DAILY LESSON PLAN

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
School KITAOTAO NATIONAL HIGH
SCHOOL
Teacher JOELYN C. MANDAGWAY
Time & Dates OCTOBER 29, 2018
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
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 the
lesson
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)
Grade Level 9
Learning Mathematics
Area
Quarter 3
The learner demonstrates understanding of key
concepts of parallelograms and triangle similarity.
The learner is able to investigate, analyse, and solve
problems involving parallelograms and triangle
similarity through appropriate and accurate
representation.
Identify quadrilaterals that are parallelograms
M9GE – IIIa- 1
p. 210
pp. 309
Show pictures of quadrilaterals. Let the students
identify each.
Follow – up the opening activity by showing
pictures of square, rectangle, and rhombus.
- Ask the students what they have observed in
the pictures and do they have in common.
Ask the students to describe a parallelogram and
ask the following questions:
- how many opposite sides that are parallel?
- how many opposite angles that are congruent?
Give the definition of a parallelogram ant its
characteristics that students must remember.
Do the following exercises:
 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

School KITAOTAO NATIONAL HIGH Grade Level 9

SCHOOL
Teacher JOELYN C. MANDAGWAY Learning Mathematics
Area
Time & Dates OCTOBER 30, 2018
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
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 the
lesson
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)
Quarter 3
The learner demonstrates understanding of key
concepts of parallelograms and triangle similarity.
The learner is able to investigate, analyse, and solve
problems involving parallelograms and triangle
similarity through appropriate and accurate
representation.
Identify quadrilaterals that are parallelolgram
M9GE – IIIa- 1
pp. 209
pp. 307, 309-310
Show illustrations that can be found in Activity 1,
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?
Follow – up the opening activity by having a story.
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.)
Ask the students to name/ identify the pictures that
they used in the story.
Give and discuss the different quadrilaterals and its
definition.
Identify whether the following quadrilaterals are
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

School KITAOTAO NATIONAL HIGH Grade Level 9

SCHOOL
Teacher JOELYN C. MANDAGWAY Learning Mathematics
Area
Time & Dates NOVEMBER 5, 2018 Quarter 3
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
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 the
lesson
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)
The learner demonstrates understanding of key
concepts of parallelograms and triangle similarity.
The learner is able to investigate, analyse, and solve
problems involving parallelograms and triangle
similarity through appropriate and accurate
representation.
Determines the conditions that make a
quadrilateral a parallelogram
M9GE – IIIa- 2
p. 210
pp. 311-312
Elicit students’ understanding on parallelograms.
Ask them to describe a parallelogram and
ask the following questions:
- how many opposite sides that are parallel?
- how many opposite angles that are congruent?
Group the students having four members and have
them perform Activity 5, p. 311.
Ask the following questions:
Based on the Activity 5, what is true about the
following:
 Pairs of opposite sides
 Pairs of opposite angles
 Pairs of consecutive angles
 Pairs of segments formed by
intersecting diagonals
1. What does each diagonal do to a
parallelogram?
2. Make a conjecture about the two triangles
formed when a diagonal of a parallelogram
is drawn.
3. What can you say about your findings with
those of your classmates?
4. Do the findings to all kinds of parallelogram?
Why?
Give and discuss the properties of parallelogram.
Do the following exercises:
1. A quadrilateral is a parallelogram if both
pairs of _______ sides are _________.
2. A quadrilateral is a parallelogram if both
pairs of __________ angles are _________.
 3. A quadrilateral is a parallelogram if both
pairs of __________ angles are _________.
4. A quadrilateral is a parallelogram if the
___________ bisect each other.
5. A quadrilateral is a parallelogram if each
___________ divides a parallelogram into
two _______________.
6. A quadrilateral is a parallelogram if one pair
opposite sides are both __________ and
_________.
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

School KITAOTAO NATIONAL HIGH Grade Level 9

SCHOOL
Teacher JOELYN C. MANDAGWAY Learning Mathematics
Area
Time & Dates NOVEMBER 6, 2018 Quarter 3
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
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 the
lesson
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)
The learner demonstrates understanding of key
concepts of parallelograms and triangle similarity.
The learner is able to investigate, analyse, and solve
problems involving parallelograms and triangle
similarity through appropriate and accurate
representation.
Use properties to find measures of angles, sides
and other quantities involving parallelograms
M9GE – IIIb- 1
p. 215
p. 325
Elicit students’ understanding on the properties of
parallelograms. Ask them if the following statement
is a fact or bluff:
1. A square is a rectangle.
2. A rhombus is a square.
3. A parallelogram is a square.
4. A rectangle is a square.
5. A parallelogram is a square.
6. A square is a parallelogram.
7. A parallelogram is a rhombus.
8. A rhombus is a parallelogram.
9. A parallelogram is a rectangle.
10. A rectangle is a parallelogram.
Follow-up the opening activity.
Pose a problem: Consider the parallelogram having
an angle of 89 , and its consecutive angle is
unknown.
Name all the parallelograms that possess the given.
1. All sides are congruent.
2. Diagonals bisect each other.
3. Consecutive angles are congruent.
4. Opposite angles are supplementary.
5. The diagonals are perpendicular and
congruent.
Discuss how to use the properties in finding the
measure angles, sides and other quantities of
parallelograms. Sufficient examples are provided.
Do the Activity 7, Quiz 1.A.
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

