Discussing new concepts * Activity proper
and practicing new skills #2
Activity 2
F. Developing mastery (Leads Post activity discussion
to Formative Assessment 3)
G. Finding practical * Focus Group Discussion
applications of concepts and *Finalization
skills in daily living
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
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of proportions
B. Performance Standards The learners develop their skills in proportion
C. Learning Competencies / Apply the fundamental rule of proportion
Objectives. M9GE – IIIf - 2
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 233-235
2. Learner’s Materials pages pp. 360-361
3. Textbook pages Geometry Textbook 145-147
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Geometry by Holt McDougal 467-468
V. PROCEDURES
A. Reviewing previous lesson * Call a student to have a brief review of the past lesson.
or presenting the new lesson
B. Establishing a purpose for *Group the class according to skill
the lesson *Let them make a sample of group activity.
C. Presenting examples/ * *Post metacard on the board containing objective for the day
instances of the new lesson
*Focus Group Discussion
-
D. Discussing new concepts * Group Activity reporting
and practicing new skills #1
E. Discussing new concepts * Activity proper
and practicing new skills #2
Activity 3
F. Developing mastery (Leads Post activity discussion
to Formative Assessment 3)
G. Finding practical * Focus Group Discussion
applications of concepts and *Finalization
skills in daily living
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
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of proportions
B. Performance Standards The learners develop their skills in proportion
C. Learning Competencies / Apply the fundamental rule of proportion in
Objectives. solving problmes involving Proportion.
Write the LC code for each M9GE – IIIf - 2
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 233-235
2. Learner’s Materials pages pp. 361-363
3. Textbook pages Geometry Textbook 148-150
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Geometry by Holt McDougal 469-471
V. PROCEDURES
A. Reviewing previous lesson or * Call a student to have a brief review of the past lesson.
presenting the new lesson
B. Establishing a purpose for the *Group the class according to skill
lesson *Let them make a sample of group activity.
C. Presenting examples/ * *Post metacard on the board containing objective for the
instances of the new lesson day
-
D. Discussing new concepts and * Group Activity reporting
practicing new skills #1
E. Discussing new concepts and * Activity proper
practicing new skills #2
Activity 4 and Activity 5
F. Developing mastery (Leads to Post activity discussion
Formative Assessment 3)
G. Finding practical applications * Focus Group Discussion
of concepts and skills in daily *Finalization
living
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
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of quadrilaterals (parallelogram,
trapezoids, kites) and triangle similarities
B. Performance Standards The learner is able to investigate, analyze, and solve
problems involving quadrilaterals (parallelograms,
trapezoids, kites) and triangle similarity through
appropriate and accurate representation.
C. Learning Competencies / Illustrate similarity of figures
Objectives. (M9GE – IIIg -1)
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 227-229
2. Learner’s Materials pages 355-357
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
V. PROCEDURES
A. Reviewing previous lesson * Show pictures of similar triangles and
or presenting the new lesson quadrilaterals
- What can you say about the figures?
- Why you say it’s similar?
- In what way or manner that the objects are
similar?
H. Making generalizations and Let some students generalized of what they learned
abstractions about the lesson about the lesson.
I. Evaluating learning
J. Additional activities for
application or remediation
Assignment/Agreement
(____ minutes). Fill-in
below any of the four
purposes
Reinforcing /
strengthening the day’s
lesson
Enriching / inspiring the
day’s lesson
Enhancing / improving
the day’s lesson
Preparing for the new lesson
V. REMARKS Indicate special cases including but not limited to
continuation of lesson plan to the following day in
case of re-teaching or lack of time, transfer of
lesson to the following day, in cases of class
suspension, etc.
VI. REFLECTION Reflect on your teaching and assess yourself as a
teacher. Think about your student’s progress. What
works? What else needs to be done to help the
students learn? Identify what help your
instructional supervisors can provide for you so
when you meet them, you can ask them relevant
questions. Indicate below whichever is/are
appropriate.
A. No. of learners who earned
80% 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
E. Which of my teaching
strategies worked well? Why
did this 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?
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
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of quadrilaterals (parallelogram,
trapezoids, kites) and triangle similarities
B. Performance Standards The learner is able to investigate, analyze, and solve
problems involving quadrilaterals (parallelograms,
trapezoids, kites) and triangle similarity through
appropriate and accurate representation.
C. Learning Competencies / Proves the condition for similarity of triangles
Objectives. using SSS similarity theorem
Write the LC code for each (M9GE – IIIg- h -1)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp.227-229
2. Learner’s Materials pages pp 355-357
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
V. PROCEDURES
A. Reviewing previous lesson * Anybody from the class can recall what was our
or presenting the new lesson lesson yesterday?
B. Establishing a purpose for * This time show two similar objects with the given
the lesson measures of each side while the small ones only
one of its side is given
* Pose a Problem : Can you tell now what are the
measure of the sides of the smaller figure?
- Let the students give their guess answers.
C. Presenting examples/ *How did you find the answer?
instances of the new lesson - list down the measure of the side of the bigger
triangle and the measure of the side smaller
triangle
-compare the measures of the known side with
your guess answers.
H. Making generalizations and Let some students generalized of what they learned
abstractions about the lesson about the lesson.
I. Evaluating learning
J. Additional activities for
application or remediation
Assignment/Agreement
(____ minutes). Fill-in
below any of the four
purposes
Reinforcing /
strengthening the day’s
lesson
Enriching / inspiring the
day’s lesson
Enhancing / improving
the day’s lesson
Preparing for the new lesson
V. REMARKS Indicate special cases including but not limited to
continuation of lesson plan to the following day in
case of re-teaching or lack of time, transfer of
lesson to the following day, in cases of class
suspension, etc.
VI. REFLECTION Reflect on your teaching and assess yourself as a
teacher. Think about your student’s progress. What
works? What else needs to be done to help the
students learn? Identify what help your
instructional supervisors can provide for you so
when you meet them, you can ask them relevant
questions. Indicate below whichever is/are
appropriate.
A. No. of learners who earned
80% 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
E. Which of my teaching
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?
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
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of quadrilaterals (parallelogram,
trapezoids, kites) and triangle similarities
B. Performance Standards The learner is able to investigate, analyze, and solve
problems involving quadrilaterals (parallelograms,
trapezoids, kites) and triangle similarity through
appropriate and accurate representation.
C. Learning Competencies / State the condition for the triangles to be similar by
Objectives. SSS
Write the LC code for each ( M9GE – IIIg - h -1)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 227-229
2. Learner’s Materials pages pp 371-373
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
V. PROCEDURES
A. Reviewing previous lesson *
or presenting the new lesson
B. Establishing a purpose for * Anybody from the class can recall what was our
the lesson lesson yesterday?
C. Presenting examples/
instances of the new lesson -
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (Leads
to Formative Assessment 3)
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations and When can you say that the triangles are similar by
abstractions about the lesson SSS?
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
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of quadrilaterals (parallelogram,
trapezoids, kites) and triangle similarities
B. Performance Standards The learner is able to investigate, analyze, and solve
problems involving quadrilaterals (parallelograms,
trapezoids, kites) and triangle similarity through
appropriate and accurate representation.
C. Learning Competencies / Proves condition of similarity of triangles by SAS
Objectives. similarity theorem
Write the LC code for each (M9GE – IIIg - h -1)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 227-229
2. Learner’s Materials pages pp 374-375
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
V. PROCEDURES
A. Reviewing previous lesson Show again the pictures of two similar triangles
or presenting the new lesson - What have you remembered regarding the
measures of the triangles that we have
yesterday.
B. Establishing a purpose for - What are other parts of a triangle?
the lesson - Do you think can it can be measured?
- What instrument are you going to use in order
to measure this part of the triangle?
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts * Measure the angles in between the two similar
and practicing new skills #1 sides of the triangles.
