Empowerment Day 2

Date: January 5, 2017
A Semi-detailed Lesson Plan in Empowerment Technologies
I. Objectives
At the end of the discussion, the learners are able to:
1. Independently assess one’s experience along a range of online rich content on the basis
of the usability of the interface.
II. Subject Matter

Topic: MULTIMEDIA AND ICT
Web 2.0, Web 3.0
Reference:Rex Bookstore. Empowerment Technologies
Materials: Sample online interfaces (screenshots or drawings of sample interfaces)
III. Procedure
A. Rout nary Activities
1. Greetings
2. Prayer
3. Checking of attendance
B. Review
C. Motivation
D. Lesson Proper
1. Activity
Select at least ten online content rich interfaces (e.g., learning management system, blog,
and Facebook page) pertaining to their specific TVL track. Rate each interface according to
the simplicity and functionality using the table below.
Among your selection, which are your top three favorites? Explain.
IV. Evaluation
Tell the students to start conceptualizing the interface that they will create towards the end
of the semester. This website or portal is going to be an interactive ICT project for social
change. Ask the students to imagine how they would like it to appear. What features do
they plan to include?
List down the possible combination of features that you will include in developing the
website to increase its interactivity. Report this in class.
Reports will be graded on the basis of the following rubric.

Scoring Rubric for Oral Presentation
Total
Category Scoring Criteria Score
Points
The type of presentation is appropriate for the 5

topic and audience.
Organization
Information is presented in a logical sequence. 5
(15 points)
Presentation appropriately cites requisite number 5
of references.
Introduction is attention-getting, lays out the 5

problem well, and establishes a framework for the
rest of the presentation.
Technical terms are well-defined and the language 5

is appropriate for the target audience.
Presentation contains accurate information. 10

Content (45
points) Material included is relevant to the overall 10
message/purpose.
10
Appropriate amount of material is prepared, and
points made reflect well their relative importance.
There is an obvious conclusion summarizing the 10

presentation.
Speaker maintains good eye contact with the 10

audience and is appropriately animated (e.g.,
gestures, and moving around).
Presentation Speaker uses a clear and audible voice. 10

(40 points)
Delivery is poised, controlled, and smooth. 10
10
Good language skills and pronunciation are used.
V. Assignment
Search about AAS/SAA Congruence Postulate.
Prepared by:
Ma. Loyola F. Lafuente

A Semi-detailed Lesson Plan in Mathematics 8
I. Objectives
1. state the SAA (Side – Angle – Angle) Congruence Postulate,
2. apply ASA (Angle – Side – Angle) Congruence Postulate, and
3. realize the importance of being keen observer.
II. Subject Matter

Topic: SAA (Side – Angle – Angle) Congruence Postulate
Reference:Geometry Textbook for Third Year pp. 96-97
Materials: Visual Aids
III. Procedure
A. Routinary Activities
1. Greetings
2. Prayer
B. Review
- Illustrate the congruence postulate used in each figure.
C. Motivation
Describe the figure: The learners will describe what they have notice on the figure shown.
D. Lesson
Proper
SAA (Side – Angle
– Angle)
Congruence Postulate
If two angles and a non-included side of one triangle are congruent to two angles
and a non-included side of another triangle, then the triangles are congruent.
Given: P and N are right angles

1  3
Prove: MNO  OPM
Proof:
Statements Reasons
1. P and N are right angles 1. Given
2. P  N 2. Right Angle Theorem
3. 1  3 3. Given
4. MO  MO 4. Reflexive Property
5. MNO  OPM 5. SAA Congruence Postulate
Given: A  C
BD bisects ABC
Prove: ABD  CBD
A D C
Proof:
Statements Reasons
1. A  C 1. Given
2. BD bisects ABC 2. Given
3. ABD  CBD 3. Definition of Bisector
4. BD  BD 4. Reflexive Property
5. ABD  CBD 5. SAA Congruence Postulate
E. Values Integration
 Ask the learners why they need to be aware and be a keen observer especially
when they are proving.
F. Application
Fill in the blanks by supplying the missing parts of the proof.
A O B Given: O is the midpoint of AB
D  C
Prove: AOD  BOC
Proof:
Statements Reasons
1. __________________ 1. Given
2. AO  DO 2. __________________
3. __________________ 3. Given
4. AOD  BOC 4. __________________
5.  AOD   BOC 5. __________________
IV. Evaluation
Write a proof.
R
Given: E  V
RN bisects ERV
Prove: ABDENR  VNR
E N V
 Rubrics:
Task: Proving the figures by SAA Congruence Postulate
Level of Performance Criteria
10 Able to prove the figure correctly by SAA Congruence Postulate.
5 Able to prove the figure by SAA Congruence Postulate but there
are few mistakes.
3 Has an attempt.
0 No attempt.
V. Assignment
Review for long quiz.
Prepared by:

