planning,Instructional Planningand

developing, evaluating
managing the instructional process
Learning
by using principles of teaching and
Detailed
Area: Lesson Plan (DLP) Format
DLP Grade
No. Level: Quart
er: Duration: Date:
:
14 MATHEMAT 8 3 60
Learning ICS minutes 11/27/201
7
Competenc
y/ies:from the Illustrates congruent
(Taken
Curriculum Triangles M8GE-IIId - 1
Key
Guide)
Concepts / The learner demonstrates key concepts of
Understandi axiomatic structure of geometry and triangle
Knowl
ngs to beAdapted
edge congruence.
Cognitive
Developed
Domai Process OBJECTIVES:
n The Dimensions
fact or (D.O. No. 8,
condition Remem
s. 2015) Define congruent triangles.
of knowing bering
something
with Underst
familiarity anding
gained
through
deliberate, Applyin
experience
systematic, g
or Identify congruent triangles.
and Analyzin
associatio
sustained
n
effort to g
smoothly Evaluati
and ng
adaptively
carryout Creating
complex
Receivin
Attitude g Appreciate the importance of a triangle
Phenom congruence. .
ena
Internali
zing
values
2. Content GEOMETRY
Learner's Material Teacher's Guide ,
Curriculum Guide ,laptop , Chalk and
Board ,
4. Procedures
Introductor
y Activity
The teacher will check the assignments of
min
utes the students.
5

4.2 B. ∆PQR ∆ SQR. List down the congruence between segments and between angles
Activity
similarly marked in the figure in the figure below.
Q

min
10 utes
P R S

4.3 When are two triangles congruent?

Analysis
7 min
utes
4.4 The pairs of congruent segments and
Abstraction congruent angles are as follows:

min
PQ ≅ SQ
10 utes

PR ≅ SR

QR ≅ QR

<QPR ≅ <QSR
 Fill up the table below by using the figures that follows.
4.5
Application CONGRUENT CONGRUENT
MATCH CORRESPONOR NOTCORRESPON
-DING
OR NOT
-DING SIDES
CONGRUENTANGLES
CONGRUENT
First

Second

Third
min
10 B
utes
FE
C Note:
The congruent corresponding parts
are marked identically.
A D
4.6
Assessment In the figure, one pair of the
congruent triangles is given ∆ABD
≅ ∆ BAE. Separate C the
overlapping triangles and make
similar markings to show clearly
Anlysis of the congruent sides and the
min Learners' congruent angles.
10 utes Products
D E

A B

4.7
List the 6 pairs of corresponding
Assignment
Reinforcing / congruent parts of these congruent
strengthenin triangles. TheyRare similarlySS
10 min g the day’s marked.
utes
lesson

min
10 utes
5.      
Remarks Q T
6.      
Reflections
A.  No. of learners C.   Did the remedial
lessons work? No. of
who earned 80% in
B.   No. of learners learners who have caught
the evaluation. D.  No.
who require up withof learners
the lesson.who
continue to require
additional activities
E.   Which of my remediation.
for remediation.
learning strategies
worked well? Why
did
did Ithese
encounter
G.  What work?
which my principal
innovation or
or supervisor can
localized materials
did I use/discover
which I wish to
share with other
teachers?
Prepared by:
Posi
Na
tion School:
me:
/ Lutchel P. Tahanlangit LORENZO C. TANZA MNHS
Divisio
Desi
Con T-1/T-1 n: CEBU PROVINCE
gna
tact Email
tion
Nu addres
: 09330563280/ 09327976074
mb s: lutchelyanup@gmail / cthrnatillo13@gmail.com
er: Quality Assurance Committee
of San Francisco District

Submitted by: Received by:

MARY JEAN M. MURILLO NILO I. ALCARAZ
Member Member

ROMER R. RANOCO
LRMDS Focal Person
Approved by:
TONY T. APLACADOR
District Supervisor