Detailed Lesson Plan Geometry 2
Detailed Lesson Plan Geometry 2
Detailed Lesson Plan Geometry 2
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)
4. Procedures
4.1 Introductory Activity 10 minutes). This part Curriculum A. Prayer
introduces the lesson content. Although at times optional, it Contextualization B. Attendance and Physical Arrangement
is usually included to serve as a warm-up activity to give the
Localization: Consider/include C. GROUP ACTIVITY 1: MEANING MAKING
learners zest for the incoming lesson and an idea about
here the appropriate Local • Analogy – comparison between two things
what it to follow. One principle in learning is that learning
Heritage Themes:
occurs when it is conducted in a pleasurable and 1. Purpose Relationship
A. Annual Rites, Festivals, and ruler
comfortable atmosphere. ______ : line :: compass : circle
Rituals (Historical/Religious
Festivals, Local Cultural 2. Part : Whole Relationship
Festivals, Local
line
ray : ____ :: arc : circle
Delicacies/Products Festivals,
3. Part : Part Relationship
Rituals, Wedding Ritual, Palihi
Ritual, Burial Ritual, vertex : side ::center
______ : radius
B Literary Anthologies Written In 4. Cause : Effect
Local Language (BALITAW, BALAK, 625
5 : 25 :: 25 : ___
Folktales/ Short Stories, Local
5. Action to Object Relationship theorem
Heroes
C. Historical Events, Enduring bisect : segment :: prove : _______
Values, Indigenous Materials,
Indigenous Cultural • Using analogies
Communities/Indigenous People,
6. Numerical Relationship
Indigenous Games
D. Topography, Flora/ Fauna (Falls, 1/2 : 50% :: 1/333 1/3%
: ______
Mountains, River, Cave, Trees, 7. Degree Relationship
Flower, Fauna
km
cm : ____ :: oz : ton
E. Food & Local products
8. Synonym Relationship
G. Role Model Family cube_____ : hexahedron :: average : mean
9. Antonym Relationship
parallel : intersecting :: acute :obtuse
______
10. Characteristic Relationship
square : rectangle :: rhombus : parallelogram
4.4 Abstraction (10 minutes). This outlines the key Teacher’s Input
concepts, important skills that should be enhanced, A conditional statement is an “if-then
and the proper attitude that should be emphasized.
statement which is composed of two clauses:
This is organized as a lecturette that summarizes the
learning emphasized from the activity, analysis and the if-clause and the then clause. We can
new inputs in this part of the lesson. denote a letter for each clause, p for the if-
clause and q for the then clause. The
statement is in the form, “If p then q.”
Conditional statements are formed by joining
two statements p and q using the words if and
then. The p statement is called the hypothesis
and the q statement is called the conclusion
p→q
Converse
The converse of a conditional is
formed by switching the hypothesis
and the conclusion.
The converse of p → q is q → p
Inverse
Negate the hypothesis and the
conclusion
The inverse of p → q, is ~p → ~q
Contrapositive
Negate the hypothesis and the
conclusion of the converse
The contrapositive of p → q, is ~q →
~p.
Example:
Write the (a) inverse, (b) converse, and (c)
contrapositive of the statement.
If two angles are vertical, then the
angles are congruent.
(a) Inverse: If 2 angles are not vertical, then
they are not congruent.
(b) Converse: If 2 angles are congruent, then
they are vertical.
(c) Contrapositive: If 2 angles are not
congruent, then they are not vertical.
4.7 Assignment (__ minutes). Fill-in below any of the four purposes:
Enhancing / improving the day’s lesson Create an “if-then” statement of each issues and transform into Converse,
Inverse, and contrapositive.
1. Laziness
2. Tardiness
Preparing for the new lesson
5. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.
7. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them
relevant questions. Indicate below whichever is/are appropriate.
A. No. of learners who
earned 80% in the
evaluation.
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:
Appendices: