School Cayucay National High Grade Level 8

School
Teacher Rosemarie T. Bernal Learning Area MATHEMATICS
Teaching Dates APRIL 11, 2023 Quarter Third Quarter
DETAILED LESSON and Time 7:45-8:45 am and 1:00-
PLAN 2:00 pm

Quarter 3, Week 8
I. OBJECTIVES
The learner demonstrates understanding of key concepts of axiomatic structure of
A. Content standards
geometry and triangle congruence
The learner is able to
a. Formulate and organized plan to handle a real-life situation
b. Communicate mathematical thinking with coherence and clarity in
B. Performance Standards
formulating, investigating, analyzing, and solving real-life problems
involving congruent triangles using appropriate and accurate
representations.
Most Essential Learning Competency: Applies triangle congruence to construct
perpendicular lines and angle bisector. (M8GE-IIIi-j-1)

C. Learning Competencies / At the end of the discussion the learner should be able to:
Objectives a. Illustrate angle bisector of a triangle.
b. Identify angle bisector of a triangle.
c. Recognize the importance of angle bisector in real life situation.

II. CONTENT Application of Triangle Congruence

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Material pages ADM Mathematics 8 Quarter 3-Module 8, pp. 4
3. Textbook pages Exploring Math, pp.316
4. Additional Materials from
Learning Resource (LR) portal

B. Other Learning Resources

PowerPoint Presentation and Chalk and Board

C. Materials

IV. PROCEDURE
(Pre-Developmental)
A. Reviewing Previous Lesson Review
or Presenting the New Lesson
Let’s have a review of congruence theorem we used last week to prove that the two
right triangles are congruent.

H-L Congruence Theorem L-L Congruence Theorem

H-AA Congruence Theorem L-AA Congruence Theorem

Let’s also recall the geometric properties we used to prove that the two right
triangles are congruent using the stated congruence theorem.

Reflexive Property of Congruence

Angle Bisector
Perpendicular lines
Midpoint
 Now that you already have an in-depth knowledge in proving triangle congruence,
let’s have another topic to cover.

Drill: Group Activity

Mechanics:
1. The teacher will divide the class into two groups. Each group will form
straight line in the center of the room.
2. Each member of the group will have their opponent from the other group.
3. The teacher will flash questions or illustrations on the PowerPoint
B. Establishing a purpose for
Presentation, the member of the group will do the ‘rock, paper, and
the lesson
scissor’ to determine which team member will have the chance to answer
the given question. Each member should take turns. Every team member
should play.
4. Each team member will be given 5 seconds to answer, if the team member
can’t answer the question after the allotted time, the points will be replay
on the next players.
5. The group with highest points will win.

Today, our topic is about Angle Bisector. You will illustrate an angle bisector,
identify angle bisector of a triangle and recognize the importance of angle bisector
in real life situation.

Below is the definition and illustration of Angle Bisector.

(Developmental)
The students will read and illustrate the definition of Angle Bisector
C. Presenting
Examples/Instances of the New
Lesson (Literacy and Arts
ANGLE BISECTOR
Integration)
An angle bisector is a ray, line
segment or line that splits an angle
into two congruent, smaller angles.

Determining the angle bisector and the congruent two angles formed by the angle
bisector.

Given the figure below, ⃗ OB shown in red is an angle

D. Discussing New Concepts
B bisector and it divides an ∠AOC into two congruent angles.
and Practicing New Skills #1 A
C
Determine the angle bisector and the two congruent
O
angles.

E. Discussing New Concepts

and Practicing New Skills #2 In ∆ ABC shown below, CE is an angle bisector for that triangle. CE bisects ∠
ACB and creates ∠ACE and ∠BCE that are congruent.

Therefore, m∠ ACE=m∠ BCE e f

A E B
 Example 1: Given the ∆ RQT below, determine the angle bisector and the two
congruent angles formed by the angle bisector.
R

4 5°

Q 4 5°
T

Example 2: A ∆ is named TOY. OS bisects ∠TOY. Illustrate the triangle and the
angle bisector and name the two congruent angles formed by the angle bisector.
O
∠

T S Y
∠ ∠ ∠

Example 3: A triangle has right angle named ∠CAT then AS bisects the given
angle. Illustrate the triangle and the angle bisector and name the two congruent
angles formed by the angle bisector.

A T

Example 4: A triangle is named ∆ CBA , and bisects by BD . Illustrate the triangle.

If the m∠ ABD is 65° , find the m∠CBD .

60°

C A
D

F. Developing Mastery
Activity: Identify ME!

a. Given the figure below, ⃗EO shown in red is an angle bisector and it
divides an ∠LOV into two congruent angles. Determine the angle bisector
and the two congruent angles.
V

O
E

b. Given the ∆ RAC C

below, and EA bisects
∆ RAC determine the angle
E
bisector and the two congruent angles
formed by the angle bisector.
R A
 c. A ∆ is named EAT. AT bisects ∠EAT. Illustrate the triangle and the angle
bisector and name the two congruent angles formed by the angle bisector.
E

A M

d. A triangle is named ∆ HIJ , ∠ HIJ bisects by IK . Illustrate the triangle. If

the m∠ HIK is 70° , find the m∠JIK .

7 0°

H J
K

Angle Bisector in a Clock

A clock shows an angle because the angle created by the minute hand and
the hour hand is bisected by the second hand. When this happens the angle created
by the hour and the minute hand is perfectly bisected and it creates 2 congruent
angles which is the definition of an angle bisector. This proves that a clock can
display the concept of an angle bisector. Given the clock below, illustrate a triangle
where the hour hand is at 1 and the minute hand is at 25. To perfectly bisect the
angle formed by the hour and minute hand, where should the second hand pointed
at?
(Post-Developmental)
G. Finding Practical
Application and Skills in Daily
Living

To bisect the angle formed by the hour hand and the minute hand of the
clock, the second hand should be pointed at 15. Therefore, the angles formed by
the angle bisector are two congruent angles.

H. Making Generalization and

Abstraction About the Lessons The teacher will ask the following questions
 1. How can we illustrate angle bisector?
2. How can we identify angle bisector?

Direction: Illustrate the triangle, its angle bisector and name the two congruent
angles formed by the angle bisector.

a. Illustrate a right triangle named, ∆ MNO with angle bisector NL. Name the
two congruent angles formed by the angle bisector.
I. Evaluating Learning
b. Given the ∆ BAG below, and AH bisects ∆ BAG determine the angle
bisector and the two congruent angles formed by the angle bisector.

c. A triangle is named ∆ QRS , ∠ QRS bisects by RT . Illustrate the triangle.

If the m∠ QRS is 55° , find the m∠ SRT .

J. Additional Activities for

Application or List things available in your home or community that you can apply angle bisector.
Remediation

V. REMARKS

VI. REFLECTION
No. of learners who earned 80%
in the evaluation

No. of learners who require

additional activities for
remediation who scored 80%
below
Did the remedial lessons work?
No. of learners who have caught
up with the lesson
No. of learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did this work?
What difficulties did I encounter
which my principal or supervisor
can help me solve?

Prepared by: Checked by: Noted by:

ROSEMARIE T. BERNAL JHEREMY R. GARCIA REY B. PASCUA

Practice Teacher Cooperating Teacher Principal I