SCHOOL: GRADE LEVEL: EIGHT (8)

GRADES
8 TEACHER: LEARNING AREA: MATHEMATICS 8

TEACHING DATES & TIME: QUARTER: THIRD QUARTER-WEEK1

DAILY LESSON
LOG
Day 1 Day2 Day3 Day4 Day 5

I. OBJECTIVES Objective over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons exercises and remedial activities maybe done for developing content knowledge and competencies. These are using Formatives
Assessment Strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lesson. Weekly objectives shall be derived from the curriculum guide.

A. Content Standards: The learner demonstrates understanding of key concepts of axiomatic structure of geometry and triangle congruence.

B. Performance The learner is able to formulate an organized plan to handle a real-life situation.
Standards:

C. Learning Competencies/ 41. illustrates the need for an axiomatic structure of a mathematical system in general, and in Geometry
Objectives: Write the LC in particular: (a) defined terms; (b) undefined terms; (c) postulates; and (d) theorems.
code for each
40. Describes a
M8GE-IIIa-c-1
mathematical system.
Subtask M8GE-IIIa-1 41.1 Identify the parts 41.2. Identify and 41.3. Identify and illustrate
of a mathematical illustrate the points, lines collinear points and
system in geometry. and planes. coplanar points/lines.

II. CONTENT
GEOMETRY GEOMETRY GEOMETRY GEOMETRY

III. LEARNING List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an in learning. Ensure that there is a mix
RESOURCES of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References
 1. Teacher’s Guide Pages Teachers Resource Material Teachers Resource Material

( TRM)pp.331-335 ( TRM)pp.337-340

2. Learner’s Materials
Pages

3. Text book Pages Elementary Algebra pp.27- GEOMETRY III NPSBE

28
pp. 3-4

4. Additional Materials from DLP Activity no. 1 third DLP Activity no.2 third DLP Activity no.3 DLP Activity no.4
Learning quarter quarter
resources(LR)Portal third quarter third quarter

5. Other Learning Resources

These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by
demonstration of learning the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the
IV PROCEDURES students with multiple ways to learn new things, practice their learning, question their learning processes and draw conclusion about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

A.Reviewing yesterday’s Stimulating activity on Review on mathematical Task1 A. Review on Review on the basic parts in
lesson or Presenting the mathematical system. system in algebraic mathematical system in geometry
new lesson sense. geometry
Instruction:
Connect the lesson with learners’ prior
knowledge. Explicitly teach to the learners
how the new lesson connects to previous
Stand up if you think the
lessons. Review and present new lessons in statement is true and sit Group activity: . Task 2. Hot potato:
a systematic manner . down if otherwise:
Instruction: Group 1.Group the class into 3.
1. You can count the yourselves into
stars at night. 2(depending on the 2. A strip of paper will be
2. Your height is equal number of students in a provided to each group with
to 12 inches. class) the following word written
3. 3 can be written as (1. points, 2. line, 3. plane)
3/1. 1.Each group will form a
circle while facing 3 The group will write one
4. Π is approximately
against each other. description/word that
3.1416…
describes the noun given, in
Call a student to guess the 2. The teacher will say a a specified time.
objective of the lesson. number.
 3. If the number is 4.Once it reaches the allotted
rational the member will time the potato becomes
move closer to each hotter so it needs to be
other but if the number is passed to the next group.
irrational they will do
otherwise.

4. The group who will

get the highest point will
win the contest.

Using the same group. Based on the activity what is The teacher presents to the
the goal of todays’ lesson? class the terms collinear and
Task2. #Map me in! non-collinear
1.Strips of cartolina will What does the prefix” co”
B.Establishing a purpose be provided to each means?
for the lesson group.
Motivate them to learn the new lesson. Give other words that has
Encourage them to ask questions about the 2. Create a mapping prefix “co” and give its
new topic. This will help establish a reason
diagram using the words meaning.
for learning the new lessons.
on the strips.
What does collinear mean?
3.Mounting their outputs How about coplanar?

Present the set of real Present the corrected Classify the following words .The teacher presents
number system in a tree mapping diagram on and write them in the examples / figure of collinear
diagram form. mathematical system in appropriate column. and non collinear points.
geometry.
C.Presenting examples/ -mole -strand of
● Ask students to
instances of the new Let the students observe hair
lesson and determine whether determine make their
Provide examples of the new lesson. Show
or not their outputs are -sheet of paper -wire own figure illustrating
what the instances of the content and
competencies. This is where the concepts correct. collinear points.
are clarified. point lines plane
● What if the points do
not lie on the same
line, how do you call
it?
 A.Group the class into 4 and Discuss the different Ask the students to draw a d. Oral activity:
ask them to describe the components of dot, more students must
following: mathematical system in participate and keep on
geometry. drawing until the dots
I. Rational become closer to each other.
II. Irrational
D.Discussing new concepts Given the figure, Name all
III. Integers a. What is formed
and practicing new skills Provide example each the collinear points
#1(Leads to Formative IV. Non –integral when the dots
rational numbers component. became nearer and
Assessment 1)
Discuss the concepts. Prepare good nearer to each other?
questions for this. Listen to the answers B. Presentation of students’ b. What composed a
of learners to gauge if they understood
your presentation lesson. If not, then output. line?
reteach. If they have understood, then
proceed to deepening the lesson. c. What if we draw
infinite lines
connecting in
different directions,
what figure could be
formed?