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
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of quadrilaterals (parallelogram,
trapezoids, kites) and triangle similarities
B. Performance Standards The learner is able to investigate, analyze, and solve
problems involving quadrilaterals (parallelograms,
trapezoids, kites) and triangle similarity through
appropriate and accurate representation.
C. Learning Competencies / Prove the conditions for similarity of triangles by AA
Objectives. Similarity theorem
Write the LC code for each ( M9GE – IIIg - h -1)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp.
2. Learner’s Materials pages pp 369-370
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
V. PROCEDURES
A. Reviewing previous lesson * Ask two students to have simple recall on triangle
or presenting the new lesson similarity theorems
B. Establishing a purpose for * Aside from SAS and SSS similarity theorems that
the lesson we learned do you think we have any other way of
proving that two triangles are similar?
H. Making generalizations and Let the students tell the different ways where they
abstractions about the lesson can say that the triangles are similar.
I. Evaluating learning
J. Additional activities for
application or remediation
Assignment/Agreement
(____ minutes). Fill-in
below any of the four
purposes
Reinforcing /
strengthening the day’s
lesson
Enriching / inspiring the
day’s lesson
Enhancing / improving
the day’s lesson
Preparing for the new lesson
V. REMARKS Indicate special cases including but not limited to
continuation of lesson plan to the following day in
case of re-teaching or lack of time, transfer of
lesson to the following day, in cases of class
suspension, etc.
VI. REFLECTION Reflect on your teaching and assess yourself as a
teacher. Think about your student’s progress. What
works? What else needs to be done to help the
students learn? Identify what help your
instructional supervisors can provide for you so
when you meet them, you can ask them relevant
questions. Indicate below whichever is/are
appropriate.
A. No. of learners who earned
80% 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
E. Which of my teaching
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?
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
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of quadrilaterals (parallelogram,
trapezoids, kites) and triangle similarities
B. Performance Standards The learner is able to investigate, analyze, and solve
problems involving quadrilaterals (parallelograms,
trapezoids, kites) and triangle similarity through
appropriate and accurate representation.
C. Learning Competencies / Illustrate similarity of figures
Objectives. ( M9GE – IIIg - h -1)
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp.
2. Learner’s Materials pages pp. 386-391
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
V. PROCEDURES
A. Reviewing previous lesson * Show a right triangle
or presenting the new lesson - What is an altitude?
- Which side is the hypotenuse?
- Draw an altitude from the right angle to its
hypotenuse
B. Establishing a purpose for * After drawing an altitude how many triangles you
the lesson can see?
C. Presenting examples/ * Ask the following questions
instances of the new lesson - Is there similarity between the angles?
- measure the sides opposite the right angles
- what can you say about the measure of its
opposite sides
Is there common side?
- What is the measure of the common side?
D. Discussing new concepts * Give the importance to the term congruent.
and practicing new skills #1
E. Discussing new concepts * Cut the triangles
and practicing new skills #2 - Are the triangles similar?
F. Developing mastery (Leads
to Formative Assessment 3)
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations and Let some students generalized of what they learned
abstractions about the lesson about the lesson.
I. Evaluating learning
J. Additional activities for
application or remediation
Assignment/Agreement
(____ minutes). Fill-in
below any of the four
purposes
Reinforcing /
strengthening the day’s
lesson
Enriching / inspiring the
day’s lesson
Enhancing / improving
the day’s lesson
Preparing for the new lesson
V. REMARKS Indicate special cases including but not limited to
continuation of lesson plan to the following day in
case of re-teaching or lack of time, transfer of
lesson to the following day, in cases of class
suspension, etc.
VI. REFLECTION Reflect on your teaching and assess yourself as a
teacher. Think about your student’s progress. What
works? What else needs to be done to help the
students learn? Identify what help your
instructional supervisors can provide for you so
when you meet them, you can ask them relevant
questions. Indicate below whichever is/are
appropriate.
