GRADES 1 to 12 School TUROD INTEGRATED SCHOOL Grade Level GRADE-8 JELLYFISH

DAILY LESSON Teacher NEMILSON A. TEJADA Learning Areas MATHEMATICS 8

LOG
Teaching Dates and Time NOVEMBER 13-17, 2017 Quarter THIRD QUARTER

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES

A. Content Standards Learner demonstrates understanding of key concepts of axiomatic structure of geometry and triangle congruence.

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

C. Learning Competencies/Objectives Describes a mathematical system. M8GE-IIIa-1

Write the LC code for each
Illustrates the need for an axiomatic structure of a mathematical system in general, and in Geometry in particular: (a)
Defined terms; (b) undefined terms; (c) postulates; and (d) theorems. M8GE-IIIa-c-1
II.CONTENT GEOMETRY GEOMETRY GEOMETRY GEOMETRY GEOMETRY

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Material pages

3. Textbook pages
4. Additional Materials from Learning Resource (LR) portal

B. Other Learning Resources

IV. PROCEDURES

A. Reviewing previous lesson or presenting the new Introduce the concept of the Introduce the concept of Review on the past lesson.
lesson new lesson to the students. the new lesson to the Are the three undefined
TOPIC: MATHEMATICAL SYSTEM students. terms in Geometry?
TOPIC: THREE UNDEFINED TOPIC: POSTULATE AND
TERMS IN GEOMETRY THEOREM
B. Establishing a purpose for the lesson To describe a Mathematical To represents point, line To defined terms; (b) To represents point, line To represents point, line
System and plane using concrete undefined terms; (c) and plane. Define the 3 and plane. Define the 3
and pictorial models postulates; and (d) undefined terms. Define undefined terms. Define
theorems. postulates and theorem. postulates and theorem.
 C. Presenting examples/instances of the new lesson Show a flow chart in the class. Present the lesson by Review the meaning of
showcasing models of line Theorem and Postulate.
point and plane.
D. Discussing new concepts and practicing new skills #1 Using flow chart, relate it in the Based on the presentation Distinguish theorem and ACTIVITY PROPER
lesson. Describe the of point, line and plane ask Postulate. Explain each
Mathematical System. Identify students their own difference and give
each then give its definition or definition of each. Discuss examples of it.
field of specification. and illustrates more
example of each
E. Discussing new concepts and practicing new skills #2 Let the students do the activity. Let the students do the Give student board activity
Test the knowledge acquire by activity. Test the regarding the lesson.
the students with the lesson. knowledge acquire by the Facilitate in the activity.
Give board activity. students with the lesson.
Give board activity.
F. Developing mastery (Leads to Formative Assessment 3)
G. Finding practical applications of concepts and skills in daily living Cite real application of System in Cite real application of Cite real application of
our real life. points, plane and line in postulate and theorem in
our life. our life.
H. Making generalizations and abstractions about the lesson What are the system under What are the three Differentiate Theorem from
Mathematics? undefined terms in postulate.
geometry?
I. Evaluating learning QUIZ PROPER
J. Additional activities for application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? No. of learners who have caught up
with the lesson
D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why did these work?

F. What difficulties did I encounter 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 teachers?
 GRADES 1 to 12 School TUROD INTEGRATED SCHOOL Grade Level GRADE-8 JELLYFISH

DAILY LESSON Teacher NEMILSON A. TEJADA Learning Areas MATHEMATICS 8

LOG
Teaching Dates and Time NOVEMBER 13-17, 2017 Quarter THIRD QUARTER

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES

A. Content Standards Learner demonstrates understanding of key concepts of axiomatic structure of geometry and triangle congruence.

