Grade 1 to 12 School BULAC NATIONAL HIGH SCHOOL Grade Level 8

DAILY LESSON LOG Teacher Edelmar G. Benosa Learning Area Math 8

Teaching Dates and Time November 4 – 8 , 2019/ (10:00 – 11:00/11:00 – 12:00) Quarter Second

Monday Tuesday Wednesday Thursday Friday

November 4, 2019 November 5, 2019 November 6, 2019 November 7, 2019 November 8, 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
I. OBJECTIVES 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.
A.Content Standards The learner demonstrates understanding of key concepts of geometry of shapes and sizes and geometric shapes.
B. Performance Standards The learner is able to create models of plane figures and formulate and solve accurately authentic problems involving sides and angles of a polygon.
C. Learning Competencies/Objectives M8GE-IIIa-1. Describes a mathematical system.
Write the LC code for each M8GE-IIIc-2. 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.
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.
II. CONTENT
GEOMETRY
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.
III. LEARNING RESOURCES
A.References Pages 11-12 2002 Basic Education Curriculum 2002 Basic Education Curriculum
( Mathematics)Math III: ( Mathematics)Math III: Geometry-
Geometry-Teacher’s Manual 55- Teacher’s Manual 74-76, 82
57
1. Teacher’s Guide pages Mathematics LM
Pages 205-207
2. Learner’s Material pages Worktext in Mathematics
GEOMETRY (BEC based) by
Ferdinand C.Pascual
Pages 11-12
3. Textbook pages worksheet Show pictures on the different
kinds of pairs of angles.
AGMATH Camp
2019
4. Additional Materials from Learning MATHEMATICS WORKBOOK MATHEMATICS WORKBOOK MATHEMATICS WORKBOOK
Resource (LR) portal ( Supplementary Exercises for ( Supplementary Exercises for ( Supplementary Exercises for Grade
Grade 8 Math Volume 2. Grade 8 Math Volume 2. 8Math Volume 2.

These steps should be done across the week. Spread

B. Other Learning Resources
IV. PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson (Elicit)
out the activities appropriately so that students will
learn well. Always be guided by demonstration of
learning by the students which you can infer from
formative assessment activities. Sustain learning
systematically by providing students with multiple
ways to learn things, practice their learning, question
their learning processes and draw conclusions about
what they learned in relation to their life experiences
and previous knowledge. Indicate the time allotment
for each step.
Review classification of angles
For mastery of classification of Helps to have a basic Helps the students understand To recognize and identify angles formed
angles understanding of Different Angle perpendicular and parallel lines when two lines are cut by a transversal.
Pairs
B. Establishing a purpose for the lesson
(Engage)
1. Presenting examples/instances of the
new lesson
Present illustration of different Ask the students to draw a line
angles page 11 and draw another line to make a
pair of angles .
Present exercises A page 11 Discuss the line that have drawn
by the students and identify what
kind of pairs of angles.
Flash Card Game: Identify the
parallel and perpendicular line.
Discuss the Concept of
perpendicular and parallel lines.
The students will tell whether line t is a
transversal or not. Refer to 2002 Basic
Education Curriculum
( Mathematics)Math III: Geometry-
Teacher’s Manual page 75 ( 1)
Refer to 2002 Basic Education Curriculum (
Mathematics)Math III: Geometry-
Teacher’s Manual page 75 ( 2)

2. Discussing new concepts and
practicing new skills #1 (Explore)
3. Discussing new concepts and
practicing new skills #2
4. Developing mastery (Explain)
5. Finding practical applications of
concepts and skills in daily living
(Elaborate)
Present B something more page Present an activity to the Discuss activity 5 on 20 in their Refer to 2002 Basic Education Curriculum (
12 students. MATHEMATICS Mathematics)Math III: Geometry-
WORKBOOK( Supplementary Teacher’s Manual page 75 c.
Exercises for Grade 7 Math
Volume 2
Present C. Challenge page 12 Refer to 2002 Basic Education MATHEMATICS Refer to 2002 Basic Education Curriculum (
Curriculum ( Mathematics)Math WORKBOOK( Supplementary Mathematics)Math III: Geometry-
III: Geometry-Teacher’s Manual Exercises for Grade 7 Math Teacher’s Manual page 76
page 57 G Volume 2 on page 20 (A)
Name body parts that would Let some students name practical Let some students name practical Ask the students to investigate the
represent angle and classify it application. application transversals on bridges and buildings and
according to estimated let them give a reason why some long
objects have to be kept together by
measures
another long object.
Essay writing of what they Give the different kinds of angles Ask the student to identify the Ask the students to recognize on the
learned about classification of by showing it to the board. picture and model figure shown figures shown to them the lines that are
Angles to them. transversal.

6. Making generalizations and Call some students to share Helps to have a basic Helps the students understand To recognize and identify angles formed
abstractions about the lesson their write-ups understanding of Different Angle perpendicular and parallel lines when two lines are cut by a transversal.
Pairs

7. Evaluating learning (Evaluate)
8. Additional activities for application or
remediation (Extend)
V. REMARKS
Research some application of Ask the students to draw a line Flash Card Game: Identify the The students will tell whether line t is a
the classification of angles and draw another line to make a parallel and perpendicular line. transversal or not. Refer to 2002 Basic
pair of angles . Education Curriculum
( Mathematics)Math III: Geometry-
Teacher’s Manual page 75 ( 1)
1. Pages 11-12 2002 Basic Education Curriculum 2002 Basic Education Curriculum
1. ( Mathematics)Mat ( Mathematics)Math III: Geometry-
h III: Geometry- Teacher’s Manual 74-76, 82
Teacher’s Manual
55-57

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