NOTRE DAME OF MASIAG, INC

LEARNING PLAN
MATH 8

CONTENT STANDARD: The learner demonstrates understanding of the key concepts of axiomatic structure of geometry and triangle
congruence.
PERFORMANCE STANDARD: The learner is able to formulate and organized plan to handle a real-life situation.
EU: Real- life objects can be modeled geometrically.
EQ: How does geometry model the real world?

UNPACKED COMPETENCY STUDDENT-CENTEDED ACTIVITY AND PROCEDURES

(FOR A): ACTIVITY TITLE:

A1.Described a Mathematical system (M8GE-IIIa-1) 1. ANALYZE ME!
Assessment: VIDEO ANALYSIS
PROCEDURES:
Explore:
Show to class a video clip that shows the defined and undefined
terms in geometry.
The teacher will ask:
a. What are the main points raised in the video?
A2. Illustrate the need for an axiomatic structure of a b. What are the undefined terms and defined terms in
mathematical system in general, and in geometry in particular: geometry?
a). defined terms; b). undefined terms; c). postulates; and d). This activity aims to illicit student’s prior knowledge about the
theorems. (M8GE-IIIa-c -1) topic.
Firm UP:
Assessment: Spinning Wheel Using the video as a springboard, conduct a whole-class
Composition discussion on mathematical system and its axiomatic structure.
Then ask the following guide questions:

a. What are the undefined terms and defined terms in geometry?

b. What is a mathematical system?
c. Why do we need to have such system?
d. Why are theorems and postulates important in geometry?

 The teacher will use concrete objects to illustrate points,

lines and planes.

 Engage the students in a spin-off Every One Is a Teacher
Here in answering exercises on defined and undefined
terms and described it in a given figure.
 Tell the students to answer the exercises then, ask them to
move around the room and look for someone who can
give help in answering the problems that they failed to
answer.
 Process the student’s outputs and experiences through a
big group discussion.

Deepen:

Group the students into five groups, ask them to choose one from
the following activities:

Activity 1. Compose a haiku about the characteristics of points,

lines and planes.

Activity 2. Make a math poem about the characteristics of points.

Lines and planes.

Activity 3. Compose a one-minute essay on the characteristics of

points, lines and planes.
As a concluding activity, ask the students to complete the
following statements in the exit card;

a. I learned that…
b. I rediscovered that …
c. I realized that …
d. I need help on …

INSTRUCTIONAL MATERIALS/RESOURCES:

Internet (http://www.you tube.com/watch?v=bZdjn 1 CGakM)

Math 8 Learner’s Module
Pictures/ Illustrations
Worksheets
 NOTRE DAME OF MASIAG, INC
LEARNING PLAN
MATH 8

CONTENT STANDARD: The learner demonstrates understanding of the key concepts of triangle congruence.
ERFORMANCE STANDARD: The learner is able to communicate mathematical thinking with coherence and clarity, in formulating, investigating,
analyzing and solving real life problems involving proving triangle congruence.

EU: Students will understand that: Triangle congruence can be proven deductively. Real life problems requiring stability involve the use of
triangle congruence.
EQ: How do you know that the given triangles are congruent? What ensures the stability of any structure?

UNPACKED COMPETENCY STUDDENT-CENTEDED ACTIVITY AND PROCEDURES

(FOR A): ACTIVITY TITLE:

A1: Illustrates triangle congruence M8GE-IIId-1 EXPLORE:
1. Activating Prior Knowledge
ASSESSMENT: PROCEDURES:
The teacher will say:
Oral Questioning Let’s begin this lesson by finding out what congruent triangles are.
Puzzle As you go over the activities, keep this question in mind, “When are
Picture Analysis two triangles congruent?

Individually, let the student answer the given activity. On a ½ sheet of

paper let them answer the following questions.
1. What is the symbol for congruence?
2. If ABC ≅ XYZ, what are the six pairs of corresponding
congruent parts?
3. How do we measure an angle?
4. How can you draw an angle of specified measure?
5. What is the sum of the measures of angles of a triangle?
Give them 5 minutes to answer.
  Let the student find their pair and ask them to find the
following words from the puzzle : Give them 2 minutes to
answer.

1. Midpoint
2. Vertical angles
3. Right triangle
4. Hypotenuse
5. Isosceles Triangle

\ The teacher then say;

The wonders of Geometry are present everywhere, in nature
and in structures. Designs and patterns having the same size
and shape play important roles especially on stability of
buildings and bridges. Then ask: What ensures the stability of
any structures?

Further say; it.

