Grades 1 to 12 School:

Teacher:
DAILY LESSON
Teaching Dates and Time:
LOG
MONDAY TUESDAY WEDNESDAY
I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of the key concepts of factoring polynomials.

B. Performance Standard The learner is able to formulate real-life problems involving factoring polynomials and solves these with utmost accuracy using a

M8AL-Ia-b-1 . Factors completely M8AL-Ia-b-1 . Factors completely M8AL-Ia-b-1 . Factors completely

C. Learning Competencies different types of polynomials with different types of polynomials with different types of polynomials with
common monomial factor common monomial factor difference of two square.

Factoring by Greatest Common Factoring by Greatest Common

II. CONTENT Factoring Difference of Two Squares
Monomial Factor (GCMF) Monomial Factor (GCMF)

III. LEARNING RESOURCES

A. References

1. Teacher's Guide pages TG, Module 1, pp. 32 - 33 TG, Module 1, pp. 32 - 33 TG, Module 1, pp. 34 - 35

2. Learner's Materials pages LM, Module 1, pp. 30 - 31 LM, Module 1, pp. 30 - 31 LM, Module 1, pp. 32 - 33

3. Textbook pages None None None

4. Additional Materials from Learning
None None None
Resource (LR) portal

Grade 8 Mathematics Patterns and

B. Other Learning Resources
Practicalities, p. 45

IV. PROCEDURE

A. Reviewing previous lesson or presenting Review the steps in finding the

Review the previous lesson. Review about perfect squares
the new lesson greatest common factor

Ask the student what they expect to

Ask the student what they expect to Let the student think on to find the
B. Establishing a purpose for the lesson learn on how to factor a difference of
learn about factoring. factor of a polynomial
two terms

C. Presenting examples/instances of the new Perform Activity 4, "Finding Perform Activity 5, "Investigation In
Give another set of examples
lesson Common", LM, p. 30 The Classroom", LM, p. 32

Give illustrative examples about Explain briefly the answers of the

D. Discussing the concepts and practicing new Perform Activity 6, "Investigation In
factoring by greatest common given examples
skills 1 Paper Folding", LM, p. 32
monomial factor

E. Discussing new concepts and practicing Discuss the steps in factoring Give illustrative examples about
new skills 2 polynomials by GCMF 1. Presentation of the day’s target factoring difference of two squares
objective
Grade 8 Mathematics Patterns and 2. Setting of standards during the test
F. Developing mastery (leads to formative Discuss the steps in factoring
Practicalities, Comprehension Check,
assessment) difference of two squares
p. 45

3.Giving of directions/ instructions

G. Finding practical applications of concepts Ask the students to cite situations in Ask the students to cite situations in
4. Raising of questions and
and skills in daily living real life involving factoring real life involving factoring
clarifications

H. Making generalizations and abstractions How to factor polynomials by How to find the factor of a polynomial When can you factor expressions using
about the lesson GCMF? with common monomial factor? difference of two squares?
 I. Evaluating learning Give the prepared evaluation. Give the prepared test. Give the prepared evaluation.

J. Additional activities for application or

None None None
remediation
V. REMARKS
VI. REFLECTION

___ out of __ students belong to 80% ___ out of __ students belong to 80% ___ out of __ students belong to 80%
1. No. of learners who earned 80% in the
mastery level during formative mastery level during formative mastery level during formative
evaluation
assessment assessment assessment

2. No. of learners who require additional

__ students need remediation. __ students need remediation. __ students need remediation.
activities for remediation who score below 80%

3. Did the remedial lessons work? No. of __ out __ students have caught up __ out __ students have caught up with __ out __ students have caught up with
learners who have caught up with the lesson with the lesson the lesson the lesson

4. No. of learners who continue to require __ students need to follow up __ students need to follow up __ students need to follow up
remediation remediation remediation remediation

5. Which of my teaching strategies worked

well? Why did these work?

6. What difficulties did I encounter which my

principal or superior can help me solve?

7. What innovation or localized materials did I

use/discover which I wish to share with other
teachers

Grades 1 to 12 School:
Teacher:
DAILY LESSON
Teaching Dates and Time:
LOG
MONDAY TUESDAY WEDNESDAY
I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of the key concepts of factoring polynomials.

B. Performance Standard The learner is able to formulate real-life problems involving factoring polynomials and solves these with utmost accuracy using a

M8AL-Ia-b-1 . Factors completely M8AL-Ia-b-1 . Factors completely

M8AL-Ia-b-1 . Factors completely
C. Learning Competencies different types of polynomials with different types of polynomials with
different types of polynomials
sum and difference of two cubes sum and difference of two cubes

Factoring Sum and Diffference of Factoring Sum and Diffference of

II. CONTENT Factoring Trinomials where a = 1
Two Cubes Two Cubes
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages pp. 37-38 pp. 37 pp. 41
2. Learner's Materials pages pp. 36 pp. 35 pp.39
Elementary Algebra I. 2000. pp. 200-
3. Textbook pages
211*

4. Additional Materials from Learning

Resource (LR) portal http://lrmds.deped.gov.ph/detail/1851 http://lrmds.deped.gov.ph/detail/1851 http://lrmds.deped.gov.ph/detail/1851
B. Other Learning Resources
IV. PROCEDURE
 Let the students perform an activity in
A. Reviewing previous lesson or presenting Let the students recall a number and Students recite the perfect cube of a
finding factors of a number and the
the new lesson expression with perfect cube number
sum of the factors

Ask the student what they expected to

Let the tudents answer the exercise in Ask the student what they expected to
B. Establishing a purpose for the lesson learn in factoring the sum and
finding the cuberoot learn in factoring general trinomial.
difference of two cubes.

Students find a two number whose sum

C. Presenting examples/instances of the new Let the students give a polynomial
Give and discuss more examples is the middle term and whose product
lesson that is a perfect cube
is the last term of the trinomial

Give an example on how to find the

D. Discussing the concepts and practicing new Let the students rethink on how to Discuss on how to determine the two
factor on sum and difference of two
skills 1 factor sum and difference of two cubes factors of a number
cubes

E. Discussing new concepts and practicing let the students answer the other Discuss and let the students answer the Discuss on how to find the factor of a
new skills 2 examples exercises general form of a trinomial

F. Developing mastery (leads to formative Perform Exercises on finding the

Students were do the exercises Students answer the exercises given
assessment) factors

G. Finding practical applications of concepts Cite an application of factoring in real Let the students cite a situation which Cite a certain real application of
and skills in daily living life situation factoring is applied factoring

H. Making generalizations and abstractions How to factor the sum and difference How to find the factor of sum and
How to find the factors of a trinomial
about the lesson of two cube? difference of two cubes

Students answers the exercises in LM

I. Evaluating learning Students answer the 10 items test Let the students answer the exersises
pp. 37

J. Additional activities for application or

Memorizing perfect cube numbers None None
remediation
V. REMARKS
VI. REFLECTION
___ out of __ students belong to 80% ___ out of __ students belong to 80% ___ out of __ students belong to 80%
1. No. of learners who earned 80% in the
mastery level during formative mastery level during formative mastery level during formative
evaluation
assessment assessment assessment

2. No. of learners who require additional

__ students need remediation. __ students need remediation. __ students need remediation.
activities for remediation who score below 80%

3. Did the remedial lessons work? No. of __ out __ students have caught up __ out __ students have caught up with __ out __ students have caught up with
learners who have caught up with the lesson with the lesson the lesson the lesson

4. No. of learners who continue to require __ students need to follow up __ students need to follow up __ students need to follow up
remediation remediation remediation remediation

5. Which of my teaching strategies worked

well? Why did these work?

6. What difficulties did I encounter which my

principal or superior can help me solve?

7. What innovation or localized materials did I

use/discover which I wish to share with other
teachers
 Grades 1 to 12 School:
Teacher:
DAILY LESSON
Teaching Dates and Time:
LOG
MONDAY TUESDAY WEDNESDAY
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the key concepts of factoring polynomials.
B. Performance Standard The learner is able to formulate real-life problems involving factoring polynomials and solves these with utmost accuracy using a

M8AL-Ia-b-1 . Factors completely M8AL-Ib-2. Solves problems M8AL-Ib-2. Solves problems

C. Learning Competencies
different types of polynomials involving factors of polynomials involving factors of polynomials

Factoring Trinomials where a > 1/ Solving Word Problems Involving Solving Word Problems Involving
II. CONTENT
Factoring by Grouping Factoring Polynomials Factoring Polynomials

III. LEARNING RESOURCES

A. References

1. Teacher's Guide pages pp. 44-45, 47-48 pp. 53

2. Learner's Materials pages pp. 45 pp. 53

Elementary Algebra I. 2000. pp. 200-

3. Textbook pages
211*

4. Additional Materials from Learning

Resource (LR) portal

B. Other Learning Resources Grade 8- Mathematics Patterns and

Practicalities pp. 49
IV. PROCEDURE

A. Reviewing previous lesson or presenting Recall the step in factoring trinomials Recall the step in solving word
Ask on how to solve a word problem
the new lesson in a form of ax2 +bx +c problem

Student think the importance of the Student feel the importance of the
B. Establishing a purpose for the lesson Answer the activity in LM pp 45 concept on factoring to solve word concept on factoring to solve word
problem problem

C. Presenting examples/instances of the new Discuss at least 2 examples of finding Perform the Activity 25 " I Bring My
Present the word problem
lesson the factors Trash" in Lm pp. 53

D. Discussing the concepts and practicing new Let the student explain on how to Ask the student the guide question Ask the student the concept to be use
skills 1 obtain the factor of a trinomials base on the problem in solving the problem

Ask the students the to solve the

E. Discussing new concepts and practicing Let the student explain the process on
Discuss the concept of factoring problem applying the concept of
new skills 2 finding the dimension of the rectangle.
factoring

F. Developing mastery (leads to formative Findinfg the factor of general Let the student to solve another Let the students solve atleast 2 word
assessment) trinomial problem applying factoring. problems involving factoring

G. Finding practical applications of concepts Let the student cite a situation Let the students cite a problem as Let the students cite a problem as
and skills in daily living involving factorin g application in real life situation?" application in real life situation?"
 H. Making generalizations and abstractions How to determine the factors of the Explain on how to solve a word What are the step in solving a word
about the lesson sum and difference of two cube? problem? problem?

