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.: Quarter: Duration:
34 MATHEMATICS 3 60 minutes
Learning Competency/ies: Applies triangle congruence to Code:
construct perpendicular lines and
(Taken from the Curriculum Guide)
angle bisectors. M8GE-IIIi-j-1

A triangle is isosceles if two of its sides are congruent. The congruent sides are its legs; the third side is
Key Concepts / Understandings to be
Developed the base; the angles opposite the congruent sides are the base angles; and the angle included by the
legs is the vertex angle.

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. OBJECTIVES:
2015)

Knowledge Remembering
The fact or condition of
knowing something with
familiarity gained through
experience or association Understanding Explain the importance of triangle congruence applied in real life.

Applying Discover that the bisector of the vertex angle of an isosceles triangle is perpendicular to the
Skills base at its midpoint.
The ability and
capacity acquired through deliberate,
systematic, and sustained effort to
Analyzing
smoothly and adaptively carryout
complex activities or the ability,
coming from one's knowledge,
practice, aptitude, etc., to do Evaluating
something

Creating

Receiving
Attitude Follow the instructions with sense of interest and enthusiasm.
Phenomena

Values Valuing

2. Content Geometry – Triangle Congruence

3. Learning Resources LM Grade 8 pages 364-370

4. Procedures
4.1 Introductory Activity Prayer and Checking of attendance
Checking of assignment
3 minutes

4.2 Activity Investigation: Isosceles Triangle Construction Tools Needed:

pencil, paper, compass, ruler, protractor Procedure:
1. Using your compass and ruler, draw an
isosceles triangle with sides 3 in., 5 in., and 5 inc.
2. Now that you have an isosceles triangle, use the protractor to measure the base
angles and the vertex angles. (The
measurement is 72.5 for the base angles and 35 for the vertex.)
5 minutes

4.3 Analysis The bisector of the vertex angle of an isosceles triangle is perpendicular to the base and its midpoint.
 The bisector of the vertex angle of an isosceles triangle is perpendicular to the base and its midpoint.

5 minutes

4.4 Abstraction To prove: Isosceles triangle DEF with line segment DE = line segment DF Prove:
angle D = angle F Statement
Reason 1. Isosceles triangle DEF with DE = EF
Given 2. Construct angle bisector EG for angle E Every
angle has one a angle bisector

5 minutes

D F
G

3. angle DEF = angle FEG Definition of an

angle bisector
4. line segment EG = line segment EG Reflexive PoC
5. Triangle DEG = triangle FEG SAS
6. angle D = angle F CPCTC

4.5 Application Let the students prove the following: The bisector of the vertex angle of an isosceles triangle is
perpendicular to the base and its midpoint. Follow the suggested procedure. The students will do this in
group and output will be presented to the class as their grade for assessment.
Procedure:
a. Draw an isosceles triangle ABC.
b. Draw the bisector BE of the vertex angle B which intersects line segment AC at E.
c. Prove that the two triangles BEA and BEC
are congruent. d. Show that E is the midpoint of line
20 minutes segment AC. e. Show line segment BE is
perpendicular to line segment AC at E. (Remember that segments are perpendicular if they form right
angles.)

4.6 Assessment Presentation of outputs by group and will be graded as their assessment score
Observ
20 minutes ation

4.7 Assignment Exercise 10

Enhanc 1. What is the difference between an
ing / equilateral triangle and an isosceles triangle?
improvi 2. One angle of an isosceles triangle measures 60°.
ng the What are the measures of the other two angles?
day’s 3. An angle of an isosceles triangle measures 50°. What are the
lesson measures of the other two angles? With this as given, how many possible triangles can you
minutes
draw? Explain your answer.
4.8 Concluding Activity

2 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 for D.  No. of learners who continue to require remediation.
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: School:
Analyn D. Tradio Lorenzo C. Tanza Memorial National High School
Position/
Designation: Division:
Teacher 1 Cebu Province
Contact Email address:
Number: 09239022018 [email protected]
at
Date:
January 5, 2018
Code:
M8GE-IIIi-j-1

t. The congruent sides are its legs; the third side is

e the base angles; and the angle included by the

ECTIVES:

e applied in real life.

of an isosceles triangle is perpendicular to the

and enthusiasm.

Tools Needed:
Procedure:
1. Using your compass and ruler, draw an

triangle, use the protractor to measure the base

(The
the vertex.)

gle is perpendicular to the base and its midpoint.

gle is perpendicular to the base and its midpoint.

DE = line segment DF Prove:

Statement
1. Isosceles triangle DEF with DE = EF
ruct angle bisector EG for angle E Every
angle bisector

e PoC

the vertex angle of an isosceles triangle is

e suggested procedure. The students will do this in
eir grade for assessment.
e:
ABC.
hich intersects line segment AC at E.
c. Prove that the two triangles BEA and BEC
d. Show that E is the midpoint of line
e. Show line segment BE is
hat segments are perpendicular if they form right

graded as their assessment score

1. What is the difference between an

?
e angle of an isosceles triangle measures 60°.
es?
osceles triangle measures 50°. What are the
as given, how many possible triangles can you
morial National High School

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