A. No. of learners who earned
80% 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
E. Which of my teaching
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?
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
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of quadrilaterals (parallelogram,
trapezoids, kites) and triangle similarities
B. Performance Standards The learner is able to investigate, analyze, and solve
problems involving quadrilaterals (parallelograms,
trapezoids, kites) and triangle similarity through
appropriate and accurate representation.
C. Learning Competencies / Prove the similarity of 45-45-90 right triangle
Objectives. theorem
Write the LC code for each ( M9GE – IIIg - h -1)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp.
2. Learner’s Materials pages pp.386-387
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
V. PROCEDURES
A. Reviewing previous lesson * Show a right triangle
or presenting the new lesson - What is an altitude?
- Which side is the hypotenuse?
- Draw an altitude from the right angle to its
hypotenuse
B. Establishing a purpose for * After drawing an altitude how many triangles you
the lesson can see?
C. Presenting examples/ * Ask the following questions
instances of the new lesson - Is there similarity between the angles?
- measure the sides opposite the right angles
- what can you say about the measure of its
opposite sides
Is there common side?
- What is the measure of the common side?
D. Discussing new concepts * Give the importance to the term congruent.
and practicing new skills #1
E. Discussing new concepts * Cut the triangles
and practicing new skills #2 - Are the triangles similar?
F. Developing mastery (Leads
to Formative Assessment 3)
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
Assignment/Agreement
(____ minutes). Fill-in
below any of the four
purposes
Reinforcing /
strengthening the day’s
lesson
Enriching / inspiring the
day’s lesson
Enhancing / improving
the day’s lesson
Preparing for the new lesson
V. REMARKS Indicate special cases including but not limited to
continuation of lesson plan to the following day in
case of re-teaching or lack of time, transfer of
lesson to the following day, in cases of class
suspension, etc.
VI. REFLECTION Reflect on your teaching and assess yourself as a
teacher. Think about your student’s progress. What
works? What else needs to be done to help the
students learn? Identify what help your
instructional supervisors can provide for you so
when you meet them, you can ask them relevant
questions. Indicate below whichever is/are
appropriate.
A. No. of learners who earned
80% 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
E. Which of my teaching
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?
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
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of quadrilaterals (parallelogram,
trapezoids, kites) and triangle similarities
B. Performance Standards The learner is able to investigate, analyze, and solve
problems involving quadrilaterals (parallelograms,
trapezoids, kites) and triangle similarity through
appropriate and accurate representation.
C. Learning Competencies / Illustrate similarity of figures
Objectives. ( M9GE – IIIg - h -1)
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp.
2. Learner’s Materials pages pp. 394
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
V. PROCEDURES
A. Reviewing previous lesson * Show a 45-45-90 right triangle
or presenting the new lesson - What is an altitude?
- Which side is the hypotenuse?
- Draw an altitude from the right angle to its
hypotenuse
B. Establishing a purpose for * After drawing an altitude how many triangles you
the lesson can see?
C. Presenting examples/ * Ask the following questions
instances of the new lesson - Is there similarity between the angles?
- measure the sides opposite the right angles
- what can you say about the measure of its
opposite sides
Is there common side?
- What is the measure of the common side?
D. Discussing new concepts * Give the importance to the term congruent.
and practicing new skills #1
E. Discussing new concepts * Cut the triangles
and practicing new skills #2 - Are the triangles similar?
F. Developing mastery (Leads
to Formative Assessment 3)
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations and Let some students generalized of what they learned
abstractions about the lesson about the lesson.
I. Evaluating learning
J. Additional activities for
application or remediation
Assignment/Agreement
(____ minutes). Fill-in
below any of the four
purposes
Reinforcing /
strengthening the day’s
lesson
Enriching / inspiring the
day’s lesson
Enhancing / improving
the day’s lesson
Preparing for the new lesson
V. REMARKS Indicate special cases including but not limited to
continuation of lesson plan to the following day in
case of re-teaching or lack of time, transfer of
lesson to the following day, in cases of class
suspension, etc.