School KITAOTAO NATIONAL HIGH Grade Level 9

SCHOOL
Teacher JOELYN C. MANDAGWAY Learning Mathematics
Area
Time & Dates NOVEMBER 7, 2018 Quarter 3
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 sides 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 sides.
In parallelogram ABCD, if AB is 6.5 cm how
long is CD?
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 the given sides of the problem above
instances of the new lesson are solved.
D. Discussing new concepts and In a parallelogram CUTE, ,
practicing new skills #1
, and
.
1. How long is CU?
2. How long is CE?
3. How did you solve for the values of x and y?
4. What property did you apply to determine
the lengths of CU and CE?
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads to Quadrilateral WISH is a parallelogram. If
Formative Assessment 3)
and HS , how long is HS?
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

School KITAOTAO NATIONAL HIGH Grade Level 9

SCHOOL
Teacher JOELYN C. MANDAGWAY
Time & Dates NOVEMBER 8, 2018
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
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 the
lesson
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)
Learning Mathematics
Area
Quarter 3
The learner demonstrates understanding of key
concepts of parallelograms and triangle similarity.
The learner is able to investigate, analyse, and solve
problems involving parallelograms and triangle
similarity through appropriate and accurate
representation.
Use properties to find measures of angles of
parallelograms given the unknown variables
M9GE – IIIb- 1
pp. 212, 222
pp. 317, 341
Elicit students’ understanding on how to use the
properties in finding the measures of angles
involving parallelograms.
In parallelogram ABCD, if A is 75 , what is
the measure ABC?
Follow-up the opening activity.
Pose a problem: Consider the parallelogram MATH
having , , and
Discuss how unknown measure angles of the
problem above are solved.
In a parallelogram ABCD,
while
5. What is
6. What is
7. How did you solve for the value of a?
8. What property did you apply to solve for
Quadrilateral WISH is a parallelogram. If
and , what is
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

School KITAOTAO NATIONAL HIGH Grade Level 9

SCHOOL
Teacher JOELYN C. MANDAGWAY Learning Mathematics
Area
Time & Dates NOVEMBER 12, 2018 Quarter 3

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
The learner demonstrates understanding of key
concepts of parallelograms and triangle similarity.
The learner is able to investigate, analyse, and solve
problems involving parallelograms and triangle
similarity through appropriate and accurate
representation.
Use properties to find measures of other quantities
involving parallelograms given the unknown
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

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

School Dologon NHS-San Roque Annex Grade Level 9

Teacher Alona C. Naduma Learning Mathematics
Area
Time & Dates November 13, 2018 Quarter 3

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
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
the lesson
C. Presenting examples/
instances of the new lesson
The learner demonstrate understanding of key
concepts parallelograms and triangle similarity.
The learner is able to investigate, analyse, and solve
problems involving parallelograms and triangle
similarity through appropriate and accurate
representation.
Proves theorems on rectangle
( M9GE-IIId-1)
Theorems on rectangle
pp. 8-9
pp. 320-321
Third year e-math geometry pp. 240-241
Ruler, protractor, compass, pencil, bond paper
Internet
Recall about properties of parallelogram
Let the students recite the objectives written on the
board.
Showing different pictures of rectangle.
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?

D. Discussing new concepts * Summarized student’s observation and discuss

and practicing new skills #1 some terms about rectangles.

* Do activity 8 on LM pp. 320 and answer following

questions.