In coming to school, have you met Polygon? Name it and
indicate where you met.
ACTIVITY TITLE:
PICTURE ANALYSIS
PROCEDURES:
Let the student form a group with 5 members and let them answer
the following questions based on the given pictures.
1. How will you relate the picture to your ambition?
2. If you were an architect or an engineer, what is your dream project?
3. What can you say about long bridge in the picture? How about the
tall building?
4. Why are there triangles in the structures? Are the triangles
congruent? When are two triangles congruent?
5. Why are bridges and buildings stable?
Give the students 5 minutes to answer. Let them present their answer
to the class.
 *The teacher will check and process the answers of the students.
*the teacher will say:
You gave your initial ideas on congruent triangles and the stability of
bridges and buildings. Let us now find out how others would answer
the question and compare to our own.
FIRM UP:
ACTIVITY TITLE:
FIND YOUR PARTNER
A2. Illustrate the SAS, ASA, and SSS Congruence postulates. (M8GE-
Let us begin by finding out what congruent triangles are.
IIId-e-1)
PROCEDURE:
Assessment:Pairing Triangles Form a group with 10 members, each group will be given ten figures,
one figure for each member. At the count of three, let them find their
partner who is holding the same shape as they are. Then ask’
1. Why/How did you choose your partner?
2. Describe the two figures you have.
3. what can you say about the size and shape of the two figures?
4. We say that congruent figures have the same size and the same
shape. Verify that you have congruent figures.
For each group pick up a pair of congruent triangles. Name your
triangles as ABC and DEF as shown in the figure.

I which of the above pairings are the two triangles congruent? Fill up
the activity sheet prepared for you.
The teacher will distribute the activity sheet to each group. Let them
answer for 5 minutes.

The teacher will now discuss congruent triangles and give

examples.

Individually let the student answer Exercise 1. Give them 5 minutes to

answer.
 The teacher will say:
You can now define what congruent triangles are. In order to say
that the two triangles are congruent, we must show that all six pairs of
corresponding parts of the two triangles are congruent.

Let us see how we can verify if two triangles are congruent using
fewer pairs of congruent corresponding parts.
Let the student answer Exercise 2 and Activity 3 LESS IS MORE.

The teacher will discuss SAS Congruence Postulate, then ask the
student to answer Exercise 3. Let them answer for 3 minutes.

The teacher will say:

After showing that the two triangles are congruent with only two
sides and the included angle of one triangle congruent to two sides
and the included angle of another triangle, you try another way by
doing Activity 4. TRY MORE and Activity 5. SIDE UP.

The teacher will discuss ASA and SSS Congruence Postulate. Let the
(FOR M) student answer Exercise 4. (PAIR WORK)
The teacher will say:
A3. Solves corresponding parts of congruent triangles. (M8GE-IIIf-1) With your knowledge of the definition of congruent triangles and the
different triangle congruence postulate, you are now ready to prove
Assessment:Problem Solving
deductively the congruence of two triangles.
The teacher will instruct the students to answer Activity 6. LET”S DO
A4. Proves two triangles are congruent. (M8GE-IIIg-1)
IT.
Assessment:Proving Triangle Congruence The teacher will say:
After studying the congruence postulates and theorems, you are
now ready to apply them. How can you prove that two angles or two
A5. Proves statements on triangle congruence. (M8GE-IIIh-1) segments are congruent. Using the same group, let them answer
Activity 9. WHAT ELSE? And Exercise 9.
Use the following guide questions:
.1. What is the sum of the measures of the angles of a triangle?
2. What is the true about equilateral triangles?
Then say:
You are now ready to write the proof to show the MIS is
equiangular. Now answer Exercise 10. Your work will be presented in
class.

Then say:
Reflect and then compare your initial ideas with the ideas we have
discussed in this module. How much of your initial ideas are found in
the discussion? Which of your initial ideas are not discussed?
Write your reflections on the sheet of paper .
Now that you know the important ideas about triangle congruence,
let us go deeper by applying what you have learned in solving real-life
problems.
DEEPEN:
As we go on with our lesson, please keep in mind the question:”How
does knowledge on triangle congruence help you solve real-life
problems?”