How are the parts of the Teachers exposition on naming Use the figure above to
system related? a point, a line or a plane. answer the following:

E.Discussing new concepts and Follow-up discussion. Refer to DLP activity no. 3
practicing new skills #2 (Leads
to Formative Assessment 2)
Deepen the lesson with new ways to apply the
learning. Pair, group and team work might be
a good way to help learners discuss the lesson
among themselves. They can present their
work to the class and this serves as the a.Name all the coplanar
teachers’ way of assessing if the concepts are
solidifying and if their skills are developing. points.

b. Are points C and Q

coplanar? Why and why not?
F.Developing mastery A. Name all the sets of Task 3. Think it ! Fill it ! Given the figure, Group activity
the mathematical
(Leads to Formative system where each of U_D_F_N _D T_R__S Draw and label each figure:
Assessment 3) the given number 1. Terms that do not have
Develop mastery through more individual belongs. a formal definition like I. three non-
work activities such as writing, creative
ways of representing learning, dramatizing, 1.) 298 point, line and plane. collinear points
etc. Let children demonstrate their learning
through assessable activities such as quizzes,
2.) √ ❑ (undefined terms) II. point X not in
worksheets, seat work, and games. When the plane PQR
children demonstrate learning, then proceed
to the next step. Add activities as needed
3 THE_R _M III. point A lies in
3.) Name:
until formative assessment shows that the
learners are confident in their knowledge and
4 plane Y
competencies. 4.) 0.25 2. A statement that can be IV. coplanar points:
1. All points
proved to be true. L,M, N
2. All lines
(theorem)
3. planes
D_F_N_TIO_S
3. A statement of meaning
of a word, term, or
phrase.
(definitions)

PO_T_LA_E
4. A statement that is
assumed to be true.
(postulate)

LEM_ _

5. It is known to be the
“Helping Theorem”
(lemma)

C_RO_L_RY
6. A theorem that is easily
proved as the consequence

of another theorem.
(corollary)

G. Finding practical Cite a real life application Have you experienced List examples of physical Draw your favorite part of
applications of concepts where concept on assuming false statements models of points, lines and your house, label its locations.
and skills in daily living mathematical system is to be true? ( like a guy planes in your:
said he loves you but he
Develop appreciation and valuing for their
learning by bridging the lesson to daily living.
applied. didn’t mean it) 1. Classroom Determine the :
This will establish relevance in the lesson. 2. homes
( accept varied answers) How did you deal with it? 1, collinear points

2.coplanar lines suggested by

your drawing.

H. Making generalizations How to describe Wrap-up: How to identify

● Only one line maybe
and abstractions about the mathematical system?
lesson Identify the parts of the drawn through two a. points that are
( through describing each mathematical system in given points. collinear?
Conclude the lesson by asking children good
component) geometry. b. Lines that are
questions that will help them crystallize their ● There is an infinite
learning so they can declare the knowledge
and demonstrate their skills.
coplanar?
number of points
between two points on
a line
● There is an infinite
number of points in a
plane
● The intersection of two
planes is a line

I. Evaluating Learning Describe each subset of the Task 5.Write U if the Identify the term described as a Given the triangular pyramid
number system. given statement describes point, a line or a plane: ABCD
Assess whether the learning objectives have
been met. Evaluation should tap J. Additional 1. Natural Numbers an undefined terms, D if
Activities for application or remediation. 2. Whole Numbers 1. Shows location
Defined, P if Postulate and
3. Integers 2. Has length only
4. Real Numbers T if Theorem.
3. Tip of a pencil
Identify the set of
__1. A dot suggests a 4. Top of the table
mathematical system where
point.
the following numbers
belong: __2. An angle is a figure
formed by two rays with
1.) - 100
common endpoints.
2.) - 4.82
3.) 1 ___3. The Right Triangle
4.) π Congruence Theorem
states that all right angles
1.Give the sets of collinear
are congruent.
points.
 ___4. The Plane
Postulates states that any
three points lie in at least 2.Give the sets of coplanar
one plane and any three points
non collinear points lie in
exactly one plane

J. Additional Activities
for Application or
Remediation

VI- REMARKS

VII - REFLECTION
A. No. of learners who earned 80% in the
evaluation

B. No. of learners who required additional

activities for remediation

C. Did the remedial lessons work?

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies work

well? Why did this work?

F. What difficulties did I encounter which

my principal or supervisor can help me
solve?

G. What innovation or localized materials

did I used/discover which I wish to share
with other teachers?
 SCHOOL: GRADE LEVEL: EIGHT (8)
GRADES
1 TO 12 TEACHER: LEARNING AREA: MATHEMATICS 8

DAILY TEACHING DATES & TIME: QUARTER: THIRD QUARTER-WEEK2

LESSON LOG
Day1 Day2 Day3 Day4 Day5

I. OBJECTIVES Objective over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons exercises and remedial activities maybe done for developing content knowledge and competencies. These are using Formatives
Assessment Strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lesson. Weekly objectives shall be derived from the curriculum guide.