VI. REFLECTION Reflect on your teaching and assess yourself as a
teacher. Think about your student’s progress. What
works? What else needs to be done to help the
students learn? Identify what help your
instructional supervisors can provide for you so
when you meet them, you can ask them relevant
questions. Indicate below whichever is/are
appropriate.
A. No. of learners who earned
80% 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
E. Which of my teaching
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?
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
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of quadrilaterals (parallelogram,
trapezoids, kites) and triangle similarities
B. Performance Standards The learner is able to investigate, analyze, and solve
problems involving quadrilaterals (parallelograms,
trapezoids, kites) and triangle similarity through
appropriate and accurate representation.
C. Learning Competencies / Prove the similarity 30-60-90 right triangle theorem
Objectives. ( M9GE – IIIg - h -1)
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp.
2. Learner’s Materials pages pp 395-396
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
V. PROCEDURES
A. Reviewing previous lesson * Show a 30-60-90 right triangle
or presenting the new lesson - What is an altitude?
- Which side is the hypotenuse?
- Draw an altitude from the right angle to its
hypotenuse
B. Establishing a purpose for * After drawing an altitude how many triangles you
the lesson can see?
C. Presenting examples/ * Ask the following questions
instances of the new lesson - Is there similarity between the angles?
- measure the sides opposite the right angles
- what can you say about the measure of its
opposite sides
Is there common side?
- What is the measure of the common side?
D. Discussing new concepts * Give the importance to the term congruent.
and practicing new skills #1
E. Discussing new concepts * Cut the triangles
and practicing new skills #2 - Are the triangles similar?
F. Developing mastery (Leads
to Formative Assessment 3)
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations and Let some students generalized of what they learned
abstractions about the lesson about the lesson.
I. Evaluating learning
J. Additional activities for
application or remediation
Assignment/Agreement
(____ minutes). Fill-in
below any of the four
purposes
Reinforcing /
strengthening the day’s
lesson
Enriching / inspiring the
day’s lesson
Enhancing / improving
the day’s lesson
Preparing for the new lesson
V. REMARKS Indicate special cases including but not limited to
continuation of lesson plan to the following day in
case of re-teaching or lack of time, transfer of
lesson to the following day, in cases of class
suspension, etc.
VI. REFLECTION Reflect on your teaching and assess yourself as a
teacher. Think about your student’s progress. What
works? What else needs to be done to help the
students learn? Identify what help your
instructional supervisors can provide for you so
when you meet them, you can ask them relevant
questions. Indicate below whichever is/are
appropriate.
A. No. of learners who earned
80% 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
E. Which of my teaching
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?
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
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of quadrilaterals (Parallelograms,
trapezoid, kites) and triangle similarity.
B. Performance Standards The learner is able to investigate, analyse, and solve
problems involving quadrilaterals (Parallelograms,
trapezoids, kites) and triangle similarity through
appropriate and accurate representation.
C. Learning Competencies / Proves the Pythagorean Theorem.
Objectives. M9GE-IIIi - 2
Write the LC code for each
II. CONTENT Proving the Pythagorean Theorem
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 255 -257
2. Learner’s Materials pages Grade 9 Mathematics LM pp 389 - 393
3. Textbook pages Geometry(NPSBE) pages 168 - 172
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Geometry BEC pp. 246 -248
V. PROCEDURES
A. Reviewing previous lesson * Show a right triangle
or presenting the new lesson - You may ask them what are the parts of a right
triangle?
- Give them several triangles that are right and let
them compare.
F. Developing mastery (Leads Group the class by 3’s and allow them to work on
to Formative Assessment 3) activity on page 391. Let them give some
Pythagorean triples.
G. Finding practical Ask some students to discuss the importance of of
applications of concepts and the Pythagorean Theorem in real life situation.
skills in daily living
H. Making generalizations and *Let some students generalized of what they learned
abstractions about the lesson about the lesson.