Before doing activities 10 and 11, try answering the following

questions:

Questions:
 When are two triangles congruent?
 How can we show congruent triangles through paper folding?
 What are the conditions for triangle congruence?
 What is an isosceles triangle?
 Is an equilateral triangle isosceles?
 Is an equilateral triangle equiangular?
 What can you say about the bisector of the vertex angle of an
isosceles triangle?
 The teacher will give the student 5 minutes to answer. Then, Let them
(FOR T) answer Activity 10FLY FLY FLY and Activity 11 SARANGOLA NI PEPE.
A6. Applies triangle congruence to construct perpendicular lines and
angle bisectors. (M8GE-IIIi-j-1)
TRANSFER:
Assessment: PT The teacher will say:
At this point, you will be given practical task which will demonstrate
your understanding of triangle congruence.
The teacher will give to the student their Performance task and the
rubric as a basis for grading their output.
 NOTRE DAME OF MASIAG, INC
LEARNING PLAN
MATH 8

CONTENT STANDARD: The learner demonstrate understanding of the key concepts of inequalities in triangle, and
parallel and perpendicular lines.

PERFORMANCE STANDARD: The learner is able to communicate mathematical thinking with coherence and
clarity in formulating, investigating, analyzing, and solving real-life problems involving triangle inequalities, and
parallelism and perpendicularity of lines using appropriate and accurate representations.

EU: Students will understand that inequalities can be justified deductively.

EQ: How ca you justify inequalities in triangles?

UNPACKED COMPETENCIES STUDENT-CENTERED ACTIVITY AND PROCEDURES

(FOR A) EXPLORE:
A1. A1. Illustrates theorems on triangle inequalities
( Exterior Angle Inequality Theorem, Triangle Inequality Theorem, ACTIVITY TITLE: MY DECISION NOW AND THEN
Hinge Theorem) M8GE-IV-a-1 LATER
Let’s start the lesson by doing three activities that will reveal
your background knowledge on triangle inequalities.
Perform Activity 1. I will give you 5 minutes to answer.
There’s no right or wrong answer because this activity is only
intended to find your prior knowledge in inequalities in triangles.

Tell the students:

Your answer can be modified after tackling our lesson . hence
there will be no checking of your response this time but will be
checked after the discussion.

ACTIVITY. ARTISTICALLY YOURS!

 In order to get the interest of students in the new lesson, the
teacher will start by posing the task: What objects around us are
triangle in shape?
Gather student’s answer. After two minutes of discussion,
divide the class into 5 groups and let study the pictures and let
them answer the following questions:

1. What features prevail in the artworks, tools, equipment and

furniture shown?
2. Have you observed inequalities in triangles in the designs?
Explain.
3. What is the significance of their triangular designs?
4. How can you justify inequalities in triangles in these designs?

Give them 3 minutes to answer. Let them assign

Their group to report their answers. Each group will be given 1
minutes to present their answers.

Process all their answers by unifying all their ideas or

supplementing them so it would converge to the expected answers
provided.

FIRM UP:
The teacher will say: The next section will help you answer this
essential question raised in the activity Artistically Yours: How
can you justify inequalities in triangles?
The next lesson will enable you to do the final project that is
inspired by the artwork shown in Artistically yours. When you
have already learned all the concepts and skills related to
inequalities in triangles, you will be required to make a model of
a folding ladder and justify the triangular features of its design.
Your design and its justification will be rated according to these
rubrics: accuracy, creativity, efficiency, and mathematical
justification.
Your first goal in this section is to develop and verify the theorems
on inequalities in triangles. To succeed, you need to perform all the
activities that require investigation.
When you make mathematical generalizations from your observations,
you are actually making conjectures just like what mathematicians do.
Hence, consider yourself little mathematicians as you perform the
activities.
Once you have developed these theorems, your third goal is to prove
these theorems. You have to provide statements and/or reasons behind
statements used to deductively prove the theorems.
The competence you gain in writing proofs enables you to justify
inequalities in triangles and in triangular features evident in the things
around us.
Before you go through the process, take a few minutes to review and
master again the knowledge and skills learned in previous geometry
lessons. The concepts and skills on the following topics will help you
succeed in the investigatory and proof-writing activities.

For the review of all the pre-requisite concepts of the lesson on

inequality of triangles ,the teacher will present it in a creative manner
using sets of flashcards for each of the following:
Set 1: Axioms of Equality
Set 2: Properties of Equality
Set 3: Definitions, Postulates, and Theorems on Points, Lines, Angles,
and Angle Pairs
Set 4: Definitions and Theorems on Triangles
Set 5: Definitions and Postulates on Triangle Congruence
Set 6: Properties of Inequality

