a)

b)

Republic of the Philippines

Department of Education
Region XII
DAILY LESSON PLAN
Schools Division Office of Cotabato
PRESBITERO NATIONAL HIGH SCHOOL
Presbitero, Pigcawayan,
Grade Level & Cotabato
Learning Area   Quarter Duration
Section
Mathematics 8-Villanueva 3 120 minutes

Teaching Date: February 22, 2022 Teaching Time: 9:40AM-11:40AM

I. OBJECTIVES

The learner demonstrates understanding of key concepts of axiomatic

A. Content Standards
structure of geometry and triangle congruence.

The learner is able to;

1. formulate an organized to handle a real-life situation.
2. communicate mathematical thinking with coherence and clarity in
B. Perfo rmance Standards formulating, investigating, analyzing, and solving real-life problems
involving congruent triangles using appropriate and accurate
representations.

At the end of the lesson, the students are expected to:

a) identify included side and included angle;
C. Learning Competencies b) draw a Side-Angle-Side (SAS) congruence postulates; and
c) actively participate in illustrating SAS postulate.

II. CONTENT Illustrating Side-Angle-Side (SAS) Postulate

References: https://www.youtube.com/watch?v=UGQ7MetUZVw
III. LEARNING RESOURCES
Materials: Laptop, tv, chalk

IV. PROCEDURES  
Prayer
Warm-up
Checking of attendance
Classroom Rules
A. Review previous lesson or
Recapitulation
presenting a new lesson
 What was our last topic all about?
 What is congruence?
 How can we use the idea of congruence?
 What are the parts of a triangle?

B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
Activity 1. Determine the SAS Postulate by the given figures.
1.
2.
3.
 Given the different figures, what did you consider in finding the
SAS?
 What is meant by SAS?
• What does it mean if we say included?
• If we have located the two given angles, where can we found
the included side?
• On the other hand, if we have located the two given line
segments, where can we found the included side?
Discuss
In a triangle, when the vertices of two angles are the endpoints of
the segment, the segment is said to be Included side
When the sides of an angle are the two sides of a triangle, then the
angle is said to be Included Angle
∠A ∠C
Example: Identify the included side of and
and the included angle of AB and BC
A included side of ∠ A and ∠ C : AC
B included angle of AB and BC : ∠ B
 As we recall our past discussions what is meant by congruence?
 In SAS, how can we say that the two triangles are congruent?
 What should be the first step in looking for SAS postulate?
Discuss
Side-Angle-Side Congruence Postulate
If two sides and an included angle of one triangle are congruent to two
sides and the included angle of another
triangle, then two triangles are
congruent.
 BA ↔ SR BA ≅ SR
∠BAC ↔ ∠SRQ ∠BAC ≅ ∠SRQ
CA ↔ QR CA ≅ QR

Therefore △BAC ≅ △SRQ by SAS

postulate.

Let’s try! If the triangles are congruent by SAS, write the congruency
statement.

1. 3.

F. Developing Mastery (leads to

formative assessment)
2. 4.

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
Draw two congruent triangle and give its Side-Angle-Side Congruence
Postulate and write the congruency statement.
 What is meant by included angle? How about included side?
 Is it true that if two triangle corresponds to their parts then they
are congruent?
 What is meant by SAS? What should be the first step in looking for
SAS postulate?
 What is included here in SAS? Is it the angle or the side?
I. Identify the included side.

1. ∠ A and ∠ B

2. ∠ B and ∠ C

3. ∠ C and ∠ A

I. b. Identify the included angle

1. BC and CA

2. CA and AB
I. Evaluating Learning

3. AB and BC

II. Look for the SAS congruence Postulate and state the congruency
statement.
 1. Follow Up: Research or have an advance read about ASA and SSS
congruence postulate.
J. Additional activities for 2. Study:
application or remediation Define:
a. Domain
b. Range
 
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation.
 
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 learning strategies worked well?
Why did these works?  
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?

Prepared by: Checked by:

Vaneza Joy Y. Largo Xyla Mae T. Jagonob

Pre-Service Teacher Resource Teacher