Instructional Planning
(The process of systematically planning, developing, evaluating and
rning Area: DLP No.:
1 MATH
Learning Competency/ies:
(Taken from the Curriculum Guide)
Key Concepts / Understandings
understanding the key concepts of midline theorem
to be Developed
Domain
Knowledge
The fact or condition of
knowing something with
familiarity gained through
experience or association
Skills
The ability and capacity
acquired through deliberate,
systematic, and sustained effort
to smoothly and adaptively
carryout complex activities or
the ability, coming from one's
knowledge, practice, aptitude,
etc., to do something
Attitude
Values
2. Content
3. Learning Resources
4. Procedures
4.1 Introductory Activity
5 minutes
4.2 Activity
managing the instructional process by using principles of teaching and
learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format
Grade
Quarter: Duration: Date:
Level:
9 3 60
Code:
proves the Midline Theorem
M9GE-111d-1
Adapted Cognitive Process
Dimensions (D.O. No. 8, s. OBJECTIVES:
2015)
identify the steps on how to solve problems using the
Remembering
idline theorem
Understanding
Applying solve problems using the midline theorem
Analyzing
Evaluating
Creating
internalizing the methods on how to solve problems using
Internalizing values
themidline the using the midline theorem
Internalizing values display oneness during group activity
The Midline Theorem
Laptop,Dep Ed Learner's Material for Math Grade 9, Dep
Ed CG for Grade 9, manila paper
The teacher starts the day with a prayer and checks the attendance as
well as the assignment. Afterwhich, the teacher asks the following
questions:
1. What is a midline Theorem?
2. How can you solve problems using the midline theorem?
The teacher divides the class into five groups. He gives one situation
in each group using only the triangle MCG.
Directions: In triangle MCG, A and I are the midpoints of MG and CG,
respectively. Consider each given information and answer the questions
that follow.
 The teacher divides the class into five groups. He gives one situation
in each group using only the triangle MCG.
Directions: In triangle MCG, A and I are the midpoints of MG and CG,
8 minutes respectively. Consider each given information and answer the questions
that follow.

4.3 Analysis

The teacher lets each group to present their work in front.

6 minutes

4.4 Abstraction
The teacher generalizes the topic. He gives more illustrative examples.
20 minutes
4.5 Application
Boardwork: The teacher draws another triangle on the board. He calls
some students to answer on the board.
Directions: In triangle GHI, E and F are the midpoints of GI and HI,
respectively. Consider each given information and answer the questions
5 minutes that follow.
1. Given: GE = 16
What is HE?
How did you solve for HE?

4.6 Assessment

Directions: In triangle XYZ, A and B are the

midpoints of XZ and YZ, respectively. Consider
each given information and answer the
questions that follow on a 1 whole piece of
Tests
10 minutes paper.
1. Given : YB = 15
What is ZB?
Howdid you solve for ZB?

4.7 Assignment Directions : In triangle ABC, X and Y are the

3 minutes
4.8 Concluding Activity
3 minutes
5. Remarks
6. Reflections
midpoints of AC and BC, respectively. Cnsider
each given information and answer the given
Enhancing / improving information and answer the questions that
the day’s lesson follow.
1. Given: XY = 12
What is AB?
How did you solve for AB?
"Be part of the team and for sure it's fun doing a game."
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of learners
evaluation. who have caught up with the lesson.
B. No. of learners who require additional D. No. of learners who continue to require
activities for remediation. remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:
Name: Jessiemar B. Arili School: Kansi National High School
Position/
Designatio Division:
n: T1 Cebu Province
Contact Email
Number: 09420912245 address: jessiemararili1220@gmail.com
 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

Grade
rning Area: DLP No.: Quarter: Duration: Date:
Level:
2 MATH 9 3 60
Learning Competency/ies: Code:
proves the Midline Theorem
(Taken from the Curriculum Guide) M9GE-111d-1
Key Concepts / Understandings
understanding the key concepts of midline theorem
to be Developed
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. OBJECTIVES:
2015)
Knowledge Remembering
The fact or condition of
knowing something with to review about using the midline theorem to find the
familiarity gained through
Understanding
measures of a triangle.
experience or association
Skills
The ability and capacity Applying
acquired through deliberate,
systematic, and sustained effort Analyzing distinguish the methods on how to solve problems using midline theorem
to smoothly and adaptively
carryout complex activities or Evaluating
the ability, coming from one's
knowledge, practice, aptitude,
Creating
etc., to do something

