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:
2 Mathematics 8 3rd 60
Learning Competency/ies: Illustrates the need of axiomatic structure of a mathematical system M8GE-IIIa-c-1
in general and in geometry in particular undefined terms.
(Taken from the Curriculum Guide)
Key Concepts / Understandings to
Axiomatic structure of mathematical system in general and in geometry particular in undefined terms. .
be Developed
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015) OBJECTIVES:
Knowledge
The fact or Remembering
condition of knowing Describe a line, a point and a plane.
something with familiarity
gained through experience or
Understanding
association
Applying Illustrates the axiomatic structure of mathematical system in general and in geometry in particular undefined terms.
Skills
The ability Analyzing
and capacity acquired through
deliberate, systematic, and
sustained effort to smoothly and
adaptively carryout complex Evaluating
activities or the ability, coming
from one's knowledge, practice,
aptitude, etc., to do something
Creating
Attitude Receiving Phenomena Participate actively in class discussion.
Values Valuing Exercise cooperation on assigned tasks.
2. Content Axiomatic structure of mathematical system and in geometry particular in undefined terms.
3. Learning Resources CG, TG, LM.
4. Procedures
4.1 Introductory Activity
In any mathematical system, definitions are important. Elements and objects must be defined precisely. How
some terms or objects that are the primitive building blocks of the system and hence cannot be defined inde
other objects. In geometry, these are point, line, and a plane.In Euclidean Geometry, the geometric terms po
5 minutes plane are all undefined terms and are purely mental concepts or ideas. However, we can use concrete objec
represent these ideas. Thus, these undefined terms can only be described.
4.2 Activity
List 3 objects that could describe a point, line and plane.
10 minutes
4.3 Analysis How to describe the different undefined terms in geomtery like point, line, and a plane?
10 minutes
4.4 Abstraction A point suggests an exact location in space. It has no
dimension. We use capital letter to name a point.
A line is a set of points arranged in a row. It is
extended endlessly in both directions. It is one-
dimensional figure. Two points determine a line. That is,
two distinct distinct points are contained by exactly one
line. We use a lower case letter or any two point points on
the line to name the line.
A plane is a set of points in an endless flat surface.
The following determine a plane: a) three non- collinear
points; b)two intersecting lines; c) two parallel lines; or d)
a line and a point not on the line. We use a lower case
letter or three points on the plane to name the plane.
A point suggests an exact location in space. It has no
dimension. We use capital letter to name a point.
A line is a set of points arranged in a row. It is
extended endlessly in both directions. It is one-
dimensional figure. Two points determine a line. That is,
two distinct distinct points are contained by exactly one
line. We use a lower case letter or any two point points on
10 minutes the line to name the line.
A plane is a set of points in an endless flat surface.
The following determine a plane: a) three non- collinear
points; b)two intersecting lines; c) two parallel lines; or d)
a line and a point not on the line. We use a lower case
letter or three points on the plane to name the plane.
Tell wether each of the following suggest a point, a plane or a line. 1. top of a box 2. a corner of a room. 3
4.5 Application clothesline.
4.6 Assessment Group activity: Make your own ilustrations of a line, a point and a plane and l
Analysis of Learners' Product
5 minutes
4.7 Assignment
Enhancing/Improving the lesson List down 3 other objects that could repesent a point , a line and a plane.
3 minutes
4.8 Concluding Activity
2 minutes
5. Remarks Need another session for mastery
6. Reflections
C. Did the remedial lessons work? No. of learners who have caught up with the
A. No. of learners who earned 80% in the evaluation.
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:
CHECKED BY: MILA S. SURBANO
Name: School:
CRISTINA B. NIEMES CONSUELO NHS
Position/
Division:
Designation: T-1
Contact
Email address:
Number:
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
Date:
November 6, 2017
M8GE-IIIa-c-1
ular in undefined terms. .
metry in particular undefined terms.
ticular in undefined terms.
must be defined precisely. However, there are
hence cannot be defined independently of
ometry, the geometric terms point, line, and
ver, we can use concrete objects around us to
a plane?
It has no
t.
is
That is,
ctly one
t points on
urface.
collinear
nes; or d)
er case
lane.
It has no
t.
is
That is,
ctly one
t points on
urface.
collinear
nes; or d)
er case
lane.
a box 2. a corner of a room. 3. a taut
line, a point and a plane and label each.
point , a line and a plane.
NILO I. ALCARAZ
Member
OMER R. RANOCO
MDS Focal Person
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