Given 5 items exercises let the Let the students anwer one ( 1) word Let the students anwer atleast two
I. Evaluating learning
students determine factors problem ( 2) word problems

J. Additional activities for application or

Factogon None None
remediation
V. REMARKS
VI. REFLECTION

___ out of __ students belong to 80% ___ out of __ students belong to 80% ___ out of __ students belong to 80%
1. No. of learners who earned 80% in the
mastery level during formative mastery level during formative mastery level during formative
evaluation
assessment assessment assessment

2. No. of learners who require additional

__ students need remediation. __ students need remediation. __ students need remediation.
activities for remediation who score below 80%

3. Did the remedial lessons work? No. of __ out __ students have caught up __ out __ students have caught up with __ out __ students have caught up with
learners who have caught up with the lesson with the lesson the lesson the lesson

4. No. of learners who continue to require __ students need to follow up __ students need to follow up __ students need to follow up
remediation remediation remediation remediation

5. Which of my teaching strategies worked

well? Why did these work?

6. What difficulties did I encounter which my

principal or superior can help me solve?

7. What innovation or localized materials did I

use/discover which I wish to share with other
teachers
 Grades 1 to 12 School:
Teacher:
DAILY LESSON
Teaching Dates and Time:
LOG
MONDAY TUESDAY WEDNESDAY
I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of the key concepts of factoring polynomials.

B. Performance Standard The learner is able to formulate real-life problems involving factoring polynomials and solves these with utmost accuracy using a

M8AL-Ic-1 . Illustrates rational M8AL-Ic-2. Simplifies rational M8AL-Ic-d-1 . Performs operations on

C. Learning Competencies
algebraic expressions algebraic expressions rational algebraic expressions

Illustrating Rational Algebraic Simplifying Rational Algebraic Multilpliying Rational Algebraic

II. CONTENT
Expressions Expressions Expression

III. LEARNING RESOURCES

A. References

1. Teacher's Guide pages pp. 78-80 pp. 87-88 pp. 96-97

2. Learner's Materials pages pp. 66-69 pp. 77-78 pp. 88-89
3. Textbook pages

4. Additional Materials from Learning

Resource (LR) portal

B. Other Learning Resources Grade 8 Mathematics Patterns and Grade 8 Mathematics Patterns and
Practicalities pp. 69 Practicalities pp. 75-76
IV. PROCEDURE

A. Reviewing previous lesson or presenting Perform the Activity in LM pp. Perform Activity 16. Connect to Recall the step on simplifying
the new lesson 66 my Equivalent in LM pp. 77 rational algebraic expression

Let the student think that the

Let the student think if the
propduct of two rational
Let the students answer the concept in reducing lowest terms
B. Establishing a purpose for the lesson expression is the the product of the
question in LM pp. 67 can be applied in simplying
numerators divided by the product
rational algebraic expression
of the denominators

Give example and discuss on how Let the students express the
C. Presenting examples/instances of the new Let the students answer the
lesson
to simplifying Rational Algebraic numerators and denominators into
activity in LM pp. 67
expression prime factors. LM pp. 87

Let the student explain on how to Let the students multiply rational
D. Discussing the concepts and practicing new Perform the Activity in LM pp.
skills 1 simplify each rational algebraic algebraic expression using the
68
axpression laws of exponents. Lm pp. 88

Let the students apply the

E. Discussing new concepts and practicing Perform the Activity in LM pp. Simplify each rational algebraic factoring techniques in
new skills 2 69 expression multiplying rational algebraic
expression. LM. Pp. 89

F. Developing mastery (leads to formative Let the students answer the Let the students simply each Answer the exercises no. 1-2 in
assessment) exercises expression to simplest form. LM pp. 89

G. Finding practical applications of concepts Cite an application of rational Cite real- life problem s especially
and skills in daily living None
algebraic expression rate related problems
 What is the difference of
What are the steps on how to
H. Making generalizations and abstractions between rational algebraic Explain on how to solve a word
multiply rational algebraic
about the lesson expresssion from the other problem?
expression?
expression base on the example/s

Let the student identify which of Answer the exercises in Grade 8

Simplify each rational algebraic
I. Evaluating learning the following is a ratuiional Mathematics practical Patterns in
expression
algebraic expression pp. 75-76
Assignment in Grade 8 Answer the exercises in Grade 8
J. Additional activities for application or
remediation
NONE Mathematics practical Patterns in Mathematics practical Patterns in
pp. 69 pp. 76
V. REMARKS
VI. REFLECTION
___ out of __ students belong to 80% ___ out of __ students belong to 80% ___ out of __ students belong to 80%
1. No. of learners who earned 80% in the
mastery level during formative mastery level during formative mastery level during formative
evaluation
assessment assessment assessment
2. No. of learners who require additional
__ students need remediation. __ students need remediation. __ students need remediation.
activities for remediation who score below 80%

3. Did the remedial lessons work? No. of __ out __ students have caught up __ out __ students have caught up with __ out __ students have caught up with
learners who have caught up with the lesson with the lesson the lesson the lesson

4. No. of learners who continue to require __ students need to follow up __ students need to follow up __ students need to follow up
remediation remediation remediation remediation

5. Which of my teaching strategies worked

well? Why did these work?

6. What difficulties did I encounter which my

principal or superior can help me solve?

7. What innovation or localized materials did I

use/discover which I wish to share with other
teachers
 Grades 1 to 12 School:
Teacher:
DAILY LESSON
Teaching Dates and Time:
LOG
MONDAY TUESDAY WEDNESDAY
I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of key concepts and principles of rational algebraic expressions and algebraic expressions

The learner is able to formulate real – life problems involving rational algebraic expressions and algebraic expressions with integra
B. Performance Standard
strategies.

M8AL-Ic-d-1 . Performs operations M8AL-Ic-d-1 . Performs operations on M8AL-Ic-d-1 . Performs operations on

C. Learning Competencies
on rational algebraic expressions rational algebraic expressions rational algebraic expressions

Adding and Subtracting Similar Adding and Subtracting Dissimilar Adding and Subtracting Dissimilar
II. CONTENT
Rational Algebraic Expressions Rational Algebraic Expressions Rational Algebraic Expressions

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages pp 101-102 pp. 101-103 pp. 104-106
2. Learner's Materials pages pp 93-94 pp. 95-96 pp. 97-99
3. Textbook pages

4. Additional Materials from Learning

Resource (LR) portal

B. Other Learning Resources Grade 8 Mathematics Patterns and

Practicalities pp. 85-86
IV. PROCEDURE

Give examples and recall on Give examples and recall on

A. Reviewing previous lesson or presenting Recall how to add and subtract
the new lesson adding subtracting fraction with adding subtracting fraction with
dissimilar fraction
like denominators unlike denominators

Ask the students on how to add Perform Activity " Flow Chart"|
B. Establishing a purpose for the lesson Activity in Finding the LCD
fraction with like denominators in LM pp. 97

C. Presenting examples/instances of the new Give example of rational Give example and discuss on how
to add or subtract Rational
Perform Activity " Flow Chart"|
lesson expression having the same Algebraic expression in LM pp. 97
denominators then add
Ask the students on how to add Let the students add or subtract Give example and discuss on how
D. Discussing the concepts and practicing new
skills 1 rational algebraic expression with rational algebraic expression using to add or subtract dissimilar
similar denomators the laws of exponents. LM pp. 95 rational algebraic expression

Let the students add or subtract Perform the activity " Whats
E. Discussing new concepts and practicing
new skills 2
Give another example then explainrational algebraic expression using wrong with " in LM pp 98 ( only
the laws of exponents. LM pp. 96 1)

Let the students find the sum or Perform the activity " Whats
F. Developing mastery (leads to formative Let the students answer at least
assessment) difference of a rational algebraic wrong with " in LM pp 98 ( only
two (2) exercise in LM pp. 94
expression 1)

Ask the student to think a

G. Finding practical applications of concepts particular situation involving Cite real- life problem s especially Cite real- life problem s especially
and skills in daily living ading an subtarcting rational rate related problems rate related problems
algebraic expression
 Hhow to find the sum or
What is your realization on how How to find the sum or difference
H. Making generalizations and abstractions difference of a rational algebraic
to add ratioal algebraic expression of a rational algebraic expression
about the lesson expression with unlike
with similar denominators with unlike denominators
denominators

Answer the exercises in Grade 8 Perform the activity " Whats

I. Evaluating learning Perform exercise in LM pp. 94 Mathematics practical Patterns in wrong with " in LM pp 98 ( only
pp. 86 1)

J. Additional activities for application or

remediation
None
V. REMARKS
VI. REFLECTION
___ out of __ students belong to ___ out of __ students belong to ___ out of __ students belong to
1. No. of learners who earned 80% in the
evaluation
80% mastery level during 80% mastery level during 80% mastery level during
formative assessment formative assessment formative assessment
2. No. of learners who require additional
activities for remediation who score below 80%
__ students need remediation. __ students need remediation. __ students need remediation.
3. Did the remedial lessons work? No. of __ out __ students have caught up __ out __ students have caught up __ out __ students have caught up
learners who have caught up with the lesson with the lesson with the lesson with the lesson
4. No. of learners who continue to require __ students need to follow up __ students need to follow up __ students need to follow up
remediation remediation remediation remediation
5. Which of my teaching strategies worked
well? Why did these work?
6. What difficulties did I encounter which my
principal or superior can help me solve?

7. What innovation or localized materials did I

use/discover which I wish to share with other
teachers
 Grades 1 to 12 School:
Teacher:
DAILY LESSON
Teaching Dates and Time:
LOG
MONDAY TUESDAY WEDNESDAY
I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of key concepts and principles of rational algebraic expressions and algebraic expressions

The learner is able to formulate real – life problems involving rational algebraic expressions and algebraic expressions with integra
B. Performance Standard
strategies.