*They must be able to prove that: In a right triangle,
the square of the hypotenuse is equal to the sum of
the squares of the legs.
I. Evaluating learning If the foot of a 10-meter ladder is placed 6 meters
away from a building, how high up the building will
the ladder be?
J. Additional activities for
application or remediation
Assignment/Agreement
(____ minutes). Fill-in
below any of the four
purposes
Reinforcing /
strengthening the day’s
lesson
Enriching / inspiring the
day’s lesson
Enhancing / improving
the day’s lesson
Preparing for the new lesson
V. REMARKS Indicate special cases including but not limited to
continuation of lesson plan to the following day in
case of re-teaching or lack of time, transfer of
lesson to the following day, in cases of class
suspension, etc.
VI. REFLECTION Reflect on your teaching and assess yourself as a
teacher. Think about your student’s progress. What
works? What else needs to be done to help the
students learn? Identify what help your
instructional supervisors can provide for you so
when you meet them, you can ask them relevant
questions. Indicate below whichever is/are
appropriate.
A. No. of learners who earned
80% 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
E. Which of my teaching
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?
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
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of quadrilaterals (Parallelograms,
trapezoid, kites) and triangle similarity.
B. Performance Standards The learner is able to investigate, analyse, and solve
problems involving quadrilaterals (Parallelograms,
trapezoids, kites) and triangle similarity through
appropriate and accurate representation.
C. Learning Competencies / Proves the Pythagorean Theorem.
Objectives. M9GE-IIIi – 2
Write the LC code for each Apply the concept of the Pythagorean
Theorem in determining the kind of triangle
according to angles.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 255 -257
2. Learner’s Materials pages pp 392 - 393
3. Textbook pages Geometry(NPSBE) pages 168 - 172
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
V. PROCEDURES
A. Reviewing previous lesson * Show triangles with different measure of angles.
or presenting the new lesson - You may ask them to use the Pythagorean
Theorem to investigate the kind of triangles
presented.
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
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of quadrilaterals (Parallelograms,
trapezoid, kites) and triangle similarity.
B. Performance Standards The learner is able to investigate, analyse, and solve
problems involving quadrilaterals (Parallelograms,
trapezoids, kites) and triangle similarity through
appropriate and accurate representation.
C. Learning Competencies / Solves problems that involves triangle similarity and
Objectives. right triangles,
Write the LC code for each M9GE-IIIi – 2
II. CONTENT Special right triangles ( 450 – 450 – 900) right
triangle.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 255 -257
2. Learner’s Materials pages pp 392 - 393
3. Textbook pages Geometry(NPSBE) pages 175 - 176
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
V. PROCEDURES
A. Reviewing previous lesson * Show an isosceles triangles with different sizes
or presenting the new lesson - You may ask them to use the Pythagorean
Theorem to find useful relationship in an isosceles
right triangle.
B. Establishing a purpose for Let them compare the length of each leg and the
the lesson hypotenuse of the given isosceles right triangles.
C. Presenting examples/ Present activity 19 on page 394.
instances of the new lesson
D. Discussing new concepts Let them write the statements that are left blank in
and practicing new skills #1 the proof of the 450 – 450 – 900 Right Triangle
Theorem and its Proof of activity 19 on page 394.
E. Discussing new concepts * Let them discuss the concept of a 450 – 450 – 900
and practicing new skills #2 right triangle:
-
F. Developing mastery (Leads Let them solve problems using the 450 – 450 – 900
to Formative Assessment 3) Right Triangle Theorem.
G. Finding practical Cite a practical example related to real – life. For
applications of concepts and instance slicing a square cake diagonally etc.
skills in daily living
H. Making generalizations and Allow students to make their own generalization of
abstractions about the lesson the lesson:
I. Evaluating learning
J. Additional activities for
application or remediation
Assignment/Agreement
(____ minutes). Fill-in
below any of the four
purposes
Reinforcing /
strengthening the day’s
lesson
Enriching / inspiring the
day’s lesson
Enhancing / improving
the day’s lesson
Preparing for the new lesson
V. REMARKS Indicate special cases including but not limited to
continuation of lesson plan to the following day in
case of re-teaching or lack of time, transfer of
lesson to the following day, in cases of class
suspension, etc.