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

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

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new Introduce the concept of the Introduce the concept of the Review on the past lesson.
lesson new lesson to the students. new lesson to the students. Are the three undefined
TOPIC: MATHEMATICAL SYSTEM TOPIC: AXIOMS IN GENERAL terms in Geometry?
TOPIC AXIOMS IN GEOMETRY
B. Establishing a purpose for the lesson To describe a Mathematical To illustrates the need for an To illustrates the need for an
System axiomatic structure in axiomatic structure in
Mathematical System. Geometry.
C. Presenting examples/instances of the new lesson Show a flow chart in the class. Present some illustration in the What is axiom and
board, ask the students about it. Geometry?
 D. Discussing new concepts and practicing new skills #1 Using flow chart, relate it in the Based on the presentation ask Illustrates axioms in ACTIVITY PROPER
lesson. Describe the students about definition, Geometry. Present more
Mathematical System. Identify undefined terms, postulate and examples then let students
each then give its definition or theorems. After which, ask questions.
field of specification. summarize their idea. Then
discuss more and presented
illustration.
E. Discussing new concepts and practicing new skills #2 Let the students do the activity. Let the students do the activity. Give student board activity
Test the knowledge acquire by Test the knowledge acquire by regarding the lesson.
the students with the lesson. the students with the lesson. Facilitate in the activity.
Give board activity. Give board activity.
F. Developing mastery (Leads to Formative Assessment
3)
G. Finding practical applications of concepts and skills in Cite real application of System in Cite real application of Cite real application of
daily living our real life. Definition, Undefined terms, postulate and theorem in our
Postulate and Theorems in our life.
life.
H. Making generalizations and abstractions about the What are the systems under What the different of Definition What is axiom?
lesson Mathematics? and Undefined terms? What is geometry?

I. Evaluating learning QUIZ PROPER

J. Additional activities for application or remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation who scored below 80%
C. Did the remedial lessons work? No. of learners who
have caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter 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 teachers?
 GRADES 1 to 12 School TUROD INTEGRATED SCHOOL Grade Level GRADE-8 JELLYFISH
DAILY LESSON Teacher NEMILSON A. TEJADA Learning Areas MATHEMATICS 8
LOG
Teaching Dates and Time NOVEMBER 20-24, 2017 Quarter THIRD QUARTER

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES

A. Content Standards Learner demonstrates understanding of key concepts of axiomatic structure of geometry and triangle congruence.
B. Performance Standards 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 and accurate representations.
C. Learning Competencies/Objectives illustrates triangle congruence.*** M8GE-IIId-1
Write the LC code for each
II.CONTENT GEOMETRY GEOMETRY GEOMETRY GEOMETRY GEOMETRY

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson or presenting the new Introduce the concept of the Introduce the concept of What are the similarities of
lesson new lesson to the students. the new lesson to the triangles?
TOPIC: TRIANGLE CONGRUENCE students. TOPIC: TRIANGLE
TOPIC: TRIANGLE CONGRUENCE
CONGRUENCE
B. Establishing a purpose for the lesson To illustrate the triangle To illustrates congruence. To determine the
congruence. corresponding angles and
sides.
C. Presenting examples/instances of the new lesson Show two triangles in the class. Ask student about What is the corresponding
similarities? sides and angles?
 D. Discussing new concepts and practicing new skills #1 Using the two triangles ask
students their similarities. Then
insert now the lesson on triangle
congruence. Illustrate the
different triangle congruence.
E. Discussing new concepts and practicing new skills #2 Let the students do the activity. Let the students do the
Test the knowledge acquire by
the students with the lesson.
Give board activity.
F. Developing mastery (Leads to Formative Assessment 3)
G. Finding practical applications of concepts and skills in daily Cite real application of
living Congruence in our real life.
Illustrate triangle in the
board. Then label the
measurement of the sides
and angles. Discuss also
the way how to find for the
total measurement of
triangle.
activity. Test the
knowledge acquire by the
students with the lesson.
Give board activity.
Cite real application
similarities in our life.
Illustrate in the board how ACTIVITY PROPER
we can identify the sides
and angles of a triangle.
Illustrate more examples.
Ask the students to
illustrate and determine for
the corresponding angles
and sides.
Give student board activity
regarding the lesson.
Facilitate in the activity.
Cite real application of our
lesson in our life.

H. Making generalizations and abstractions about the lesson What is the different triangle Why we need to see our How can we identify the
congruence? similarities to other? corresponding sides and
angles of a triangle?
I. Evaluating learning QUIZ PROPER

J. Additional activities for application or remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation who scored below 80%
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter 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 teachers?
 GRADES 1 to 12 School TUROD INTEGRATED SCHOOL Grade Level GRADE-8 JELLYFISH

DAILY LESSON Teacher NEMILSON A. TEJADA Learning Areas MATHEMATICS

LOG
Teaching Dates and Time DECEMBER 4- 8, 2017 Quarter THIRD QUARTER

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES GEOMETRY GEOMETRY GEOMETRY GEOMETRY GEOMETRY

A. Content Standards The students demonstrate understanding of key concepts axiomatic structure of geometry and triangle congruence.