M8AL-Ic-1/M8AL-Id-2. Illustrates,
Simplifies, Performs operations, and M8AL-Ie-1. Illustrates rectangular M8AL-Ie-3. Illustrates linear equations
C. Learning Competencies
solves problems involving rational coordinate system and its uses in two variables.
algebraic expressions

Summative Test on Rational Rectangular coordinate system and its

II. CONTENT Linear equations in two variables.
Algebraic Expressions uses

III. LEARNING RESOURCES

A. References

1. Teacher's Guide pages

2. Learner's Materials pages

3. Textbook pages

4. Additional Materials from Learning

Resource (LR) portal

B. Other Learning Resources Test Papers

IV. PROCEDURE

1. Reviewing previous lesson or presenting

the new lesson
Students were given instructions

Students reminded the do's and

2. Establishing a purpose for the lesson
don’t's in aswering the test.

3. Presenting examples/instances of the new Cite the pevious test on how to

lesson answer the worksheet

4. Discussing the concepts and practicing new Students reminded about the
skills 1 lesson

5. Discussing new concepts and practicing Students will give their discussion
new skills 2 on their answer

6. Developing mastery (leads to formative

assessment) Students answer Test

7. Finding practical applications of concepts Let the students solve the word
and skills in daily living problem

8. Making generalizations and abstractions

about the lesson Students answer Test

9. Evaluating learning Students answer Test

 10. Additional activities for application or
remediation None

V. REMARKS
VI. REFLECTION
___ out of __ students belong to 80%
1. No. of learners who earned 80% in the
mastery level during formative
evaluation
assessment

2. No. of learners who require additional

__ students need remediation.
activities for remediation who score below 80%

3. Did the remedial lessons work? No. of __ out __ students have caught up
learners who have caught up with the lesson with the lesson

4. No. of learners who continue to require __ students need to follow up

remediation remediation

5. Which of my teaching strategies worked

well? Why did these work?

6. What difficulties did I encounter which my

principal or superior can help me solve?

7. What innovation or localized materials did I

use/discover which I wish to share with other
teachers
 Grades 1 to 12 School:
Teacher:
DAILY LESSON
Teaching Dates and Time:
LOG
MONDAY TUESDAY WEDNESDAY
I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of key concepts and principles of rational algebraic expressions and algebraic expressions

The learner is able to formulate real – life problems involving rational algebraic expressions and algebraic expressions with integra
B. Performance Standard
strategies.

M8AL-If-1. Writes the linear equation

M8AL-Ie-5. Finds the slope of a line M8AL-Ie-5. Finds the slope of a line
C. Learning Competencies ax + by = c in the form y = mx + b and
given two points, equation, and graph given two points, equation, and graph
vice versa

Finding slope of a line given an Writing linear equation ax + by = c in

II. CONTENT Finding slope of a line given a graph
equation the form y = mx + b

III. LEARNING RESOURCES

A. References

1. Teacher's Guide pages

2. Learner's Materials pages

3. Textbook pages

4. Additional Materials from Learning

Resource (LR) portal

IV. PROCEDURE

1. Reviewing previous lesson or presenting

the new lesson

2. Establishing a purpose for the lesson

3. Presenting examples/instances of the new

lesson

4. Discussing the concepts and practicing new

skills 1

5. Discussing new concepts and practicing

new skills 2

6. Developing mastery (leads to formative

assessment)

7. Finding practical applications of concepts

and skills in daily living

8. Making generalizations and abstractions

about the lesson

9. Evaluating learning
 10. Additional activities for application or
remediation

V. REMARKS
VI. REFLECTION

1. No. of learners who earned 80% in the

evaluation

2. No. of learners who require additional

activities for remediation who score below 80%

3. Did the remedial lessons work? No. of

learners who have caught up with the lesson

4. No. of learners who continue to require

remediation

5. Which of my teaching strategies worked

well? Why did these work?

6. What difficulties did I encounter which my

principal or superior can help me solve?

7. What innovation or localized materials did I

use/discover which I wish to share with other
teachers
 Grades 1 to 12 School:
Teacher:
DAILY LESSON
Teaching Dates and Time:
LOG
MONDAY TUESDAY WEDNESDAY
I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of key concepts and principles of rational algebraic expressions and algebraic expressions

The learner is able to formulate real – life problems involving rational algebraic expressions and algebraic expressions with integra
B. Performance Standard
strategies.

M8AL-If-2. Graphs a linear equation M8AL-If-2. Graphs a linear equation

M8AL-If-3. Describes the graph of a
given (a) any two points; (b) the x – given (a) any two points; (b) the x –
C. Learning Competencies linear equation in terms of its
and y – intercepts; (c) the slope and a and y – intercepts; (c) the slope and a
intercepts and slope
point on the line point on the line

Graphs a linear equation given (b) the Graphs a linear equation given (c) the
II. CONTENT Determines the trend of the line
x – and y – intercepts slope and a point on the line

III. LEARNING RESOURCES

A. References

1. Teacher's Guide pages

2. Learner's Materials pages

3. Textbook pages

4. Additional Materials from Learning

Resource (LR) portal

IV. PROCEDURE

1. Reviewing previous lesson or presenting

the new lesson

2. Establishing a purpose for the lesson

3. Presenting examples/instances of the new

lesson

4. Discussing the concepts and practicing new

skills 1

5. Discussing new concepts and practicing

new skills 2

6. Developing mastery (leads to formative

assessment)

7. Finding practical applications of concepts

and skills in daily living

8. Making generalizations and abstractions

about the lesson

9. Evaluating learning
 10. Additional activities for application or
remediation

V. REMARKS
VI. REFLECTION

1. No. of learners who earned 80% in the

evaluation

2. No. of learners who require additional

activities for remediation who score below 80%

3. Did the remedial lessons work? No. of

learners who have caught up with the lesson

4. No. of learners who continue to require

remediation

5. Which of my teaching strategies worked

well? Why did these work?

6. What difficulties did I encounter which my

principal or superior can help me solve?

7. What innovation or localized materials did I

use/discover which I wish to share with other
teachers

Grades 1 to 12 School:
Teacher:
DAILY LESSON
Teaching Dates and Time:
LOG
MONDAY TUESDAY WEDNESDAY
I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of key concepts and principles of rational algebraic expressions and algebraic expressions

The learner is able to formulate real – life problems involving rational algebraic expressions and algebraic expressions with integra
B. Performance Standard
strategies.

M8AL-Ig-1. Finds the equation of a M8AL-Ig-1. Finds the equation of a

M8AL-Ig-2. Solves problems
line given (a) two points; (b) the slope line given (a) two points; (b) the slope
C. Learning Competencies involving linear equations in two
and a point; (c) the slope and its and a point; (c) the slope and its
variables
intercepts intercepts

Finding equation of a line given (b) Finding equation of a line given (c) the Word Problems Involving Linear
II. CONTENT
the slope and a point slope and its intercepts Equations in two variables

III. LEARNING RESOURCES

A. References

1. Teacher's Guide pages

2. Learner's Materials pages

3. Textbook pages

4. Additional Materials from Learning

Resource (LR) portal
IV. PROCEDURE

1. Reviewing previous lesson or presenting

the new lesson

2. Establishing a purpose for the lesson

3. Presenting examples/instances of the new

lesson

4. Discussing the concepts and practicing new

skills 1

5. Discussing new concepts and practicing

new skills 2

6. Developing mastery (leads to formative

assessment)

7. Finding practical applications of concepts

and skills in daily living

8. Making generalizations and abstractions

about the lesson

9. Evaluating learning

10. Additional activities for application or

remediation

V. REMARKS
VI. REFLECTION

1. No. of learners who earned 80% in the

evaluation

2. No. of learners who require additional

activities for remediation who score below 80%

3. Did the remedial lessons work? No. of

learners who have caught up with the lesson

4. No. of learners who continue to require

remediation

5. Which of my teaching strategies worked

well? Why did these work?

6. What difficulties did I encounter which my

principal or superior can help me solve?

7. What innovation or localized materials did I

use/discover which I wish to share with other
teachers
 Grades 1 to 12 School:
Teacher:
DAILY LESSON
Teaching Dates and Time:
LOG
MONDAY TUESDAY WEDNESDAY
I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of key concepts and principles of rational algebraic expressions and algebraic expressions

The learner is able to formulate real – life problems involving rational algebraic expressions and algebraic expressions with integra
B. Performance Standard
strategies.

M8AL-Ih-3. Categorizes when a given

M8AL-Ih-1. Illustrates a system of M8AL-Ih-2. Graphs a system of linear system of linear equations in two
C. Learning Competencies
linear equations in two variables equations in two variables variables has graphs that are parallel,
intersecting, and coinciding

Systems of Equations in Two Graphing Systems of Equations in Systems of Equations in Two

II. CONTENT
Variables Two Variables Variables

III. LEARNING RESOURCES

A. References

1. Teacher's Guide pages

2. Learner's Materials pages

3. Textbook pages

4. Additional Materials from Learning

Resource (LR) portal

IV. PROCEDURE

1. Reviewing previous lesson or presenting

the new lesson

2. Establishing a purpose for the lesson

3. Presenting examples/instances of the new

lesson

4. Discussing the concepts and practicing new

skills 1

5. Discussing new concepts and practicing

new skills 2

6. Developing mastery (leads to formative

assessment)

7. Finding practical applications of concepts

and skills in daily living

8. Making generalizations and abstractions

about the lesson

9. Evaluating learning

10. Additional activities for application or

remediation

V. REMARKS
VI. REFLECTION

1. No. of learners who earned 80% in the

evaluation

2. No. of learners who require additional

activities for remediation who score below 80%

3. Did the remedial lessons work? No. of

learners who have caught up with the lesson

4. No. of learners who continue to require

remediation

5. Which of my teaching strategies worked

well? Why did these work?

6. What difficulties did I encounter which my

principal or superior can help me solve?

7. What innovation or localized materials did I

use/discover which I wish to share with other
teachers
 Grades 1 to 12 School:
Teacher:
DAILY LESSON
Teaching Dates and Time:
LOG
MONDAY TUESDAY WEDNESDAY
I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of key concepts and principles of rational algebraic expressions and algebraic expressions

The learner is able to formulate real – life problems involving rational algebraic expressions and algebraic expressions with integra
B. Performance Standard
strategies.

M8AL-Ii-j-1. solves a system of linear M8AL-Ii-j-1. solves a system of linear

M8AL-Ij-2. Solves problems involving
equations in two variables by (a) equations in two variables by (a)
C. Learning Competencies systems of linear equations in two
graphing; (b) substitution; (c) graphing; (b) substitution; (c)
variables
elimination elimination

Solving systems of linear equations in Solving systems of linear equations in Word problems involving systems of
II. CONTENT
two variables by (b) substitution two variables by (c) elimination linear equations in two variables

III. LEARNING RESOURCES

A. References

1. Teacher's Guide pages

2. Learner's Materials pages

3. Textbook pages

4. Additional Materials from Learning

Resource (LR) portal

IV. PROCEDURE

1. Reviewing previous lesson or presenting

the new lesson

2. Establishing a purpose for the lesson

3. Presenting examples/instances of the new

lesson
 4. Discussing the concepts and practicing new
skills 1

5. Discussing new concepts and practicing

new skills 2

6. Developing mastery (leads to formative

assessment)

7. Finding practical applications of concepts

and skills in daily living

8. Making generalizations and abstractions

about the lesson

9. Evaluating learning

10. Additional activities for application or

remediation

V. REMARKS
VI. REFLECTION

1. No. of learners who earned 80% in the

evaluation

2. No. of learners who require additional

activities for remediation who score below 80%

3. Did the remedial lessons work? No. of

learners who have caught up with the lesson

4. No. of learners who continue to require

remediation

5. Which of my teaching strategies worked

well? Why did these work?

6. What difficulties did I encounter which my

principal or superior can help me solve?

7. What innovation or localized materials did I

use/discover which I wish to share with other
teachers
 Grade Level GRADE 8
Learning Area MATHEMATICS
Quarter FIRST
THURSDAY FRIDAY

of factoring polynomials.

factoring polynomials and solves these with utmost accuracy using a variety of strategies.

M8AL-Ia-b-1 . Factors completely M8AL-Ia-b-1 . Factors completely

different types of polynomials by with different types of polynomials by with
perfect square trinomial perfect square trinomial

Factoring Perfect Square Trinomial Factoring Perfect Square Trinomial

TG, Module 1, pp. 39 TG, Module 1, pp. 40

LM, Module 1, pp. 37 LM, Module 1, pp. 38

None None

None None

Given a polynomial identify wether

Identify perfect square trinomial perfect it is a square trinomial, or
difference of two cubes.

Cite a situation about a perfect square

Ask the student what they expect to
and let the student to think if a
learn about factoring a perefect square
polynonial is a perfect square trinonial
trinomials
and let them to realize if it is factorable

Perform Activity 5, "Perfect Hunt", LM,

Give another set of examples
p. 37

Let the student answer the question

Answer Exercice 1, LM, p. 38
about Perfect Hunt.

Give illustrative examples about Give illustrative examples about

factoring perfect square trinomial factoring perfect square trinomial

Discuss the steps in factoring perfect Discuss the steps in factoring perfect
square trinomial square trinomial

Ask the students to cite situations in real Ask the students to cite situations in
life involving factoring real life involving factoring

When can you say that the given When can you say that the given
expression is a PST? expression is a PST?
 Based on the stated situation
Give the prepared evaluation. involving factoring of polynomial
formulate a problem then solve

None None

___ out of __ students belong to 80% ___ out of __ students belong to 80%
mastery level during formative mastery level during formative
assessment assessment

__ students need remediation. __ students need remediation.

__ out __ students have caught up with __ out __ students have caught up with
the lesson the lesson

__ students need to follow up __ students need to follow up

remediation remediation

Grade Level GRADE 8

Learning Area MATHEMATICS

Quarter FIRST

THURSDAY FRIDAY

of factoring polynomials.

factoring polynomials and solves these with utmost accuracy using a variety of strategies.

M8AL-Ia-b-1 . Factors completely M8AL-Ia-b-1 . Factors completely

different types of polynomials different types of polynomials

Factoring Trinomials where a > 1/

Factoring Trinomials where a = 1
Factoring by Grouping

pp. 43 pp. 45- 46

pp.41 pp. 43, 44
Elementary Algebra I. 2000. pp. 200- Grade 8- Mathematics Patterns and
211* Practicalities pp. 34-36

http://lrmds.deped.gov.ph/detail/1851 http://lrmds.deped.gov.ph/detail/1851
 Perform the ctivity on finding the
product of a and c in a general
Answer Activity in finding the factors
trinomials, sum of the factors of the
product of a and c.

Ask the student what they expected to

Answer question in LM page 43
learn in factoring by grouping?

Discuss at least 2 examples of finding Giving examples and discuss factoring

the factors by grouping

Give examples and let the students

Explain answer in page 43
discuss on how to factor trinomials.

Discuss the concept in findings the Perform the exercises in finding the
factors of a general trinomial factor of trinomials

Ask the students how to factors a Give atlest 5 items exercises in finding
polynomial the factor of general trinomial

Let the student cite a situation Let the student cite a situation
involvingfactoring involving factoring

How to find the factors of different type How to determine the factors a general
of polynomial? polynonial/

Let the student cite a situation

Given 5 polynomials let the students find
involving factoring and let them
the factors and explain
formulate 1 problem then solve.

Give additional exercises for practice Factogon

___ out of __ students belong to 80% ___ out of __ students belong to 80%
mastery level during formative mastery level during formative
assessment assessment

__ students need remediation. __ students need remediation.

__ out __ students have caught up with __ out __ students have caught up with
the lesson the lesson

__ students need to follow up __ students need to follow up

remediation remediation
 Grade Level GRADE 8
Learning Area MATHEMATICS

Quarter FIRST

THURSDAY FRIDAY

of factoring polynomials.
factoring polynomials and solves these with utmost accuracy using a variety of strategies.

M8AL-Ia-b-1 /M8AL-Ib-2. Factors

completely different types of
polynomials (polynomials with
common monomial factor, difference
M8AL-Ib-2. Solves problems involving
of two squares, sum and difference of
factors of polynomials
two cubes, perfect square trinomials,
and general trinomials) and solves
problems involving factors of
polynomials

Solving Word Problems Involving

Factoring Polynomial
Factoring Polynomials

pp. 53

pp 53-54

Test Papers

Recall the step in solving word problem Students were given instructions

Student feel the importance of the

Students reminded the do's and don’t's
concept on factoring to solve word
in factoring..
problem by performing the GRASPS

Cite an example on how to determine

Let the studentts perform the activiy in
what type of factoring tecnique to be
26 Packaging Activity in Lm ppp. 53
use.

Students reminded about the activity

Ask the student the concept to be use in on how they will be rated according to
solving the problem the rubric and what skills they shouyld
be develop.

Give the directions to the students how

Presentation of rubic on howtheir
to solve the problem applying the
output on factoring they will be rated.
concept of factoring

Explain the studentsthe rubric in

Students perform the given task
performing the activity

Let the students cite a problem as

Students perform the given task
application in real life situation?"
Explain on how to solve a word
Students perform the given task
problem?

Let the students give a mathematical Presentation of students output

reason on how the concept of factoring "GRASPS " on Sketch of a Miniture
appplied in performing the activity Garden.

None None

___ out of __ students belong to 80% ___ out of __ students belong to 80%
mastery level during formative mastery level during formative
assessment assessment

__ students need remediation. __ students need remediation.

__ out __ students have caught up with __ out __ students have caught up with
the lesson the lesson

__ students need to follow up __ students need to follow up

remediation remediation
 Grade Level GRADE 8
Learning Area MATHEMATICS

Quarter FIRST

THURSDAY FRIDAY

of factoring polynomials.

factoring polynomials and solves these with utmost accuracy using a variety of strategies.

M8AL-Ic-d-1 . Performs operations on M8AL-Ic-d-1 . Performs operations on

rational algebraic expressions rational algebraic expressions

Multilpliying Rational Algebraic Dividing Rational Algebraic

Expression Expression

pp. 96-97 pp. 99 -100

pp. 88-89 pp.91-92

Grade 8 Mathematics Pattern and Grade 8 Mathematics Patterns and

Practicalities pp. 65 Practicalities pp. 77-78

Let the students recall on how to

Perform the activity in multiplying
multiply rationa; algebraic
fraction
expression

Perform an activity on finding the

Let the students master the
reciprocal and let the student recall
multication table and its purpose of
in dividing rational algebraic
mastering it.
expression get first the reciprocal

Give example and discuss on how

Give and example in reducing
to divide Rational Algebraic
fraction using cancellation
expression

Give and example and finding the Let the students divide rational
simplest form applying the laws of algebraic expression using the
exponents laws of exponents. Lm pp. 97

Let the students multiply each

rational expression then express in Let the students find the quotient
simplest form.

Let the students multiply each

Answer the 5 items exercises
rational algebraic expression

Cite real- life problem s especially

None
rate related problems
How to multiply rational algebraic How to divide rational algebraic
expression expression?

Give the product of each rational Answer the exercises in LM pp.

algebraic expression 98

None None

___ out of __ students belong to 80% ___ out of __ students belong to 80%
mastery level during formative mastery level during formative
assessment assessment

__ students need remediation. __ students need remediation.

__ out __ students have caught up with __ out __ students have caught up with
the lesson the lesson

__ students need to follow up __ students need to follow up

remediation remediation
 Grade Level GRADE 8
Learning Area MATHEMATICS

Quarter FIRST

THURSDAY FRIDAY

principles of rational algebraic expressions and algebraic expressions with integral exponents.

g rational algebraic expressions and algebraic expressions with integral exponents and solves these with utmost accuracy using a variety of

M8AL-Id-2. Solves problems

M8AL-Id-2. Solves problems involving
involving rational algebraic
rational algebraic expressions
expressions

Application on Rational Algebraic Application on Rational

Expression Algebraic Expression

pp. 112 pp. 113-115

pp. 106 pp. 108-109

http://lrmds.deped.gov.ph/search? http://lrmds.deped.gov.ph/search?
filter=&search_param=all&query=8 filter=&search_param=all&query=
55 855

Let the student perform the activity Recall : find or solve what is
18 " Word Problem " in LM pp. 106 asked. ( refer lrmds)

Defining of terms word and phrase

Explain Rational Equations
on the problem

Let the student determine the Give example rational equation

concept use in solving the problem and solve ( refer lrmds)

Ask the student the guide question Give example rational equation
base on the problem and solve ( refer lrmds)

Explain the students on how to

Give problem involving rational
answer the question following the
equations (refer lrmds)
Learne, Affirmed and Challenge

Let the student answer the question

Solve the problems involving
in activity 20 " Presentation" in LM
rational equations (refer lrmds)
pp. 107

Let the students cite their own

Let the students cite a problem as
example involving rational
application in real life situation?"
expression
 Hhow to solve the problem using
Explain on how to solve a word
explore, plan and solve (refer
problem?
lrmds)?

