Republic of the Philippines

Region IV-A CALABARZON

Department of Education

Division of Lipa
Lipa City National High School

Detailed Daily
Grade Level 8
Lesson Plan
Practice Teacher Reinniel B. Reyes Learning Area Mathematics
Teaching Date Quarter THIRD

I. OBJECTIVES
The learners demonstrate understanding of key concepts of axiomatic
Content Standards
structure of geometry and triangle congruence.
Performance The learners are thinking with coherence and clarity in formulating,
Standard investigating, analyzing, and solving real – life problems involving
congruent triangles using appropriate and accurate representations.
The learners are able to identify the kinds of triangles: (M8GE – IIId – 1)
Learning 1. Identify the kinds of triangles according to sides and angles;
Competencies / 2. Measuring the length of the sides and the angles of the given
Objectives triangles to identify its kind;
3. Apply the concepts of kinds of triangles in a real – world problem.
IDENTIFYING THE KINDS OF TRIANGLES ACCORDING TO SIDES AND
II. CONTENT
ANGLES
LEARNING
RESOURCES
A. References
Teacher’s Guide
Pages
Learner’s Guide
Pages
Textbook
B. Other Learning
Resources
III. PROCEDURES
Teacher’s Activity Student’s Activity
DAILY ROUTINE DAILY ROUTINE

1. PRAYER In the name of the Father, and

of the Son, and of the Holy Spirit
Good morning class! Before we start, Amen,
may I request everyone to please stand
and put ourselves in the most holy
spirit of our Lord. Kindly lead the
prayer ____________.

2. GREETINGS!
Good morning, Sir!
Once again, Grade 8 - ______ Good
afternoon! How’s your day class?

Nice to hear that from you! The students will arrange their
chairs and pick all the messes
3. CLASSROOM MANAGEMENT on the floor.

I want everyone to please do our Math

Check for today: The students will look at their
M – Make sure that all your chairs are right and left, and then tell their
 properly arranged classmate “You’re so pretty/
A – Always check yourself if you are handsome today!”
ready for today’s discussion
T – Take all the messes under your
chairs
H – Have a big smile on your face.

4. CHECKING OF ATTENDANCE The class secretary will check

the attendance for today.
For the checking of attendance, may I
request the leader of each group to
please present to me the absentees in
your group?

5. INSPIRATIONAL
INSTRUCTION

Class, before we start our discussion,

I want you to spread LOVE from one
another. LOVE stands for:
L – Listen carefully
O – Observe the proper teaching –
learning process
V – Value every learning that you will
gain
E – Enjoy our class discussion

Okay! Very good.

Class are you familiar with the Disney

cartoon movie Handy Manny?
A. Reviewing
previous Okay!
lesson or
presenting Today, Manny called me and seeking
the new for help. I recommended you, class, to It look like dots.
lesson help him. But before that I want you to
watch this simple video clip about the
work of Handy Manny as I am calling
him.

(The teacher will play the video.)

Hello guys! I am Manny and these are

my tools. Mr. Popoy wants a new house
and he asked me to do that. But, he
wants a new concept of house wherein
the students like you will be liking it.
Can you help to build his house?

Okay. Thank you so much.

We will be having different activities.

Every activity we did, we will be having
the parts of Mr. Jones’s house.

Your teacher told me that you are

already grouped into three groups. Is
that your grouping?
Okay. Thank you so much.

Each group will be receiving a tool box.

Each tool box has three layers wherein
each layer has different activities that
we need to accomplish. Can you open
your tool box?

Our first activity is entitled “Dot – Dot –

Tools – a – Way”. Each group has their
own tessellation consists of many dots
and rubber bands. There is an
envelope behind each tessellation. You
are going to accomplish the task inside
the envelope. Are my instructions
clear?

Very good!