A. Content Standards: The learner demonstrates understanding of key concepts of axiomatic structure of geometry and triangle congruence.

B. Performance The learner is able to formulate an organized plan to handle a real-life situation.
Standards:

C. Learning Competencies/ 41. illustrates the need for an axiomatic structure of a mathematical system in general, and in Geometry in particular: (a) defined terms; (b)
Objectives: Write the LC undefined terms; (c) postulates; and (d) theorems. M8GE-IIIa-c-1
code for each
41.3.Determine the postulates 41.4.Identify and illustrate the 41.5.Determine the distance 41.6.Determine the
At the end of the period, at and theorems related to defined terms in geometry. between two points of the midpoint between two
least 75% of the students will points, lines and planes. given line segment. points of the given line
to: segment.

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content in a week or two.
 GEOMETRY GEOMETRY GEOMETRY GEOMETRY
II. CONTENT

III. LEARNING List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an in learning. Ensure that there is a mix
RESOURCES of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References

Teacher’s Guide Pages

Learner’s Materials Pages

Text book Pages GEOMETRY NPSBE p.4 GEOMETRY NPSBE PP62-63 GEOMETRY NPSBE
PP62-63
Additional Materials from
Learning resources(LR)Portal Math Digest Quarter 1
p.106-107

B. Other Learning DLP Q3-No.5/ Math digest DLP Q3-No.6 DLP Q3-No.7 DLP Q3-No.8
Resources Quarter1 pp.7-10

These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by demonstration of learning the by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing the students with multiple ways to learn new things, practice their learning, question their
learning processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
IV PROCEDURES

Simple Recall Simple Recall Recall Recall- Group contest

A.Reviewing yesterday’s
lesson or Presenting the ● Collinear ● Undefined terms in ● Show a number line ● Illustrate the
new lesson geometry situation
● coplanar -10 -5 0 5 10
Connect the lesson with learners’ prior ● Awareness of the “H, G, and K are 3 points
knowledge. Explicitly teach to the learners
how the new lesson connects to previous importance of the on a line with coordinates -
lessons. Review and present new lessons in a
undefined terms in 3, -8 2 respectively.
systematic manner . A B C D E
geometry?
Give the lengths of :
Name all the rays
HG, GK , HK
 What are the different Why should we be aware of the Ask the students to give the 1.Identify the point
postulates related to points , importance of defined terms? length of CD , CE , BC. between HG and HK.
B.Establishing a purpose
lines and planes?
for the lesson 2.Identify Congruent
Motivate them to learn the new lesson.
segments
Encourage them to ask questions about the
new topic. This will help establish a reason 3.What is the relationship
for learning the new lessons.
between HG and HK ?
between HK and GK ?

Present the figure found in Introduce ray through a beam Verify if the following Present example:
DLP of light from a source like statements are true based on the
lighted candles. This will figure above.
C.Presenting examples/ clearly show that a ray has a
/AB/ +/BC/= /AC/ P Q R
instances of the new lesson point of origin.
Provide examples of the new lesson. Show
/CD/ + /DE/=/CE/ If Q is on PR and PQ≅ QR ,
what the instances of the content and
Do the same for the rest of the
competencies. This is where the concepts are
clarified. defined terms in geometry. Q is the midpoint of PR, and
/BC/+ /CE/ = /BE/
2PQ =PR PQ = ½ PR
/BC/ + /CD/ = /BD/
2QR = PR QR =1/2 PR

Fill the blanks to complete a Discuss the concepts in DLP Discuss the concepts of the Discuss illustrative
true statement: no.6 distance between two points examples on page 106-107
D.Discussing new concepts
and practicing new skills through the idea Segment Math digest
1.A line _______contains Define each term in geometry addition Postulate
#1(Leads to Formative
points.
Assessment 1) Illustrate each.
Discuss the concepts. Prepare good
questions for this. Listen to the answers of 2. Three _______ points
learners to gauge if they understood your
presentation lesson. If not, then reteach. If determine a line.
they have understood, then proceed to
deepening the lesson.
(Refer to math digest p.8,
exercise 1.2A)

E.Discussing new concepts and

practicing new skills #2 (Leads
to Formative Assessment 2) Deepen the lesson through the Deepen learnings
Deepen the lesson with new ways to apply the
learning. Pair, group and team work might be DLP activity no. 7
a good way to help learners discuss the lesson DLP activity no. 8
among themselves. They can present their
work to the class and this serves as the
teachers’ way of assessing if the concepts are
solidifying and if their skills are developing.
F.Developing mastery State the postulate or Answer the exercises on DLP. Answer the exercises Answer the exercises:
theorem that makes each
(Leads to Formative statement true: A. nos. 1-4
Assessment 3) B. 1&2
Develop mastery through more individual
work activities such as writing, creative Given: three nonlinear
ways of representing learning, dramatizing,
etc. Let children demonstrate their learning
points, P,Q and R.
through assessable activities such as quizzes,
worksheets, seat work, and games. When the (Refer to math digest p.8,
children demonstrate learning, then proceed
to the next step. Add activities as needed exercise 1.B)
until formative assessment shows that the
learners are confident in their knowledge and
competencies.