Let the students anwer the word GRASPS ( Perform the activity "
problem Presentation in LM pp. 108)

None

___ out of __ students belong to ___ out of __ students belong to

80% mastery level during formative 80% mastery level during
assessment formative assessment

__ students need remediation. __ students need remediation.

__ out __ students have caught up __ out __ students have caught up
with the lesson with the lesson
__ students need to follow up __ students need to follow up
remediation remediation
 Grade Level GRADE 8
Learning Area MATHEMATICS

Quarter FIRST

THURSDAY FRIDAY

principles of rational algebraic expressions and algebraic expressions with integral exponents.

g rational algebraic expressions and algebraic expressions with integral exponents and solves these with utmost accuracy using a variety of

M8AL-Ie-5. Finds the slope of a line

M8AL-Ie-4. Illustrates the slope of a line
given two points, equation, and graph

Finding slope of a line given two

Slope of a line
points
 Grade Level GRADE 8
Learning Area MATHEMATICS

Quarter FIRST

THURSDAY FRIDAY

principles of rational algebraic expressions and algebraic expressions with integral exponents.

g rational algebraic expressions and algebraic expressions with integral exponents and solves these with utmost accuracy using a variety of

M8AL-If-2. Graphs a linear equation

M8AL-If-1. Writes the linear equation
given (a) any two points; (b) the x –
ax + by = c in the form y = mx + b and
and y – intercepts; (c) the slope and a
vice versa
point on the line

Writing linear equation y = mx + b in the Graphs a linear equation given (a) any
form two points
 Grade Level GRADE 8
Learning Area MATHEMATICS

Quarter FIRST

THURSDAY FRIDAY

principles of rational algebraic expressions and algebraic expressions with integral exponents.

g rational algebraic expressions and algebraic expressions with integral exponents and solves these with utmost accuracy using a variety of

M8AL-Ig-1. Finds the equation of a

M8AL-Ig-1. Finds the equation of a line
line given (a) two points; (b) the slope
given (a) two points; (b) the slope and a
and a point; (c) the slope and its
point; (c) the slope and its intercepts
intercepts

Finding equation of a line given (a) two Finding equation of a line given (a)
points two points
 Grade Level GRADE 8
Learning Area MATHEMATICS

Quarter FIRST

THURSDAY FRIDAY

principles of rational algebraic expressions and algebraic expressions with integral exponents.

g rational algebraic expressions and algebraic expressions with integral exponents and solves these with utmost accuracy using a variety of

M8AL-Ig-2. Solves problems involving M8AL-Ie-1 - g-2. Linear Equations

linear equations in two variables inTwo Variables

Word Problems Involving Linear Summative Test on Linear Equations

Equations in two variables inTwo Variables
 Grade Level GRADE 8
Learning Area MATHEMATICS

Quarter FIRST

THURSDAY FRIDAY

principles of rational algebraic expressions and algebraic expressions with integral exponents.

g rational algebraic expressions and algebraic expressions with integral exponents and solves these with utmost accuracy using a variety of

M8AL-Ih-3. Categorizes when a given M8AL-Ii-j-1. solves a system of linear

system of linear equations in two equations in two variables by (a)
variables has graphs that are parallel, graphing; (b) substitution; (c)
intersecting, and coinciding elimination

Solving systems of linear equations in

Systems of Equations in Two Variables
two variables by (a) graphing
 Grade Level GRADE 8
Learning Area MATHEMATICS

Quarter FIRST

THURSDAY FRIDAY

principles of rational algebraic expressions and algebraic expressions with integral exponents.

g rational algebraic expressions and algebraic expressions with integral exponents and solves these with utmost accuracy using a variety of

M8AL-Ij-2. Solves problems involving

M8AL-Ih-1 - Ij-2. Systems of Linear
systems of linear equations in two
Equations in Two Variables
variables

Word problems involving systems of Summative Test on Systems of Linear

linear equations in two variables Equations in Two Variables
 Grade 8 School Grade Level 8
DAILY LESSON LOG Teacher Learning Area Mathematics
Teaching Date and Time Quarter Third

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learner demonstrate the key concepts of axiomatic structure of geometry and triangle congruence.
B. Performance Standard The learner is able to formulate and organized plan to handle a real life situation.

M8GE III a-c-1 Illustrate the need for M8GE III a-c-1 Illustrate the need for M8GE III a-c-1 Illustrate the need for M8GE II a-c-1 Illustrate the need for
an axiomatic structure of a mathematical an axiomatic structure of a mathematical an axiomatic structure of a mathematical an axiomatic structure of a mathematical
M8GE III a-1 Describes a
C. Learning Competencies/ Objectives system in general , and Geometry in system in general , and Geometry in system in general , and Geometry in system in general , and Geometry in
mathematical system.
Write the LC code for each particular: (a) defined terms; (b) particular: (a) defined terms; (b) particular: (a) defined terms; (b) particular: (a) defined terms; (b)
undefined terms; © postulates; (d) undefined terms; © postulates; (d) undefined terms; © postulates; (d) undefined terms; © postulates; (d)
theorems theorems theorems theorems

II. CONTENT Describing Mathematical System Illustrating Undefined Terms Illustrating Defined Terms Illustrating Defined Terms Illustrating Postulate
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Material pages
Gr. 8 Math Practical and Patterns by Gr. 8 Math Practical and Patterns by
3. Textbook pages
Gladys C.. Nivera, Ph.D pp.329 Gladys C.. Nivera, Ph.D pp.330-331
4. Additional Materials from
Learning Resources ( LR) Portal Look for additional material at LR Portal

http://web.cerritos.edu/dford/
https://www.slideshare.net/musthafakamalshah/mathematical-system https://quizlet.com/3049646/geometry-defined-terms-flash-cards/
https://quizlet.com/3049646/geometry-defined-terms-flash-cards/
SitePages/Math_70_F13/
B. Other Learning Resources PostulatesandTheorems.pdf
IV.PROCEDURES

A. Reviewing previous lesson or Given an activity let the students Let the students match the meaning and Explore the activity on find that
Perform the Activity " Scrambled" Recall the defined terms
presenting the new lesson identify what mathematical system its term. postulate in pp. 330

Let the students think the purpose of Perform the Activity " Circular Let the students think what are defined Let the students think the use of this Make a conjecture based on your
B. Establishing a purpose for the lesson
mathematical system Reasoning in pp. 329 terms in geometry defined terms in geometry observation.

Given the terms lets the students

C. Presenting examples/ intances of the Describe the mathematical system in Use flashcards in identifying defined Compare the students conjecture to the
identify what are the the undefined Give an Example then discuss
new lesson each statement terms given postulate in pp. 330-331
terms
D. Discussing new concepts and Describe the mathematical system in Matching type: Match each term with its Use flashcards in identifying defined Compare the students conjecture to the
Discuss undefined terms
practising new skills # 1 each statement definition terms given postulate in pp. 330-331
 Monday Tuesday Wednesday Thursday Friday

E. Discussing new concepts and Describe the mathematical system in Matching type: Match each term with its Use flashcards in identifying defined Compare the students conjecture to the
Discuss undefined terms
practising new skills # 2 each statement definition terms given postulate in pp. 330-331

F. Developing mastery Let the students give one example in Given the illustration let the students Let the students enumerate the defined Use flashcards in identifying defined Let the students give their idea and
( Leads to Formative Assessment 3) each mathematical system in a determine the undefined terms terms in geometry terms answer in pp. 331

G. Finding practical application of Cite a real life situation involving Cite a real life situation which involve Give an Activity about Gravity which Let the student to formulate their own
None
concept and skills in daily living mathematical sysytem undefined terms involve defined terms conjecture.

What are the students the four parts Perform the activity learn and spell out Why is it necessary for the geometric
H. Making generalization and abstraction How important is the defined terms in
of mathematical system and describe What are undefined terms? by giving defintion and let the students system to start with some unproved
about the lesson mathematical system ?
each parts? give the terms and spell out assumptions like postulates?

Let the students make an easy why is it Based on your own experience and
Describe the mathematical system in Using Flash Card let the students Answer the test and match about
I. Evaluating Learning need the undefined terms in the observation formulate at least 3
each statement identify each terms defined terms
mathematical system posulates .
On line an intyeractivre activiti in
J. Additional activities for remediation Follw up activity Follw up activity Follw up activity https://quizlet.com/3049646/geometry- Follw up activity
defined-terms-flash-cards/
V. REMARKS
VI. REFLECTION

A. No. of learners who earned 80% on the formative ___ out of __ students belong to 80% mastery ___ out of __ students belong to 80% mastery level ___ out of __ students belong to 80% mastery level ___ out of __ students belong to 80% mastery level ___ out of __ students belong to 80% mastery level
assessment level during formative assessment during formative assessment during formative assessment during formative assessment during formative assessment

B. No. of learners who require additional activities for

__ students need remediation. __ students need remediation. __ students need remediation. __ students need remediation. __ students need remediation.
remediation

C. Did the remedial lesson work ? No. of learners __ out __ students have caught up with the
__ out __ students have caught up with the lesson __ out __ students have caught up with the lesson __ out __ students have caught up with the lesson __ out __ students have caught up with the lesson
who have caught up with the lesson lesson

D. No. of learners who continue to require

__ students need to follow up remediation __ students need to follow up remediation __ students need to follow up remediation __ students need to follow up remediation __ students need to follow up remediation
remediation

E. Which of my teaching strategies worked well?

Why did these work ?

F. What difficulties did I encounterd which my

principal or supervisor can help me solve

G. What innovation or localized materials did I

use/discover which I wish to share with other teacher
 Grade 8 Teacher Learning Area Mathematics
DAILY LESSON LOG Teaching Date and Time Quarter Third

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learner demonstrate the key concepts of axiomatic structure of geometry and triangle congruence.
B. Performance Standard The learner is able to formulate and organized plan to handle a real life situation.
M8GE II a-c-1 Illustrate the need
M8GE II a-c-1 Illustrate the need for M8GE II a-c-1 Illustrate the need for M8GE II a-c-1 Illustrate the need for M8GE II a-c-1 Illustrate the need for
for an axiomatic structure of a
an axiomatic structure of a mathematical an axiomatic structure of a mathematical an axiomatic structure of a mathematical an axiomatic structure of a mathematical
mathematical system in general ,
C. Learning Competencies/ Objectives system in general , and Geometry in system in general , and Geometry in system in general , and Geometry in system in general , and Geometry in
and Geometry in particular: (a)
Write the LC code for each particular: (a) defined terms; (b) particular: (a) defined terms; (b) particular: (a) defined terms; (b) particular: (a) defined terms; (b)
defined terms; (b) undefined terms; ©
undefined terms; © postulates; (d) undefined terms; © postulates; (d) undefined terms; © postulates; (d) undefined terms; © postulates; (d)
postulates; (d) theorems
theorems theorems theorems theorems

Theorems on Parallel line and

II. CONTENT Postulate Theorems on Points, Line and Plane Properties of Real Nmbers and Equality Properties of Real Nmbers and Equality
congruent angles
A. References
1. Teacher's Guide pages
2. Learner;s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources ( LR) Portal Look for additional material at LR Portal
Gr. 8 Math Practical and Patterns by Gr. 8 Math Practical and Patterns by
http://2000clicks.com/mathhelp/GeometryTheorem-Summary.aspx
B. Other Learning Resources https://www.cliffsnotes.com/study-guides/geometry/fundamental-ideas/postulates-and-theorems Gladys C.. Nivera, Ph.D pp. 332-338 Gladys C.. Nivera, Ph.D pp. 332-338
https://www.cliffsnotes.com/study-guides/geometry/fundamental-ideas/postulates-and-theorems
IV.PROCEDURES
Given a statement let the student
A. Reviewing previous lesson or Let the student cite the some Recall the theorems on point line and Recall the property of real number and Let the students match the statement
determine wether it is a postulate or
presenting the new lesson postulate. plane equality and the property of equality
theorem

Given an equation to solve, ask the

What is the point why it is need for an What is the point why it is need for an
Make a conjecture based on your Explain the students the use of property students to cite the proof each
B. Establishing a purpose for the lesson axiomatic structure of a mathematical axiomatic structure of a mathematical
experience , how it is important of equality in proving statement using the property of real
system the theorems ? system the theorems?
numbers
 Given a statement let the students
C. Presenting examples/ intances of the State the postulate or theorem you State theorem you would use to justify
Give example of postulate Give first example and discuss match what property to conclude that
new lesson would use to justify the statement made the statement made about each figure.
the statement is true.
about each figure.
Given a statement let the students
D. Discussing new concepts and Compare the students conjecture to State the postulate or theorem you State the postulate or theorem you
Give second example and discuss identify what property to conclude that
practising new skills # 1 the given postulate would use to justify the statement made would use to justify the statement made
the staement is true.
about each figure. about each figure.

Monday Tuesday Wednesday Thursday Friday

F. Developing mastery Compare the students conjecture to State the postulate or theorem you State the theorem you would use to Given the property let the students Answer the comprehension check in pp
( Leads to Formative Assessment 3) the given postulate in pp. 330-331 would use to justify the statement made justify the statement made about each explain 336
about each figure. figure.
G. Finding practical application of Let the students give their idea and Let the student cite a simple theorem How can you realte the mathematical Let the students give their idea and
Let the student cite their own theorem
concept and skills in daily living reflect in pp. 331 related to their experience? system in real- life situation? reflect in pp. 336

Let the students think and analyze. If What are properties of real numbers and
What is difference between postulate How important is the properties of real
H. Making generalization and abstraction a statement is true, state the Why it is need a theorem in equality ? let the students realized the
and theorem? Why it is need a theorem number in solving mathematical
about the lesson postulate that justifiesit. If it is false , mathematical sytem? importance of properties of real number
in mathematical sytem? statement?
state or sketch a counter example. in solving mathematical statement.

Write in paragraph form to formulate

State the postulate you would use to State the theorem you would use to State the theorem you would use to Let the student illustrate the properties and organized plan to handle a real life
I. Evaluating Learning justify the statement made about justify the statement made about each justify the statement made about each of real number and equality will be use situation which proof using
each figure. figure. figure. to justify the statement . mathematicall system to prove that each
conditional statement is true.

J. Additional activities for remediation Follw up activity Follw up activity Follw up activity Follw up activity Follw up activity

V. REMARKS
VI. REFLECTION

A. No. of learners who earned 80% on the formative ___ out of __ students belong to 80% mastery ___ out of __ students belong to 80% mastery level ___ out of __ students belong to 80% mastery level ___ out of __ students belong to 80% mastery level ___ out of __ students belong to 80% mastery level
assessment level during formative assessment during formative assessment during formative assessment during formative assessment during formative assessment

B. No. of learners who require additional activities for

__ students need remediation. __ students need remediation. __ students need remediation. __ students need remediation. __ students need remediation.
remediation

C. Did the remedial lesson work ? No. of learners __ out __ students have caught up with the
__ out __ students have caught up with the lesson __ out __ students have caught up with the lesson __ out __ students have caught up with the lesson __ out __ students have caught up with the lesson
who have caught up with the lesson lesson

D. No. of learners who continue to require

__ students need to follow up remediation __ students need to follow up remediation __ students need to follow up remediation __ students need to follow up remediation __ students need to follow up remediation
remediation
E. Which of my teaching strategies worked well?
Why did these work ?

F. What difficulties did I encounterd which my

principal or supervisor can help me solve

G. What innovation or localized materials did I

use/discover which I wish to share with other teacher

Grade 8 School Grade Level 8

DAILY LESSON LOG Teacher Learning Area Mathematics
Teaching Date and Time Quarter Third

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learner demonstrate the key concepts of axiomatic structure of geometry and triangle congruence.
The learner is able to communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and solving real-life problems involving congruent triangles using appropriate
B. Performance Standard
and accurate representations.
M8GE II a-c-1 Illustrate the need
for an axiomatic structure of a
mathematical system in general ,
C. Learning Competencies/ Objectives M8GE IIId-1 Illustrate triangle M8GE IIId-1 Illustrate triangle M8GE IIId-e-1 Illustrate (SAS) triangle M8GE IIId-e-1 Illustrate (SAS) triangle
and Geometry in particular: (a)
Write the LC code for each congruence congruence congruence postulate congruence postulate
defined terms; (b) undefined terms; ©
postulates; (d) theorems

II. CONTENT Undefined terms, defined terms, Triangle Congruence Triangle Congruence SAS Triangle Congruence Postulate SAS Triangle Congruence Postulate
Postulates, and Theorems
A. References
1. Teacher's Guide pages 380-384 380-384 386 387
2. Learner's Material pages 349-353 349-353 354 355
3. Textbook pages
4. Additional Materials from
Learning Resources ( LR) Portal Look for additional material at LR Portal
IV.PROCEDURES
 Ask the students questions about the Given the figure let the student show the
A. Reviewing previous lesson or Review on defined terms, undefined Ask the students questions what is Let the students define what is an
synbol and word related to triangle corresponding congruent parts by SAS
presenting the new lesson terms, postulates, theorems congruence included angle
congruence congruence postulate.
Students were given instructions
Ask the students how the concept of
about the task for the on undefined Given a situation let the students think Let the students arrange the cut What you expected to learn about SAS
B. Establishing a purpose for the lesson congruence important in our
and defined term, postulate and how it is important pictures. Answer the follow -up question triangle congruence postulate?
environment.
theorems
Student will perform the task on Given the figure let the students identify Given the figure let the student show the
C. Presenting examples/ intances of the Present a picture and let the student
illustrating undefined and defined Let the students answer the questions the included angle Refer theb figure in corresponding congruent parts by SAS
new lesson answer the follow-up questions.
term, postulate and theorems LM pp. 353 congruence postulate.
Student will perform the task on Let the student draw their on own figure
D. Discussing new concepts and Group the students and answer the Give exapmle and ask the students to Perform the activity 3 "Less is More: in
illustrating undefined and defined and show the corresponding congruent
practising new skills # 1 questions then investigate. illustrate the answer Lm pp. 354
term, postulate and theorems parts.
Student will perform the task on
E. Discussing new concepts and Let the students to ansewer the Ask the students to give an example Perform the activity 3 "Less is More: in
illustrating undefined and defined Let the students explain their output.
practising new skills # 2 exercises then illustrate the answer Lm pp. 354
term, postulate and theorems

Monday Tuesday Wednesday Thursday Friday

The students will indicate the other
Student will perform the task on Let the student complete the
F. Developing mastery corresponding parts needed to make
illustrating undefined and defined Let the student explain their answer Let the student explain their answer congruence statement using SAS
( Leads to Formative Assessment 3) the triangle congruent by SAS
terms, postulates and theorems congruence postulate.
congruence postulates
Given the situation let the students think
G. Finding practical application of Let the students solve the word Let the students cite a situation Let the students cite a situation Cite a real -life situation where SAS
what is the importance of triangle
concept and skills in daily living problem involving triangle congruence involving triangle congruence congruence Postulate is involved.
congruence?
What is triangle congruence? What How can you say that the two triangles
H. Making generalization and abstraction What can you say about the structure How can you verify if two triangle are What is SAS triangle congruence
must be show so that a triangle would are congruent by SAS conguence
about the lesson of a mathematical system? are congruent? postulates?
me congruent? postulate?
Answer at least 5 items exercises about Given the figure let the students
I. Evaluating Learning Students answer the summative test Answer exercises in LM page 343 Answer exercises in LM page 355
triangle congruence. complete the proof.
J. Additional activities for remediation Follw up activity Follw up activity Follw up activity Follw up activity Follw up activity

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative ___ out of __ students belong to 80% mastery ___ out of __ students belong to 80% mastery level ___ out of __ students belong to 80% mastery level ___ out of __ students belong to 80% mastery level ___ out of __ students belong to 80% mastery level
assessment level during formative assessment during formative assessment during formative assessment during formative assessment during formative assessment
B. No. of learners who require additional activities for
__ students need remediation. __ students need remediation. __ students need remediation. __ students need remediation. __ students need remediation.
remediation

C. Did the remedial lesson work ? No. of learners __ out __ students have caught up with the
__ out __ students have caught up with the lesson __ out __ students have caught up with the lesson __ out __ students have caught up with the lesson __ out __ students have caught up with the lesson
who have caught up with the lesson lesson

D. No. of learners who continue to require

__ students need to follow up remediation __ students need to follow up remediation __ students need to follow up remediation __ students need to follow up remediation __ students need to follow up remediation
remediation

E. Which of my teaching strategies worked well?

Why did these work ?

F. What difficulties did I encounterd which my

principal or supervisor can help me solve

G. What innovation or localized materials did I

use/discover which I wish to share with other teacher

Grade 8 School Grade Level 8

DAILY LESSON LOG Teacher Learning Area Mathematics
Teaching Date and Time Quarter Third

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learner demonstrate the key concepts of axiomatic structure of geometry and triangle congruence.
The learner is able to communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and solving real-life problems involving congruent triangles using appropriate
B. Performance Standard
and accurate representations.

C. Learning Competencies/ Objectives M8GE IIId-e-1 Illustrate (ASA) M8GE IIId-e-1 Illustrate (ASA) triangle M8GE IIId-e-1 Illustrate (SSS) triangle M8GE IIId-e-1 Illustrate (SSS) triangle M8GE IIId-e-1 Illustrate SAS, ASA, and
Write the LC code for each triangle congruence postulate congruence postulate congruence postulate congruence postulate SSS triangle congruence postulate

II. CONTENT ASA Triangle Congruence Postulate ASA Triangle Congruence Postulate SSS Triangle Congruence Postulate SSS Triangle Congruence Postulate Triangle Congruence Postulate

A. References
1. Teacher's Guide pages 385-386 387 386-387 387-389
2. Learner's Material pages 354-355 357 356-357 358-359
 Gr. 8 Math Practical and Patterns by
3. Textbook pages
Gladys C.. Nivera, Ph.D pp.373
4. Additional Materials from
Learning Resources ( LR) Portal Look for additional material at LR Portal
IV.PROCEDURES
Given the figure let the student show the Given the figure let the student show the
A. Reviewing previous lesson or Let the students write the postulate Give the student an activity to recall the Let the students to recall the points to
corresponding congruent parts by ASA corresponding congruent parts by SSS
presenting the new lesson and theorems they had known different parts of triangle remenber in doing the activity
congruence postulate. congruence postulate.

What you expected to learn about ASA Let the students answer the follow up What you expected to learn about SSS
B. Establishing a purpose for the lesson Let the students answer the question Let the students to read and understand
triangle congruence postulate? questions triangle congruence postulate?
the rubric for the task given
Given the figure let the student show the Given the figure let the student show the
C. Presenting examples/ intances of the Given the figure let the students Let the students Perform the Activity :
corresponding congruent parts by ASA corresponding congruent parts by SSS Let the student to perform the task
new lesson identify the included side. Side Up in LM pp. 356
congruence postulate. congruence postulate.

Let the student draw their on own figure Let the student draw their own figure Let the student to perform the task on
D. Discussing new concepts and Let the student do activity Try me in
and show the corresponding congruent Answer Exercise 4 in LM pp. 357 and show the corresponding congruent illustrating SAS, ASA and SSS
practising new skills # 1 LM pp.354
parts. parts. congruence

Give the students an activity to revise Let the student to perform the task ,
E. Discussing new concepts and The student do answer the follow up
Let the students explain their output. their understanding on Tiangle Let the students explain their output. think and revise their undersatnding on
practising new skills # 2 questions
Congruence Postulates triangle congruence

Let the student complete the Let the student complete the
F. Developing mastery Let the student do activity in LM Answer Activity: Lets Do It in LM pp. Let the student to illustrate triangle
congruence statement using ASA congruence statement using SSS
( Leads to Formative Assessment 3) pp.355 357 congruence postulate.
congruence postulate. congruence postulate.

Monday Tuesday Wednesday Thursday Friday

Let the sudents cite a situation Relate the importance of SSS Triangle
G. Finding practical application of Cite a real -life situation where ASA Cite a real -life situation where ASA Let the student to cite real application of
involving ASA Triangle congruence Congruence Postulate the in
concept and skills in daily living congruence Postulate is involved. congruence Postulate is involved. triangle congruence postulate.
Postulate constucting building

How can you say that the two triangles How can you say that the two triangles
H. Making generalization and abstraction Let the student explain what is an Let the student enumerate and explain What is the advantage of using triangle
are congruent by ASA conguence are congruent by SSS conguence
about the lesson ASA triangle congruence postulates what are trianlge congruence postulate congruencepostulate in establishing
postulate? postulate?
congruence between triangles?
 Indicate the correstponding congruent
The students will prove that two right
Given the figure let the students parts needed to make the triangle
I. Evaluating Learning Answer exercises in page 357 triangles are congruent refer LM pp. GRASPS: "Lantern Maker"
complete the proof. congruent by using the specified
358-359
congruence postulate.

J. Additional activities for remediation Follw up activity Follw up activity Follw up activity Follw up activity Follw up activity

V. REMARKS
VI. REFLECTION

A. No. of learners who earned 80% on the formative ___ out of __ students belong to 80% mastery ___ out of __ students belong to 80% mastery level ___ out of __ students belong to 80% mastery level ___ out of __ students belong to 80% mastery level ___ out of __ students belong to 80% mastery level
assessment level during formative assessment during formative assessment during formative assessment during formative assessment during formative assessment

B. No. of learners who require additional activities for

__ students need remediation. __ students need remediation. __ students need remediation. __ students need remediation. __ students need remediation.
remediation

C. Did the remedial lesson work ? No. of learners __ out __ students have caught up with the
__ out __ students have caught up with the lesson __ out __ students have caught up with the lesson __ out __ students have caught up with the lesson __ out __ students have caught up with the lesson
who have caught up with the lesson lesson

D. No. of learners who continue to require

__ students need to follow up remediation __ students need to follow up remediation __ students need to follow up remediation __ students need to follow up remediation __ students need to follow up remediation
remediation

E. Which of my teaching strategies worked well?

Why did these work ?

F. What difficulties did I encounterd which my

principal or supervisor can help me solve

G. What innovation or localized materials did I

use/discover which I wish to share with other teacher

Grade 8 School Grade Level 8

DAILY LESSON LOG Teacher Learning Area Mathematics
Teaching Date and Time Quarter Third

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learner demonstrate the key concepts of axiomatic structure of geometry and triangle congruence.
 The learner is able to communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and solving real-life problems involving congruent triangles using appropriate
B. Performance Standard
and accurate representations.

C. Learning Competencies/ Objectives M8GE III f-1 Solves Corresponding M8GE III f-1 Solves Corresponding M8GE III g-1 Proves two triangles are M8GE III g-1 Proves two triangles are M8GE III g-1 Proves two right triangles
Write the LC code for each parts of congruent triangles parts of congruent triangles congruent congruent are congruent

Solving Corresponding Parts of Solving Corresponding Parts of

II. CONTENT AAS Congruence Theorem LA and LL Congruence Theorem HyA and HyL Congruence Theorem
Congruent Triangles Congruent Triangles
A. References
1. Teacher's Guide pages pp. 390-392 pp. 392-393 pp. 393-394
2. Learner;s Material pages pp. 358-360 pp.360-361 pp. 362-363
G-8 Mathematics Patterns and G-8 Mathematics Patterns and
Practicalities Practicalities
by Gladys C. Nivera, Ph. D. by Gladys C. Nivera, Ph. D.
3. Textbook pages pp. 360-36 pp. 360-36
4. Additional Materials from
Learning Resources ( LR) Portal Look for additional material at LR Portal
IV.PROCEDURES

A. Reviewing previous lesson or Recall solving linear eqaution in one Given a right triangle let the students Perform Activity : Its My Turn in LM pp.
Let the student find the value of x Identify if it is theorem or postulates
presenting the new lesson variable. recall the parts of right triangle 393

Is it posible to solve the other parts Give a situation that the student will
How to to find the value of unknown Let the students differentiate theorem
B. Establishing a purpose for the lesson of a triangle using triangle conguence think about right triangle, on how can be
variable? from postulate
postulate? prove Answer Exercises in LM pp. 394 no. 1-4
C. Presenting examples/ intances of the Let the students answer some Give example then let the student to Perform the Activity keep It Right in LM Give another example on how to prove
Give example in Lm pp. 359
new lesson examples solve. pp. 392 the HyA and HyL
Give the students an activity to revise
D. Discussing new concepts and Follow-up question on how to find the The student do answer the follow up
Let the studentsdiscuss their answer Perform exercises in Lm pp. 391 their understanding on Triangle
practising new skills # 1 value x. questions
Confruence Postulates
Give another example and let the
E. Discussing new concepts and Give another example on how to prove
Let the students explain their answer Let the student to explain their answer Let the students explain their output. student to prove that two triangle are
practising new skills # 2 the HyA and HyL
congruent
 Wednesday Friday
Monday Tuesday Thursday
Let the students to solve the Give the students an activity to revise
F. Developing mastery Ask the students to give an example Answer follow- up question in activity 7
Answer the follow-up questions corresponding congruent parts of their understanding on Triangle
( Leads to Formative Assessment 3) then illustrate the answer in LM pp. 392
congruent triangles Confruence Postulates
Cite a real life situation which involve How the postulate and theorem can be
G. Finding practical application of Let the students solve corresponding Let the students give an example as Let the student cite a situation which
solving corresponding parts of applied in proving two right triangle
concept and skills in daily living parts of congruent triangles application to a real life situation involve rigth triangle
congruent triangles. congruence

H. Making generalization and abstraction How to solve corresponding How to solve corresponding congruent How to prove right congruent theorem How to prove right congruent theorem How to prove right congruent theorem
about the lesson congruent parts of a triangles? parts of a triangles? ( AAS theorem)? ( LA and LL theorem)? ( HyA andHyL theorem)?

Students will solve corresponding Let the students realize the importance
Solve corresponding parts of congruent Prove given statement using HyA and
I. Evaluating Learning parts of congruent triangles and Answer exercises in LM pp. 360 of triangle congruence in some real life
triangles. HyL theorem
answer the essential questions. application.

Students will solve corresponding Follow up activities let the student to Follow-up activity on how to prove that Follow-up activity on how to prove that
J. Additional activities for remediation Follow up activities in LM page 360
parts of congruent triangles. solve corresponding congruent parts two triangle are congruent? two triangle are congruent?

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% on the formative ___ out of __ students belong to 80% mastery ___ out of __ students belong to 80% mastery level ___ out of __ students belong to 80% mastery level ___ out of __ students belong to 80% mastery level ___ out of __ students belong to 80% mastery level
assessment level during formative assessment during formative assessment during formative assessment during formative assessment during formative assessment

B. No. of learners who require additional activities for

__ students need remediation. __ students need remediation. __ students need remediation. __ students need remediation. __ students need remediation.
remediation

C. Did the remedial lesson work ? No. of learners __ out __ students have caught up with the
__ out __ students have caught up with the lesson __ out __ students have caught up with the lesson __ out __ students have caught up with the lesson __ out __ students have caught up with the lesson
who have caught up with the lesson lesson

D. No. of learners who continue to require

__ students need to follow up remediation __ students need to follow up remediation __ students need to follow up remediation __ students need to follow up remediation __ students need to follow up remediation
remediation

E. Which of my teaching strategies worked well?

Why did these work ?

F. What difficulties did I encounterd which my

principal or supervisor can help me solve

G. What innovation or localized materials did I

use/discover which I wish to share with other teacher
 Grade 8 School Grade Level 8
DAILY LESSON LOG Teacher Learning Area Mathematics
Teaching Date and Time Quarter Third

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learner demonstrate the key concepts of axiomatic structure of geometry and triangle congruence.

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

C. Learning Competencies/ Objectives M8GE III g-1 Proves two right M8GE III h-1 Proves statements on M8GE III h-1 Proves statements on M8GE III h-1 Proves statements on M8GE III h-1 Proves statements on
Write the LC code for each triangles are congruent triangles are congruence triangles are congruence triangles are congruence triangles are congruence

Proving Statements on Triangle Proving Statements on Triangle

II. CONTENT SAS Theorem AAS Theorem SAS/ AAS Theorem
Congruence Congruence
A. References

1. Teacher's Guide pages pp. 389-390 pp. 391-392 pp. 393

2. Learner;s Material pages pp.358-359 pp 360-361 pp. 362

G-8 Mathematics Patterns and G-8 Mathematics Patterns and
3. Textbook pages Practicalities Practicalities
by Gladys C. Nivera, Ph. D. by Gladys C. Nivera, Ph. D.
pp. 367-369 pp. 370-372
4. Additional Materials from
Learning Resources ( LR) Portal Look for additional material at LR Portal
IV.PROCEDURES
Students recall the corresponding Let the students identify the
A. Reviewing previous lesson or Let the stuents write the postulate Students identify the corresponding Stuents write the postulates and
congruent sides and angles of a corresponding congruent sides and
presenting the new lesson and theorems they had known congruent sides and angles. theorems they had known
triangles angles.

Given two congruent triangles , work in Given two congruent triangles , work in Given two congruent triangles , work in
B. Establishing a purpose for the lesson Let the students answer the question Let the students answer the question
pair to complete the illustration pair to complete the illustration pair to complete the illustration
 Give another example on how to prove
C. Presenting examples/ intances of the Given the figure let the students Give example on how to prove using Given the figure let the students identify Give example on how to prove using
using two column proof using AAS
new lesson identify the included angle. two column proof, what property to b e used. two column proof,
congruence postulate

D. Discussing new concepts and Let the student do activity "Lets Do It Let the students complete the proof in Let the students complete the proof in Let the students complete the proof in
Let the student prove the statement
practising new skills # 1 " in LM pp.358 example in LM pp. 360 example . pp 371

E. Discussing new concepts and The student do answer the follow up Give more exercise to performed by the The student do answer the follow up
Perform the exercises 6 in LM pp. 360 Perform the exercises in pp. 372
practising new skills # 2 questions students questions

Monday Tuesday Wednesday Thursday Friday

Let the students prove tht two triangle Let the students prove tht two triangle
F. Developing mastery Let the students perform another
are congruent using two column proof Perform the exercises 6 in LM pp. 360 are congruent using two column proof in Perform the exercises in pp. 372
( Leads to Formative Assessment 3) exercises
in exercise 5 in Lm pp 359 exercise 5 in Lm pp 389

Let the students realize the importance Let the students realize the importance Let the students realize the importance
G. Finding practical application of Let the students answer the follow-up Let the students answer the follow-up
of triangle congruence in some real life of triangle congruence in some real life of triangle congruence in some real life
concept and skills in daily living questions questions
application. application. application.

H. Making generalization and abstraction How to prove that two triangle are How to prove that two triangle are How to prove that two triangle are How to prove that two triangle are How to prove that two triangle are
about the lesson congruent by SAS theorem? congruent by AAS? congruent? congruent? congruent?

Given two Congruent triangles. Prove

Given two Congruent triangles. Prove Given two Congruent triangles. Prove
I. Evaluating Learning Work in pairs and complete the proof. that two triangles are congruent Work in pairs and complete the proof.
that two triangles are congruent that two triangles are congruent
(Summative)

J. Additional activities for remediation Follw up activity Follw up activity

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative ___ out of __ students belong to 80% mastery ___ out of __ students belong to 80% mastery level ___ out of __ students belong to 80% mastery level ___ out of __ students belong to 80% mastery level ___ out of __ students belong to 80% mastery level
assessment level during formative assessment during formative assessment during formative assessment during formative assessment during formative assessment

B. No. of learners who require additional activities for

__ students need remediation. __ students need remediation. __ students need remediation. __ students need remediation. __ students need remediation.
remediation

C. Did the remedial lesson work ? No. of learners __ out __ students have caught up with the
__ out __ students have caught up with the lesson __ out __ students have caught up with the lesson __ out __ students have caught up with the lesson __ out __ students have caught up with the lesson
who have caught up with the lesson lesson
D. No. of learners who continue to require
__ students need to follow up remediation __ students need to follow up remediation __ students need to follow up remediation __ students need to follow up remediation __ students need to follow up remediation
remediation

E. Which of my teaching strategies worked well?

Why did these work ?

F. What difficulties did I encounterd which my

principal or supervisor can help me solve

G. What innovation or localized materials did I

use/discover which I wish to share with other teacher

Grade 8 School Grade Level 8

DAILY LESSON LOG Teacher Learning Area Mathematics
Teaching Date and Time Quarter Third

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learner demonstrate the key concepts of axiomatic structure of geometry and triangle congruence.
The learner is able to communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and solving real-life problems involving congruent triangles using appropriate
B. Performance Standard
and accurate representations.
M8GE III i-j-1 Applies triangle
M8GE III i-j-1 Applies triangle M8GE III i-j-1 Applies triangle M8GE III i-j-1 Applies triangle M8GE III i-j-1 Applies triangle
C. Learning Competencies/ Objectives congruence to construct
congruence to construct perpendicular congruence to construct perpendicular congruence to construct perpendicular congruence to construct perpendicular
Write the LC code for each perpendicular lines and angle
lines and angle bisector lines and angle bisector lines and angle bisector lines and angle bisector
bisector

Application on Isoscele Triangle Application on Isoscele Triangle Application on Isoscele Triangle Application on Isoscele Triangle Application on Isoscele Triangle
II. CONTENT
Theorem Theorem Theorem Theorem Theorem

A. References
1. Teacher's Guide pages pp. 364-366 pp. 364-366 pp. 364-366
2. Learner;s Material pages pp395-397 pp395-397 pp395-397
3. Textbook pages
4. Additional Materials from Look for additional material at LR
Learning Resources ( LR) Portal Portal
IV.PROCEDURES
 Recall the parts of an isosceles
A. Reviewing previous lesson or Let the students perform the Activity 9 :
triangle; then define what is Recall the parts of an isosceles triangle Recall triangle congruence and to pay Recall triangle congruence and to pay
presenting the new lesson What Else !
isosceles triangle. attention to instruction they are given. attention to instruction they are given.
Perform the activity" Share the Pizza" Students will practically use the Students will practically use the Students will practically use the
Students realize the use of congruent
B. Establishing a purpose for the lesson Let the student think Is the crease conguent triangles by finding the conguent triangles by finding the conguent triangles by finding the
triangles
make two right triangles. distance with out measuring distance with out measuring distance with out measuring

C. Presenting examples/ intances of the Perform the activity : "Brace the Pole"
Contibue the activity : "Brace the Pole" Present the activity Continue t the activity Continue the activity
new lesson present the problem

How to prove that the angles made How to prove that the angles made by
D. Discussing new concepts and Let the students answer the question on
by the brace with the ground and the the brace with the ground and the two
practising new skills # 1 the problem student ask question on the particular student question on the particular
two formed triangles are congruent? formed triangles are congruent?
task activity
E. Discussing new concepts and Let the students prove Isosceles Let the students prove Isosceles
Answer the follow-up questions
practising new skills # 2 Triangle Theorem Triangle Theorem
Discuss the instruction and rubric reminders and instruction
Let the students discuss the proof of the
F. Developing mastery Prove that the two triangles in the Prove that the two triangles in the figure
bisector of the vertex angle of an Student ask questio base on the activity Student ask questio base on the activity
( Leads to Formative Assessment 3) figure are congruent. are congruent.
isosceles triangle .

Monday Tuesday Wednesday Thursday Friday

G. Finding practical application of Cite another real-life situation which Let the student formulate a problem
Cite a real-life
concept and skills in daily living involve isosceles right triangle involving Isosceles triangle.
What have you learned the activity? What have you learned the activity?
Students will reflect and answer the Students will reflect and answer the Students will reflect and answer the
H. Making generalization and abstraction questions. " How woud you apply the questions. " How woud you apply the questions. " How woud you apply the Is the concept of triangle congruence Is the concept of triangle congruence
about the lesson concept of congruent triangles to concept of congruent triangles to prove concept of congruent triangles to solve applied in this activity applied in this activity
prove the statement? the statement? the problem?

Perform the Exercises 10 in LM pp. GRASPS : "Finding Distance with out GRASPS : "Finding Distance with out GRASPS : "Finding Distance with out
I. Evaluating Learning Perform the Exercises 10 in LM pp. 366
366 Measuring" Measuring" Measuring"

J. Additional activities for remediation Follw up activity Follw up activity

V. REMARKS
VI. REFLECTION
___ out of __ students belong to 80% ___ out of __ students belong to 80% ___ out of __ students belong to 80% ___ out of __ students belong to 80% ___ out of __ students belong to 80%
A. No. of learners who earned 80% on
mastery level during formative mastery level during formative mastery level during formative mastery level during formative mastery level during formative
the formative assessment
assessment assessment assessment assessment assessment
B. No. of learners who require additional
__ students need remediation. __ students need remediation. __ students need remediation. __ students need remediation. __ students need remediation.
activities for remediation

C. Did the remedial lesson work ? No. of

__ out __ students have caught up __ out __ students have caught up with __ out __ students have caught up with __ out __ students have caught up with __ out __ students have caught up with
learners who have caught up with the
with the lesson the lesson the lesson the lesson the lesson
lesson
D. No. of learners who continue to require __ students need to follow up __ students need to follow up __ students need to follow up __ students need to follow up __ students need to follow up
remediation remediation remediation remediation remediation remediation
E. Which of my teaching strategies
worked well? Why did these work ?
F. What difficulties did I encounterd which
my principal or supervisor can help me
solve
G. What innovation or localized materials
did I use/discover which I wish to share
with other teacher