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    DLL 5

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    mj nodado
    The document outlines a lesson plan for a geometry unit on triangle congruence over five days from March 20-24. The objectives are for students to understand key concepts of triangle congruence and be able to communicate their mathematical thinking clearly. Each day focuses on proving statements about triangle congruence and providing examples, discussions, and formative assessments to develop student mastery of the skills. The reflection sections provide advice for helping students who need more support mastering the material.

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    DLL 5

    Uploaded by

    mj nodado
    15 views3 pages
    The document outlines a lesson plan for a geometry unit on triangle congruence over five days from March 20-24. The objectives are for students to understand key concepts of triangle congruence and be able to communicate their mathematical thinking clearly. Each day focuses on proving statements about triangle congruence and providing examples, discussions, and formative assessments to develop student mastery of the skills. The reflection sections provide advice for helping students who need more support mastering the material.

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    dll5

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    The document outlines a lesson plan for a geometry unit on triangle congruence over five days from March 20-24. The objectives are for students to understand key concepts of triangle congruence and be able to communicate their mathematical thinking clearly. Each day focuses on proving statements about triangle congruence and providing examples, discussions, and formative assessments to develop student mastery of the skills. The reflection sections provide advice for helping students who need more support mastering the material.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    15 views3 pages

    DLL 5

    Uploaded by

    mj nodado
    The document outlines a lesson plan for a geometry unit on triangle congruence over five days from March 20-24. The objectives are for students to understand key concepts of triangle congruence and be able to communicate their mathematical thinking clearly. Each day focuses on proving statements about triangle congruence and providing examples, discussions, and formative assessments to develop student mastery of the skills. The reflection sections provide advice for helping students who need more support mastering the material.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    DAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

    Date: March 20, 2023 March 21, 2023 March 22, 2023 March 23, 2023 March 24, 2023
    I. Objectives
    A. Content Standard The learner demonstrates understanding of key concepts of axiomatic structure of geometry and triangle congruence.

    B. Performance The learner is able to communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and solving real-life problems involving
    Standard congruent triangles using appropriate and accurate representations.
    C. Learning Proves Statements on Proves Statements on
    Competencies Proves Statements on Proves Statements on
    Triangle Congruence Triangle Congruence
    Triangle Congruence Triangle Congruence
    ( M8GE-IIIh-1 ) ( M8GE-IIIh-1 )
    ( M8GE-IIIh-1 ) ( M8GE-IIIh-1 )
    II. Content

    III. Learning
    Resources
    A. Reference/s
    1. Teacher’s Guide
    2. Learner’s Manual
    3. Textbook
    4. Additional Material
    Resources (LR
    Portals)
    B. Other Learning
    Resources
    IV. Procedures
    A. Reviewing previous Recall/Review about Recall/Review about Recall/Review about the Recall/Review about the Long Quiz
    lesson/ presenting
    new lesson the previous lesson the previous lesson previous lesson previous lesson
    B. Establishing a
    purpose for the
    lesson

    1. How did you find the 1. How did you find the
    activity? activity?

    2. On the given activity 2. On the given activity


    what did you noticed? what did you noticed?
    C. Presenting
    examples of new
    lesson

    D. Discussing new Discuss on how to prove triangle 1. How did you find the
    concept practicing
    new skill # 1 activity?
    2. On the given
    activity what did you
    noticed?

    .
    Discuss:
    Proving Statements on
    Triangle Congruence

    E. Discussing new concept


    practicing new skill # 2

    F. Developing
    Mastery leads to
    formative
    assessment
    G. Finding practical
    application of
    concepts and skills
    in daily living
    H. Making The teacher will ask The teacher will ask The teacher will ask the The teacher will ask the
    generalization &
    abstraction about the students of wrap up the students of wrap up students of wrap up lesson. students of wrap up lesson.
    the lesson lesson. lesson.
    I. Evaluating Instructions: Group the class into 5 and form a circle, Close
    your notes, write your group answer on the provide
    Learning illustration board and raise your answers after 15 seconds.

    1-10. Identify what parts a of triangle is being shown


    by the teacher.

    11-16. Identify what types of a triangle according to


    sides and angles are being shown by the teacher.

    Part II.

    Instruction. Answer only, write your answer on a sheet of


    paper together with your group name and members.

    17-20. Complete the missing statements and reasons.

    J. Additional
    Activities for
    application or
    remediation

    V. Remarks 80 % of students mastered the 95 % of students mastered the 30 % of students needs remediation 35% of students needs remediation 20% needs more practice in
    lesson. lesson. simplifying expressions

    VI. Reflection Encourage the slow learner to Students are motivated to work Give simple examples and solving for Let the slow learners pair with fast Advice the students to practice
    read more on terms of algebra on activities by pair. slow learners. learner and do some exercises. more in subtracting polynomials.

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