I. Objectives
At the end of the lesson, the learners are able to:
1. use previous knowledge in:

- CPCTC
- Triangle Congruence Postulate
2. apply the different postulates learned in proving, and
3. learn to follow the given directions.
II. Subject Matter

Topic: Long Quiz
- CPCTC
- Triangle Congruence Postulates
 SAS
 SSS
 ASA
 SAA
III. Procedure
1. Greetings
2. Prayer
B. Review
- CPCTC
- What are the four triangle congruence postulates?
- State the four triangle congruence postulates.
C. Lesson Proper
- long quiz proper.
IV. Evaluation
- long quiz proper.
V. Assignment
Congruence of Right Triangle
Prepared by:

I. Objectives
1. apply the theorems used in congruence of right triangles,

2. state the right triangle congruence theorems,
3. relate the congruence of right triangles in real life situation, and
4. create a dream house with the use of right triangles.
II. Subject Matter

Topic: Congruence of Right Triangles
References: Geometry Textbook for Third ear pp. 106-108
III. Procedure
1. Greetings
4. Prayer
B. Review
- What are the four triangle congruence postulates?
- State the four triangle congruence postulates.
C. Motivation
4 pics 1 word: The class will be divided into two groups. Each group will have to choose
representative to answer the 4 pics one word game.
A M
B C O N
D. Lesson Proper
LL Congruence Theorem
If the legs of one right triangle are congruent to the legs of another right triangle then the
triangles are congruent.
LA Congruence Theorem
O L
R S M N
If a leg and an acute angle of one right
triangle are congruent to the leg and an
acute angle of another right triangle
then the triangles are congruent.
HyA Congruence Theorem
S X
If the hypotenuse and an acute angle T U Y Z
of one right triangle are congruent to
the hypotenuse and an acute angle of
another right triangle then the triangles
are congruent.
HyL Congruence Theorem

S X
If the hypotenuse and a leg of one T U Y Z
right triangle are congruent to the
hypotenuse and hypotenuse and a leg of
another right triangle then the triangles
are congruent.
E. Applications
Indicate the congruence theorem used in each pair of right triangles.
Write the marks to indicate the congruence theorem used.
F. Values Integration
Ask the learners the importance of congruent triangles in daily living and how they can use
it.
IV. Evaluation
The learners will draw their dream house using right triangles.
 Rubrics:
Task: Dream house using the right triangles
20 Able to use the triangles in drawing of their dream house,
creative and neat.
15 Able to use the triangles in drawing of their dream house,
simple and neat.
10 Able to use the triangles but few, simple and slightly neat.
5 Has an attempt.
0 No attempt.
V. Assignment
Search for triangle inequalities.
Prepared by:

I. Objectives
1. apply previous knowledge on theorems of right triangles,
2. solve the given problems involving right triangles, and
3. learn to follow the given directions.
II. Subject Matter

Topic: Exercise on Right Triangle Congruence Theorem
Reference:Geometry Textbook for Third Year page 109
III. Procedure
1. Greetings
2. Prayer
B. Review
- What are the four right triangle congruence theorems?
- State the four right triangle congruence theorems.
C. Lesson Proper
- Exercise proper.
IV. Evaluation
- Exercise proper.
V. Assignment
Search for triangle inequalities.
Prepared by:

A Semi Detailed Lesson Plan in Mathematics 8
I. Objectives
1. illustrate inequalities,
2. apply the triangle inequality theorem
3. relate inequalities in a real life situation
II. Subject Matter
Topic: Triangle Inequalities
Reference: Geometry Textbook for Third Year pp. 103-105
III. Procedure
1. Greetings
2. Prayer
3.Checking of Attendance
B. Review
- Theorems on Right Triangles
-LL
-LA
-HyL
-HyA
C. Motivation
Jumbled Letters
-the learners will arrange the jumbled letters to reveal the hidden words
Unlocking of Difficulties
Inequalities/Inequality - unequal
-formal statement of inequality separated by a sign of <, >, , , 
D. Lesson Proper
Triangle Inequality Theorem
The sum of 2 sides of triangle must be greater than the measurement of the third side.
AB + BC > AC
BC + AC > AB
AC + AB > BC
If the measurement of AB= 2, BC= 5, and AC= 6 B
2+5>6 6+2>5
7>6 8>5
5+6>2
11 > 2 A C
XY + YZ > XZ 7 + 9 > 13 9 + 13 > 7 13 + 7 > 9 Y
YZ + XZ > XY 16 > 13 22 > 7 20 > 9
XZ + XY > YZ
Guided Questions: X Z
 What will happen if the third side is less than the sum of the 2 sides?
 What about if the third side is equal to the sum of 2 sides?
E. Application
Write yes if the given measurements can form a triangle and no if not. Show your solutions.
1. 35, 31, 52
2. 1, 2, 3
3. 5, 9, 13
4. 3, 6, 9
5. 5, 6, 8
6. 10, 20, 25
7. 6, 4, 8
8. 4, 5, 6
9. 11, 12, 18
10. 4, 5, 9
F. Values Integration
Ask the learners how they can relate inequalities in real life situation. They will cite example
situation that shows inequalities.
IV. Evaluation (Performance)
The class are divided into 4 groups. Each group will have 2 minutes each to answer the given
problems that they need to pick. They are graded according to the rubrics.
 RUBRICS
3 Able to state the theorem and give the correct answer.
2 Able to give the correct answer but not able to state the
theorem.
1 Has an attempt.
0 No attempt.
V. Assignment
Exterior Angle Theorem
Prepared by:

I. Objectives
1. use previous knowledge in:
-Triangle Congruence Postulate
-CPCTC
-Right Triangle Theorem
-Triangle Inequality Theorem
2. solve the given problems involving the previous lessons
3. actively participate in classroom activity
II. Subject Matter
Topic: Collaborative Learning
Materials: Chalks, Illustration boards
III. Procedure
1. Greetings
2. Prayer
3. Checking of Attendance
B. Review
-CPCTC
-Triangle Congruence Postulates
-Right Triangle Theorem
-Triangle Inequality Theorem
C. Lesson Proper
Activity (Pass the message)
The class will be grouped into 3 or 4 groups. The group members are in a line. The member who
is on the last will read the question and after that they will pass the answer (message) to the members
next to them until the message reach the group member who is on the first line. After that they write
their answers on the illustration board and wait until the teacher give the signal to raise their answer. The
group with the highest score will be the winner.
IV. Evaluation
Activity Proper
V. Assignment
Search for exterior angle and remote exterior angle
Prepared by:

I. Objectives
1. apply the prior knowledge about previous lessons
2. answer the questions involving previous learners , and
3. learn to the directions carefully
II. Subject Matter

Topic: Summative Test
III. Procedure
1. Greetings
2. Prayer
B. Review
-previous lessons on third quarter
C. Motivation
Explain the saying “Honesty is the best policy”. So, the learners must answer the test honestly.
D. Lesson Proper
Test proper
IV. Evaluation
Test Proper
V. Assignment
Be ready for recitation
Prepared by:

I. Objectives
1. apply the prior knowledge about previous lesson
2. answer the questions involving previous lessons, and
3. participate on the recitation
II. Subject Matter

Topic: Recitation
III. Procedure
1. Greetings
2. Prayer
B. Lesson Proper
-Recitation proper
IV. Evaluation
Recitation proper
V. Assignment
Prepared by:

I. Objectives
1. apply the prior knowledge about previous lesson
2. answer the question involving previous lessons,
3. participate on the recitation activity
II. Subject Matter

Topic: Recitation
III. Procedure
1. Greetings
2. Prayer
B. Lesson Proper
-Recitation
IV. Evaluation
Recitation Proper
IV. Assignment
Date: January 19 - 20, 2017

“Third Quarter Examination”

“Checking of test papers and item analysis”
Prepared by:

I. Objectives
1. illustrate exterior angle and its interior angle
2. state the exterior angle theorem
3. develop being keen observer
II. Subject Matter

Topic: Exterior Angle Theorem
III. Procedure
1. Greetings
2. Prayer
B. Review
-state the Triangle Inequality Theorem
C. Motivation
Puzzle
The class will be divided into 4 groups. Each group will
arrange the puzzle pieces. After the puzzle have arrange, then
it will reveal the topic for the day.
Unlocking of Difficulties
Exterior Angle – the angle that forms a linear pair with one of the angles of a triangle.
Remote Interior Angle – angle of a triangle that is not adjacent to an exterior angle.
D. Lesson Proper
For any triangle, the measure of an exterior angle is
equal to the sum of the measures of its two remote interior
angles.
Exterior Angle Remote interior angles

ACF A and B
ABE A and C
E B C F
If the measure of 3 = 110, and 1 is 50,

find the measure of 2.
Solution:
m1 + m2 = 110
50 + m2 = 110
50 + m2- 50 = 110 - 50
m2 = 50
E. Application
Answer the following:
Find the exterior angle. Find the remote interior angles.
find the
missing value
IV. Evaluation
Write exterior angle and its remote interior angle.
V. Assignment
Research about Quadrilaterals.
Date: December 13, 2016
I. Objectives
At the end of a 60-minute discussion, the learners are able to:
1. define converse, inverse and contrapositive,
2. write the converse, inverse and contrapositive of a given conditional statement, and
3. compose their own examples of conditional statement and write its converse, inverse
and contrapositive.
II. Subject Matter

Topic: Converse, Inverse and Contrapositive
Reference: Mathematics for the 21st Century Learner pp. 224-225
Materials: Visual Aids, manila paper, marker, chalk
III. Procedure
1. Greetings
2. Prayer
B. Review
- What is conditional statement?
- What are the parts of the conditional statement?
- Give examples of a conditional statement.
C. Motivation
Word Search Puzzle. A set of letters place in a grid are shown to the learners. The learners
will find the hidden words on the word search puzzle. The teacher will call some student to
mark the word that they see on the puzzle.
X V D C O R Z V L X J A B
Y L C O N D I T I O N A L
J B P N F M N J V X J N T
V D C T O P V J J S D P N
W D Q R H V E X K T V M D
O J X A I V R Y C A B D M
O K W P K L S T A T E X Y
E N Y O L L E Y M E C O O
T M N S T K T X D M D L M
R F M I U D V V P E F N N
U D F T W R U M C N G N O
X S D I E S P M N T X Y K
C O N V E R S E B L K R D
V D V E E E M M M M N O P
X V D C O R Z V L X J A B
Y L C O N D I T I O N A L
J B P N F M N J V X J N T
V D C T O P V J J S D P N
W D Q R H V E X K T V M D
O J X A I V R Y C A B D M
O K W P K L S T A T E X Y
E N Y O L L E Y M E C O O
T M N S T K T X D M D L M
R F M I U D V V P E F N N
U D F T W R U M C N G N O
X S D I E S P M N T X Y K
C O N V E R S E B L K R D
V D V E E E M M M M N O P
D. Lesson Proper
Converse is the result of interchanging the hypothesis and the conclusion of a given conditional
statement.
Inverse is a result of negating the hypothesis and conclusion of a conditional statement.

Contrapositive is a statement that comes from both negating and interchanging the hypothesis
and conclusion of a given conditional statement.
1. Conditional statement: “If an animal is a frog, then it is an amphibian”.

Converse: If an animal is an amphibian, then it is a frog.
Inverse: if an animal is not a frog, then it is not an amphibian.
Contrapositive: If an animal is not an amphibian, then it is not a frog.
2. Conditional: If a triangle has an obtuse angle, then it is an obtuse triangle. Write the
converse statement.
Converse: If a triangle is an obtuse triangle, then it has an obtuse angle.
Inverse: If a triangle does not have an obtuse angle, then it is not an obtuse triangle.
Contrapositive: If a triangle is not obtuse triangle, then it does not have an obtuse angle.
E. Application
The class will be grouped into two groups. Each group will be assigned to compose or write
your own examples of conditional statement and state its converse, inverse and contrapositive.
Your score will be base on the number of statement you compose and of course if the
statements are correct. Is that clear class?
 Rubrics: Task: Compose conditional statement with its converse, inverse and
contrapositive.
Level of Criteria
Performance
Able to write 7-10 conditional statements with its converse, inverse and
30 contrapositive. and the statements are correct.
20 contrapositive. and the statements are correct..
15
contrapositive. and the statements are correct.
IV. Evaluation
Write the converse, inverse and contrapositive of each conditional statement.
1. If x² - 1= 99, then x=10.
2. If a person speaks French, then that person is from France.
3. If a polygon has six sides, then it is a hexagon.
4. If x² = 256, then x = 16.
5. If the coordinates of a point are both positive, then the point is in the first quadrant.
V. Assignment
Write the converse, inverse and contrapositive of the following:
1. If two lines are parallel, then they have the same slope.
2. If a triangle is equilateral, then it has three congruent sides.
Prepared by:

I. Objectives
1. state the (Side – Angle – Side) SAS Congruence Postulate
2. construct a triangle that shows the SAS Congruence postulate
3. apply the SAS Congruence Postulate in proving triangle, and
4. develop self-awareness.
II. Subject Matter

Topic: SAS (Side – Angle – Side) Congruence postulate
Mathematics for 21st Century Learners pp. 284-285
Materials: Visual Aids, colored papers, compass, ruler, protractor, scissors
III. Procedure
1. Greetings
2. Prayer
B. Review
- What are three forms of conditional statement?
C. Motivation
Jumbled Letters
The learners will arrange the jumbled letters to reveal the hidden words.
D. Lesson Proper
Activity
Use a ruler and a protractor to construct ROM given the measures: OR = 10 cm, OM =
8cm and O = 65. Construct one of the given measurement say OR. With O as the vertex and OR
as one side, construct a ray that makes an angle of measure O. A ray you construct should be
the measure OM which is 8 cm and connect the sides OM and OR to create side RM that will
make it a ROM. After cutting out, find a partner or a pair to combine the triangles.
Guide questions:
 What have you observe when you combine your triangles?
 What parts of the triangle you cut have specific measures?
 Are these parts enough to show that the two triangles are congruent?
SAS Congruence Postulate
If two sides and included angle of one triangle are congruent respectively to two sides
and included angle of another triangle, then the two triangles are congruent.
A B Given: AC  EC
BC  DC
Prove: ABC  EDC
C
Proof:
Statements Reasons
D E
1. AC  EC 1. Given
2. ACB  ECD 2. Vertical angle theorem
3. BC  DC 3. Given
4. ABC  EDC 4. SAS Congruence Postulate
E. Application
Supply the missing parts of the proof
D Given: CH  EH
FH  GH
Prove: C  E
F H G
C E Proof:
Statements Reasons
1. ________________ 1. _______________________
_________________
2. FHC  GHE 2. _______________________
3. FHC  GHE 3. _______________________
4. C  E 4. _______________________
F. Generalization
There is a need to be aware in proving so that we will come up with the correct answer.
IV. Evaluation B C
Write a proof.
Given: BC  DA, BC AD
Prove: ABC  EDC A D
V. Assignment
Complete the proof
X given: XYZ is isosceles with ZY as its base

XM bisects XYZ
Prove: YXM  ZXM
Y M Z
Proof:
Statements Reasons
XYZ is isosceles with ZY as its base
Definition of isosceles triangle
Given
Definition of bisector
Reflexive property
VI. Remarks
The lesson doesn’t able to carry on due to lack of time caused by too much time
consume in activity. The lesson is to be continued the next day.
Prepared by:

I. Objectives
5. state the (Side – Angle – Side) SAS Congruence Postulate
6. apply the SAS Congruence Postulate in proving triangle, and
7. develop self-awareness.
II. Subject Matter
Topic: SAS (Side – Angle – Side) Congruence postulate
Mathematics for 21st Century Learners pp. 284-285
Materials: Visual Aids, colored papers, compass, ruler, protractor, scissors
III. Procedure
4. Greetings
5. Prayer
B. Review
Illustrate the figure
C. Lesson Proper
SAS Congruence Postulate
If two sides and included angle of one triangle are congruent respectively to two sides
and included angle of another triangle, then the two triangles are congruent.
A B Given: AC  EC
BC  DC
Prove: ABC  EDC
C Proof:
Statements Reasons
D E
AC  EC Given
ACB  ECD Vertical angle theorem
BC  DC Given
ABC  EDC SAS Congruence Postulate
D. Application
Supply the missing parts of the proof
D Given: CH  EH
FH  GH
Prove: C  E
F H G
C E Proof:
Statements Reasons
1. ________________ 1. _______________________
i. _________________
2. FHC  GHE 2. _______________________
3. FHC  GHE 3. _______________________
4. C  E 4. _______________________
E. Generalization
There is a need to be aware in proving so that we will come up with the correct answer.
F. Evaluation B C
Write a proof.
Given: BC  DA, BC AD
Prove: ABC  EDC A D
G. Assignment
Complete the proof
X given: XYZ is isosceles with ZY as its base

XM bisects XYZ
Prove: YXM  ZXM
Y M Z
Statements Reasons
XYZ is isosceles with ZY as its base
Definition of isosceles triangle
Given
Definition of bisector
Reflexive property
The teacher was on leave.
Prepared by:

I. Objectives
1. apply the prior knowledge about SSS and SAS Congruence Postulate,
2. answer the questions involving previous lessons , and
3. learn to follow the directions carefully
II. Subject Matter

Topic: Long quiz
III. Procedure
1. Greetings
2. Prayer
B. Review
- CPCTC
- SAS and SSS Congruence Postulate
C. Lesson Proper
Long quiz
IV. Evaluation
Long quiz
V. Assignment
Search for ASA Congruence Postulate

Prepared by:

I. Objectives
1. illustrate quadrilaterals,
2. determine the types of quadrilaterals,
3. give real world application of quadrilaterals,
4. create a 2-d robot out of different quadrilaterals.
II. Subject Matter

Topic: Quadrilaterals
References: Geometry Textbook for Third Year pp. 115 – 117
Mathematics Module 8 pp. 459-461
Materials: visual aids, colored papers, ruler, scissors
III. Procedure
1. Prayer
2. Greetings
B. Review
- state the exterior angle theorem
C. Motivation
Describe the pictures
D. Lesson Proper
Quadrilaterals – a polygon with four sides.
Parallelogram – quadrilateral with two pairs of parallel sides.
Rectangle – a parallelogram with four right angles.
Rhombus – is a parallelogram with four sides congruent.
Square – a parallelogram with four sides congruent.
Trapezoid – quadrilateral with exactly one pair of parallel side
Isosceles Trapezoid – trapezoid with congruent legs
Trapezium – quadrilateral with no pairs of parallel sides
Kite – special type of quadrilateral with two pairs of adjacent and congruent sides.
Diagonals
- Each diagonal of a parallelogram divides it into two congruent triangles.
- In rectangle, diagonals are congruent.
- In rhombus, diagonals are perpendicular to each other.
- The diagonals of a square divide the square into two congruent isosceles
triangle.
- Diagonals of isosceles trapezoid are congruent.
- In a kite, the diagonals are perpendicular.
E. Application
Identify the following:
1. A quadrilateral with four right angles and 4 equal sides.
2. A quadrilateral with 4 right angles but with sides of unequal lengths.
3. A quadrilateral with two pairs of adjacent and congruent sides.
4. A trapezoid with congruent legs.
5. Quadrilateral with no parallel sides.
6. Quadrilateral with two pairs of parallel sides.
7. A figure in which diagonal divides the figure into two congruent isosceles right triangle.
8. Parallelogram with four sides congruent.
IV. Evaluation
Using the different quadrilaterals, learners will create a 2-d robot.
 Rubrics
Task: Create a 2-d robot using quadrilaterals
20 Able to use quadrilateral, creative and neat
15 Able to quadrilaterals, simple and neat
10 Able to use quadrilaterals but few, simple and
slightly neat
5 Has an attempt
0 No attempt
V. Assignment
Review for a quiz.
Prepared by:

I. Objectives
4. apply the prior knowledge about exterior angle theorem and quadrilaterals,
5. answer the questions involving previous lessons , and
6. learn to follow the directions carefully
II. Subject Matter

Topic: Quiz
III. Procedure
a. Greetings
b. Prayer
c. Checking of Attendance
B. Review
- quadrilaterals
- exterior angle theorem
C. Lesson Proper
Quiz proper
IV. Evaluation
Quiz proper
V. Assignment
Search about statistics.
Prepared by:

I. Objectives
1. apply prior knowledge about quadrilaterals,
2. create a robot using quadrilaterals,
3. actively participate in the activity
II. Subject Matter

Topic: Collaborative Learning
III. Procedure
a. Greetings
b. Prayer
c. Checking of Attendance
B. Review
Quadrilaterals.
C. Motivation
Show a sample of a robot
D. Lesson Proper
Activity Proper
VI. Evaluation
Activity Proper
VII. Assignment
Search about statistics

Prepared by:

I. Objectives
1. define statistics,
2. identify the mean of ungrouped data,
3. apply the formula in finding the mean of ungrouped data,
4. realize the importance of mean
II. Subject Matter

Topic: Measures of Central Tendency of Ungrouped Data (Mean)
Reference:Mathematics Module 8 pp. 491-496
Materials: visual aids
III. Procedure
1. Greetings
2. Prayer
B. Review
- Quadrilateral
C. Motivation
- Introduction of statistics
D. Lesson plan
Statistics
It is a branch of mathematics that deals with organization, calculation, and
interpretation of numerical data.
Two Types of Statistical Data
Grouped Data – type of data which is subdivided into classes.
Ungrouped Data – in the form of number list.
Measures of Central Tendency
- Mean
- Median
- Mode
Mean
- Also known as arithmetic mean
- Most commonly used measure of central tendency
- It is the sum of measures x divided by the number N of measures in a
variable
- It is symbolized as x ( read as X bar)
Examples:
1. Find the mean of the group : 68, 65, 69, 72, 75, 59, 58, 73, 64, 79
2. The scores of a student in five math exams are as follows: 78, 85, 94, 83, and 90. Find
the mean of the scores of the students.
3. A juice company inventoried the number of packs of powdered juice it sold each month
for the year 2012. Find the mean of the number of packs sold per month.
January 150 July 200
February 174 August 213
March 267 September 176
April 287 October 189
May 245 November 248
June 198 December 256
4. Find the average weekly savings of a student given the following data
Monday 42
Tuesday 40
Wednesday 41
Thursday 45
Friday 5
Saturday 50
Sunday 50
 Ask the learners what they notice on the previous example.
E. Application
Solve the following:
1. The grades in Mathematics of 10 students are 87, 84, 85, 85, 86, 90, 79, 82, 78, and 76.
What is the mean grades of the student?
2. The scores of 15 students on a 25-item quiz are 25, 19, 16, 24,14, 17, 18, 22, 24, 19, 16,
15, 21, 18 and 23. Find the mean score of the students
F. Generalization
Ask the learners on how they are going to relate the mean in real life situation and why
is it important to find the mean.
IV. Evaluation
“Who’s Representing”
Sonya’s kitchen received an invitation to a food exposition for one person. The service crew of 7
members is very eager to go. To be fair to all, Sonya decided to choose a person whose age is
also the men age of her seven members.
Service Crew Age

Manager 47
Cook A 21
Cook B 20
Cashier 19
Waiter A 18
Waiter B 18
Waitress 18
Questions:
1. What is the mean age of the service crew?
2. Is there someone in this group who has this age?
3. How many persons are older than the mean age?
4. After finding the mean age, who do you think will represent Sonya’s Kitchen in the
food exposition?
V. Assignment
Research about median.
Prepared by:

Date: February 1, 2017
I. Objectives
a. apply the prior knowledge about mean,
b. answer the questions involving mean , and
c. learn to follow the directions carefully
II. Subject Matter

Topic: Quiz
III. Procedure
A.Routinary Activities
1. Greetings
2. Prayer
B. Review
- mean
C. Lesson Proper
Quiz proper
IV. Evaluation
Quiz proper
V. Assignment
Search about median.
Rubrics:
Task: quiz on mean
Level of performance Criteria
5 Able to solve for the mean correctly
3 Able to solve for the mean but there are few
mistakes
1 Has an attempt
0 No attempt.
Prepared by:

I. Objectives
1. define median,
2. solve the median of the ungrouped data,
3. relate median in the real life situation
II. Subject Matter