G. Finding practical Points A, B, and C are The coordinate of the

applications of concepts collinear. If AB= 7cm and midpoint of MR is 7 cm.
and skills in daily living BC=13cm,what is AC ? find the possible
Develop appreciation and valuing for their
learning by bridging the lesson to daily living. coordinate of Rif the
This will establish relevance in the lesson.
coordinate of M is 3 cm.

H. Making generalizations Summarize the days lesson What are the different defined How will you describe a
and abstractions about the terms in geometry? midpoint of a segment?
lesson Wrap-up the lesson
Why are they called defined
Conclude the lesson by asking children good
questions that will help them crystallize their terms?
learning so they can declare the knowledge How to find the coordinate
and demonstrate their skills.
How do they differ to of the midpoint of a
undefined terms? segment?

I. Evaluating Learning Use the exercises on DLP A. Given the figure below, Using the given number line, Answer the exercises:
activity no. 5 name as many as you can: find:
Assess whether the learning objectives have
been met. Evaluation should tap J. Additional
A.nos. 5-8
Activities for application or remediation.
1. Ray
B.3-4
2. angles

1. AB
2. BC
 3. DE
4. AD
B. Illustrate and label the
diagram.
1. LO

J. Additional Activities for

Application or Remediation

VI- REMARKS

VII - REFLECTION

A. No. of learners who earned 80% in

the evaluation

B. No. of learners who required

additional activities for remediation

C. Did the remedial lessons work?

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies

work well? Why did this work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovation or localized

materials did I used/discover which I
wish to share with other teachers?
 SCHOOL: GRADE LEVEL: EIGHT (8)
GRADES
1 TO 12 TEACHER: LEARNING AREA: MATHEMATICS 8

TEACHING DATES & TIME: QUARTER: Third –Week3

DAILY LESSON
LOG
 Day1 Day2 Day3 Day4

I. OBJECTIVES Objective over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons exercises and remedial activities maybe done for developing content knowledge and competencies. These are using Formatives
Assessment Strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lesson. Weekly objectives shall be derived from the curriculum guide.

A. Content Standards: The learner demonstrates understanding of key concepts of axiomatic structure of geometry and triangle congruence.

B.Performance The learner is able to formulate an organized plan to handle a real-life situation.
Standards:

C. Learning Competencies/ 41. illustrates the need for an axiomatic structure of a mathematical system in general, and in Geometry in particular: (a) defined terms; (b)
Objectives: Write the LC undefined terms; (c) postulates; and (d) theorems. M8GE-IIIa-c-1
code for each
41.7.1. Identify the different 41.8.1Name congruent angles. 41.9.1. Identify the different 41. illustrates the need for an axiomatic
At the end of the period, at classification of angles. terms related to angle pairs. structure of a mathematical system in general,
41.8.2. Apply the Angle and in Geometry in particular: (a) defined
least 75% of the students will
41.7.2. Find the measure of Addition Postulate in finding 41.9.2. Find the measure of terms; (b) undefined terms; (c) postulates; and
to:
the measure of the given the unknown quantities. (d) theorems. (mother competency)
the given angles using a angles.
protractor.

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content in a week or two.
II. CONTENT
GEOMETRY GEOMETRY GEOMETRY GEOMETRY

III. LEARNING List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an in learning. Ensure that there is a mix
RESOURCES of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References

6. Teacher’s Guide Pages

7. Learner’s Materials
Pages

8. Text book Pages MATH III-GEOMETRY

NPSBE pp.65-72
 9. Additional Materials from
Learning
resources(LR)Portal

B. Other Learning TRM pp.347-354 SEDP TRM pp.363-366 SEDP TRM pp.377-388 SEDP
Resources

These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by
demonstration of learning the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the
IV PROCEDURES students with multiple ways to learn new things, practice their learning, question their learning processes and draw conclusion about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

A.Reviewing yesterday’s Simple Recall on: Simple Recall Creative way reviewing of Let us check your retention on
lesson or Presenting the previous lesson the discussions we made for
new lesson Definition of angle the last three weeks.
Connect the lesson with learners’ prior
knowledge. Explicitly teach to the learners
how the new lesson connects to previous
lessons. Review and present new lessons in

a systematic manner .

The teacher gives different The teacher presents the Unscramble me! Create a mapping diagram on
figures. geoboard with illustrations of the mathematical structure in
angles. (letters are given to group, geometry.
B.Establishing a purpose Ask: Which of the following let them arrange the letters
for the lesson is/are angles? Ask: measure each angle using a to form a word or words)
protractor.
Motivate them to learn the new lesson. Of those angles, classify Hint: words are related to Why is there a need for the
Encourage them to ask questions about the
new topic. This will help establish a reason
them as acute, right or Which angle have the same angles axiomatic structure in
for learning the new lessons. obtuse. measure? geometry?

Can we say that they are

congruent? Why?

C.Presenting examples/ Group activity: Suppose mLABC =120 (show Same grouping: Describe each components of
instances of the new the figure) , divide the angle into the mathematical system in
lesson Creative demonstration of two equal angles. Present the concept notes geometry.
Provide examples of the new lesson. Show
what the instances of the content and
the different angles using on the board.
competencies. This is where the concepts their body language.
are clarified. ❖ What is the measure of
❖ Give them time to
each angles formed?
 study the examples.
❖ Are the two angles
congruent? ❖ Describe the terms
given
❖ Call a
representative per
group to explain.