GROUP 1
TASK: Using your tessellation and
rubber band kindly do the following
instructions:
1. Going to the right, count 5 dots
and 3 dots going downward.
Put the ending of a rubber
bond.
2. From the endpoint below,
count four diagonal dots going
to right and put the endpoint of
the same rubber bond.
3. Get another rubber bond. From
the last endpoint put the
endpoint of the new rubber
bond and count another five
dots diagonally going to the The points are on the same line.
right upward. Attach the other
endpoint of the rubber. The points are on the same line
4. Get another rubber bond. Put but there is a point not on the
the endpoints of the new line.
rubber bond to the first
endpoint of the first rubber
bond and the endpoints of the The points are exactly on the
second rubber bond. plane.

QUESTION: The point are exactly on the

What shape did you form? point but there is one point that
Count the number of dots on each side. not on the plane.
How many dots are there in the first
side? Second side? How ‘bout third
side?

GROUP 2
TASK: Using your tessellation and
rubber band kindly do the following
instructions:
1. Going to the right, count 5 dots
and 3 dots going downward.
Put the ending of a rubber
bond.
2. From the endpoint below,
 count six diagonal dots going to
right and put the endpoint of
the same rubber bond.
3. Get another rubber bond. From
the last endpoint put the
endpoint of the new rubber
bond and count another six
dots diagonally going to the
right upward. Attach the other
endpoint of the rubber.
4. Get another rubber bond. Put
the endpoints of the new
rubber bond to the first
endpoint of the first rubber
bond and the endpoints of the
second rubber bond. Assure
that the number of dots above
are also equivalent to five.

QUESTION:
What shape did you form?
Count the number of dots on each side.
How many dots are there in the first
side? Second side? How ‘bout third
side?

GROUP 3
TASK: Using your tessellation and
rubber band kindly do the following
instructions:
1. Going to the right, count 5 dots
and 3 dots going downward.
Put the ending of a rubber
bond.
2. From the endpoint below,
count six diagonal dots going to
right and put the endpoint of
the same rubber bond. Collinear points, Coplanar
3. Get another rubber bond. From points, non-collinear points and
the last endpoint put the non- coplanar points.
endpoint of the new rubber
bond and count another 4 dots Collinear points are points on
diagonally going to the right the same line.
upward. Attach the other
endpoint of the rubber. Non-collinear points are
4. Get another rubber bond. Put points not on the same line.
the endpoints of the new
rubber bond to the first Coplanar points are points on
endpoint of the first rubber the same plane.
bond and the endpoints of the
second rubber bond. Assure Non-coplanar points are
that the number of dots above points not on the same plane.
are equivalent to 3.

QUESTION:
What shape did you form?
Count the number of dots on each side.
How many dots are there in the first
side? Second side? How ‘bout third
side?
B. Establishing a Activity
purpose for the
lesson

1. HGI, CGX
2. BGI, HGD, etc.
3. AEJC, etc.
4. HGIF, etc.

1. B, C
2. HY , DF
3. B, C, X
4. D, F

C. Presenting
examples/Instance
s of the new lesson
If I will be a line, I want to have
a finite set of points. This is
because I want to have a finite
and continuous perception of
positivity in life. These points
account on my believe that lots
of people believe on my
strength and capability to
success in life even there are
situation that life will be against
in your track. These points will
serve as my stepping stones to
success.

Collinear points are points on

 the same line.

Non-collinear points are

points not on the same line.

Coplanar points are points on

the same plane.

Non-coplanar points are

points not on the same plane.

D. Discussing the
New Concepts and
Practicing New
Skills
E. Developing
mastery (leads to
Formative
Assessment )

F. Finding practical
application of
concepts and skills
in daily living
G. Making
generalizations and
abstractions about
the lesson

H. Evaluating
Learner
J.Additional
activities for
applications and
remediation

IV. REMARKS
V. REFLECTION
No. of learners who
earned 80% in the
evaluation.
No. of learners who
require additional
activities for
remediation who
scored below 80%.
Did the remedial
lessons work? No. of
learners who have
caught up in the
lesson
No. of learners who
continue to require
remediation.
Which of my
teaching strategies
worked well? Why
did these works?
What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?