B. Performance Standards The learners are able to communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and solving real-life problems involving
congruent triangles using appropriate and accurate representations.
C. Learning Competencies/Objectives Illustrates the SSS congruence postulates.*** M8GE-IIId-e-1
Write the LC code for each
II.CONTENT

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Material pages

3. Textbook pages Geometry III page 92, 94, 97 Geometry III page 95
4. Additional Materials from Learning Resource (LR) portal

B. Other Learning Resources Internet Internet

IV. PROCEDURES
A. Reviewing previous lesson or presenting the new Introduce the new lesson. The Present the new lesson. The What are the first two properties
lesson properties of congruence. (SSS properties of congruence SSS. of Triangle Congruence?
congruence)
B. Establishing a purpose for the lesson Ask students about triangle. Also To prove SSS triangle. Using To illustrate properties of SSS To illustrates the SSS congruence To illustrates the SSS
the properties of congruence. theorems and postulate. triangle congruence. postulates. congruence postulates.

C. Presenting examples/instances of the new lesson
D. Discussing new concepts and practicing new skills #1 Discuss triangle congruence.
Show illustrations in the board
then explain how a triangle is
congruence.
E. Discussing new concepts and practicing new skills #2 Let the students answer the
board activity.
Proving SSS triangle congruence Show illustration of Triangle in the
board.
Discuss SSS triangle congruence. Discuss the SSS triangle ACTIVITY PROPER
Show illustration in the board then congruence, and then state the
prove it. characteristics. Then prove some of
its examples.
Let the students answer the board Let the students answer the board
activity. activity.
 F. Developing mastery QUIZ
(Leads to Formative Assessment 3)

G. Finding practical applications of concepts and skills in Ask students about the What is the application of triangle What is the application of triangle
daily living application of triangle congruence in our real life congruence in our real life
congruence. scenario? scenario?
H. Making generalizations and abstractions about the How is triangle congruence What is the postulate of SSS What is triangle congruence
lesson determined? triangle congruence? postulate?

I. Evaluating learning

J. Additional activities for application or remediation

V. REMARKS

VI. REFLECTION

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

B. No. of learners who require additional activities for

remediation who scored below 80%
C. Did the remedial lessons work? No. of learners who
have caught up with the lesson
D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why did

these work?
F. What difficulties did I encounter 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 teachers?
 GRADES 1 to 12 School TUROD INTEGRATED SCHOOL Grade Level GRADE-8 JELLYFISH

DAILY LESSON Teacher NEMILSON A. TEJADA Learning Areas MATHEMATICS

LOG
Teaching Dates and Time DECEMBER 11- 15, 2017 Quarter THIRD QUARTER

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES GEOMETRY GEOMETRY GEOMETRY GEOMETRY GEOMETRY

A. Content Standards The students demonstrate understanding of key concepts axiomatic structure of geometry and triangle congruence.
B. Performance Standards The learners are able to communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and solving real-life problems
involving congruent triangles using appropriate and accurate representations.
C. Learning Competencies/Objectives Solves corresponding parts of congruent triangles.M8GE-IIIf-1 FOUNDATION DAY CELEBRATION
Write the LC code for each
II.CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Geometry III page ________ Geometry III page ________ Geometry III page ________
4. Additional Materials from Learning Resource
(LR) portal
B. Other Learning Resources Internet Internet

IV. PROCEDURES
A. Reviewing previous lesson or presenting the Introduce the new lesson. Review on the past lesson Review on the past lesson
new TOPIC:.CORRESPONDING PARTS regarding corresponding angles? regarding the different of
lesson OF CONGRUENT TRIANGLES TOPIC:.CORRESPONDING PARTS reasons and Statement.
OF CONGRUENT TRIANGLES. TOPIC:.CORRESPONDING PARTS
OF CONGRUENT TRIANGLES.
B. Establishing a purpose for the lesson To determine for the To determine for the To determine for the
corresponding sides and angles. corresponding sides and angles. corresponding sides and angles.

C. Presenting examples/instances of the new Ask students about their Illustrate two triangles in the
lesson knowledge about board
congruent/congruence.
D. Discussing new concepts and practicing new Discuss triangle congruence. Draw Based on illustration of triangles ACTIVITY/QUIZ PROPER
skills #1 two triangles in the board; let the in the board, lets now prove two

E. Discussing new concepts and practicing new
skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts and
skills in daily living
students determine the triangles congruent by stating
corresponding sides and angles. the “reasons and statement”.
After which explain in the class Explain in the class the different
that one of the most important of “reasons and Statement”.
thing in proving is to know the Then categorize reasons from
corresponding sides and angles. statements based on the
illustrations.
Let the students answer the board Let the students answer the
activity. board activity.
Cite some applications of proving Cite some application of proving
in our real life situation. in our real life situation.

