Annex 18 DepEd Order No.
42, s, 2016
DAILY LESSON PLAN OF M8GE-Ivc-1 (Week 3 Day 4)
School
Teacher
Teaching Dates and Times
I.OBJECTIVES
A. Content Standard
B. Performance Standards
C. Learning Competencies /
Objectives Write the LC Code for
each
II. CONTENT
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide Pages
2.Teacher’s Materials pages
3. Textbook pages
4. Additional Materials From
Learning Resources (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples
/instances of the new lesson
D. Discussing new concepts and
practicing new skills # 1
Grade / Level 8
Learning Area MATHEMATICS
Quarter 4
Objectives must be me over the week and connected to the curriculum standards. To meet the objectives;
necessary procedures must be allowed and if needed, additional lessons, exercises and remedial activities
may done for developing content and knowledge and competencies. These are assessed using Formative
Assessment strategies Valuing objectives support the learning of content and competencies and enable
children to find the significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
The learner demonstrates an understanding on the concept of proving Hinge Theorem
in a triangle.
The learners are able to understand what a hinge theorem is.
Learning Competency: proves inequalities in a triangle (M8GE-Ivc-1)
Learning Objectives:
1. Recall the definition of hinge theorem.
2. Complete a two-column proof of hinge theorem or SAS Inequality Theorem.
3. Demonstrate appreciation on the proving hinge theorem or SAS Inequality
Theorem in a triangle.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG , the
content can be tackled in a week or two
Proving Exterior Angle Inequality
Teacher’s Guide; Learner’s Module; e-math work text in math 8
N/A
N/A
N/A
https://slideplayer.com/slide/10549954/
These steps should be done across the week. Spread out the activities appropriately so that the students will
learn well. Always be guided by demonstration of learning by the students which you can infer formation
assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
things, practice their learning question their learning processes ,and draw conclusion about what they
learned in relation to their experiences and previous knowledge indicate the time allotment for each step.
The teacher recall previous topic by asking:
1. What is the definition of exterior angle inequality?
2. What are the properties of triangle congruence and postulates you learned?
3. Can you state some of the postulates/theorems you still remember?
The teacher lets the students understand on how to prove that hinge theorem.
The teacher lets the learners in group of three, do the activity below.
Complete the two column proof
Given: JK = HL
𝑚∠𝐽𝐾𝐻 + 𝑚∠ 𝐻𝐾𝐿 < 𝑚∠𝐽𝐻𝐾 + 𝑚∠ 𝐾𝐻𝐿
Prove: JH <KL
Choices:
JK = HL Reflexive Property Given
Proof:
Statements Reasons
1. ________________ Given
2. HK = HK _________________________
3. 𝑚∠𝐽𝐾𝐻 + 𝑚∠ 𝐻𝐾𝐿 <
𝑚∠𝐽𝐻𝐾 + 𝑚∠ 𝐾𝐻𝐿, _________________________
𝐽𝐻 ∥ 𝐾𝐿
After checking students’ answers, the teacher discusses thoroughly the definition of
hinge theorem and the importance of understanding its definition in able to prove.
 Furthermore, he/she also states that the importance of their knowledge about
theorems, postulates and other mathematical system is also a factor in do proving.

E. Discussing new concepts and

practicing new #2
F. Developing mastery The teacher give another activity as practice to be done by pair.
( Leads to Formative Assessment 3) Directions: Complete the table by filling in the correct statements or reasons found
inside the box.
Given: RS ≅ 𝑆𝑇
Prove: RS > 𝑇𝑄

Choices:
𝑄𝑆 ≅ 𝑄𝑆 ∠1 𝑖𝑠 𝑎𝑛 𝑒𝑥𝑡𝑒𝑟𝑖𝑜𝑟 𝑎𝑛𝑔𝑙𝑒 𝑜𝑓 ∆𝑄𝑆𝑇
Reflexive Property Definition of Exterior Angles

Statements Reasons

G. Finding practical application of

concepts and skills in daily living
H. Making generalization and
abstractions about the lesson
I. Evaluating learning
The teacher summarizes the mathematical skills or principles used through questions
like:
1. How did you find the activity?
2. If it is easy, what makes it easy? If hard, what makes it hard?
3. What does hinge theorem imply?
The teacher lets the students answer individually the formative test.

Given : MD = IL
𝑚∠𝑀𝐷𝐼 + 𝑚∠ 𝐼𝐷𝐿 < 𝑚∠𝑀𝐼𝐷 + 𝑚∠ 𝐷𝐼𝐿
Prove: MI <DL

STATEMENTS REASONS

Choices:
MI <DL MD = IL ID = ID
Given Given Reflexive

J. Additional activities for

application or remediation
V. REMARKS
Reflect on your teaching and assess yourself as teacher. Think about the student’s progress this
VI. REFLECTIONS week. What works? What else needs to be done to help the students learn?
A. No. of learners who earned 80 % in the
evaluation
B. No. of learners who required additional
activities for remediation who scored below
80 %
c. Did the remedial lesson work ? No. of
learners who have caught up the lesson
D. No. pf learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did theses work?
F.What difficulties did I encounter which my
principal or supervisor can help me solve
 G. What innovation or localized materilas did I
use / discover which I wish to share with
other teachers?
For improvement, enhancement and / or clarification of any Deped material used, kindly submit feedback to bld.tld @deped.gov.ph