Using the activity above, Follow-up through guide How are theorems and
❖ Using the activity in
D.Discussing new concepts questions and more postulates differing with each
and practicing new skills part B. When can we examples. other?
❖ Name the congruent
#1(Leads to Formative say that a figure is an
Assessment 1) angle? angles Give examples for each
Discuss the concepts. Prepare good
❖ What do you call the ray components.
questions for this. Listen to the answers
of learners to gauge if they understood
❖ How can we classify
your presentation lesson. If not, then
angles? that divides the angle
reteach. If they have understood, then
proceed to deepening the lesson. into two congruent
angles?

E.Discussing new concepts Discuss the different postulates

and practicing new skills #2 ❖ Performance task ❖ Discuss the concepts on
and theorems related to lines
(Leads to Formative on: angular measure DLP activity no.11
Assessment 2) and angles.
Deepen the lesson with new ways to apply
using protractor
the learning. Pair, group and team work
might be a good way to help learners
discuss the lesson among themselves. They
can present their work to the class and this
serves as the teachers’ way of assessing if
the concepts are solidifying and if their
skills are developing.

F.Developing mastery Use the exercises part A in Refer to DLP activity no. Determine whether the
❖ Use the exercises on
DLP activity no. 10 12 exercises following describes:
(Leads to Formative DLP activity 11 A-B to
Assessment 3) facilitate learning. a. Definition
Develop mastery through more individual
work activities such as writing, creative b. Undefined terms
ways of representing learning, dramatizing,
etc. Let children demonstrate their learning
c. Postulates
through assessable activities such as d. Theorems
quizzes, worksheets, seat work, and games.
When the children demonstrate learning,
then proceed to the next step. Add Example: If point M is
activities as needed until formative
assessment shows that the learners are between points A and B, then
confident in their knowledge and
competencies.
AM+MB =AB

G. Finding practical What is the importance of

applications of concepts being structured or organized?
and skills in daily living
Develop appreciation and valuing for their
learning by bridging the lesson to daily
living. This will establish relevance in the
lesson. What if you don’t arrange your
stuff in your house, what
temperament of your mother
could be foreseen?

H. Making generalizations Wrap-up: Wrap-up: Wrap-up:

and abstractions about the
lesson How can we, Given an angle bisector of the 1.Identify the different What is the importance of
given angle, name the congruent terms related to angle pairs. organizing the components
Conclude the lesson by asking children good 1. Identify the different angles formed. in geometry?
questions that will help them crystallize their
learning so they can declare the knowledge classification of angles.
and demonstrate their skills. ❖ Complementary
Apply the addition postulates in
2.Find the measure of the finding the measures of the ❖ Supplementary
given angles . given angle.
❖ Linear pairs

❖ Adjacent

❖ Vertical angles

❖ Perpendicular lines
 2. Find the measure of the
unknown quantities.

I. Evaluating Learning B. Use the figure to answer A. Find the value of x A.Use the figure to Tell whether the following
each of the questions below. using the given illustrates defined terms,
Assess whether the learning objectives have complete each
been met. Evaluation should tap J. Additional information. Find also undefined terms, postulates
Activities for application or remediation. (Use your own protractor.) the measure of angles 1,
or theorems. If theorems,
2 and 3.
specify whether corollary
or lemma:

1.A line and a plane contain

statement: an infinite number of
points.
1.∠ BAG and ∠ FAG are
________________. 2.Two lines intersect at one
1.What is the measure of each
point
angle?
2. .∠ BAG and ∠ FAG
3.An angle is a union of
a. ∠ 1 are ________________.
two non collinear rays with
b. ∠ 3
c. a common endpoint.
∠ AOD
4.A point has no
d. B. Give the complement
dimension.
∠ BOD and supplement of:
m∠ AOD = 96o
3. 15⁰
2. What kind of angle is each?
m∠1 = 3x + 5
a. ∠2 4. 83.5⁰
m∠ 2 = 4x + 3
b. ∠3 + ∠ 4
m∠3 = 6x + 10
c. ∠ BOE

d. ∠ AOE

J. Additional Activities for Study all the lessons taken Study : Triangle
Application or Remediation from day 1 up to the last Congruence.
topic .
VI- REMARKS

VII - REFLECTION
A. No. of learners who earned 80%
in the evaluation

B. No. of learners who required

additional activities for remediation

C. Did the remedial lessons work?

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies

work well? Why did this work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?

G. What innovation or localized

materials did I used/discover which
I wish to share with other teachers?

SCHOOL: BenowanganNHS GRADE LEVEL: EIGHT (8)

GRADES
1 TO 12 TEACHER: Jocelyn Geradila- LEARNING AREA: MATHEMATICS 8
Abarquez
DAILY
TEACHING DATES & TIME: Feb. 28,2023 to March QUARTER: THIRD QUARTER-WEEK4
 3,2023

I.Objectives Day1 Day2 Day3 Day4 Day5

Objective over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
lessons exercises and remedial activities maybe done for developing content knowledge and competencies. These are using Formatives Assessment Strategies.
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lesson. Weekly objectives
shall be derived from the curriculum guide.

A. Content The learner demonstrates understanding of key concepts of axiomatic structure of geometry and triangle congruence.
Standards:

B.Performance The learner is able to communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and
Standards: solving real-life problems involving congruent triangles using appropriate and accurate representations.

C. Learning 42. Illustrates triangle congruence.*** M8GE-IIId-1 43. illustrates the SAS, ASA and SSS
Competencies/ congruence postulates.*** M8GE-IIId-e-1
Objectives: 42.1. Define and illustrate 42.2. Identify the properties of 42. illustrates triangle 43.1. Identify included side/
Write the LC code for each triangle congruence. congruence. congruence.*** included angle of a triangle.

At the end of the period, at ( mother competency)

least 75% of the students will :

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content in a week or two.
II. CONTENT
GEOMETRY GEOMETRY GEOMETRY GEOMETRY

III. LEARNING List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an in learning. Ensure that there is a mix of
RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References

Teacher’s Guide Pages

Learner’s Materials Pages

Text book Pages

Additional Materials from
Learning resources(LR)Portal

B. Other Learning
Resources

These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by demonstration of learning the by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing the students with multiple ways to learn new things, practice their learning, question their learning
processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
IV PROCEDURES
A.Reviewing yesterday’s Stimulating Activity: Review the definition of Routinely activities: Provide pairs of triangles:
lesson or Presenting the congruent triangles by placing
new lesson Prepare three congruent sticks, In two physical models of Tell whether the
how many ways can these sticks congruent triangles on the correspondence between two
Connect the lesson with learners’ prior
form a plane? Review the different triangles is congruence or not
knowledge. Explicitly teach to the board. Call on the students to
learners how the new lesson connects to
equivalence relation. congruence.
label the vertices. Using these
previous lessons. Review and present Call somebody to illustrate before
. figures let the students list Suggested activity:
new lessons in a systematic manner the class. Support your answer.
down the corresponding
congruent parts. Peel the cabbage

Prepare 3 pairs of congruent Can you recall the properties of Prepare materials for the Look closely to triangle SON
B.Establishing a purpose triangles. These will be posted on real numbers? List down on the activity.
the board. Label the triangles. board. S
for the lesson
Motivate them to learn the new lesson.
Encourage them to ask questions about
the new topic. This will help establish a
reason for learning the new lessons.

O N

C.Presenting examples/ The pairs of triangles above are State that since measurements Let us recall, when can two In ΔSON,
instances of the new congruent? of lengths and angles are also triangles be congruent?
lesson positive real numbers , then the ∠S is included between SN
Provide examples of the new lesson.
Show what the instances of the content
What have you understood about properties for real numbers and SO.
and competencies. This is where the congruent triangles? apply to them.
concepts are clarified. ∠O is included between OS
( Accept varied ideas) and ON .

∠N is included between NS
and NO .

SO is included between ∠S
 and ∠O.

ON is included between ∠O
and ∠N.

SN is included between ∠S
and ∠N.

Discuss the notation for Discuss the properties of Using the materials
● Identify the parts of a
congruent triangles. congruence/ equivalence provided, make a creative
relation: presentation on how you triangle in terms of
B Q will illustrate the their relative
1. Reflexive property congruency between two positions.
triangles in a manner that it
m∠ A=m∠ A
would be easy for us to
AB =AB understand .
A C P R ● What is an included
D.Discussing new 2. Symmetric Property side?
concepts and practicing In the fig.
new skills #1(Leads to If
Formative Assessment 1) ∆ ABC ≅ PQR ∠ A=m∠ B ,then ∠ B=m∠ A ● How about included
Discuss the concepts. Prepare good
questions for this. Listen to the angle?
answers of learners to gauge if they Can this be written as If AB =PQ then, PQ =AB
understood your presentation lesson. If
not, then reteach. If they have
understood, then proceed to deepening ∆ ABC ≅ RQP 3. Transitive Property
the lesson.
Emphasize correct If
correspondence. ∠ A=m∠ B ,then ∠ B=m∠ C
This will lead to the formal
Then∠ A=m∠ C
definition of congruent triangles.
If AB =PQ then, PQ =XY
then, AB=XY

E.Discussing new concepts Group activity: Provide a group Board work: Presentation of outputs
and practicing new skills #2 activity that could deepen their
(Leads to Formative
Assessment 2) knowledge and skills.
Deepen the lesson with new ways to apply
the learning. Pair, group and team work DLP No. 14 Exercises ( Provision of rubric before
might be a good way to help learners
 Example :∆ DOG ≅ CAT the group activity)
discuss the lesson among themselves.
They can present their work to the class
What are the 3 pairs of
and this serves as the teachers’ way of corresponding parts that are
assessing if the concepts are solidifying
and if their skills are developing. congruent?