H. Making generalizations and abstractions Why we need to prove? Why we need to know the
about the lesson different between reasons and
statements?
I. Evaluating learning
J. Additional activities for application or
remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional activities
for remediation who scored below 80%
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter 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
teachers?
 GRADES 1 to 12 School TUROD INTEGRATED SCHOOL Grade Level GRADE-8 JELLYFISH

DAILY LESSON Teacher NEMILSON A. TEJADA Learning Areas MATHEMATICS

LOG
Teaching Dates and Time DECEMBER 11- 15, 2017 Quarter THIRD QUARTER

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES GEOMETRY GEOMETRY GEOMETRY GEOMETRY GEOMETRY

A. Content Standards The students demonstrate understanding of key concepts axiomatic structure of geometry and triangle congruence.
B. Performance Standards The learners are able to communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and solving real-life problems
involving congruent triangles using appropriate and accurate representations.
C. Learning Competencies/Objectives Solves corresponding parts of congruent triangles.M8GE-IIIf-1 CELEBRATION OF FOUNDATION DAY
Write the LC code for each
II.CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Geometry III page ________ Geometry III page ________ Geometry III page ________
4. Additional Materials from Learning Resource
(LR) portal
B. Other Learning Resources Internet Internet

IV. PROCEDURES
A. Reviewing previous lesson or presenting the Introduce the new lesson. Review on the past lesson Review on the past lesson
new TOPIC: PROVING TWO TRIANGLES regarding corresponding angles? regarding the different of
lesson ARE CONGRUENTS. TOPIC: PROVING TWO reasons and Statement.
TRIANGLES ARE CONGRUENTS. TOPIC: PROVING TWO
TRIANGLES ARE CONGRUENTS.
B. Establishing a purpose for the lesson To determine for the To prove two triangles To prove two triangles
corresponding sides and angles. congruent. congruent

C. Presenting examples/instances of the new Ask students about their Illustrate two triangles in the
lesson knowledge about board
congruent/congruence.
D. Discussing new concepts and practicing new Discuss triangle congruence. Draw Based on illustration of triangles ACTIVITY/QUIZ PROPER
skills #1 two triangles in the board; let the in the board, lets now prove two

E. Discussing new concepts and practicing new
skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts and
skills in daily living
students determine the triangles congruent by stating
corresponding sides and angles. the “reasons and statement”.
After which explain in the class Explain in the class the different
that one of the most important of “reasons and Statement”.
thing in proving is to know the Then categorize reasons from
corresponding sides and angles. statements based on the
illustrations.
Let the students answer the board Let the students answer the
activity. board activity.
Cite some applications of proving Cite some application of proving
in our real life situation. in our real life situation.

H. Making generalizations and abstractions Why we need to prove? Why we need to know the
about the lesson different between reasons and
statements?
I. Evaluating learning
J. Additional activities for application or
remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional activities
for remediation who scored below 80%
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter 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
teachers?
 GRADES 1 to 12 School TUROD INTEGRATED SCHOOL Grade Level GRADE-8 JELLYFISH

DAILY LESSON Teacher NEMILSON A. TEJADA Learning Areas MATHEMATICS

LOG
Teaching Dates and Time DECEMBER 11- 15, 2017 Quarter THIRD QUARTER

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES GEOMETRY GEOMETRY GEOMETRY GEOMETRY GEOMETRY

A. Content Standards The students demonstrate understanding of key concepts axiomatic structure of geometry and triangle congruence.
B. Performance Standards The learners are able to communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and solving real-life problems
involving congruent triangles using appropriate and accurate representations.
C. Learning Competencies/Objectives Solves corresponding parts of congruent triangles.M8GE-IIIf-1 FOUNDATION DAY CELEBRATION
Write the LC code for each
II.CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Geometry III page ________ Geometry III page ________ Geometry III page ________
4. Additional Materials from Learning Resource
(LR) portal
B. Other Learning Resources Internet Internet

IV. PROCEDURES
A. Reviewing previous lesson or presenting the Introduce the new lesson. Review on the past lesson Review on the past lesson
new TOPIC:.CORRESPONDING PARTS regarding corresponding angles? regarding the different of
lesson OF CONGRUENT TRIANGLES TOPIC:.CORRESPONDING PARTS reasons and Statement.
OF CONGRUENT TRIANGLES. TOPIC:.CORRESPONDING PARTS
OF CONGRUENT TRIANGLES.
B. Establishing a purpose for the lesson To determine for the To determine for the To determine for the
corresponding sides and angles. corresponding sides and angles. corresponding sides and angles.

