DAILY MATHEMATICS 8 Grade Level : 8 WEEK 9

LESSON LOG
THIRD QUARTER Day 1 Day 2 Day 3 Day 4
I . OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of axiomatic structure of geometry and triangle congruence.
B. Performance Standards
The learner is able to communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and solving
real-life problems involving congruent triangles using appropriate and accurate representations.
C. Learning 46. Proves statements on 46. Proves statements on 46. Proves statements on 46. Proves statements
Competencies / triangle congruence triangle congruence triangle congruence on triangle congruence
Objectives M8GE-IIIh-1 M8GE-IIIh-1 M8GE-IIIh-1 M8GE-IIIh-1
Write the LC code for each
Sub-tasks 46.1 Apply the LA 46.2 Apply the HyA 46.3 Apply the HyL 46.4Apply triangle
Congruence theorem in Congruence theorem in Congruence theorem in congruence to geometric
proving congruent right proving congruent right proving congruent right constructions of
triangles. triangles. triangles. midpoint.

II...CONTENT GEOMETRY GEOMETRY GEOMETRY GEOMETRY

III.LEARNING RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s pp. 361-362 pp. 362-363 362-363 364-365
Materialspages
3. Add’l Mat’ls from L- Res.
(LR) portal
B. Other Learning Powerpoint presentation Laptop, Powerpoint presentation Laptop, & Powerpoint presentation Laptop, & Powerpoint presentation
& TV screen, worksheets TV screen TV screen Laptop, & TV screen
Resources
IV.......PROCEDURES
Cite parts of a right triangle TEX
A..Reviewing yesterday’s lesson to be congruent with another right
Recall Triangle congruence
or
using ASA congruence. triangle RAM. Recall previous lesson on triangle Recall the different
Presenting the new lesson
Connect the lesson with congruence. conditions in proving right
learners’ prior knowledge. Given : Cite the different triangle triangle congruence
Explicitly teach to the learners T congruence learned from the
how the new lesson connects to ∆ ACO ≅ ∆ BDO 5 cm
previous lessons. Review and previous lesson.
present new lessons in a
systematic manner. How did you prove two 360 X
triangles congruent using ASA E
congruence?
 DAILY
LESSON LOG
THIRD QUARTER
B..Establishing a purpose for the
lesson
. triangle did you
C..Presenting examples/
instances of the new lesson
D.. Discussing new concepts and
practicing new skills #1(Leads to
Formative Assessment 1)
E..Discussing new concepts and
practicing new skills #2
MATHEMATICS 8
Day 1
Ask students to give another
condition to make two
triangles congruent to each
other.
Show an illustration of a right
triangle with the given
measures:
5cm
450
By construction let the students
make ∆ SRT exactly the same
as ∆ DAY.
1.What kind of triangles are
∆ DAY and ∆ SRT?
(∆ DAY and ∆ SRT are rt. ∆)
Discuss congruent parts of two
triangles
2. Given two right triangles,
what congruent parts will be
shown to prove their
congruency?
(Their two corresponding legs and
corresponding adjacent acute
angle.)
Grade Level : 8 WEEK 9
Day 2 Day 3 Day 4
Let The students draw triangle Ask students on other Ask students on the
RAM exactly the same as corresponding parts of triangle following questions:
triangle TEX. like hypotenuse and one leg of a 1.What is an Isosceles
1. What are the parts of the right triangle that can make two triangle?
triangle congruent to each other. 2.Does isosceles triangle
consider in making Illustrate
has congruent parts?
triangle RAM?
By construction , let the students
make triangle GEM exactly the Isosceles Triangle - A triangle is
2. What kind of triangles isosceles if two of its sides are
same as triangle XYZ using the
are triangle TXT and congruent. The congruent sides
triangle RAM? Compass and a ruler.
are its legs; the third side is the
X base; the angles opposite the
congruent sides are the base
Let the students form a group of
four (4) 5cm angles; and the angle included by
the legs is the vertex angle.
∠BAC and ∠BCA are the base
Present and discuss HyA Y Z angles of the triangle picture
congruence theorem 3cm
below. The vertex angle is ∠ABC.
Given: Present an Isosceles triangle
SA ┴ IA ;GI ┴ IA 1.What are the parts of ∆XYZ being and its definition then post it
considered in constructing on the board.
IA bisects GS at V.
triangle GEM?
Prove : ∆ GIV ≅ ∆ SAV
2.Are the two right triangles
congruent to each other using
hypotenuse and one leg?
Statement Reason Let the student answer practice (Think-pair-share)
SA ┴ IA ;GI ┴ Given activity in groups of four. Discuss Isosceles Triangle
Given: Theorem : If two sides of a
IA IA triangle are congruent, then
bisects GS atV.
CA ┴ AB ; DB ┴ AB
the angles opposite to these
Definition of AB and CD bisect each other sides are congruent
GI ≅ IA angle bisector
at O.
Vertical angles
∠GIV ≅∠SAV are congruent Prove : ∆ CAO ≅ ∆ DBC
HyA Congruence
∆ GIV ≅ ∆ SAV
 DAILY
LESSON LOG
THIRD QUARTER
F..Developing mastery
.
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
MATHEMATICS 8
Day 1
Answer the following questions:
a.What do you call the side
opposite the right angle?
b. What do you call the
perpendicular sides?
c. How many acute angels are there
in a right triangle?
Discuss the proof with the group
on
Leg-Acute angle congruence
Complete the statement:
What part of the house roof is a
resemblance of two right triangles
**If a leg and an acute angle of
one right triangle are congruent
to a leg and an acute angle of
another
right triangle, then the two right
Grade Level : 8 WEEK 9
Day 2 Day 3 Day 4
1.What do you call of the longest side Let the students write the proof Proof: Let S be the midpoint of
of a right triangle ? are the two on a manila paper and present it
right triangles congruent in terms to the class . Join points R and S.
of their longest side? Since S is the midpoint of  PQ,
2.Based on the given proof what Statement Reason . By Reflexive
other part of a right triangle that is CA ┴ AB; DB Given
needed to make two triangles are
┴ AB AB &
Property, It is given
congruent?
CD bisect each that .Therefore, by
other at O.
Definition of
O ≅ DO; AO bisector
SSS,
Since corresponding parts of
≅ BO congruent triangles are congruent,
Definition of right
∆ CAO ≅ ∆ triangles
DBC
HyA Congruence
∆ CAO ≅ ∆
DBC
How can you you prove that two
Cite practical application of this
angles or two segments are
HyL congruence
congruent?
**If the hypotenuse and the acute **If the hypotenuse and one leg of a Write the additional
angle of one right triangle are right triangle are congruent to the corresponding part(s)
congruent to the corresponding corresponding hypotenuse and one needed to prove the
hypotenuse and the acute angle of the leg of the other right triangle, then
triangles are congruent
other right triangle, then the two right the two right triangles are congruent.
 DAILY MATHEMATICS 8 Grade Level : 8 WEEK 9
LESSON LOG
THIRD QUARTER Day 1 Day 2 Day 3 Day 4
triangles are congruent. triangles are congruent.
State the congruence theorem on In ΔABC, let O be a point in AB such Given ∠Q and ∠R are right angles Complete the proof
I. Evaluating Learning right triangles shown below. that CO bisects
Given ∆ RAY and ∆ SEY are ∠ACB, if AC ≅ BC.
PQ ≅ SR
Rt. ∆s. Prove that ΔACO ≅ ΔBCO. Prove that ΔPQS ≅ ΔSRP
Q
A
P
O
S
Prove: ∆ RAY ≅ ∆ SEY Refer to enhance activity 28
C B R of Math 8
J. Additional activities for
application or remediation

A. No. of learners who earned 80% on the

formative assessment

B. No. of learners who require additional

activities for remediation.

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?