F.Developing mastery Given the figure below: Determine the equivalence Provision of guided Answer exercises 2 pp. 354
relation shown in each of the questions based on their
(Leads to Formative following: output/ presentation
Assessment 3)
Develop mastery through more individual
work activities such as writing, creative 1. m AB = m AB
ways of
dramatizing,
representing
etc.
learning,
Let children
2. If a=b and b=c then,
demonstrate their learning through a=c
assessable activities such as quizzes,
worksheets, seat work, and games. When 3. If x=y then y=x
the children demonstrate learning, then
proceed to the next step. Add activities
4. If m RT= m AM and
as needed until formative assessment m AM=m CD, then
shows that the learners are confident in
their knowledge and competencies.
∆ WDE ≅ ¿ m RT=m CD

G. Finding practical During the group activity or How are congruence property What value can we draw in
applications of concepts cooperative learning, tap the relate with our daily living? relation to relative positions?
and skills in daily living visual or spatial intelligence of
Develop appreciation and valuing for their
learning by bridging the lesson to daily the students by using colored
living. This will establish relevance in the
lesson.
crayons to outline the triangle
when presenting congruency.

H. Making Wrap-up: What can we conclude about If corresponding parts Summarize the day's lesson.
generalizations and the properties of congruence? ( sides and angles ) of two
abstractions about the Two triangles are congruent iff: triangles are congruent,
lesson What can you say about
1. The three pairs of
these two triangles?
Conclude the lesson by asking children corresponding sides are
good questions that will help them
crystallize their learning so they can congruent, and Is it possible that if two
declare the knowledge and demonstrate
their skills. 2. Three pairs of triangles are congruent,
corresponding angles are corresponding parts are also
congruent. congruent?
I. Evaluating Learning Answer exercises from DLP A. Use the property stated to Determine the Answer the exercises on DLP
activity no.13 complete each statement. corresponding parts of the
Assess whether the learning objectives
have been met. Evaluation should tap J. following congruent
Additional Activities for application or 1. Reflexive Property: triangles:
remediation.

JK ≅ _______ ( Provide your own figure)

2. Symmetric Property:

If ∠ P ≅ ∠ Q , then
______________.

3. Transitive Property:

4. If HT ≅ GP and GP
≅ AD, then _______.

J. Additional Activities for Study how triangle congruence

Application or can be presented in a clear and
Remediation creative way for our group
performance tomorrow.

VI- REMARKS

VII - REFLECTION
A. No. of learners who earned 80%
in the evaluation

B. No. of learners who required

additional activities for remediation

C. Did the remedial lessons work?

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies

work well? Why did this work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I used/discover which I
wish to share with other teachers?

Prepared by: Checked and Noted by:

JOCELYN A. GERADILA-ABARQUEZ Ms. MURIEL JOSEFA A. COLES

SCHOOL: GRADE LEVEL: EIGHT (8)

GRADES 1 TO 12
DAILY LESSON TEACHER: LEARNING AREA: MATHEMATICS 8
 TEACHING DATES & TIME: QUARTER: THIRD QUARTER-WEEK5
LOG

I. Objectives Day1 Day2 Day3 Day4 Day5

Objective over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons exercises
and remedial activities maybe done for developing content knowledge and competencies. These are using Formatives Assessment Strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lesson. Weekly objectives shall be derived from the curriculum guide.

A. Content Standards: The learner demonstrates understanding of key concepts of axiomatic structure of geometry and triangle congruence.

B.Performance The learner is able to communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and
Standards: solving real-life problems involving congruent triangles using appropriate and accurate representations.

C. Learning 43. Illustrates the SAS, ASA and SSS congruence postulates.***
Competencies/
43.2. State and illustrate the 43.3. State and illustrate the 43.4. State and illustrate the 43. Illustrates the SAS, ASA
Objectives: SAS Postulate. ASA Postulate. SSS Postulate. and SSS congruence
Write the LC code for each postulates.***

At the end of the period, at ( mother competency)

least 75% of the students will :

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content in a week or two.
II. CONTENT
GEOMETRY GEOMETRY GEOMETRY GEOMETRY

III. LEARNING List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES

A. References

Teacher’s Guide Pages TRM pp.444-446

Learner’s Materials Pages LM pp.354-355 pp357-

Text book Pages GEOMETRY NPSBE pp.92- GEOMETRY NPSBE PP62-63

93
Additional Materials from
Learning resources(LR)Portal

B. Other Learning DLP Q3-No.16 DLP Q3-No.17 DLP Q3-No.18/

Resources

These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by demonstration of learning the by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing the students with multiple ways to learn new things, practice their learning, question their
learning processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
IV PROCEDURES
A.Reviewing yesterday’s Simple recall Checking of assignment Simple Recall: Simple Recall:
lesson or Presenting the
new lesson On relative positions among ASA Congruence Postulate ASA Congruence Postulate
parts of a triangle
Connect the lesson with learners’ prior SAS Congruence Postulate SAS Congruence Postulate
knowledge. Explicitly teach to the learners
how the new lesson connects to previous
lessons. Review and present new lessons
SSS Congruence Postulate
in a systematic manner .

B.Establishing a purpose Can we verify two triangles to Is it possible to draw a Can you think of another Are you ready for a test?
for the lesson be congruent given fewer pairs triangle congruent to a given way to show that two
of corresponding parts? triangle with only its two triangles are congruent aside
Motivate them to learn the new lesson.
Encourage them to ask questions about the angles and included sides from ASA and SAS
new topic. This will help establish a reason
for learning the new lessons.
considered? Congruence Postulate?