E. Discussing new concepts * Follow-up student’s activity.

and practicing new skills #2 * Discuss the important terms and notation of
proving theorems on rectangle.
F. Developing mastery (Leads Worksheet that shows the proving the theorem of
to Formative Assessment 3) rectangle
G. Finding practical Some of the student will cite an application of
applications of concepts and theorems on rectangle.
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 Quiz
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

School Dologon NHS-San Roque Annex Grade Level 9

Teacher Alona C. Naduma Learning Mathematics
Area
Time & Dates November 14, 2018 Quarter 3

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
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
the lesson
C. Presenting examples/
instances of the new lesson
The learner demonstrate understanding of key
concepts parallelograms and triangle similarity.
The learner is able to investigate, analyse, and solve
problems involving parallelograms and triangle
similarity through appropriate and accurate
representation.
Proves theorems on rhombus.
( M9GE-IIId-1)
Theorems on rhombus
pp. 9-10
pp. 321-322
Third year e-math geometry pp. 241-242
Ruler, protractor, compass, pencil, bond paper
Internet
Recall about proving theorems on rectangle
Let the students recite the objective written on the
board.
Do activity 9 on LM pp. 322 and answer the
following questions:
1. Compare the measures of ⦟NIC and ⦟NIE. What
did you observe?
2. What does ⦟NIC and ⦟NIE? Why?

D. Discussing new concepts * Summarized student’s activity.

and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (Leads
* Discuss the important terms and notation of
proving theorems on rhombus.
* Do activity on LM pp. 323.
* Discuss the steps on proving the theorem of
rhombus.
Worksheet
to Formative Assessment 3)
G. Finding practical Have the students cite instances which describes the
applications of concepts and theorems on rhombus.
skills in daily living
H. Making generalizations and Let some students generalize of what they learned
abstractions about the lesson about the lesson.
I. Evaluating learning Quiz
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

School Dologon NHS-San Roque Annex Grade Level 9

Teacher Alona C. Naduma Learning Mathematics
Area
Time & Dates November 15, 2018 Quarter 3

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
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
the lesson
C. Presenting examples/
instances of the new lesson
The learner demonstrate understanding of key
concepts parallelograms and triangle similarity.
The learner is able to investigate, analyse, and solve
problems involving parallelograms and triangle
similarity through appropriate and accurate
representation.
Proves theorems on square.
( M9GE-IIId-1)
Theorems on square
pp. 9-10
pp. 323-324
Ruler, protractor, compass, pencil, bond paper
Internet
Recall about proving theorems on rhombus.
Help the students to understand the theorems on
square.
*Show the figure of rhombus and square.
* Let the student write their observation of the
figures.

D. Discussing new concepts * Differentiate rhombus and square.

and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
*Do activity on LM pp. 324
* Discuss the important terms and notation about
proving theorems on square.
* Answer the question on LM pp. 325
* Discuss the steps on proving the theorem on square.
F. Developing mastery (Leads Worksheet
to Formative Assessment 3)
G. Finding practical Ask the students to give some practical application
applications of concepts and of theorems on rhombus.
skills in daily living
H. Making generalizations and Let the students make their generalization.
abstractions about the lesson
I. Evaluating learning Do Quiz 2 on LM pp. 325
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

School Dologon NHS-San Roque Annex Grade Level 9

Teacher Alona C. Naduma Learning Mathematics
Area
Time & Dates November 21, 2018 Quarter 3

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
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
the lesson
C. Presenting examples/
instances of the new lesson
The learner demonstrate understanding of key concepts
parallelograms and triangle similarity.
The learner is able to investigate, analyse, and solve
problems involving parallelograms and triangle similarity
through appropriate and accurate representation.
Solve a problem using midline theorem.
( M9GE-IIId-1)
Midline theorem
pp. 11-12
pp. 329
Ruler, protractor, compass, pencil, bond paper, pair of
scissors
Internet
Ask student the type of proving on theorem they have
learned.
Let the student recite the objective written on the
board.
*Show a problem related to midline theorem.
* Ask students how to solve the problem of what they
have learned.

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)
*Answer the previous problem using midline theorem
* Discuss the steps on solving a problem using the
Midline Theorem
*Do activity 12 on LM pp. 329.
*Discuss the steps on solving the problem using midline
theorem
Worksheet
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

School Dologon NHS-San Roque Annex Grade Level 9

Teacher Alona C. Naduma Learning Mathematics
Area
Time & Dates November 21, 2018 Quarter 3

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
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
the lesson
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)
The learner demonstrate understanding of key concepts
parallelograms and triangle similarity.
The learner is able to investigate, analyse, and solve
problems involving parallelograms and triangle similarity
through appropriate and accurate representation.
Proves the Midline Theorem.
( M9GE-IIId-1)
Midline theorem
pp. 10-11
pp. 327-328
Ruler, protractor, compass, pencil, bond paper, pair of
scissors
Internet
Ask student the type of proving on theorem they have
learned.
Let the student read the objective written on the board.
*Show a picture that represent a midline.
* Let the student do their observation on the picture
presented.
*Make a brief discussion on observation on the students.
*Do activity 11 on LM pp. 327.
* Discuss the important terms and notation on midline
theorem.
*Do activity LM pp. 328.
*Discuss the terms and steps on midline theorem.
Worksheet
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

School Libona National High School Grade Level 9

Teacher Grace D. Batausa Learning Mathematics
Area
Time & Dates Nov. 26, 2018 Quarter 3

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
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
the lesson
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)
The learner demonstrates understanding of key
concepts of parallelograms and triangle similarities.
The learner is able to investigate, analyze, and solve
problems involving parallelograms and triangle
similarity through appropriate and accurate
representation.
Proves theorems on trapezoids and kites.
M9GE-IIId-2
Theorems on Isosceles Trapezoid
pp. 218- 219
pp. 334
Geometry, by Pastor B. Malaborbor, et. al, pp. 174-
208
Perform Act. 14, p. 333
Proving Theorem 7 on Isosceles Trapezoid which is
“Base angles of an isosceles trapezoid are
congruent”.
Let the students answer the questions that will lead
to the formulation of theorem 7
State Theorem 7 and explain further
Let the students prove theorem 7 by filling up the
given table in p. 334- 335, “Show Me!”
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

School Libona National High School Grade Level 9

Teacher Grace D. Batausa Learning Mathematics
Area
Time & Dates Nov. 27, 2018 Quarter 3

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
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
the lesson
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)
The learner demonstrates understanding of key
concepts of parallelograms and triangle similarities.
The learner is able to investigate, analyze, and solve
problems involving parallelograms and triangle
similarity through appropriate and accurate
representation.
Proves theorems on midsegment of trapezoid
The Midsegment Theorem
pp. 217- 218
pp. 332- 333
Geometry, by Pastor B. Malaborbor, et. al, pp. 174-
208
* Ask a student to perform activity 13, p. 332.
This session will focus on proving the “Midsegment
Theorem of Trapezoid”.
Have the students answer the questions base on the
given activity that will help them discover the
theorem about the median of a trapezoid.
State Theorem 6 The Midsegment Theorem of a
Trapezoid
Let the students prove theorem by filling up the
given table in p. 332, “Show Me!”
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

School Libona National High School Grade Level 9

Teacher Grace D. Batausa Learning Mathematics
Area
Time & Dates Nov. 27, 2018 Quarter 3

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
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
the lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
The learner demonstrates understanding of key
concepts of parallelograms and triangle similarities.
The learner is able to investigate, analyze, and solve
problems involving parallelograms and triangle
similarity through appropriate and accurate
representation.
Proves theorems on trapezoids and kites.
M9GE-IIId-2
Theorems on Isosceles Trapezoid
pp. 218- 219
pp. 335
Geometry, by Pastor B. Malaborbor, et. al, pp. 174-
208
Game: Find Your Match!
Proving Theorem 8 and Theorem 9 on Isosceles
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.
Let the students recall their activity last meeting
showing that opposite angles of isosceles trapezoid
are supplementary and its diagonals are congruent.
State Theorem 8 and Theorem 9
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

School Libona National High School Grade Level 9

Teacher Grace D. Batausa Learning Mathematics
Area
Time & Dates Nov. 28, 2018 Quarter 3

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
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
The learner demonstrates understanding of key
concepts of parallelograms and triangle similarities.
The learner is able to investigate, analyze, and solve
problems involving parallelograms and triangle
similarity through appropriate and accurate
representation.
Proves theorems on trapezoids and kites.
M9GE-IIId-2
Theorems on Kite
pp. 219- 220
pp. 337- 339
Geometry, by Pastor B. Malaborbor, et. al, pp. 174-
208
Are you playing kite during summer time? How did
you make it? (Ask volunteer to share their
experience).

B. Establishing a purpose for The discussion of the day will be on “Theorems on

the lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
Kite” in which the students will do the given activity
that will lead to its formulation.
Let the students perform Act. 16, 337
Explain further the result of the activity done by the
students through the guide questions. Then, state

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
abstractions about the lesson
I. Evaluating learning
the two theorems related to kites.
Prove Theorem 10 and Theorem 11 by filling up the
prepared two- column proof in pp. 338- 339
Were you applying the same concepts on kite as you
make your kite?
Ask volunteer to make a generalization of the
concepts learned in this lesson.
Ans. Quiz 3 C, p. 340

J. Additional activities for Group of 5 (Make a kite)

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
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

School Libona National High School Grade Level 9

Teacher Grace D. Batausa Learning Mathematics
Area
Time & Dates Nov. 29, 2018 Quarter 3

