GRADES 8 School Grade Level 8

DAILY
Teacher Learning Area GRADE 8 MATHEMATICS
LESSON
LOG Teaching Dates and Time WEEK 6 Quarter THIRD

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES Objectives must be met over the week and connected to the 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 assessed using 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
1. Content Standards The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of key understanding of key understanding of key understanding of key
concepts of axiomatic concepts of axiomatic concepts of axiomatic concepts of axiomatic
structure of geometry and structure of geometry and structure of geometry and structure of geometry and
triangle congruence. triangle congruence. triangle congruence. triangle congruence.
2. Performance The learner is able to The learner is able to The learner is able to The learner is able to
Standards communicate mathematical communicate mathematical communicate mathematical communicate mathematical
thinking with coherence and thinking with coherence and thinking with coherence and thinking with coherence and
clarity in formulating, clarity in formulating, clarity in formulating, clarity in formulating,
investigating, analyzing, and investigating, analyzing, and investigating, analyzing, and investigating, analyzing, and
solving real-life problems solving real-life problems solving real-life problems solving real-life problems
involving congruent involving congruent involving congruent involving congruent
triangles using appropriate triangles using appropriate triangles using appropriate triangles using appropriate
and accurate and accurate and accurate and accurate
representations. representations. representations. representations.
3. Learning Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG,
Competencies / the content can be tackled in a week or two.
Objectives The learner proves two The learner proves two The learner proves two The learner proves two
triangles are congruent. triangles are congruent. triangles are congruent. triangles are congruent.
(M8GE-IIIg-1) (M8GE-IIIg-1) (M8GE-IIIg-1) (M8GE-IIIg-1)

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 a. Recall the conditions to a. Identify postulates and a. Recall the conditions to a. Recall the conditions to
show congruence of theorems needed to prove show congruence of show congruence of
triangles. that two triangles are triangles. triangles.
b. Prove that the two congruent. b. Prove that the two b. Prove that the two
triangles are congruent by b. Prove that the two triangles are congruent by triangles are congruent by
SAS and SSS congruence triangles are congruent by ASA congruence postulate. AAS congruence theorem.
postulates. SAS and SSS congruence c. Show active participation c. Show active participation
c. Show active participation postulates. in class discussion. in class discussion.
in class discussion. c. Participate actively in
class discussion.
II. CONTENT Proving Triangle Proving Triangle Proving Triangle Proving Triangle
Congruence Congruence Congruence Congruence
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson
RESOURCES 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.
A. References
1. Teacher’s Teacher’s Guide pages 386- Teacher’s Guide pages 386- Teacher’s Guide pages 386- Teacher’s Guide pages 386-
Guide pages 392 392 392 392
2. Learner’s Mathematics Learners Mathematics Learners Mathematics Learners Mathematics Learners
Materials pages Module pages 358-361 Module pages 358-361 Module pages 358-361 Module pages 358-361
3. Textbook Geometry pages 98-100 Geometry pages 98-100 Geometry pages 98-100 Geometry pages 98-100
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Math Time pages 25-28 Math Time pages 25-28 Math Time pages 25-28 Math Time pages 25-28
Resources
IV. 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

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 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 Indicate the additional parts
State the postulate or Identify the postulate or State the postulate or
lesson or presenting needed to make the
theorem. theorem. theorem.
the new lesson triangles congruent.
B. Establishing a
purpose for the Presentation of Objectives Presentation of Objectives Presentation of Objectives Presentation of Objectives
lesson
C. Presenting examples/
Presentation of illustrative Presentation of illustrative Presentation of illustrative Presentation of illustrative
instances of the
examples. examples. examples. examples.
lesson
D. Discussing new
concepts and Let’s try to prove a theorem
practicing new skills Work in Pairs Activity Fill-in-the-blanks Activity “Prove Me”
on congruence.
#1
E. Discussing new
concepts and Guided Practice Guided Practice Guided Practice Guided Practice
practicing new skills
#2
F. Developing mastery
(Leads to Formative Independent Practice Independent Practice Independent Practice Independent Practice
Assessment 3)
G. Finding practical
applications of Complete the Congruence Complete the Congruence
The Mayon Volcano The 2-column Proof
concepts and skills in Statement Statement
daily living
H. Making Proving Triangle Proving Triangle Proving Triangle Proving Triangle
generalizations and Congruence Congruence Congruence Congruence
abstractions about
the lesson
To prove that any two To prove that any two To prove that any two To prove that any two
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 triangles are congruent we triangles are congruent we triangles are congruent we triangles are congruent we
use the following: use the following: use the following: use the following:
1. SSS Postulate 1. SSS Postulate 1. SSS Postulate 1. SSS Postulate
2. SAS Postulate 2. SAS Postulate 2. SAS Postulate 2. SAS Postulate
3. ASA Postulate 3. ASA Postulate 3. ASA Postulate 3. ASA Postulate
4. AAS Theorem 4. AAS Theorem 4. AAS Theorem 4. AAS Theorem

To prove segments To prove segments To prove segments To prove segments

congruent and angles are congruent and angles are congruent and angles are congruent and angles are
congruent, find congruent congruent, find congruent congruent, find congruent congruent, find congruent
triangle of which they are triangle of which they are triangle of which they are triangle of which they are
corresponding parts. Thus, corresponding parts. Thus, corresponding parts. Thus, corresponding parts. Thus,
“corresponding parts of “corresponding parts of “corresponding parts of “corresponding parts of
congruent triangles are congruent triangles are congruent triangles are congruent triangles are
congruent.”(CPCTC) congruent.”(CPCTC) congruent.”(CPCTC) congruent.”(CPCTC)
I. Evaluating learning Proving triangle
Show Your Proof! Create Your Own Proof! Create your own proof.
congruence.
J. Additional activities
Proving triangle
for application or Journal Writing 3-2-1 Chart Fill-in-the-blanks.
congruence.
remediation
V. REMARKS

VI. 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.
1. No.of learners who
earned 80% on the
formative assessment
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2. No.of learners who
require additional
activities for
remediation.
3. Did the remedial
lessons work? No.of
learners who have
caught up with the
lesson.
4. No.of learners who
continue to require
remediation
5. Which of my teaching
strategies worked
well? Why did these
work?
6. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
7. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

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