Now that you have already reviewed concepts and skills previously
learned that are useful in this module, let us proceed to the main focus
of this section—develop, verify, and prove the theorems on inequalities
in triangles.
Ask the students to answer Activity 4. WHAT IF IT”S LONGER?
For Activity No. 4, make sure that each student has his/her own
protractor. Ask them to define precision, accuracy, and tolerance
using their own words. Discuss the meaning of these words
related to making measurements.
Ask the students to prepare the following materials
Needed: protractor, manila paper, ruler
Procedures:
1. Replicate the activity table on a piece of manila paper.
2. Measure using a protractor the angles opposite the sides with
given lengths. Indicate the measure in your table.
3. Discover the relationship that exists between the lengths of the
sides of triangles and the angles opposite them and write them on
your piece of manila paper.
Activity No.5:
What if It’s Larger?
For Activity No. 5, start up the class by having a review of the different
kinds of triangles according to sides and angles. Proceed by asking what
triangles are shown in the activity What if it’s Larger.
Discuss the GPE and the tolerance interval of measurements. Once
these are established, let the groups proceed with the activity. Let them
post their outputs, process their outputs; and their answers to the
questions in ponder time. The answers to numbers 3, 4, and 5 should be
written on cartolina and posted in a display board for math concepts.
After discussion, let them answer Quiz No. 1.
Ask the following questions:
1. Is there a relationship between the size of an angle and the length of the
side opposite it?
Yes, there is. No, there isn’t.
2. Making Conjecture: What is the relationship between the angles of a
triangle and the sides opposite them?
• When one angle of a triangle is larger than a second angle, the side
opposite the _______________________________.
3. Your findings in no. 2 describe Triangle Inequality Theorem 2. Write it
in if-then form.
4. What is the relationship between the largest angle of a triangle and the
side opposite it?
5. What is the relationship between the smallest angle of a triangle and the side
opposite it?
For Activity No.6:
When Can You Say “ENOUGH”?
Two days before Activity No. 6 will be tackled, assign the groups to
prepare pieces of straws with the following lengths in inches: 3, 4, 5, 6,
7, 8, 9, 10, 11, and 12. Let them duplicate the 3- and 5-inch straws.
Note: If straws are not available, they may use other objects like broom
sticks. Make sure that all groups have the materials on the day the
activity is scheduled.
Let the group do the activity and record their findings in the table they
transferred on the manila paper. Process their outputs and their answers
to the questions. Answers should be written on cartolina and posted on
the display board of math concepts.
End the activity by asking this: What insight can you share about the
title of the activity? After sharing insights, let them answer Quiz No. 3.

For Activity No. 7:

MEASURE Mania: Exterior or Remote Interior?
For Activity no. 7, explain to them that Grade 8 students should have
the passion for getting measurements; hence, the title has mania in it
(mania for passion). And one has to be sure of his/her measure, hence,
MEaSURE.
Tell the students that in this activity, they will find out the inequality
that exists between an exterior angle of a triangle and each of its remote
interior angles. But before you proceed, decide on the GPE and
Tolerance Interval of your measurements.
Let them get the measurement of the exterior and interior angles of the
triangles, compare them and write their findings and answers to ponder
questions on a piece of manila paper. Process their outputs. You have to
consider the GPE and the Tolerance Interval. Their answer to activity
question no. 4 should be written on a piece of cartolina and posted on a
display board of math concepts.
End the activity with the students answering Quiz No. 4.

Activity No. 8:
Clock Wisdom: Pretty One!
For Activity no. 8,the teacher will bring a real clock. The teacher
have to show to the students the angles formed by the short and long
hands at 1PM, 2 PM, 3PM and 4PM.
Elicit from the class the measures of the angles formed by the
hands of the clock at the aforementioned times. Let the students
determine the angle by giving them these clues:
• One complete revolution is 360 degrees
• The whole revolution is subdivided into 12 hours
The students must realize that each subdivision is (360/12) degrees
or 30 degrees.
Once the measures of the angles of clock faces A, B, C, and D
are determined, let the groups do the activity and answer questions in
Ponder Time. Let them post their outputs written on manila paper.
Process their outputs. Answers to question no. 6 and 7 (including the
drawings of ΔCAT and ΔDOG) of ponder time must be written on a
piece of cartolina and posted on a display board of math concepts .
For Activity No. 9:
Roof-y Facts, Yeah!
Before starting group Activity 10, decide for the GPE and
Tolerance Interval of the measurements. Proceed to the following:
groups working on the activity and answering activity questions while
you roam around to give technical assistance; posting of outputs;
processing outputs; and writing answers of nos. 3 and 4 (including the
drawings ΔRAP and ΔYES) on a piece of cartolina to be posted on the
display board in mathematics.
Let the class answer Quiz No. 5 and discuss the solutions and answers
for each item.