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
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
the lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
The learner demonstrates understanding of key
concepts of parallelograms and triangle similarities.
The learner is able to investigate, analyze, and solve
problems involving parallelograms and triangle
similarity through appropriate and accurate
representation.
Solve problems involving parallelograms, trapezoids
and kites
M9GE-IIIe-1
Solving Problems Involving Theorems on Trapezoids
pp. 219
pp. 336- 337
Geometry, by Pastor B. Malaborbor, et. al, pp. 174-
208
-Math Tricks downloaded from YouTube
-Recall theorems on trapezoids.
Solving problems involving theorems on trapezoids is
the focus of the discussions.
Let the students perform Act. 15, nos. 1 and 2, 336-
337
Explain further the result of the activity done by the
students by answering it by group and report it.
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
abstractions about the lesson
I. Evaluating learning
Ans. Nos. 3 and 4, p.337
Present a common real- life problem and ask the
students how they will deal with it.
How to solve problems involving theorems on
trapezoids?
Ans. Act. 20, no. 2, p.343

J. Additional activities for Ans. Act. 18, p. 341

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
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

School Libona National High School Grade Level 9

Teacher Grace D. Batausa Learning Mathematics
Area
Time & Dates December 3, 2018 Quarter 3

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
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
the lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
The learner demonstrates understanding of key
concepts of parallelograms and triangle similarities.
The learner is able to investigate, analyze, and solve
problems involving parallelograms and triangle
similarity through appropriate and accurate
representation.
Solve problems involving parallelograms, trapezoids
and kites
M9GE-IIIe-1
Solving Problems Involving Kites
pp. 220
pp. 339
Geometry, by Pastor B. Malaborbor, et. al, pp. 174-
208
DLP
-Math Tricks downloaded from Google
-Recall the theorems involving kite.
Solving problems involving kites is the focus of the
discussions.
Let the students perform by group Act. 17, no. 1, p.
339
Explain further the result of the activity done by the
students by letting them report their output by
group.
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

J. Additional activities for Perform Act. 21, p. 344

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
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

School Quezon National High School Grade Level 9

Teacher Ruel A. Salan Learning Mathematics
Area
Time & Dates Dec. 4, 2018 Quarter 3

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
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 the
lesson
C. Presenting examples/
instances of the new lesson
The learner demonstrates understanding of key
concepts of proportions.
The learners develop their skills in proportion
Define and illustrate proportion
M9GE – IIIf - 1
pp. 232-233
pp. 358-359
Geometry Textbook 145-147
Geometry by Holt McDougal 466-467
* Call a student to answer similar exercises.
* Follow – up the opening activity
*Show pictures of some activities
*Let students describe the picture
* *Post metacard on the board containing objective for the
day

*Focus Group Discussion

D. Discussing new concepts and * Group Activity reporting

practicing new skills #1
E. Discussing new concepts and * Activity proper
practicing new skills #2
Activity 1
F. Developing mastery (Leads to Post activity discussion
Formative Assessment 3)
G. Finding practical applications * Brainstorming
of concepts and skills in daily
living
H. Making generalizations and Distribute pieces of paper by column and pass
abstractions about the lesson *Everbody should write concepts they learned about the topic
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

School Quezon National High School Grade Level 9

Teacher Ruel A. Salan Learning Mathematics
Area
Time & Dates Dec. 5, 2018 Quarter 3

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
to Formative Assessment 3)
G. Finding practical
applications of concepts and
skills in daily living
Post activity discussion
* Focus Group Discussion
*Finalization

H. Making generalizations and Distribute pieces of paper by column and pass

abstractions about the lesson *Everbody should write concepts they learned about the topic
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

School Quezon National High School Grade Level 9

Teacher Ruel A. Salan Learning Mathematics
Area
Time & Dates Dec. 6, 2018 Quarter 3

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
to Formative Assessment 3)
G. Finding practical
applications of concepts and
skills in daily living
Post activity discussion
* Focus Group Discussion
*Finalization

H. Making generalizations and Distribute pieces of paper by column and pass

abstractions about the lesson *Everbody should write concepts they learned about the topic
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

School Quezon National High School Grade Level 9

Teacher Ruel A. Salan Learning Mathematics
Area
Time & Dates Dec. 10, 2018 Quarter 3

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
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 the
lesson
The learner demonstrates understanding of key
concepts of proportions
The learners develop their skills in proportion
Apply the fundamental rule of proportion in
solving problmes involving Proportion.
M9GE – IIIf - 2
pp. 233-235
pp. 361-363
Geometry Textbook 148-150
Geometry by Holt McDougal 469-471
* Call a student to have a brief review of the past lesson.
*Group the class according to skill
*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

*Focus Group Discussion

-
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
Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
Post activity discussion
* Focus Group Discussion
*Finalization