Topic: Measures of Central Tendency of Ungrouped Data (Median)
Reference:Mathematics Module 8 pp. 497-498
Material: Visual Aids
III. Procedure
1. Greetings
2. Prayer
B. Review
- What is mean?
C. Motivation
Describe the picture
D. Lesson Proper
1. Activity
“Who’s in the middle”
From the previous example, the age of crew are given as 18, 20, 18, 19, 21, 18, and 47.
Follow the steps below:
1. Arrange the age in numerical order.
2. What is the middle value?
3. Is there a crew with this representative age?
4. How many are younger than this age? Older than this age?
5. Who is now the representative of Sonya’s Kitchen in the Food Fair?
Median
- Represented as Md.
- Middle value in a set of data arranged according to size and magnitude.
Examples:
1. The library logbook shows that 58, 60, 54, 35, and 97 books, respectively, were
borrowed from Monday to Friday last week. Find the median.
Solution:
Arrange the data in increasing order
35, 54, 58, 60, 97
We can see on the arranged numbers that the middle value is 58. Therefore, median is
58.
2. Andrea’s scores in 10 quizzes during the first quarter are 6, 7, 8, 10, 9, 5, 9, 6, 10 and 7.
Find the median.
Solution:
Arrange the data in increasing order
5, 6, 6, 7, 7, 8, 9, 9, 10, 10
E. Application
Solve the following:
1. The given scores are the result of a 25-item quiz taken by 30 students. Find the
median.
22 19 16 25 9 21 18 20 14 14 7 15 14
18 24 20 12 18 17 23 23 16 14 22 7 17
21 17 10 14
2. Find the median: 12, 23, 16, 19, 22, 21, 20, 13, 19
F. Generalization
Median is a middle value of a given set of data. Also in our life and our family there is a
center that leads us and that is GOD.
IV. Evaluation
Answer what is asked:
Monthly Electrical Consumption (kWh)
January 150 July 200
February 174 August 213
March 267 September 176
April 287 October 189
May 245 November 248
June 198 December 256
 Questions
1. What is the median for the whole year consumption of electricity?
2. Consider the consumption from January to November, what is the
median? What is the month of the median?
V. Assignment
Research about mode.
Prepared by:

A Semi Detailed Lesson Plan in Mathematics
I. Objectives
1. apply the prior knowledge on mean and median,
2. solve the problems involving mean and median of ungrouped data, and
3. learn to answer the quiz honestly
II. Subject Matter

Topic: Quiz ( Mean and Median)
III. Procedure
1. Greetings
2. Prayer
B. Review
- What is mean?
- What is the formula in finding the mean?
- What is median?
C. Lesson Proper
- Quiz proper
IV. Evaluation
- Quiz proper
V. Assignment
- Research about mode.
Prepared by:

Empowerment Day 2

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Date: January 5, 2017

A Semi-detailed Lesson Plan in Empowerment Technologies

II. Subject Matter

Reports will be graded on the basis of the following rubric.

The type of presentation is appropriate for the 5

Introduction is attention-getting, lays out the 5

Technical terms are well-defined and the language 5

Presentation contains accurate information. 10

There is an obvious conclusion summarizing the 10

Speaker maintains good eye contact with the 10

Presentation Speaker uses a clear and audible voice. 10

Ma. Loyola F. Lafuente

Date: January 6, 2017

II. Subject Matter

Given: P and N are right angles

Ma. Loyola F. Lafuente

Date: January 9, 2017

1. use previous knowledge in:

II. Subject Matter

Ma. Loyola F. Lafuente

Date: January 10, 2017

1. apply the theorems used in congruence of right triangles,

II. Subject Matter

HyL Congruence Theorem

Indicate the congruence theorem used in each pair of right triangles.

Write the marks to indicate the congruence theorem used.

Ma. Loyola F. Lafuente

II. Subject Matter

Ma. Loyola F. Lafuente

Date: January 12, 2017

Ma. Loyola F. Lafuente

Date: January 13, 2017

Ma. Loyola F. Lafuente

II. Subject Matter

Ma. Loyola F. Lafuente

Date: January 17, 2017

II. Subject Matter

Ma. Loyola F. Lafuente

Date: January 18, 2017

II. Subject Matter

Date: January 19 - 20, 2017

Date: January 23, 2017

Ma. Loyola F. Lafuente

II. Subject Matter

Exterior Angle Remote interior angles

If the measure of 3 = 110, and 1 is 50,

II. Subject Matter

Inverse is a result of negating the hypothesis and conclusion of a conditional statement.

1. Conditional statement: “If an animal is a frog, then it is an amphibian”.

Ma. Loyola F. Lafuente

Date: December 14, 2016

II. Subject Matter

X given: XYZ is isosceles with ZY as its base

Ma. Loyola F. Lafuente

Date: December 15, 2016

X given: XYZ is isosceles with ZY as its base

Ma. Loyola F. Lafuente

Date: January 3, 2017

II. Subject Matter

Date: January 4, 2017

Ma. Loyola F. Lafuente

II. Subject Matter

Ma. Loyola F. Lafuente

II. Subject Matter