C.Presenting examples/ Dyad: Guided activity:Pair Guided Activity: ------

instances of the new
lesson a. Draw a 7- inch segment. 1.Draw any ∆ LET Materials: graphing paper.
Provide examples of the new lesson.
Show what the instances of the content and
Ruler, pencil.
competencies. This is where the concepts
b. Name it BE. ¿
are clarified. 1.Using a 4x4 grid of the
c. Using your protractor make have different figures graphing paper draw a
angle B equal to 70o degrees. triangle.
of ∆ LET ¿
d. From the vertex B, draw BL 2.Make another triangle
measuring 8 inches long. 2.Construct ∆ COY exactly the same as the given
such that ∠C ≅ ∠ L; triangle but shift it to the
e. How many triangles can be
right.
formed?
CY ≅ OY , ∠ O ≅ ∠E
( Note: The teacher makes the first
f. Draw ΔBEL triangle for the students to imitate)
3.Measure ∠ T , ¿ , ET .
measure∠ Y , CY ,OY .
 g. Compare your triangle 4. Cut the triangular region
(first)with the triangle made by and compare. Place
your partner(second). COY
∆ LET
∆

How was the second triangle How many pairs of What can you say about the
drawn? corresponding parts are triangle you have just drawn?
equal?
D.Discussing new concepts Are the two sides and included What consideration did you take
and practicing new skills angle of one triangle congruent to How is LE related to so that the second triangle is
#1(Leads to Formative the corresponding sides and
∠ L∧∠ E ? CO to exactly the same as the given
Assessment 1) included angle of the other triangle?
Discuss the concepts. Prepare good
triangle?
∠ C∧∠O?
questions for this. Listen to the answers
of learners to gauge if they understood Can we say that these triangles
your presentation lesson. If not, then How do you compare the two Are the triangles congruent? are congruent? Why?
reteach. If they have understood, then
proceed to deepening the lesson. triangles?
Can you state another What generalization can you
At this point what general condition for triangle make upon doing the activity?
statement can you make? congruent?

E.Discussing new concepts

and practicing new skills #2
(Leads to Formative
Assessment 2)
Deepen the lesson with new ways to apply
the learning. Pair, group and team work
might be a good way to help learners
discuss the lesson among themselves.
They can present their work to the class
and this serves as the teachers’ way of
assessing if the concepts are solidifying
and if their skills are developing.

F.Developing mastery Game: Give examples which will Which of these triangles
require the students to judge appear to be congruent?
(Leads to Formative whether two triangles are
● Students will be
Assessment 3) ( Show pairs of triangle)
Develop mastery through more individual grouped into two. congruent by ASA
work activities such as writing, creative Congruence Postulate.
ways of representing learning,
dramatizing, etc. Let children ● The teacher distributes
demonstrate their learning through
assessable activities such as quizzes, cut-outs of triangles
worksheets, seat work, and games. When
the children demonstrate learning, then
with marked parts.
proceed to the next step. Add activities as
needed until formative assessment shows ● In 5 minutes, students
that the learners are confident in their
knowledge and competencies. are expected to find
their partner triangle.
 ● The first to find his
partner will be
declared as winner.

G. Finding practical During the activity, visual or Cooperation must be What practical applications Valuing: Honesty
applications of concepts spatial intelligence is being observed in the activity can you relate from our
and skills in daily living observed. lesson?
Develop appreciation and valuing for their
learning by bridging the lesson to daily
living. This will establish relevance in the
lesson.

H. Making What condition would show Aside from SAS Congruence State again the SSS
generalizations and that two triangles are Postulate, What other Congruence Postulate.
abstractions about the congruent? condition would show that
lesson two triangles are congruent? Ask for clarifications.
Conclude the lesson by asking children
good questions that will help them
crystallize their learning so they can
declare the knowledge and demonstrate
their skills.

I. Evaluating Learning Answer exercises on DLP Formative: 1.Given :∆ PST is isosceles See attachment
activity no. 16
Assess whether the learning objectives Present congruent triangles. R is the midpoint of ST,
have been met. Evaluation should tap J.
Additional Activities for application or Have the students identify two mark congruent parts of
remediation.
angles and the included side of
triangles. P
the first triangle correspond to
the two angles and included side
of another triangle. Let them
make similar markings on the
congruent parts between two
triangles.

S R T

J. Additional Activities If E is the midpoint of MR & PN, DLP no. 17 exercises Review the different Additional activities may be
for Application or What are the congruent parts of congruence postulates. given this time.
Remediation ∆ MEN ∧∆ REP ?
Be ready for a test.
Show that the two triangles are
congruent by marking their
 congruent parts.

M N

P R

VI- REMARKS

VII - REFLECTION
A. No. of learners who earned 80%
in the evaluation

B. No. of learners who required

additional activities for remediation

C. Did the remedial lessons work?

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies

work well? Why did this work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovation or localized

materials did I used/discover which I
wish to share with other teachers?
 Suggested Assessment for Week5- Triangle Congruence Postulates

Set I.Instruction:

State whether each of the following pairs of triangles are definitely congruent and, for those that are,
state the reason. The drawings are not drawn to scale.
Set II. Refer to Exercises no. 4 LM