Instructional Planning

(The process of systematically planning, developing, evaluating and managing

the instructional process by using principles of teaching and learning - D.O.
Detailed Lesson Plan (DLP) Format
DLP Learning Grade
Quarter: Time, Duration, & Section: Date:
No.: Area: Level:

3 Mathematics 9 3 03:00PM - 04:00PM (60 mins) Peace Feb. 08, 2024

Learning The learners determine the conditions that guarantee a quadrilateral a
Competency/ies: parallelogram.
[Taken from the
Curriculum Guide]
Key Concepts/ The learner is able to investigate, analyze, and solve problems involving quadrilaterals through
Understandings to appropriate and accurate representation.
be Developed
Adapted Cognitive
Domain Process Dimensions
(D.O. No. 8, s. 2015)
Content Quadrilaterals that are Parallelograms
Learning Adapted Cognitive Process Dimensions
Objectives Knowledge Remembering
The factor or condition
of knowing something
with familiarity gained
through experience or
association
Skills
The ability and capacity
acquired through
deliberate, systematic,
and sustained effort to
smoothly and
adaptively carryout
complex activities or..
the ability, coming from
one’s knowledge,
practice, aptitude, etc.,
to do something
Attitude
Values
 A learner principles
or standards of
behavior; one’s
judgment of what is
important in life.
 Go beyond learner’s
life on earth, include
more than wealth
and fame and would
affect the eternal
destiny of millions
Resources Listing of all resources
needed
Needed
Code:
M9GE-IIIa-2
OBJECTIVES:
Given the varied tasks and its related concepts of the lesson, 95% of
the learners are expected to:
The learner can recall
information and retrieve
Describe and enumerate parts of a
relevant knowledge from long- parallelogram that are congruent.
term memory: identify,
retrieve, recognize, duplicate,
list, memorize, repeat,
describe, reproduce
Understanding The learner can construct
meaning from oral, written
and graphic messages:
interpret, exemplify, classify,
summarize, infer, compare,
explain, paraphrase, discuss
Applying The learner can use
information to undertake a
procedure in familiar
situations or in a way:
execute, implement,
demonstrate, dramatize,
interpret, solve, use,
illustrate, convert, discover
Analyzing The learner can distinguish
between parts and determine
Determine the different properties of
how they relate to one parallelograms.
another, and the overall
structure and purpose:
differentiate, distinguish,
compare, contrast, organize,
outline, attribute, deconstruct
Evaluating The learner can make
judgments and justify
decisions: coordinate,
measure, detect, defend,
judge, argue, debate,
describe, critique, appraise,
evaluate
Creating The learner can put elements
together to form a functional
whole, create a new product
or point of view: generate,
hypothesize, plan, design,
develop, produce, construct,
formulate, assemble, devise
A settled way of thinking or feeling about Show interest through active participation.
someone or something, typically one that
is reflected in a person’s behavior:
[RA 849]
Maka-Diyos
Maka-tao Encourage students to see the value of
mathematics in solving real-world
problems and contributing to
technological advancements.
Makakalikasan
Makabansa
teacher’s guide, learner’s module, protractor, graphing paper, ruler, pencil,
compass, adhesive

