Grade 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A.Content Standards
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. 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 lesson (Elicit)
B. Establishing a purpose for the lesson
(Engage)
1. Presenting examples/instances of the
new lesson
2. Discussing new concepts and
practicing new skills #1 (Explore)
3. Discussing new concepts and
practicing new skills #2
School BULAC NATIONAL HIGH SCHOOL Grade Level 8
Teacher Edelmar G. Benosa Learning Area Math 8
Teaching Dates and Time November 11 – 15 , 2019/ (10:00 – 11:00/11:00 – 12:00) Quarter Second
Monday Tuesday Wednesday Thursday Friday
November 25, 2019 November 26, 2019 November 27, 2019 November 28, 2019 November 29, 2019
Objectives must be met over the week and connected to curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are
assessed during Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of key concepts of geometry of shapes and sizes and geometric shapes.
The learner is able to create models of plane figures and formulate and solve accurately authentic problems involving sides and angles of a polygon.
M8GE-IIIe-1. Proves statements on triangle congruence.
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.
THEOREM ON ISOSCELES TRIANGLES
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
E-math (Worktext in Mathematics) E-math (Worktext in E-math (Worktext in E-math (Worktext in Mathematics) E-math (Worktext in Mathematics)
Revised Edition by Orlando A. Mathematics) Mathematics) Revised Edition by Orlando A. Oronce & Revised Edition by Orlando A.
Oronce & Marilyn O. Mendoza Revised Edition by Orlando A. Revised Edition by Orlando A. Marilyn O. Mendoza Oronce & Marilyn O. Mendoza
pp 297 – 305 Oronce & Marilyn O. Mendoza Oronce & Marilyn O. Mendoza pp 297 – 305 pp 297 – 305
pp 297 – 305 pp 297 – 305
Illustrate the isosceles triangle Prove the isosceles triangle Prove the converse isosceles
theorem. theorem. triangle theorem.
Learners will define isosceles Show how the isosceles triangle Show how the converse isosceles Solve exercises on page 301 Part I. A from Solve exercises on page 301 Part I. B
triangle theorem. theorem be proven using two- triangle theorem be proven using 1 to 5, E-math (Worktext in Mathematics) from 14 to 20, E-math (Worktext in
column proof. two-column proof. Revised Edition by Orlando A. Oronce & Mathematics)
Marilyn O. Mendoza Revised Edition by Orlando A.
Oronce & Marilyn O. Mendoza
Learners will be able to
enumerate all the theorems
involving isosceles triangle.
4. Developing mastery (Explain) Prove the different types of Show how triangle theorem used Show how triangle theorem used
theorem involving isosceles in different kinds of isosceles in different kinds of isosceles
triangle. triangle. triangle.

5. Finding practical applications of

concepts and skills in daily living
(Elaborate)

6. Making generalizations and

abstractions about the lesson

7. Evaluating learning (Evaluate) Prove example no.1 on page 299,
E-math (Worktext in
Mathematics)
Revised Edition by Orlando A.
Oronce & Marilyn O. Mendoza
8. Additional activities for application or
remediation (Extend)
Prove example no.2 on page 299, Solve exercises on page 301 Part I. B from Solve exercises on page 301 Part I. C
E-math (Worktext in 6 to 13, E-math (Worktext in from 21 to 22, E-math (Worktext in
Mathematics) Mathematics) Mathematics)
Revised Edition by Orlando A. Revised Edition by Orlando A. Oronce & Revised Edition by Orlando A.
Oronce & Marilyn O. Mendoza Marilyn O. Mendoza Oronce & Marilyn O. Mendoza

V. REMARKS The lesson will continue next Lesson will continue next meeting Lesson will answer different kinds Learners will continue answering the
meeting to prove the isosceles to prove converse isosceles of problem involving isosceles exercises on page 301, E-math (Worktext
triangle theorem. triangle theorem. and converse triangle theorem. in Mathematics)
Revised Edition by Orlando A. Oronce &
Marilyn O. Mendoza
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them
VI. REFLECTION relevant questions.
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 works?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials
did I used/discover which I wish to share
with other teachers?
Prepared by: Checked by: Noted:

EDELMAR G. BENOSA VIRGINIA G. ORTIZ CARLOS G. CORPUZ, Ph.D.

Teacher II Head Teacher III School Principal I