FLORA A.

YLAGAN HIGH SCHOOL

52 Malakas St., Pinyahan, Quezon City

DAILY LESSON PLAN (DLP) IN MATHEMATICS 8

Grade Level/Section: 8- DILIGENCE Quarter: Third Quarter/ Week 4

Learning Area:Mathematics Date: March 11, 2022, 9:00– 10:00
I. OBJECTIVES

A. Content The learner demonstrates understanding of the basic concepts of axiomatic

Standards structure of geometry and triangle congruence.
The learner can communicate mathematical thinking with coherence and
B. Performance
Standards clarity in formulating, investigating, analysing and solving real-life problems
involving congruent triangles using appropriate and accurate representation.

C. Learning Illustrates triangle congruence. M8GE-IIld-1

Competencies
At the end of the lesson, the learners should be able to:
1. Define triangle congruence.
D. Specific 2. Draw and label the corresponding parts of two triangles.
Objectives 3. Identify corresponding parts of two congruent triangles;
4. Relate triangle congruence in real-life..

MAPEH: the shape of the musical instrument shows a triangle congruence.

E. Integration
EsP- valuing the faith of the student
Across
Curriculum Science: the molecular structure of tungsten showed triangle congruence
AP : the congruent triangles of the Howe truss shows the stability of the bridge.
TOPIC ILLUSTRATING TRIANGLE CONGRUENCE
I. LEARNIN
G
RESOURC
ES

A. References

1. Teacher’s
Guide
pages
2. Learner’s Mathematics 8 Quarter 3- Module 3: Illustrating Triangle Congruence
Material
pages
3. Textbook Grade 8 Mathematics by Gladys Nivera et.al pp. 282-283
pages

4. Additional
Materials
Online or from
https://youtu.be/jr1kYhQ1ers
Learning https://youtu.be/XHKRYOrKEFM
Resource (LR)
portal https://youtu.be/gYDKBXUTbF8

B. Other
Learning
Resources

III. PROCEDURES

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A. Daily  Prayer
Routine
and  Attendance
Reviewing  Class Rules
previous
lesson or
 Setting Class Mood
presenting
the new Activity 1. Answer Me!
lesson How do you start your day? What is the first thing you do
Integration:
English
when you wake up?
(Communicatio
n Skills) and
ESP

B. Establishin
g a purpose
for the
lesson
Integration:
English
(Communicatio
n Skills), ESP

C. Presenting 1.What is correspondence?

examples/in
stances of
the new
lesson
Integration:
English
(communication
skills) and

2. Define triangle
congruence?

Corresponding Parts of Two Congruent Triangles

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 If two triangles are congruent, then their corresponding parts are also
congruent. Corresponding Parts of Congruent Triangles are Congruent (CPCTC)

If ΔABC is congruent (≅) to ΔXYZ,

then all the corresponding parts of
the two triangles are congruent.

D. Discussing F
new
concepts
and
practicing 40O 40O
new skills
#1
Integration:
English 50O 50O
(Communicatio
n skills) I
H
S

E. Discussing
new 2.
concepts
and
practicing
new skills
#2
Integration:
English Angles Sides
(Communicatio
n skills) ∠ HFS≅∠IFS HF ≅IF
∠ FHS ≅∠FIS SH ≅SI
∠ HSF≅∠ISF SF≅SF .

. FHS ≅FIS .
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 3. Identify the corresponding parts of two conguent triangles.
 ENG ≅ FIL .
Vertices Sides Angles
E ≅F EN≅FI ∠E ≅∠F .
N ≅I NG ≅IL .∠N ≅∠I .
G ≅L GE ≅LF ∠G ≅∠L

F. Developing
mastery

Integration:
Science , AP,
MAPEH and
English
(Reasoning skills)

1.) ∠M≅∠B 2.) ∠MAN≅∠BOY

3.) AN≅OY 4.) MN≅BY

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 5.) DH≅ DL 6.) ∠H≅∠L
7.) AD≅AD8.) ∠HAD≅∠LAD

A. Finding Activity 3: MEASURING A RIVER.

practical
How Napoleon's Engineer Found a River’s Width without Instruments
application
s of Legend has it that the great emperor, Napoleon, while standing on the bank of a
concepts wide river, ordered one of his officials to determine its width so he could attack the
and skills enemy with artillery on the other side. The official answered that he needed to get
in daily
living
his instruments to carry out the order. But the emperor insisted that he required an
immediate answer.
The official quickly devise a plan. Standing straight on the riverbank, he lowered the
visor of his cap until the farthest thing he could see was the edge of the opposite
bank. While maintaining the angle for which he bent his head, he slowly turned and
noted the spot that was in line with his eyes and the tip of his visor. And there he
had it! He was able to give the emperor the width of the river.
Question: If you were the official faced with the challenge of determining the width
of the river without actually measuring it, would you do the same? Why or why
not?

B. Making 1. When can you say that the two triangles are congruent?
generalizati
ons and
abstraction
2. Complete Me!
s about the CPCTC stands for
lesson C_______ P_______ of C_______ T_______ are C_______

Evaluation (Short Quiz)

C. Evaluating .
learning

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 D. Additional
activities
for
https://puzzel.org/
application en/wordseeker/
or play?p=-
remediatio
n MwVownFZT67i-
qsEhi6

II. REMARKS

III. REFLECTI
ON

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 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

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 use/discover
which I wish to
share with other
teachers?
Prepared by:
Ms. JOAN B. BASCO
Teacher I
Checked by:
ALBERT A. ABELLA
Master Teacher II, Science Department

Dr. SARAH JANE O. LABANDILLO

Mathematics Department-HTIII
Noted by:
NOEL M. DE LOS REYES
Principal I

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