Name: Jenny Rose V. Cabaña
Course No.: Educ 103
Course & Year: BSEd-IIA
Instructor: Dr. Jocelyn L. Absolor
UNIT 5
LEARNER-CENTERED LESSON PLAN
I. Intended Learning Activities
1. Discuss the difference between detailed lesson plan and daily lesson log.
A detailed lesson plan is a comprehensive document that outlines the goals, objectives, and
strategies for teaching a particular lesson. It includes information on the materials and resources
that will be used, as well as the assessment methods that will be employed to evaluate student
learning. A detailed lesson plan is typically created by a teacher before the lesson is taught and is
used as a guide during instruction.
A daily lesson log, on the other hand, is a record of what was actually taught in a lesson,
including any deviations from the original lesson plan. It also includes the actual time spent on the
different activities, the actual performance of the students, and the teachers’ observations. It is
written after the lesson and used for reflection, and also for accountability and as a basis for the
next lesson.
In summary, a detailed lesson plan is a plan for teaching a lesson, while a daily lesson log
is a record of what actually happened during the lesson.
2. Why is lesson plan important?
Lesson plans are important for a number of reasons:
 They provide a clear structure and direction for the lesson, ensuring that all necessary
information and materials are covered and that instructional time is used efficiently.
 They help teachers to stay organized and focused during the lesson, reducing the likelihood
of confusion or deviation from the intended learning objectives.
 They allow teachers to anticipate and plan for potential challenges or disruptions, and to
have strategies in place to address them.
 They serve as a guide for evaluation and assessment, helping teachers to measure student
learning and progress.
 They help to ensure that the curriculum is being implemented in a consistent and effective
manner, and that students are receiving a well-rounded education.
 They are also important for accountability, as lesson plans can be used to demonstrate to
school administrators, parents, or other stakeholders that instruction is aligned with
standards and objectives.
 They also help the teacher to reflect on the teaching and learning process, to improve the
subsequent lesson and instruction.
Name: Jenny Rose V. Cabaña
Course & Year: BSEd-IIA
Course No.: Educ 103
Instructor: Dr. Jocelyn L. Absolor
UNIT 5
LEARNER-CENTERED LESSON PLAN
II. Assessment
Construct a detailed lesson plan.
DETAILED LESSON PLAN IN MATH 7
Length: 1 hour
Prepared by: Jenny Rose V. Cabaña
I. OBJECTIVES
 Students will able determine the similarities and differences between quadrilaterals by
looking at their side, angle, and diagonal measures.
 Students will able discover the properties of the special quadrilaterals.
 Students will able look for and make use of structure
II. SUBJECT MATTER
 Topic: Quadrilateral Properties and Relationships
 Reference:
 http://www.edu.com/quadrilaterals\
 Davision, et. Al, Pre- Algebra Course 3, pp. 245-345

Materials: Laptop, Projector (for presenting the main visual aspect of the lesson)bond
paper, flashcard.
III. PROCEDURE
Teacher’s Activity
Students’ Activity
Introduction:
A. Greetings and prayer
(2 minutes)
Good Morning, Class!
(Students will greet back.)
(Class president) please lead the prayer.
(Class president will lead the prayer)
Yes, Ma’am.
B. Checking of Attendance
Before we start, may I ask the secretary of the (Reports the population of the class)
class to report who is absent today?
C. Conditioning Students’ Attention
(2 minutes)
How are you feeling today?
(Students will answer.)
That’s nice! So let’s sing the “ I LOVE MATH”
(student will sing)
“ M-A-T-H”
“M-A-T-H”
“I love MATH 2x”
“M-A-T-H”
“M-A-T-H”
“I love MATH 2x”
“It is so exciting 2x”
“Very interesting”
“M-A-T-H”
“M-A-T-H”
“I love MATH 2x”
“It is so exciting 2x”
“Very interesting”
“I love MATH 2x”
“Very good class! I think you are already
energize and ready to participate to our
discussions and activities. As I always say you
can only talk if I ask.”
(Student will answer “Yes ma’am”)
Review:
(5 minutes)
“Do you still remember our last lesson about
parallel and perpendicular line?”
(Student will answer “Yes ma’am”)
“Well, let me see if you really remember. We
will have a game. Do you know 4 pics, 1 word?” (Student will answer “Yes ma’am”)
“Good! I have 4 pictures, and you are going to
identify what word is being represented by the
pictures. Whoever gets the answer will receive
a prize. Just raise your arm and don’t talk,
understood?
(Student will answer “Yes ma’am”)
.
First picture
What is this?
“Yes (name of student)?”
“Very good (name of student)”
(Student raise their arms)
(student will answer “Right”)
Second Picture
What is this?
“Yes (name of student)?”
“Very good (name of student)”
(Student raise their arms)
(student will answer “Parallel”)
“Who can give me a simple definition of
(Student raise their arms)
parallel?”
“Yes (name of student)?”
(Student will give me a simple definition of
parallel)
“Very good (name of student)”
Third Picture
What is this?
“Yes (name of student)?”
“Very good (name of student)”
(Student raise their arms)
(student will answer “Angle”)
Last Picture
What is this?
“Yes (name of student)?”
“Very good (name of student)”
(Student raise their arms)
(student will answer “Perpendicular”)
“Who can give me a simple definition of
perpendicular?”
(Student raise their arms)
“Yes (name of student)?”
(Student will give me a simple definition of
“Very good (name of student)”
perpendicular)
“Very good class, to those who answer come in
front and get you prizes here and to those who
didn’t answer better luck next time”
(Student will get their prizes)
Motivation:
(10-minutes):
“Now let’s moved on, I will divide you into 7
groups. This will be Group 1… Group 7. Form
a circle now. We will have an activity entitled,
"Look at me". I will give each group a shape,
and what you are going to do is to describe the
shape, for example, how many comers does a
has, how many sides, what kind of lines is it
made of and you will report it to the class. I will
give you a bond paper and you are going to write
here your descriptions and paste it on the board.
I will give you 3 minutes to do the activity.
Understood?
(Students will answer)
(The teacher distribute the shapes to the (Students already paste their answers on the
students)
board)
After 3 minutes.
Okay, we will start with group 1.
(The leader will report their answer in front of
the class)
“Very Good Group 1.”
“Next we have group 2”
“Very Good Group 2.”
(The leader will report their answer in front of
the class)
(Up to Group 7)
Discussion:
“Before our recently finished activity, (the
student who describe the shapes) describe the
shapes that I gave to you. Now, you are going to
elaborate on these shapes. Pay attention, I will
be giving you a random definition of those
shapes that I gave to you then you will choose
among this words or definitions that match to
your shapes. Understand?”
(Student will answer)
(The teacher will give the flash cards and the
student will match the given shapes to the given
flash cards with definitions.)
(Student will answer the given activity)
(One representative in the group will present
their activity)
“In the shapes you describe, are they part of
quadrilaterals?”
(Student will answer Yes/No)
Application:
(15 minutes)
“Do you understand the given activity class?”
(Student will answer)
“Now if you really understand the topic, we are
going to have another activity. I will going to
test your ability to identify what are the
properties of the quadrilaterals. The name of our
activity is “Who am I?!” I will give you a mixed
up quadrilaterals properties and a blank chart.
You will fill in the chart with the quadrilateral
properties that belong to each specific
quadrilateral. You will be able to work with your
group mates, but each you will be responsible to
turn in your own work at the end of the activity.
I give you 15 minutes to do the activity, class
keep quiet while answering, understood? ”
(Student will answer)
(While students are working, the teacher will
circulate around the room to observe students’
work and provide help to students that need it.)
After 15 minutes
“Pass your papers”
(Student will pass their papers)
“Did you enjoy the activity?”
(Student will answer)
Generalization:
“So, what are the types of quadrilaterals?”
(Student will answer the six
quadrilaterals)
“How many sides are there in a kite”
(Student will answer 4)
“What did you observe about the types of
quadrilaterals?”
(Student will answer)
“Very good! You really know now the properties
of quadrilaterals.”
types of
IV. EVALUATION
Teacher’s Activity
Students’ Activity
“Class, bring out ¼ sheet of paper and answer
the following. I will give you 10 minutes to
answer”
Identify if the statement is true or false. Write
"T" is the statement is true and “F” if the
statement is false.
1. A rectangle is a parallelogram.
2. A square is a rhombus.
3. A square is a parallelogram.
4. A square is a quadrilateral
5. A rhombus is a square.
6. A square is a rectangle.
7. A rectangle is a square.
8. A trapezoid is a quadrilateral.
9. A kite is a trapezoid.
10. A trapezoid is an isosceles trapezoid.
1.T
2.T
3.T
4.T
5.F
6.T
7.F
8.T
9.F
10F
After 10 minutes:
“Stop writing and pass your papers to me.”
(Students will pass their papers.)
“Very good class now, let us do the I LOVE
MATH clap.”
The teacher will briefly demonstrate the I
LOVE MATH clap which is composed of 3
claps, 3 stamps, and a shout of ‘I LOVE
MATH.’
(Students will do the I LOVE MATH clap.)
V. ASSIGNMENT
Instruction:
Create any creative artwork that represent any of the six quadrilaterals. For example a
piece of wood that forms kite. (This will be pass on our next meeting.)
Criteria:
Creativity-40%
Originality-40%
Neatness-20%
Total of 100%