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

Learning Area:
DLP No.: Grade Level: Quarter: Duration: Date:
10 Mathematics 8 3 60 November 20, 2017
Learning Competency/ies: Code:
Illustrate the need of an axiomatic structure of a mathematical sytem in
general, and in geometry in particular; (a) defined terms (b) undefined
(Taken from the Curriculum Guide) (M8GE - IIIa - C- 1)
terms © postulates (d) theorems.

Key Concepts / Understandings to

be Developed Axiomatic structure of a mathematical system ( theorems )

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or
condition of knowing
something with familiarity
gained through experience Understanding Explain some simple theorems in geomerty.
or association

Applying
Demonstrate the proof of the theorems using postulates and definitions.
Skills
The ability
and capacity acquired through Analyzing
deliberate, systematic, and
sustained effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating
from one's knowledge, practice,
aptitude, etc., to do something
Creating

Responding to
Attitude Phenomena

Values Internalizing values Display cooperation of the group activity in proving mathematical statements using the
concepts of theorems..
2. Content Theorems

3. Learning Resources Geometry (Revised Edition)pp29 - 34

4. Procedures
4.1 Introductory Activity
Cheking of assignments.
10 minutes Recall the different undefined, defined terms and postulates.

Discussion. Present the theorem 2.1 " Every segment has exactly one point" Explain te proof.
4.2 Activity

20 minutes

Let us trace the steps in the proof of the theorem. From the statement of the theorem , you can easily
4.3 Analysis discern that there is a segment and a midpoint of the segment. Thus the figure can be easily drawn. Lbel the
parts with letters for esy reference. Now you can restate the theorems.
Restatement: If AB is a segment , then M is the only Midpoint.
The restatement maybe stated explicitly or mentally. with such restatement , it would be very easy to
identify the hypothesis and the conclusion which are stated as given and proof.

10 minutes
4.4 Abstraction Give the generalization and synthesis of the lesson. Ask students to explain the theorems and concept.

5 minutes

4.5 Application

Exercises. Using the figure, Find each of th following.

1. AD = 2. CF= 3. EA =
5 minutes

Using the above figure, the midpoint of each segment.

4.6 Assessment
1. AD 2. BF 3. DH 4. GC
Tests
5 minutes

4.7 Assignment Reinforcing / strengthening the

If x is the midpoint of MN, write two conditions that hold true.
day’s lesson
minutes
4.8 Concluding Activity
Oral recitaion.. Recite the theorem.
5 minutes

5.      Remarks

6.      Reflections

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

B.   No. of learners who require additional activities

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

E.   Which of my learning strategies worked well?

Why did these work?

F.   What difficulties did I encounter which my

principal or supervisor can help me solve?

G.  What innovation or localized materials did I

use/discover which I wish to share with other
teachers?

Prepared by:

Name: ALNEC FLORES School: CONSUELO NATIONAL HIGH SCHOOL-SAN

FRANCISCO DISTRICT
Position/
Designation: T-1 Division: CEBU PROVINCE

Contact
Number: Email address:

Quality Assurance Committee of San Francisco District

Submitted by: Reviewed by:

MARY JEAN M. MURILLO NILO I. ALCARAZ
Member Member

ROMER R. RANOCO
LRMDS Focal Person

Approved:
TONY T. APLACADOR
District Supervisor
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

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