VI. REFLECTION Reflect on your teaching and assess yourself as a
teacher. Think about your student’s progress. What
works? What else needs to be done to help the
students learn? Identify what help your
instructional supervisors can provide for you so
when you meet them, you can ask them relevant
questions. Indicate below whichever is/are
appropriate.
A. No. of learners who earned
80% 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
E. Which of my teaching
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?
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
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of quadrilaterals (Parallelograms,
trapezoid, kites) and triangle similarity.
B. Performance Standards The learner is able to investigate, analyse, and solve
problems involving quadrilaterals (Parallelograms,
trapezoids, kites) and triangle similarity through
appropriate and accurate representation.
C. Learning Competencies / Solves problems that involves triangle similarity and
Objectives. right triangles,
Write the LC code for each M9GE-IIIi – 2
II. CONTENT Special right triangles ( 300 – 600 – 900 ) right
triangle
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 259 - 261
2. Learner’s Materials pages pp 395 - 397
3. Textbook pages Geometry(NPSBE) pages 175 - 176
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
V. PROCEDURES
A. Reviewing previous lesson * Show a 300 – 600 – 900 triangles with different sizes
or presenting the new lesson - You may ask them to use the Pythagorean
Theorem to find useful relationship in a special 300 –
600 – 900 right triangle.
B. Establishing a purpose for Let them compare the length of each legs and the
the lesson hypotenuse of the given special right triangles.
C. Presenting examples/ Present activity 20 on page 395 - 396.
instances of the new lesson
D. Discussing new concepts Let them write the statements that are left blank in
and practicing new skills #1 the proof of the 300 – 600 – 900 Right Triangle
Theorem and its Proof of activity 20 on page 394.
E. Discussing new concepts * Let them discuss the concept of a 300 – 600 – 900
and practicing new skills #2 right triangle:
-
F. Developing mastery (Leads Let them solve problems using the 300 – 600 – 900
to Formative Assessment 3) Right Triangle Theorem.
G. Finding practical Cite a practical example related to real – life.
applications of concepts and
skills in daily living
H. Making generalizations and Allow students to make their own generalization of
abstractions about the lesson the lesson:
I. Evaluating learning
J. Additional activities for
application or remediation
Assignment/Agreement
(____ minutes). Fill-in
below any of the four
purposes
Reinforcing /
strengthening the day’s
lesson
Enriching / inspiring the
day’s lesson
Enhancing / improving
the day’s lesson
Preparing for the new lesson
V. REMARKS Indicate special cases including but not limited to
continuation of lesson plan to the following day in
case of re-teaching or lack of time, transfer of
lesson to the following day, in cases of class
suspension, etc.
VI. REFLECTION Reflect on your teaching and assess yourself as a
teacher. Think about your student’s progress. What
works? What else needs to be done to help the
students learn? Identify what help your
instructional supervisors can provide for you so
when you meet them, you can ask them relevant
questions. Indicate below whichever is/are
appropriate.
A. No. of learners who earned
80% 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
E. Which of my teaching
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?
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
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of quadrilaterals (Parallelograms,
trapezoid, kites) and triangle similarity.
B. Performance Standards The learner is able to investigate, analyse, and solve
problems involving quadrilaterals (Parallelograms,
trapezoids, kites) and triangle similarity through
appropriate and accurate representation.
C. Learning Competencies / Solves problems that involves triangle similarity and
Objectives. right triangles,
Write the LC code for each M9GE-IIIi – 2
II. CONTENT Apply the concepts of the special Right Triangles
and Triangle similarity to solve real life problems
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 259 - 261
2. Learner’s Materials pages pp 400 - 403
3. Textbook pages Geometry(NPSBE) pages 175 - 176
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Internet
V. PROCEDURES
A. Reviewing previous lesson Ask one student to recap the previous lesson. They
or presenting the new lesson can use dramatization, role play, etc.