internalizing the methods on how to solve problems using

Attitude Internalizing values
themidline the using the midline theorem
Values Internalizing values display oneness during group activity
2. Content The Midline Theorem
Laptop,Dep Ed Learner's Material for Math Grade 9, Dep
3. Learning Resources
Ed CG for Grade 9, manila paper
4. Procedures The teacher starts the day with a prayer and checks the attendance as
4.1 Introductory Activity well as the assignment. Afterwhich, the teacher asks the following
5 minutes questions: 1. What
The teacher divides theisclass
a midline Theorem?
into five groups. He gives one situation
2. each
in How can youusing
group solveonly
problems usingMCG.
the triangle the midline theorem?
4.2 Activity
Directions: In triangle MCG, A and I are the midpoints of MG and CG,
8 minutes respectively. Consider each given information and answer the questions
4.3 Analysis that follow.
The teacher lets each group to discuss their work in front
6 minutes
4.4 Abstraction Boardwork: The teacher draws another triangle on the board. He calls
The teacher generalizes the topic. He gives the methods on how to
some students to answer on the board.
20 minutes solve problems using the midline theorem.
Directions: In triangle GHI, E and F are the midpoints of GI and HI,
4.5 Application Directions: In triangle XYZ, A and B are the
respectively. Consider each given information and answer the questions
midpoints of XZ and YZ, respectively. Consider
5 minutes that follow.
each given information and answer the
1. Given: GE = 16
4.6 Assessment questions that
Directions follow onABC,
: In triangle a 1 whole
X and piece
Y are of
the
What is HE?
Tests
10 minutes paper. of AC and BC, respectively.
midpoints 1. Given
Cnsider:
How did you solve for HE?
YB = given
each 15 information and answer the given
4.7 Assignment Enhancing / improving
What is ZB?and answer the questions that
information
3 minutes the day’s lesson
Howdid you solve for ZB? 1. Given: XY = 12
follow.
What is AB?
How did you solve for AB?
4.8 Concluding Activity
"Be part of the team and for sure it's fun doing a game."
3 minutes
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of learners
evaluation. who have caught up with the lesson.
B. No. of learners who require additional D. No. of learners who continue to require
activities for remediation. remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:
Name: Jessiemar B. Arili School: Kansi National High School
Position/
Designatio Division:
n: T1 Cebu Province
Contact Email
Number: 09420912245 address: jessiemararili1220@gmail.com
 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

Grade
rning Area: DLP No.: Quarter: Duration: Date:
Level:
3 MATH 9 3 60
Learning Competency/ies: Code:
proves theorems on trapezoids and kites
(Taken from the Curriculum Guide) M9GE-111d-2

Key Concepts / Understandings

Understanding the concepts of theorems on trapezoids
to be Developed
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. OBJECTIVES:
2015)
Knowledge Remembering
identify the steps on how to solve problems involving theorems on
The fact or condition of trapezoids.
knowing something with
familiarity gained through Understanding
experience or association

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

practice critical thinking while solving problems involving

Attitude Internalizing values
theorems on trapezoids

Values Internalizing values shows the ability to solve problems

2. Content Theorems on trapezoids

Laptop,Dep Ed Learner's Material for Math Grade 9, Dep
3. Learning Resources
Ed CG for Grade 9, manila paper
4. Procedures
4.1 Introductory Activity
The teacher starts the day with a prayer and checks the attendance as
well as the assignment. Afterwhich, the teacher asks the following
questions:
5 minutes 1.What is a trapezoid?
2. What are the parts of a trapezoid?
3. What are the theorems of a trapezoid?

4.2 Activity

The teacher divides the class into four groups. The teacher posts a
manila paper where an activity is written. There are four items in the
activity and each item will be given in each group.
 The teacher divides the class into four groups. The teacher posts a
manila paper where an activity is written. There are four items in the
8 minutes activity and each item will be given in each group.

4.3 Analysis The teacher asks the following questions based on the prior activity.
a. What is the value of x?
b. How did you solve the value of x?
6 minutes c. What is the value of y?
d. How did you solve the value of y?
4.4 Abstraction

The teacher provides more detailed solution of problems involving

theorems of trapezoids. He gives the steps on how to solve each
20 minutes problem.

4.5 Application

Boardwork: The teacher draws another figure on the board and call
some students to find the measures of the angles, sides or segments
5 minutes and the diagonals of a trapezoid.