C. Presenting examples/instances of the new Ask students about their Illustrate two triangles in the
lesson knowledge about board
congruent/congruence.
D. Discussing new concepts and practicing new Discuss triangle congruence. Draw Based on illustration of triangles ACTIVITY/QUIZ PROPER
skills #1 two triangles in the board; let the in the board, lets now prove two

E. Discussing new concepts and practicing new
skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts and
skills in daily living
students determine the triangles congruent by stating
corresponding sides and angles. the “reasons and statement”.
After which explain in the class Explain in the class the different
that one of the most important of “reasons and Statement”.
thing in proving is to know the Then categorize reasons from
corresponding sides and angles. statements based on the
illustrations.
Let the students answer the board Let the students answer the
activity. board activity.
Cite some applications of proving Cite some application of proving
in our real life situation. in our real life situation.

H. Making generalizations and abstractions Why we need to prove? Why we need to know the
about the lesson different between reasons and
statements?
I. Evaluating learning
J. Additional activities for application or
remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional activities
for remediation who scored below 80%
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter 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
teachers?
 GRADES 1 to 12 School TUROD INTEGRATED SCHOOL Grade Level GRADE-8 JELLYFISH

DAILY LESSON Teacher NEMILSON A. TEJADA Learning Areas MATHEMATICS

LOG
Teaching Dates and Time JANUARY 3-5, 2018 Quarter THIRD QUARTER

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES GEOMETRY GEOMETRY GEOMETRY GEOMETRY GEOMETRY

A. Content Standards The students demonstrate understanding of key concepts axiomatic structure of geometry and triangle congruence.
B. Performance Standards The learners are able to communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and solving real-life problems
involving congruent triangles using appropriate and accurate representations.
C. Learning Competencies/Objectives Proves two triangles are congruent. M8GE-IIIg-1
Write the LC code for each
II.CONTENT GEOMETRY GEOMETRY GEOMETRY
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages PAGE 390-391 PAGE 392-393
3. Textbook pages
4. Additional Materials from Learning Resource
(LR) portal
B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson or presenting the . Introduce the new lesson. Review on the past lesson
new TOPIC: PROVING TWO regarding corresponding
lesson TRIANGLES ARE CONGRUENTS. angles?
TOPIC: PROVING TWO
TRIANGLES ARE CONGRUENTS
B. Establishing a purpose for the lesson To determine for the To prove two triangles To proves two triangles are
corresponding sides and angles. congruent. congruent

C. Presenting examples/instances of the new Ask students about their
lesson knowledge about
congruent/congruence.
D. Discussing new concepts and practicing new Discuss triangle congruence.
skills #1 Draw two triangles in the
Illustrate two triangles in the
board
Based on illustration of
triangles in the board, lets now
 board; let the students prove two triangles congruent
determine the corresponding by stating the “reasons and
sides and angles. After which statement”. Explain in the class
explain in the class that one of the different of “reasons and
the most important thing in Statement”. Then categorize
proving is to know the reasons from statements based
corresponding sides and angles. on the illustrations.
E. Discussing new concepts and practicing new Let the students answer the
skills #2 board activity.
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts and Cite some application of
skills in daily living proving in our real life
situation.
H. Making generalizations and abstractions Why we need to know the
about the lesson different between reasons and
statements?
I. Evaluating learning QUIZ

J. Additional activities for application or

remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional activities
for remediation who scored below 80%
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter 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
teachers?
 GRADES 1 to 12 School TUROD INTEGRATED SCHOOL Grade Level GRADE-8 JELLYFISH

DAILY LESSON Teacher NEMILSON A. TEJADA Learning Areas MATHEMATICS

LOG
Teaching Dates and Time DECEMBER 11- 15, 2017 Quarter THIRD QUARTER

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES GEOMETRY GEOMETRY GEOMETRY GEOMETRY GEOMETRY

A. Content Standards The students demonstrate understanding of key concepts axiomatic structure of geometry and triangle congruence.
B. Performance Standards The learners are able to communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and solving real-life problems
involving congruent triangles using appropriate and accurate representations.
C. Learning Competencies/Objectives Solves corresponding parts of congruent triangles.M8GE-IIIf-1 FOUNDATION DAY CELEBRATION
Write the LC code for each
II.CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Geometry III page ________ Geometry III page ________ Geometry III page ________
4. Additional Materials from Learning Resource
(LR) portal
B. Other Learning Resources Internet Internet