B. Establishing a purpose for After brainstorming about the previous topic. Tackle
the lesson on more applications of similar concepts.
C. Presenting examples/ Present activity 21 on page 400-401 and ask
instances of the new lesson them to work by pair.
D. Discussing new concepts Ask one or two groups to present their outputs
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2 Let them discuss the ideas/ concepts they used to
solve the given task.
F. Developing mastery (Leads Provide examples like a word problem
to Formative Assessment 3) in which they are asked to illustrate it.
G. Finding practical Cite a practical example related to real – life.
applications of concepts and
skills in daily living
H. Making generalizations and Allow students to make their own generalization of
abstractions about the lesson the lesson:
I. Evaluating learning
J. Additional activities for
application or remediation
Assignment/Agreement
(____ minutes). Fill-in
below any of the four
purposes
Reinforcing /
strengthening the day’s
lesson
Enriching / inspiring the
day’s lesson
Enhancing / improving
the day’s lesson
Preparing for the new lesson
V. REMARKS Indicate special cases including but not limited to
continuation of lesson plan to the following day in
case of re-teaching or lack of time, transfer of
lesson to the following day, in cases of class
suspension, etc.
VI. REFLECTION Reflect on your teaching and assess yourself as a
teacher. Think about your student’s progress. What
works? What else needs to be done to help the
students learn? Identify what help your
instructional supervisors can provide for you so
when you meet them, you can ask them relevant
questions. Indicate below whichever is/are
appropriate.
A. No. of learners who earned
80% 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
E. Which of my teaching
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?
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
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of quadrilaterals (Parallelograms,
trapezoid, kites) and triangle similarity.
B. Performance Standards The learner is able to investigate, analyse, and solve
problems involving quadrilaterals (Parallelograms,
trapezoids, kites) and triangle similarity through
appropriate and accurate representation.
C. Learning Competencies / Solves problems that involves triangle similarity and
Objectives. right triangles,
Write the LC code for each M9GE-IIIi – 2
II. CONTENT Apply the concepts of similarity in scaling
B. Establishing a purpose for Ask them to cite instances in which they were able
the lesson to use their knowledge in real life.
C. Presenting examples/ Present activity 22 on page 403 - 406
instances of the new lesson
D. Discussing new concepts Go back to the previous activity and compare your
and practicing new skills #1 ideas with the present activity what concept is used.
E. Discussing new concepts Knowing the concept of the lesson is
and practicing new skills #2 very important. Ask the students to share their
ideas on what particular situation do similarity and
right triangles are useful.
F. Developing mastery (Leads How do concepts of similarity is being used in
to Formative Assessment 3) scaling? How about in maps? And finding distances?
G. Finding practical Cite a practical example related to real – life.
applications of concepts and
skills in daily living
H. Making generalizations and Allow students to make their own generalization of
abstractions about the lesson the lesson:
I. Evaluating learning
J. Additional activities for
application or remediation
Assignment/Agreement
(____ minutes). Fill-in
below any of the four
purposes
Reinforcing /
strengthening the day’s
lesson
Enriching / inspiring the
day’s lesson
Enhancing / improving
the day’s lesson
Preparing for the new lesson
V. REMARKS Indicate special cases including but not limited to
continuation of lesson plan to the following day in
case of re-teaching or lack of time, transfer of
lesson to the following day, in cases of class
suspension, etc.
VI. REFLECTION Reflect on your teaching and assess yourself as a
teacher. Think about your student’s progress. What
works? What else needs to be done to help the
students learn? Identify what help your
instructional supervisors can provide for you so
when you meet them, you can ask them relevant
questions. Indicate below whichever is/are
appropriate.
A. No. of learners who earned
80% 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
E. Which of my teaching
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?