4.6 Assessment
The teacher lets the students practice critical
thinking while solving the given problems.
Directions: Consider the figure in activity 15 on
page 336 and answer the following questions.
1. Given: Quadrilateral MATH is an isosceles
trapezoid with bases MA and HT, LV is a
median.
1. Given: MA= 3y-2 ; HT= 2y + 4 ; LV= 8.5 cm
a. What is the value of y?
 The teacher lets the students practice critical
thinking while solving the given problems.
Directions: Consider the figure in activity 15 on
page 336 and answer the following questions.
1. Given: Quadrilateral MATH is an isosceles
10 minutes trapezoid with bases MA and HT, LV is a
median.
1. Given: MA= 3y-2 ; HT= 2y + 4 ; LV= 8.5 cm
a. What is the value of y?
The
b. Howteacher letssolve
did you the students
for y? answer the given
problems.
Given: Quadrilateral Math is an isoscles
4.7 Assignment Enhancing / improving trapezoid with bases AB and CD, EF is a
3 minutes the day’s lesson median.
1. Given: AB = 4x-3; CD = 3x+6; EF = 8cm.
4.8 Concluding Activity
a. What
"No hard problem for group is theas
that works value
one."of x?
3 minutes b. How did you solve for x?
5. Remarks

6. Reflections

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

B. No. of learners who require additional D. No. of learners who continue to require
activities for remediation. remediation.

E. Which of my learning strategies worked well?

Why did these work?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G. What innovation or localized materials did I

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

Prepared by:

Name: School:
Jessiemar B. Arili Kansi National High School
Position/
Designatio Division:
n: T1 Cebu Province
Contact Email
Number: address: jessiemararili1220@gmail.com
 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

Grade
rning Area: DLP No.: Quarter: Duration: Date:
Level:
4 MATH 9 3 60
Learning Competency/ies: Code:
proves theorems on trapezoids and kites
(Taken from the Curriculum Guide) M9GE-111d-2

Key Concepts / Understandings

Understanding the concepts of theorems on trapezoids
to be Developed
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. OBJECTIVES:
2015)
Knowledge Remembering
The fact or condition of
knowing something with
familiarity gained through Understanding prove theorems on trapezoids
experience or association

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

practice critical thinking while proving theorems on

Attitude Internalizing values
trapezoids

Values Internalizing values shows the ability to solve problems and prove theorems

2. Content Theorems on trapezoids

Laptop,Dep Ed Learner's Material for Math Grade 9, Dep
3. Learning Resources
Ed CG for Grade 9, manila paper
4. Procedures
4.1 Introductory Activity
The teacher starts the day with a prayer and checks the attendance as
well as the assignment. Afterwhich, the teacher asks the following
questions:
5 minutes 1.What is a trapezoid?
2. What are the parts of a trapezoid?
3. What are the theorems of a trapezoid?

4.2 Activity
The teacher lets the students do activity 14 on page 333
Directions: Do the procedures below with the materials needed. 1.
On a bond paper, draw rectangle WXIA where WX= 7 cm and WA=5
cm.
2. On WX , name a point G 1 cm from W and another point N 1cm from
 The teacher lets the students do activity 14 on page 333
Directions: Do the procedures below with the materials needed. 1.
On a bond paper, draw rectangle WXIA where WX= 7 cm and WA=5
8 minutes cm.
2. On WX , name a point G 1 cm from W and another point N 1cm from
x.

4.3 Analysis After doing the activity, the teacher asks these questions to the
students.
a. What two pairs of angles formed are base angles
6 minutes b. Compare the measures of the angles ineach pair. What did you find?
c. Which two pairs of angles are opposite
4.4 Abstraction

The teacher introduces the three theorems related to isosceles

20 minutes trapezoids. The teacher gives illustrative examples.

4.5 Application

Boardwork: The teacher gives two columns proofs which will show on
how to prove theorems on isosceles trapezoids. The teacher calls
students to answer on the board
5 minutes Directions: Write the right statements and reasons to prove theorems on
isosceles trapezoids.

