A Detailed Lesson Plan in

Mathematics III
Quarter 3

Date:
Week:
Day:
Prepared by: Mrs. Emelda R. Corales

I. LEARNING OBJECTIVES
Given varied learning activities, the pupils, with at least 75% accuracy, should be able to:
a. visualize, identify, and draw congruent line segment.

II. SUBJECT MATTER

Lesson: Congruent Line Segments
Value Focus: Accuracy in measurement
Instructional Materials: blackboard/whiteboard/ bond paper, marker, flash cards with the different
parts of various figures (point, line, line segment, and ray endpoints)

III. LEARNING EXPERIENCES

Teacher Activities Learner Activities
1. Routine activities 1. Routine activities
a. Teacher prepares the class for transition to a. Pupils respond by preparing for the next
the next subject. subject.
b. Teacher tells the class to get the things b. Pupils get the things that they need and
they will be using in this subject and to keep those keep those things that they won’t need, they will also
things that they won’t, to sit properly and to prepare sit properly and prepare for the lesson.
for the lesson.
2. Preliminary Activities 2. Preliminary Activities
A. Drill
Let pupils identify the term in each Pupils identify the term shown in each flash
flash card. card.
Ask: What do we call each figure
below?

1. • point
2. → ray
3. ↔ line
4. ─ line segment

B. Review
Identify the terms using the given Pupils identify the terms using the given
figure. figure.

Pupils study the given figure.

1. Points points A, B, C, D, E, F, G, H, I
2. Lines lines CG, BH, AE, FD, IG
3. Line Segments line segments HG, EG, BE
4. Rays rays EC, BA, DF, HI
 C. Motivation
Ask: What can you say about the picture? Pupils may give varied observations.

Pupils study the figure.

Where can you find line segments? At the edges of the figure.
How many line segments are there? 9

3. Developmental Activities 3. Developmental Activities

A. Presenting of Lesson
Have the pupils work in pairs. Pupils work in pairs.

Say: Let one partner draw a line segment. Pupil A draws a line segment.
The other partner will measure the line Pupil B measures the drawn line segment
segment made by his/her partner. Then using a ruler.
he/she draws another line segment with the Pupil B draws another line segment with the
same length. Write the measurement on the same length.
sides for the others to see. Pupils A and B write the measurement on the
sides of their drawn line segments.

Ask: What have you noticed? The lines have the same length.
How do you know that the line segments are By measuring using a ruler.
equal?

Say: Illustrate the line segments that you Pupils show the line segments that they have
produced. drawn.

Line segment # 1: Pupils study the line segments.

Line segment # 2:
Yes.
Are the line segments equal?

Pupils study the line segments.

Line segment # 3:

Line segment # 4:

Are they equal? No.

Ask: When can you determine that the line By measuring the line segments using a
segments are equal? ruler.

Say: If line segments are equal, they are Pupils listen to the explanation and repeats it.
congruent. So, they are called congruent line
segments.

B. Performing the Activities

Have the pupils answer the Activity 1 in LM. Pupils answer Activity 1 on their notebooks.
 Answer Key:

∧
1. TU
VW

∧
3. KL
C. Processing the Activities NM
Ask: What is line segment?
∧
4. AB
How will you determine if the line segments CD
are equal?

What do you call line segments with the same A line segment is a part of a line that has two
length? endpoints and has a definite length. Any similar
explanation is acceptable.
By measuring the line segments using a
ruler.
D. Reinforcing the Concept
Lead the pupils to answer the Activity 2 in LM Congruent line segments.
in groups.

Say: Look at the two rectangles. Ask the

pupils if the rectangles are the same.

Ask: What are the line segments that are Pupils answer Activity 2 on their notebooks.
congruent in the first rectangle? second
rectangle?
The rectangles are the same.

E. Summarizing the Lesson Possible answers: ≅ ; ≅ ;

XY TU ZW SR
Ask: When are line segments congruent?
≅ ; ≅
XZ TS YW UR

The symbol for congruency is ≅ .

Line segments are congruent if they have
We write: ≅ the same length. To identify if line segments
AB CD are congruent, you can use a ruler to
We say: Line segment AB is congruent to measure their lengths and compare. Or you
line segment CD. can put one line segment on top of the other
to check if the line segments have the same
length.
F. Applying to New and Other Situations
Lead pupils to answer the Activity 3
in LM in pairs.
Say: Which pairs of segments are congruent?
Measure and compare.

Pupils answer Activity 3 on their notebooks

with their pairs.
Pupils measure and compare the given line
segments.
Answer Key:
≅ ; ≅ ; ≅ ; ≅
KL YX RS MN HI CD OP VW
IV. EVALUATION
Study the figure below. Tell whether each statement is true or false. Write T if the statement is TRUE
and F if the statement is FALSE.

T______1. ≅
AF BE
F______2. ≅
CD AF
T______3. ≅
BC ED
T______4. ≅
AB EF

V. ASSIGNMENT
Refer to Activity 5 in LM. Let pupils list down objects that they see in their house or community which
show congruent line segments.

REFLECTION
1. No. of Learners who earned 80% in the evaluation
2. No. of learners who require additional activities for
remediation who scored below 80%.
3. Did the remedial lesson work? No. of learners who have
caught up with the lesson.
4. No. of learners who continue to require remediation.
5. What difficulties did I encounter which my principal or
supervisor can help me solve?
6. What innovation or localized materials did I use / discover
which I wish to share with other teachers?