GRADE 8
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/Objectives
Write the LC code for each.
II. CONTENT
IV. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3.Textbook pages
4.Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
School Grade Level 8
Teacher Learning Area Mathematics
Teaching Dates and Time Quarter FOURTH
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learner demonstrates understanding of key concepts of inequalities in a triangle, and parallel and perpendicular lines.
The learner is able to communicate mathematical thinking with coherence and clarity in formulating, investigating,
analyzing, and solving real-life problems involving triangle inequalities, and parallelism and perpendicularity of lines using
appropriate and accurate representations.
Learning Competency Learning Competency Learning Competency Learning Competency
1. The learner proves 1. The learner proves 1. The learner proves 1. The learner proves
inequalities in a triangle. inequalities in a triangle. inequalities in a inequalities in a triangle.
M8GE-IVc-1 M8GE-IVc-1 triangle. M8GE-IVc-1 M8GE-IVc-1
Objectives: Objectives: Objectives: Objectives:
At the end of the session, At the end of the session, At the end of the session, At the end of the session,
learners are expected to prove learners are expected to prove learners are expected to learners are expected to prove
triangle inequalities theorems triangle inequalities prove Exterior angle Hinge Theorem and its
1 and 2. theorems 3. inequality theorem. converse.
Geometry
Proving triangle in Proving triangle in Proving the Exterior Proving the Hinge Remedial class
equality theorem 1 equality theorem 3 Angle Inequality Theorem
Proving triangle in theorem
equality theorem 2
Page 409-427
Grade 8 Mathematics
(Patterns & Practicalities)
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 By Gladys C. Nivera,
Ph.D.
Page 327 – 344
V. PROCEDURES These steps should be done across the week. Spread 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 new 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.

A. Reviewing previous lesson or Review: Review: Review: Review:

presenting the new lesson Ask the students to Ask the students to Ask the students to Ask the students to
define Triangle define Triangle define Hinge theorem define converse of
inequality theorem 1 and inequality theorem 3. or SAS inequality Hinge theorem or SSS
2. theorem. inequality theorem.
B. Establishing a purpose for the
lesson Activity: More Triangle Inequalities
Steps:
1. take two sticks or straw of unequal lengths.
Place them together to form an angle. Imagine
that the sticks are connected at A by a hinge, with
the other ends B and C joined by a rubber band.
2. As the hinge is opened wider, the rubber band
ought to be stretched.
3. What can you say about the length of BC as
m∠ BAC increases.
C. Presenting Example 1.
examples/Instances of the Prove the angle-side The teacher will discuss this
new lesson example of proving hinge
inequality theorem:
theorem.
Given: ΔRED with
m∠ E >m∠ D
Prove: RD¿ ℜ

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D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment )
Group the students into 5 The teacher can use The teacher can use Group presentation:
groups then let some jigsaw groupings. Each gallery walk. Each Group 1, 3, and 5 will
group to discuss their group will do activity 13 group will do activity do activity 15 found in
output on the board to found in LM page 412. 14 found in LM page LM page 415 while
clarify the process of After finishing the 413-414. group 2 and 4 will do
proving triangle output, the model group activity 16 found in
inequality theorem 1 and will present it on the page 416-417.
2. board to clarify the
Group 2 and 4 will do the process of Proving the
activity 11 entitled Angle Inequality
“Proving Triangle Theorem 3.
Inequality Theorem 1
found in LM page 409-
410.
Group 1, 3, and 5 will do
activity 12 entitled
“Indirect Proof of
Triangle Inequality
Theorem 2 found in Lm
page 411.
Independent practice: Pair share:
Let the students answer Let the students answer
activity 22 questions 2 the activity 22 question
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 and 3 on page 425-426. number 1 found in LM
page 425.
G. Finding practical application
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning .The students will answer the following problems below.

J. Additional activities for

application or remediation
VI. REMARKS

VII. REFLECTION 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 relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for

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 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?

Footnote:

This material has been formulated for the benefit of the teachers and learners as reference to ease preparation of learning plan. Yet, you are given the right to make some changes as your
locality/learners need but not the competencies.

Thank you.

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