SEMI – DETAILED LESSON PLAN IN MATHEMATICS 8

Name of Teacher: Alyssa Joy AD. Bagsic

Grade and Section/s: Date and Time: February 27-28, 2023
8 – Riemann 11:00 – 12:00
8 – Pythagoras 2:00 – 3:00
8 – Descartes 3:00 – 4:00

Quarter: 3
I. OBJECTIVE/S:
Content Standard
The learner demonstrates an understanding of key concepts of the axiomatic structure of geometry and triangle
congruence.

Performance Standard
The learner is able to formulate an organized plan to handle a real-life situation. and 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.
Learning Competencies
At the end of the session, the learner…
1. identify the different angle properties, postulates, and theorems;
2. differentiate supplementary and complementary angles;
3. understand the concept of congruency;
4. apply the postulates and theorems in proving angle congruences;
5. relate the lesson to a real-life situation
II. CONTENT:

GEOMETRY (Angle Properties, Postulates, and Theorems)

III. LEARNING RESOURCES:

A. REFERENCE/S:
Exploring Math Textbook, Orance, Orlando A.; Mendoza, Marilyn O., Pg 311-318

IV. PROCEDURES:
Teacher’s Activity
Preliminary activities

PRAYER

GREETING

CLASSROOM MANAGEMENT
ATTENDANCE

A. ENGAGE

Let’s watch a video about Parallel Lines cut by a transversal and their relationships and congruences.

https://www.youtube.com/watch?v=5PcMbN46NMA

B. EXPLORE

Try to analyze the given figure.

Write all the values of the given angles and tell whether the Corresponding angles, Alternate Interior Angles, Alternate
Exterior Angles, Same-side Interior Angles, and Same-side Exterior Angles are congruent or supplementary.

C. EXPLAIN

In order to study geometry in a logical way, it will be important to understand key mathematical properties and to know
how to apply useful postulates and theorems.

In our previous lessons, we understand that a postulate is a statement that has not been proven true but is considered to
be true on the basis of mathematical reasoning, and theorems, on the other hand, are statements that have been proven
to be true with the use of other theorems or statements.

Before we begin, we must introduce the concept of congruency.

Angles are congruent if their measures, in degrees, are equal. Note: “congruent” does not mean “equal.”

Congruence is a relationship of shapes and sizes, such as segments, triangles, and geometrical figures, while equality is
a relationship of sizes, such as lengths, widths, and heights. Congruence deals with objects while equality deals with
numbers. You don't say that two shapes are equal or two numbers are congruent.

While they seem quite similar, congruent angles do not have to point in the same direction. The only way to get equal
angles is by piling two angles of equal measure on top of each other.

Angle Properties
We will utilize the following properties to help us reason through several geometric
proofs.

1. Reflexive Property
A quantity is equal to itself.

2. Symmetric Property
If A = B, then B = A.

3. Transitive Property
If A = B and B = C, then A = C.

4. Addition Property of Equality

If A = B, then A + C = B + C.

Angle Postulates

1. Angle Addition Postulate

If a point lies on the interior of an angle, that angle is the sum of two smaller
angles with legs that go through the given point.

Consider the figure below in which point T lies on the interior of ∠QRS.

By this postulate, we have ∠QRS = ∠QRT + ∠TRS.

2. Corresponding Angles Postulate

If a transversal intersects two parallel lines, the pairs of corresponding

angles are congruent.
The figure above yields four pairs of corresponding angles.

3. Parallel Postulate

Given a line and a point not on that line, there exists a unique line through the
point parallel to the given line.

There are an infinite number of lines that passes through point E, but only the red line runs parallel to line CD. Any other
line through E will eventually intersect line CD.

Angle Theorems

1. Exterior Angles Theorem

If a transversal intersects two parallel lines, then the alternate exterior

angles are congruent.

The converse is also true: If a transversal intersects two lines and the alternate exterior angles are congruent, then the lines
are parallel.

The alternate exterior angles have the same degree measures because the lines are parallel to each other.

2. Alternate Interior Angles Theorem

If a transversal intersects two parallel lines, then the alternate interior

angles are congruent.

The converse is also true: If a transversal intersects two lines and the alternate interior angles are congruent, then the lines
are parallel.

The alternate interior angles have the same degree measures because the lines are parallel to each other.

3. Congruent Complements Theorem

If two angles are complements of the same angle (or of congruent angles), then the
two angles are congruent.

4. Congruent Supplements Theorem

If two angles are supplements of the same angle (or of congruent angles), then the
two angles are congruent.

5. Right Angles Theorem

All right angles are congruent.

6. Same-Side Interior Angles Theorem

If a transversal intersects two parallel lines, then the interior angles

on the same side of the transversal are supplementary.

The converse is also true: If a transversal intersects two lines and the interior angles on the same side of the transversal are
supplementary, then the lines are parallel.
The sum of the degree measures of the same-side interior angles is 180°.

7. Vertical Angles Theorem

If two angles are vertical angles, then they have equal measures.

D. ELABORATE

Let us find the value of angles using the postulates and theorems we have learned.

1. Line DJ is parallel to Line EK and is cut by a transversal: Line FI. If ∠DGH = 131⁰,
Find:
 ∠GHK

Solution:

First, we must rely on the information we are given to begin our proof. In this exercise, we note that the measure of ∠DGH
is 131°.

From the illustration provided, we also see that lines DJ and EK are parallel to each other. Therefore, we can utilize some
of the angle theorems above in order to find the measure of ∠GHK.

We realize that there exists a relationship between ∠DGH and ∠EHI: they are corresponding angles. Thus, we can utilize
the Corresponding Angles Postulate to determine that ∠DGH ≅ ∠EHI.
Directly opposite from ∠EHI is ∠GHK. Since they are vertical angles, we can use the Vertical Angles Theorem, to see that
∠EHI ≅ ∠GHK.

Now, by transitivity, we have that ∠DGH ≅ ∠GHK.

Congruent angles have equal degree measures, so the measure of ∠DGH is equal to the measure of ∠GHK.

Finally, we use substitution to conclude that the measure of ∠GHK is 131°. This argument is organized in the two-column
proof form below.

E. EVALUATE

50⁰

Groupwork!

I will group the class per table.

By looking at the image above, we can see that Franklin Way and Chavez Ave are parallel roads. Via La Playa intersects
along the two roads. Given the same-side exterior angles, find
∠a. Provide statements and reasons.

VI. REMARKS:
VII. 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 lesson 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 this

work?

F. What difficulties did I encounter that my principal or

supervisor can help me solve?

G. What innovation or localized materials did I use/discover

that I wish to share with other teachers?

Prepared by:

ALYSSA JOY AD. BAGSIC

Student-Teacher

Checked by:

JIMMY S. DONATO
Cooperating Teacher