Lesson Exemplar in Mathematics Using the IDEA Instructional Process

School Manggahan NHS Grade Level Grade 8

Name of Teacher Learning
Jennie N. Valdez Mathematics
LESSON Area
EXEMPLAR Teaching Date February 28, 2023 Quarter THIRD
Teaching Time 6:15 – 7:05 No. of Days
1
(Resilient)

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key
concepts axiomatic structure of geometry and
triangle congruence.
B. Performance Standard 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. Most Essential Learning Competencies
(MELC) Solve corresponding parts of congruence
(if available write the indicated MELC) triangles. M8GE-IIIf-1

II. CONTENT SOLVING CORRESPONDING PARTS OF

CONGRUENT TRIANGLES
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide Pages K-12 Most Essential Learning Competencies
with corresponding codes, page 311
PIVOT 4A BUDGET OF WORK Page 152

b. Learner’s Guide Pages Leaner’s Module pp. 12-14

c. Textbook Pages 1. Next Century Mathematics by Ferdinando
Orines, et.al pp. 320-321.
d. Additional Materials from Learning
Resources
B. List of Learning Resources for
Development and Leaner’s Packet LeaP
Engagement Activities
IV. PROCEDURES
A. Introduction RECALL: Corresponding Parts of Congruent
Triangles

Task: List down 6 corresponding parts of

 congruent triangles.

ANSWER:

*Did the activity help you recall the corresponding

parts of congruent triangle?

B. Development Note: The teacher will discuss Example 1-3

*In solving for angles, keep in mind that the sum

of interior angles of triangles is 180˚.

*In solving variable, use the properties of

equality such as APE and MPE.

*Let students check their understanding about

 the concept of solving corresponding parts of
triangle by answering TRY IT OUT in their
Learning Activity Sheet.

Given: ∆ ACT ≅ ∆ SHE

Corresponding Side
AC ≅ SH=9 UNITS
CT ≅ HE=7 UNITS
TA ≅ EH =11 UNITS
Corresponding Angles
∠ A ≅ ∠ S=41 ˚
∠C ≅∠ H =83 ˚
∠ T ≅∠ E=56

Helpful Hint:
≅ ,corresponding side or angles
¿ , measurement of side∨angles

GUIDE QUESTION:
1. Was it is easy for you to determine the
measure of corresponding side?

2. Was it is easy for you to determine the

measure of corresponding angle?

C. Engagement *Now that you know the important ideas about

solving corresponding parts of congruent
triangle, let us go deeper by answering
SOMETHING MORE
 <BAC

GUIDE QUESTIONS:
1. In what instances did you find difficult in
solving the unknown part?

2. Do you think it is easy to solve the

unknown variable?

D. Assimilation The teacher will ask the student to summarizes

the concept
LET’S REMEMBER
In Solving corresponding parts of congruent
triangles require a knowledge that two triangles
are congruent if their vertices can be paired so
that the corresponding sides are congruent and
corresponding angles are congruent.
Steps in solving the corresponding parts of
congruent triangles:
1. List down 6 corresponding parts of
congruent triangles.
2. In solving for angles, keep in mind that the
sum of interior angles of triangles is 180˚.
3. In solving variable, use the properties of
equality such as APE and MPE.

*After studying several discussion, examples,

and activities. You are now ready to work
 Individually / Group on CHALLENGE.

Student demonstrates full knowledge of

concepts

●Accuracy of the answer (Complete 5 pts

solution)
●Solving for the unknown parts 5 pts

TOTAL 10 pts

V. REFLECTION THINKING CRITICALLY

1. When do we say that the two triangles are
congruent?

2. Complete the statement

Today I learned that
______________________________________
______________________________________
__________________________
Prepared by:

JENNIE N. VALDEZ
Subject Teacher
Checked and Verify:

JENNIE N. VALDEZ
Department Chairman

Noted by:

VIVENCIO A. FELIX
Principal