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:
11 Mathematics 8 3 60 November 21, 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)
(Taken from the Curriculum Guide) (M8GE - IIIa - C- 1)
undefined 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

Attitude Responding to
Phenomena

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

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

4. Procedures
4.1 Introductory Activity
Cheking of assignments.
10 minutes Recall the theorem discussed from the previus session

Discussion. Present another theorem about planes and lines". Given a line and a point not on the line
4.2 Activity there is exactly one plane containing both. Prove the theorems together.

20 minutes

After proving the statement. Let the students discuss and prove the next theorem.
4.3 Analysis

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
Answer each and give reasons for your answer.
1. Given any four non collinear points.
5 minutes
a. How many lines can you draw?
b. How many planes can you draw?

Explain each of the following.

4.6 Assessment
1. Why is a tripod is more stable than an four-legged table.
2. Why two planes cannot intersect in only
one point, as shown in the figure.
Tests
5 minutes

4.7 Assignment Reinforcing / strengthening the Cite examples of real situations that shows the theorem discussed in
minutes day’s lesson this session.
4.8 Concluding Activity
Oral recitaion.. Recite the theorem.
5 minutes

5.      Remarks

6.      Reflections

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

B.   No. of learners who require additional activities

for remediation. 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: 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