Introductory Activity (6 minutes)
This part introduces the lesson content. Although at
times optional, it is usually included to serve as a
warm-up activity to give the learners zest for the
incoming lesson and an idea about what it to follow.
One principle in learning is that learning occurs
when it is conducted in a pleasurable and
comfortable atmosphere.
Activity (5 minutes)
This is an interactive strategy to elicit learner’s prior
learning experience. It serves as springboard for new
learning. It illustrates the principle that learning
starts where the learners are. Carefully structured
activities such as individual or group assessment,
dyadic or triadic interactions, puzzles, simulations or
role-play, cybernetics exercise, gallery walk and the
like may be created. Clear instructions should be
considered in this part of the lesson.
Analysis (5 minutes)
Essential questions are included to serve as a guide
for the teacher in clarifying key understandings
about the topic at hand. Critical points are organized
to structure the discussion allowing the learners to
maximize instructions and sharing of ideas and
opinions about expected issues. Affective questions
are included to elicit the feelings of the learners
about the activity or the topic. The last questions or
points taken should lead the learners to understand
the new concepts or skills that are to be presented in
the next part of the lesson.
Abstraction (34 minutes)
This outlines the key concepts, important skills that
should be enhanced, and the proper attitude that
should be emphasized. This is organized as a
lecturette that summarizes the learning emphasized
from the activity, analysis and new inputs in this
part of the lesson.
METHODOLOGY
• Prayer to be led by assigned student
• Greetings
• Checking of Attendance
• Classroom Management
• Ice Breaker
REVIEW PREVIOUS LESSON:
To review the lesson, the teacher asks the following questions:
1. What are the different properties of a parallelogram?
2. What is the relationship of the opposite angles of a
parallelogram? Consecutive angles?
3. What does a diagonal do with the parallelogram?
Expected Answers:
1. Opposite Angles and sides are parallel, consecutive angles are
supplementary, diagonals bisect each other, diagonal divides the
parallelogram into 2 congruent triangles
2. They are congruent. They are supplementary.
3. It divides the parallelogram into two equal triangles.
ESTABLISHING A PURPOSE FOR THE LESSON:
The teacher lets the students realize the importance of knowing the properties
of parallelograms and the conditions that guarantee a quadrilateral is a
parallelogram in order to solve problems related to it easily.
PRESENTING EXAMPLES/INSTANCES OF THE NEW LESSON:
To present the lesson, the teacher instructs students to gather in groups, and then have
the students do Activity 6.1: Draw Me! Of LM p. 311-312. The activity can be done by
assigning an item to every group.
Group 1- #1 Group 4- #4
Group 2-# 2 Group 5-# 5
Group 3- # 3
The students then present their work to the class.
Possible Illustrations:
EFFECTIVE DISCUSSION: The teacher manages learner behavior constructively
by applying positive and non-violent discipline to ensure learning-focused
environments.(5)
To develop the lesson, the teacher asks:
1. How did you find the activity? Difficult
2. Did you follow the steps accordingly? No
3. Based on your illustrations, fill in the blanks of the questions on p. 312
of your LM.
The teacher informs students that the activity has something to do with the conditions
that guarantee that a quadrilateral is a parallelogram.
Answers on Conditions that guarantee a quadrilateral a parallelogram:
1. Opposite; congruent
2. Opposite: congruent
3. Consecutive; supplementary
4. Diagonals
5. Diagonal; congruent triangles
6. Parallel; congruent

Application (35 minutes)
This part is structured to ensure the commitment of
the learners to do something to apply their new
learning in their own environment.
The teacher then discusses the conditions that guarantee a quadrilateral is a
parallelogram and directs students to check their answers on Check your Guess 2 as
they do self-correction. The teacher just calls representatives to share answers to the
class.
DEVELOPING MASTERY: The teacher plans, manages and implements
developmentally sequenced teaching and learning processes to meet
curriculum requirements and varied teaching contexts. (7)

Given, a quadrilateral ABCD, <A ≅ <C and <B ≅ <D and the measures of <A = 70 while0

<B = 110 . Is quadrilateral ABCD a parallelogram? Explain your answers.

0

Expected Answers:

Yes,
Opposites sides are parallel and congruent
Opposite angles are congruent (given)
2 consecutive angles are supplementary; <A & <B(70 + 110 = 180 )
0 0 0

Diagonal AC divides the quadrilateral into 2 congruent triangles:

triangles ABC ≅CDE

To summarize the lesson, the teacher asks the following questions:

What makes a quadrilateral a parallelogram in terms of the following:
a. Sides?
b. Angles?
c. Diagonals?

Expected Answers:
a.Sides: Opposite sides must be parallel and congruent.
b.Angles: Opposite angles are congruent.
c.Diagonal: Diagonals bisect each other and divides the parallelogram into 2
Assessment (35 minutes) EVALUATING LEARNING:
For the Teacher to: The teacher selects, develops, organizes, and uses, appropriate teaching
1. Assesses whether learning objectives have been
met for a specified duration and learning resources, including ICT to address learning goals. (8)
2. Remediate and/or enrich with appropriate
strategies as needed To assess student’s understanding of the lesson, the teacher gives this activity to be
3. Evaluate whether learning intentions and
success criteria have been met answered individually.

[Reminder: Formative Assessment may be given
before, during or after the lesson.]
Given: Quadrilateral SMIL is a parallelogram, such that
<S ≅ <I,
SM ≅ LI
LM and SI are diagonals that intersect at point E.
Give the measure of the following:

Assignment (0) Reinforcing/

Note: Fill-in any of the four strengthening
purposes the day’s lesson
Enhancing/
inspiring the
day’s lesson
Preparing for The teacher instructs the students to study the lesson discussed for tomorrow’s activity.
the new lesson
Concluding Activity
(0)
This is usually a brief but
effective closing activity such
as a strong quotation, a
short song, an anecdote,
parable or a letter that
inspires the learners to do
something to practice their
new learning.
5. Remarks Indicate below special cases including but not limited to continuation of a 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.

6. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your students’
progress this week. What do things work? 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% in the
evaluation.
B. No. of learners who
require additional activities
for remediation.
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my learning
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

Prepared by:

Name: MARIE CONCEPCION S. TURA School: AWIHAO NATIONAL HIGH SCHOOL

Position/Designation: Secondary Teacher-I Division: Toledo City Division
Contact Number: 09691204778 Email Address: marieconception.tura071@deped.gov.ph