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)

Daily Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration: Date:

1 Mathematics 8 Third 60 November 4, 2019
Learning Competency/ies: Code:
describes a mathematical system.
(Taken from the Curriculum Guide) M8GE-IIIa-1

Key Concepts / Understandings to In describing a mathematical system, the students should be able to understand the four parts of
be Developed mathematical system. These four parts are undefined terms, definitions, postulates, and theorems.

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. OBJECTIVES:
2015)

Remembering
Knowledge
The fact or condition of
knowing something with
familiarity gained through Understanding describe a mathematical system;
experience or association

Applying
Skills
The ability and Analyzing
capacity acquired through organize a chart of a mathematical system and its parts;
deliberate, systematic, and
sustained effort to smoothly and Evaluating
adaptively carryout complex
activities or the ability, coming from
one's knowledge, practice, aptitude,
etc., to do something Creating

Attitude Valuing diligent on the given activity; and

Values Valuing (MAKA- TAO) recognizes the contibution of others toward the goal of the activity.
2. Content MATHEMATICAL SYSTEM
 Mathematical Systems.
http://web.cerritos.edu/dford/SitePages/Math_70_F13/Math70Lecture-1-2-1-
3_SymbolsandPostulates.pdf1.

MathMeij. "Defined Terms." 2012, https://www.youtube.com/watch?

v=wKsElKID5Qg&t=116s.

Supplemental Lessons Mathematics Grade 8 3Rd Quarter. REX Interactive,

http://rexinteractive.com/UserFiles/IM/Pointers-Math-2/Supplemental
3. Learning Resources %20Math%20High%20School%20Grade%208%203rd%20Q.pdf.

TheGoldenSuccess. "Undefined Terms." 2013,

https://www.youtube.com/watch?v=bZdjn1CGakM.

4. Procedures
4.1 Introductory Activity Brainstorming. The teacher will ask the students to come up as many words that they can associate
to the word "system".
5 minutes
4.2 Activity The teacher will show a video clip to the class. The video clip shows the defined and undefined
terms in geometry. (Sample site: https://www.youtube.com/watch?v=wKsElKID5Qg and
9 minutes https://www.youtube.com/watch?v=bZdjn1CGakM&t=82s&pbjreload=10)

4.3 Analysis 2x2 Conversation. After watching the video clip, student will find a pair. Each pair will talk about the
important points of the video. Then, they will answer the guide questions:
a. What are the main points raised in the video?
b. What are the undefined terms and defined terms in geometry?
5 minutes c. What is a mathematical system?
d. Why do we need to have such system?

Lecturette. The teacher will deliver a short lecture about describing a mathematical system and give
focus on its four parts. Essential questions will be asked during the discussion.
A mathematical system
consists of a set of elements and one or more binary operations to connect these elements.
The four parts of a mathematical system are:
Vocabulary
1. “Undefined” terms
Terms such as point, line, and plane are classified as undefined because they do not fit into any set
or category that has been previously determined.
4.4 Abstraction 2. Definitions ( defined terms )
The four characteristics of a good definition are:
a. It names the term being defined;
b. It places the term into a set or category;
c. It distinguishes itself from other terms in that category ( without providing unnecessary facts)
d. It is reversible.
** If a triangle is isosceles, then it has two congruent sides.
If a triangle has two congruent sides, then it is isosceles.**
Definitions:

3. Postulates ( axioms, conjectures )

Postulate – a statement that is assumed to be true.
 If a triangle has two congruent sides, then it is isosceles.**
Definitions:

3. Postulates ( axioms, conjectures )

9 minutes
Postulate – a statement that is assumed to be true.
4. Theorems
Theorem – a statement that follows logically from previous definitions and principles; a statement
that can be proved to be true.
Corollary – a theorem that follows from another theorem as a “by-product”; a theorem that is easily
proved as the consequence of another theorem.
Lemma – a theorem that is introduced and proved so that a later theorem can be proved (“helping
theorem”).

4.5 Application Group Activity. The class will be divided into 5 groups. Each group will create a graphic organizer or
a concept map about the mathematical system and its four parts. A representative of each group
will be called to share their output to the class. Afterwards, the teacher will ask the students, "How
15 minutes do you describe a mathematical system? Explain each part.

4.6 Assessment The teacher will collect and rate the graphic organizer or concept map
Anlysis of Learners'
made by each group.
10 minutes Products

4.7 Assignment Preparing for the new The students will describe each of the following: (a) defined terms (b)
2 minutes lesson undefined terms; (c) postulates; and (d) theorems.
4.8 Concluding Activity
The students will complete the following statements based on the day's lesson.
a. I learned that…
b. I rediscovered that…
5 minutes c. I realized that…
d. I need help on…

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

B.   No. of learners who require additional activities

D.  No. of learners who continue to require remediation.
for remediation.

E.   Which of my learning strategies worked well?

Why did these work?

F.   What difficulties did I encounter which my

principal or supervisor can help me solve?
G.  What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:

Name: EDU L. ESTOY School: Kaputian National High School

Position/
Designation:
Teacher I Division: IGaCoS

Contact Number: 09076140889 Email address:

attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the day’s

lesson

Enriching / inspiring the day’s lesson

Enhancing / improving the day’s

lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/ Conferencing
Anlysis of Learners' Products
Tests