IV. PROCEDURES
A. Reviewing previous lesson or presenting the Introduce the new lesson. Review on the past lesson Review on the past lesson
new TOPIC:.CORRESPONDING PARTS regarding corresponding angles? regarding the different of
lesson OF CONGRUENT TRIANGLES TOPIC:.CORRESPONDING PARTS reasons and Statement.
OF CONGRUENT TRIANGLES. TOPIC:.CORRESPONDING PARTS
OF CONGRUENT TRIANGLES.
B. Establishing a purpose for the lesson To determine for the To determine for the To determine for the
corresponding sides and angles. corresponding sides and angles. corresponding sides and angles.

C. Presenting examples/instances of the new Ask students about their Illustrate two triangles in the
lesson knowledge about board
congruent/congruence.
D. Discussing new concepts and practicing new Discuss triangle congruence. Draw Based on illustration of triangles ACTIVITY/QUIZ PROPER
skills #1 two triangles in the board; let the in the board, lets now prove two

E. Discussing new concepts and practicing new
skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts and
skills in daily living
students determine the triangles congruent by stating
corresponding sides and angles. the “reasons and statement”.
After which explain in the class Explain in the class the different
that one of the most important of “reasons and Statement”.
thing in proving is to know the Then categorize reasons from
corresponding sides and angles. statements based on the
illustrations.
Let the students answer the board Let the students answer the
activity. board activity.
Cite some applications of proving Cite some application of proving
in our real life situation. in our real life situation.

H. Making generalizations and abstractions Why we need to prove? Why we need to know the
about the lesson different between reasons and
statements?
I. Evaluating learning
J. Additional activities for application or
remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional activities
for remediation who scored below 80%
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter 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
teachers?
 GRADES 1 to 12 School TUROD INTEGRATED SCHOOL Grade Level GRADE-8 JELLYFISH

DAILY LESSON Teacher NEMILSON A. TEJADA Learning Areas MATHEMATICS

LOG
Teaching Dates and Time JANUARY 3-5, 2018 Quarter THIRD QUARTER

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES GEOMETRY GEOMETRY GEOMETRY GEOMETRY GEOMETRY

A. Content Standards The students demonstrate understanding of key concepts axiomatic structure of geometry and triangle congruence.
B. Performance Standards The learners are able to communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and solving real-life problems
involving congruent triangles using appropriate and accurate representations.
C. Learning Competencies/Objectives Proves two triangles are congruent. M8GE-IIIg-1
Write the LC code for each
II.CONTENT GEOMETRY GEOMETRY GEOMETRY
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages PAGE 390-391 PAGE 392-393
3. Textbook pages
4. Additional Materials from Learning Resource
(LR) portal
B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson or presenting the . Introduce the new lesson. Review on the past lesson
new TOPIC: PROVING TWO regarding corresponding
lesson TRIANGLES ARE CONGRUENTS. angles?
TOPIC: PROVING TWO
TRIANGLES ARE CONGRUENTS
B. Establishing a purpose for the lesson To determine for the To prove two triangles To proves two triangles are
corresponding sides and angles. congruent. congruent

C. Presenting examples/instances of the new Ask students about their
lesson knowledge about
congruent/congruence.
D. Discussing new concepts and practicing new Discuss triangle congruence.
skills #1 Draw two triangles in the
Illustrate two triangles in the
board
Based on illustration of
triangles in the board, lets now
 board; let the students prove two triangles congruent
determine the corresponding by stating the “reasons and
sides and angles. After which statement”. Explain in the class
explain in the class that one of the different of “reasons and
the most important thing in Statement”. Then categorize
proving is to know the reasons from statements based
corresponding sides and angles. on the illustrations.
E. Discussing new concepts and practicing new Let the students answer the
skills #2 board activity.
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts and Cite some application of
skills in daily living proving in our real life
situation.
H. Making generalizations and abstractions Why we need to know the
about the lesson different between reasons and
statements?
I. Evaluating learning QUIZ

J. Additional activities for application or

remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional activities
for remediation who scored below 80%
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter 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
teachers?