H. Making generalizations and Distribute pieces of paper by column and pass

abstractions about the lesson *Everbody should write concepts they learned about the topic
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

School Cabulohan – Paradise National Grade Level 9

High School
Teacher Helen S. Plorgo Learning Mathematics
Area
Time & Dates Dec. 11, 2018 Quarter 3

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
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
The learner demonstrates understanding of key
concepts of quadrilaterals (parallelogram,
trapezoids, kites) and triangle similarities
The learner is able to investigate, analyze, and solve
problems involving quadrilaterals (parallelograms,
trapezoids, kites) and triangle similarity through
appropriate and accurate representation.
Illustrate similarity of figures
(M9GE – IIIg -1)
227-229
355-357
* Show pictures of similar triangles and
quadrilaterals
- What can you say about the figures?
- Why you say it’s similar?
- In what way or manner that the objects are
similar?

B. Establishing a purpose for * Follow – up the opening activity

the lesson - How can you prove that the quadrilaterals and
triangles are similar?
C. Presenting examples/ * Ask the following questions
instances of the new lesson - Write down the measure of the angles of the
 objects which you think are similar.

D. Discussing new concepts * Go over to the questions posed in the opening

and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
activity in order to process what they have learned
for themselves.
* Do the following exercises:
1. Give more similar objects and have them
Measure its angles.
2. Aside from the measure of the angles, can you
find any other parts of the given figures similar?

F. Developing mastery (Leads

to Formative Assessment 3)
G. Finding practical * If you place an object in front of the mirror the
applications of concepts and image that you can see is congruent or equal to the
skills in daily living object?

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

School Cabulohan – Paradise National Grade Level 9

High School
Teacher Helen S. Plorgo Learning Mathematics
Area
Time & Dates Dec. 12, 2018 Quarter 3

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
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
The learner demonstrates understanding of key
concepts of quadrilaterals (parallelogram,
trapezoids, kites) and triangle similarities
The learner is able to investigate, analyze, and solve
problems involving quadrilaterals (parallelograms,
trapezoids, kites) and triangle similarity through
appropriate and accurate representation.
Proves the condition for similarity of triangles
using SSS similarity theorem
(M9GE – IIIg- h -1)
pp.227-229
pp 355-357
* Anybody from the class can recall what was our
lesson yesterday?
B. Establishing a purpose for
the lesson
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 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
VI. REFLECTION
* This time show two similar objects with the given
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.
*How did you find the answer?
- 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.
* Give importance to correct measure.
* Ask the students to recall on reducing fractions to
lowest term.
* Ask the students to draw a figure similar to the
given figure
* A person 5 ft and 3 in tall cast a 6 ft. shadow. At
the same time of the day, a lamp post cast an 18
ft. shadow. What is the height of the lamp post?
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.
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

School Cabulohan – Paradise National Grade Level 9

High School
Teacher Helen S. Plorgo Learning Mathematics
Area
Time & Dates Dec. 13, 2018 Quarter 3

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
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
the lesson
The learner demonstrates understanding of key
concepts of quadrilaterals (parallelogram,
trapezoids, kites) and triangle similarities
The learner is able to investigate, analyze, and solve
problems involving quadrilaterals (parallelograms,
trapezoids, kites) and triangle similarity through
appropriate and accurate representation.
State the condition for the triangles to be similar by
SSS
( M9GE – IIIg - h -1)
pp. 227-229
pp 371-373
*
* Anybody from the class can recall what was our
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?

I. Evaluating learning Let some students generalized of what they learned

about the lesson.
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

School Cabulohan – Paradise National Grade Level 9

High School
Teacher Helen S. Plorgo Learning Mathematics
Area
Time & Dates Dec. 17, 2018 Quarter 3

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
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
the lesson
The learner demonstrates understanding of key
concepts of quadrilaterals (parallelogram,
trapezoids, kites) and triangle similarities
The learner is able to investigate, analyze, and solve
problems involving quadrilaterals (parallelograms,
trapezoids, kites) and triangle similarity through
appropriate and accurate representation.
Proves condition of similarity of triangles by SAS
similarity theorem
(M9GE – IIIg - h -1)
pp. 227-229
pp 374-375
Show again the pictures of two similar triangles
- What have you remembered regarding the
measures of the triangles that we have
yesterday.
- What are other parts of a triangle?
- 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.