4.6 Assessment
The teacher lets the students practice critical
thinking while solving the given problems.
Directions: Consider the figure in activity 15 on
page 336 and answer the following questions.
1. Given: Quadrilateral MATH is an isosceles
trapezoid with bases MA and HT, LV is a
median.
1. Given: MA= 3y-2 ; HT= 2y + 4 ; LV= 8.5 cm
a. What is the value of y?
 The teacher lets the students practice critical
thinking while solving the given problems.
Directions: Consider the figure in activity 15 on
page 336 and answer the following questions.
1. Given: Quadrilateral MATH is an isosceles
trapezoid with bases MA and HT, LV is a
10 minutes median.
1. Given: MA= 3y-2 ; HT= 2y + 4 ; LV= 8.5 cm
a. What is the value of y?
The
b. Howteacher letssolve
did you the students
for y? answer the given
problems.
c. What are MA and HT?
Given: Quadrilateral Math is an isoscles
4.7 Assignment trapezoid with bases AB and CD, EF is a
Enhancing / improving
the day’s lesson
median.
3 minutes 1. Given: AB = 4x-3; CD = 3x+6; EF = 8cm.
4.8 Concluding Activity a. What is the value of x?
"No hard problem for group that works
b. How did youassolve
one."for x?
3 minutes
c. What theorem justifies your answer?
5. Remarks

6. Reflections

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

B. No. of learners who require additional D. No. of learners who continue to require
activities for remediation. remediation.

E. Which of my learning strategies worked well?

Why did these work?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G. What innovation or localized materials did I

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

Prepared by:

Name: School:
Jessiemar B. Arili Kansi National High School
Position/
Designatio Division:
n: T1 Cebu Province
Contact Email
Number: address: jessiemararili1220@gmail.com
 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

Grade
rning Area: DLP No.: Quarter: Duration: Date:
Level:
5 MATH 9 3 60
Learning Competency/ies: Code:
proves theorems on trapezoids and kites
(Taken from the Curriculum Guide) M9GE-111d-2

Key Concepts / Understandings

Understanding the concepts of theorems on kites
to be Developed
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. OBJECTIVES:
2015)
Knowledge Remembering
identify the steps on how to solve problems involving theorems on
The fact or condition of kites
knowing something with
familiarity gained through Understanding
experience or association

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

practice critical thinking while solving problems involving

Attitude Internalizing values
kites

Values Internalizing values shows the ability to solve problems

2. Content Theorems on kites

Laptop,Dep Ed Learner's Material for Math Grade 9, Dep
3. Learning Resources
Ed CG for Grade 9, manila paper
4. Procedures
4.1 Introductory Activity
The teacher starts the day with a prayer and checks the attendance as
well as the assignment. Afterwhich, the teacher asks the following
questions:
5 minutes 1.What is a trapezoid?
2. What are the parts of a trapezoid?
3. What are the theorems of a trapezoid?

4.2 Activity
The teacher divides the class into four groups. The teacher posts a
manila paper where an activity is written. There are four items in the
activity and each item will be given in each group.
Directions: Consider the figure in activity 17 on page 339 and answer
the given questions .
 The teacher divides the class into four groups. The teacher posts a
manila paper where an activity is written. There are four items in the
activity and each item will be given in each group.
Directions: Consider the figure in activity 17 on page 339 and answer
8 minutes the given questions .
Given: Quadrilateral PLAY is a kite
Given : PA = 12cm; LY= 6cm

4.3 Analysis
The teacher asks the following questions based on the prior activity. a.
What is the area of kite PLAY?
6 minutes b. How did you solve for its area?

4.4 Abstraction

The teacher provides more detailed solution of problems involving

20 minutes theorems of kites . He gives the steps on how to solve each problem.

4.5 Application

Boardwork: The teacher draws another figure on the board and call
some students to find the measures of the angles, sides or segments
5 minutes and the diagonals of a kite.

4.6 Assessment

The teacher lets the students practice critical

thinking while solving the given problems.
Directions: Consider kite KLMN on page 340 1.
If LM= 6, what is MN?
2. If KN= 10.5, what is KL?
 The teacher lets the students practice critical
thinking while solving the given problems.
Directions: Consider kite KLMN on page 340 1.
10 minutes If LM= 6, what is MN?
2. If KN= 10.5, what is KL?

The teacher lets the students answer the given

problems.
4.7 Assignment Given: Quadrilateral LMNO is a kite
Enhancing / improving
the day’s lesson Given: area of kite LMNO is165 cm2 ; LN is
3 minutes 10cm.
4.8 Concluding Activity 1. How long is MO?
"No hard problem for group that works
2. How did youassolve
one."for Mo?
3 minutes

5. Remarks

6. Reflections

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

B. No. of learners who require additional D. No. of learners who continue to require
activities for remediation. remediation.

E. Which of my learning strategies worked well?

Why did these work?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G. What innovation or localized materials did I

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

Prepared by:

Name: School:
Jessiemar B. Arili Kansi National High School
Position/
Designatio Division:
n: T1 Cebu Province
Contact Email
Number: 09420912245 address: jessiemararili1220@gmail.com