DETAILED LESSON PLAN
(5E’s Model – Inquiry-Based Learning)
Subject: Geometry
**Grade Level: 8
**Topic:** Congruent Triangles
**Time:** 1 hour
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## I. OBJECTIVES
At the end of the lesson, the students are expected to do the following with at least **75% level
of accuracy**:
1. Define triangle congruence
2. Draw and label the corresponding parts of two congruent triangles
3. Identify corresponding parts of two congruent triangles
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## II. CONTENT
**Congruent Triangles**
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## III. LEARNING RESOURCES
* YouTube tutorial
* PowerPoint presentation
* Manila paper
* Marker
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## IV. PROCEDURE (5E’s MODEL)
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## **A. ENGAGE (Motivation & Pre-test)**
**Teacher’s Activity:**
* Greets the class and establishes classroom rules (SEED).
* Administers the **Pre-test** to assess prior knowledge about congruent triangles.
* Shows the symbol **≅** and asks students to analyze it.
* Asks guiding questions such as:
* “What do you think this symbol means?”
* “Where have you seen this symbol before?”
**Student’s Activity:**
* Answer the pre-test questions individually.
* Observe and analyze the symbol.
* Respond to the teacher’s questions based on prior knowledge.
**Purpose:**
To activate students’ prior knowledge and spark curiosity about triangle congruence.
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## **B. EXPLORE (Inquiry Activity)**
**Teacher’s Activity:**
* Divides the class into **three groups**.
* Gives each group a diagram of **two triangles**.
* Provides instructions for the group activity **“List Me.”**
* Guides students without directly giving answers.
**Activity: “List Me”**
Each group will:
1. Identify corresponding **vertices**, **angles**, and **sides**
2. Write which parts are **corresponding** and **congruent**
3. Name the congruent triangles
**Student’s Activity:**
* Work collaboratively in groups
* Analyze the given triangles
* List corresponding and congruent parts
* Assign a reporter to present outputs
**Purpose:**
To allow students to **discover relationships** between corresponding parts of congruent
triangles through exploration.
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## **C. EXPLAIN (Concept Development)**
**Teacher’s Activity:**
* Presents a **YouTube tutorial** and **PowerPoint**.
* Explains the definition of triangle congruence:
> Two triangles are congruent if they have the **same size and same shape**.
* Introduces symbols:
* **≅** for congruence
* **↔** for correspondence
* Demonstrates how vertices, angles, and sides correspond using examples (∆ABC ≅ ∆DEF).
* Clarifies misconceptions by asking checking questions.
**Student’s Activity:**
* Listen attentively
* Answer oral questions
* Participate in guided discussion
* Take notes
**Purpose:**
To formally explain the concept using students’ discoveries from the Explore phase.
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## **D. ELABORATE (Application & Generalization)**
**Teacher’s Activity:**
* Lets groups **present** their outputs.
* Gives feedback and clarifications.
* Asks students to generalize the lesson using guide questions.
**Generalization Activity:**
Students answer on a ½ sheet of paper:
1. Two triangles are congruent if they have the same ______ and same ______.
2. Two ______ are ______ if their vertices can be paired so that corresponding sides and angles
are congruent.
3. The symbol for congruence is ______.
**Student’s Activity:**
* Present group outputs
* Answer generalization questions
* Share ideas during discussion
**Purpose:**
To deepen understanding and apply the concept in a new but related situation.
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## **E. EVALUATE (Post-test & Assessment)**
**Teacher’s Activity:**
* Administers the **Post-test** (15 items).
* Checks students’ understanding based on:
* Identification
* Correspondence
* Congruence symbols
* Uses rubrics for group activity assessment.
**Student’s Activity:**
* Answer the post-test individually
* Submit written outputs
**Purpose:**
To measure students’ mastery of the objectives.
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## V. ASSIGNMENT
**Direction:**
On a whole sheet of paper:
1. Given: ∆RED ≅ ∆ERA
* Separate the overlapping triangles
* Use identical markings to show congruent sides and angles
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## VI. REMARKS
Lesson successfully aligned with **IBL and 5E’s Model**.
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If you want, I can also:
* **revise grammar and wording** (teacher-ready)
* **simplify for BEED submission**
* or **reformat this into DepEd-standard layout**
Just tell me 💙