E. Discussing new concepts

and practicing new skills #2
F. Developing mastery (Leads
to Formative Assessment 3)
G. Finding practical Draw two triangles, having two sides similar and the
applications of concepts and angle in between the two sides are congruent.
skills in daily living
H. Making generalizations and Name example of instrument wherein of different
abstractions about the lesson sizes but its angle measure is the same.
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

School Cabulohan – Paradise National Grade Level 9

High School
Teacher Helen S. Plorgo Learning Mathematics
Area
Time & Dates Dec. 18, 2018 Quarter 3

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
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
the lesson
The learner demonstrates understanding of key
concepts of quadrilaterals (parallelogram,
trapezoids, kites) and triangle similarities
The learner is able to investigate, analyze, and solve
problems involving quadrilaterals (parallelograms,
trapezoids, kites) and triangle similarity through
appropriate and accurate representation.
Prove the conditions for similarity of triangles by AA
Similarity theorem
( M9GE – IIIg - h -1)
pp.
pp 369-370
* Ask two students to have simple recall on triangle
similarity theorems
* Aside from SAS and SSS similarity theorems that
we learned do you think we have any other way of
 proving that two triangles are similar?

C. Presenting examples/ * Give two triangles with congruent measures of its

instances of the new lesson angles
- measure at least two of its angles
- list down the measures
- compare its measures

D. Discussing new concepts * Use the same triangles

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
-measure the sides opposite to these angles
- measure also the side opposite to the remaining
angles
- What can you say about the two triangles?
In our daily lives how can you relate similarities?
- Students will understand that in order to
survive, one’s should live to as what is usual,
So that your life will not be difficult because
you can easily fit in.

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

School Cabulohan – Paradise National Grade Level 9

High School
Teacher Helen S. Plorgo Learning Mathematics
Area
Time & Dates Dec. 19, 2018 Quarter 3

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
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
The learner demonstrates understanding of key
concepts of quadrilaterals (parallelogram,
trapezoids, kites) and triangle similarities
The learner is able to investigate, analyze, and solve
problems involving quadrilaterals (parallelograms,
trapezoids, kites) and triangle similarity through
appropriate and accurate representation.
Illustrate similarity of figures
( M9GE – IIIg - h -1)
pp.
pp. 386-391
* Show a right triangle
- 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

School Cabulohan – Paradise National Grade Level 9

High School
Teacher Helen S. Plorgo Learning Mathematics
Area
Time & Dates Dec. 20, 2018 Quarter 3

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
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
The learner demonstrates understanding of key
concepts of quadrilaterals (parallelogram,
trapezoids, kites) and triangle similarities
The learner is able to investigate, analyze, and solve
problems involving quadrilaterals (parallelograms,
trapezoids, kites) and triangle similarity through
appropriate and accurate representation.
Prove the similarity of 45-45-90 right triangle
theorem
( M9GE – IIIg - h -1)
pp.
pp.386-387
* Show a right triangle
- 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

School Cabulohan – Paradise National Grade Level 9

High School
Teacher Helen S. Plorgo Learning Mathematics
Area
Time & Dates Dec. 20, 2018 Quarter 3

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

School Cabulohan – Paradise National Grade Level 9

High School
Teacher Helen S. Plorgo Learning Mathematics
Area
Time & Dates Jan 03, 2019 Quarter 3

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

School DANGCAGAN NATIONAL HIGH SCHOOL Grade 9

Level
Teacher Lorna L. Coronel Learning Mathematics
Area
Time & Dates January 9, 2018 Quarter Third

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
V. PROCEDURES
The learner demonstrates understanding of key
concepts of quadrilaterals (Parallelograms,
trapezoid, kites) and triangle similarity.
The learner is able to investigate, analyse, and solve
problems involving quadrilaterals (Parallelograms,
trapezoids, kites) and triangle similarity through
appropriate and accurate representation.
Proves the Pythagorean Theorem.
M9GE-IIIi - 2
Proving the Pythagorean Theorem
pp. 255 -257
Grade 9 Mathematics LM pp 389 - 393
Geometry(NPSBE) pages 168 - 172
Geometry BEC pp. 246 -248
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
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 *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
* Show a right triangle
- You may ask them what are the parts of a right
triangle?
- Give them several triangles that are right and let
them compare.
* Give the pairs of similar right triangles.
*Write the ratio between the corresponding sides of
each pair of similar triangles.
* Let them measure the length of the sides of the
triangles.
- What is the relationship between the sum of
the squares of the legs to the squares of the
hypotenuse?
-
* Give the important terms, notations and symbols
that the students must remember.
* Let ABC be a right triangle with legs a and b and
hypotenuse c. Let them prove that a2 + b2 = c2 by
applying the different postulates previously learned.
* Do the following exercises:
Let them write the statements that are left blank in
the proof of the Pythagorean Theorem of activity 17
on page 389.
Group the class by 3’s and allow them to work on
activity on page 391. Let them give some
Pythagorean triples.
Ask some students to discuss the importance of of
the Pythagorean Theorem in real life situation.
*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.
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?
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

School DANGCAGAN NATIONAL HIGH SCHOOL Grade 9

Level
Teacher Lorna L. Coronel Learning Mathematics
Area
Time & Dates January 10, 2018 Quarter Third

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
The learner demonstrates understanding of key
concepts of quadrilaterals (Parallelograms,
trapezoid, kites) and triangle similarity.
The learner is able to investigate, analyse, and solve
problems involving quadrilaterals (Parallelograms,
trapezoids, kites) and triangle similarity through
appropriate and accurate representation.
Proves the Pythagorean Theorem.
M9GE-IIIi – 2
 Apply the concept of the Pythagorean
Theorem in determining the kind of triangle
according to angles.
pp. 255 -257
pp 392 - 393
Geometry(NPSBE) pages 168 - 172
B. Other Learning Resources
V. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
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
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
VI. REFLECTION
* Show triangles with different measure of angles.
- You may ask them to use the Pythagorean
Theorem to investigate the kind of triangles
presented.
Present activity 18 on page 392
- Give more examples and allow the students to
complete the table on page 393 by pair.
Allow them to explain their observation with their
partner.
* Do the following exercises:
Let them write the statements that are left blank in
the proof of the Pythagorean Theorem of activity 17
on page 389.
Mastery check through critical thinking questions
and answer.
Cite a practical example related to real – life.
Allow students to make their own generalization of
the lesson:
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.
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

School DANGCAGAN NATIONAL HIGH SCHOOL Grade 9

Level
Teacher Lorna L. Coronel Learning Mathematics
Area
Time & Dates January 14, 2018 Quarter Third

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
The learner demonstrates understanding of key
concepts of quadrilaterals (Parallelograms,
trapezoid, kites) and triangle similarity.
The learner is able to investigate, analyse, and solve
problems involving quadrilaterals (Parallelograms,
trapezoids, kites) and triangle similarity through
appropriate and accurate representation.
Solves problems that involves triangle similarity and
right triangles,
M9GE-IIIi – 2
Special right triangles ( 450 – 450 – 900) right
triangle.
pp. 255 -257
pp 392 - 393
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

School DANGCAGAN NATIONAL HIGH SCHOOL Grade 9

Level
Teacher Lorna L. Coronel Learning Mathematics
Area
Time & Dates January 15, 2018 Quarter Third

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
The learner demonstrates understanding of key
concepts of quadrilaterals (Parallelograms,
trapezoid, kites) and triangle similarity.
The learner is able to investigate, analyse, and solve
problems involving quadrilaterals (Parallelograms,
trapezoids, kites) and triangle similarity through
appropriate and accurate representation.
Solves problems that involves triangle similarity and
right triangles,
M9GE-IIIi – 2

Special right triangles ( 300 – 600 – 900 ) right
triangle
pp. 259 - 261
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

School DANGCAGAN NATIONAL HIGH SCHOOL Grade 9

Level
Teacher Lorna L. Coronel Learning Mathematics
Area
Time & Dates January 16, 2018 Quarter Third

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
The learner demonstrates understanding of key
concepts of quadrilaterals (Parallelograms,
trapezoid, kites) and triangle similarity.
The learner is able to investigate, analyse, and solve
problems involving quadrilaterals (Parallelograms,
trapezoids, kites) and triangle similarity through
appropriate and accurate representation.
Solves problems that involves triangle similarity and
right triangles,
M9GE-IIIi – 2
Apply the concepts of the special Right Triangles
and Triangle similarity to solve real life problems
1. Teacher’s Guide pages
2. Learner’s Materials pages
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
pp. 259 - 261
pp 400 - 403
Geometry(NPSBE) pages 175 - 176
Internet
Ask one student to recap the previous lesson. They
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

School DANGCAGAN NATIONAL HIGH SCHOOL Grade 9

Level
Teacher Lorna L. Coronel Learning Mathematics
Area
Time & Dates January 17, 2018 Quarter Third

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
The learner demonstrates understanding of key
concepts of quadrilaterals (Parallelograms,
trapezoid, kites) and triangle similarity.
The learner is able to investigate, analyse, and solve
problems involving quadrilaterals (Parallelograms,
trapezoids, kites) and triangle similarity through
appropriate and accurate representation.
Solves problems that involves triangle similarity and
right triangles,
M9GE-IIIi – 2
Apply the concepts of similarity in scaling

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages pp. 263 - 265
2. Learner’s Materials pages pp 404 - 407
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 Let the students share their knowledge learned in
or presenting the new lesson the previous lesson.

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?