DAILY LESSON LOG OF M8GE-IIIa-1 (Week One-Day Three)
School
Teacher
Teaching Date and Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II.CONTENT
III.
LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Review previous lesson
or presenting the new
Grade Level Grade 8
Learning Area Mathematics
Quarter Third
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.
The learner demonstrates understanding of key concepts of axiomatic structure of
geometry and triangle congruence.
The learner is able to:
1. formulate an organized plan to handle a real-life situation, and
2. 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 Competency:
Illustrates the need for an axiomatic structure of a mathematical system in general,
and in Geometry in particular: (a) defined terms; (b) undefined terms; (c)
postulates; and (d) theorems.. (M8GE-IIIa-c-1)
Learning Objectives:
1. Determine the different undefined terms;
2. Illustrate the different undefined terms;
3. Classify real life examples as point, line, or plane; and
4. Demonstrate appreciation through active participation and coordination with
varied activities.
Undefined terms (Point, Line, Plane)
teacher’s guide, learner’s module,
1. https://mathbitsnotebook.com/Geometry/BasicTerms/BTundefined.html
2. http://www.mapleschools.com/userfiles/2714/Classes/17616/1.%20Points
%20Lines%20and%20Planes%20Exercises.pdf
3. https://www.youtube.com/watch?v=k5etrWdIY6o
4. http://ww2.d155.org/pr/acadirectory/math/Lists/Geometry
%20357358%20Calendar/Attachments/87/Chapter%201%20Note
%20Packet.doc
5. https://www.emsisd.com/cms/lib/TX21000533/Centricity/Domain/4688/Topic
%201.pdf
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students
which you can infer from formative assessment activities. Sustain learning systematically by providing
pupils/students with multiple ways to learn new things, practice the 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.
The teacher asks the students:
1. What did we do last meeting?
 2. What are the different parts of mathematical system?
Questions:
lesson 1. We determined the different parts of a mathematical system.
2. The four parts of mathematical parts are: (a) defined terms; (b) undefined
terms; (c) postulates; and (d) theorems
B. Establishing a purpose The teacher lets the students realize the importance of the different undefined
for the lesson terms in defining geometric terms.
The teacher posts strips of descriptions and then lets the students group these
descriptions by putting it to the correct column.

POINT LINE PLANE

Descriptions:
It indicates a location (or position) in space.
It has infinite length, infinite width and zero height (thickness).
It has no dimension (actual size).
It is assumed to be straight.
C. Presenting examples/ It is drawn with arrowheads on both ends.
instances of the new
Its length extends in one dimension.
lesson
It is composed of at least 3 points and 3 line segments.
It goes on forever in both directions.
It is named by a single lowercase script letter, or by any two (or more) points
which lie on the line.
It has no length, no width, and no height (thickness).
It usually named with a capital letter.
It has no thickness.
It has infinite length, zero width, and zero height.
It has two dimensions.
It forms a flat surface extending indefinitely in all directions.
Answer key:
Refer to :https://mathbitsnotebook.com/Geometry/BasicTerms/BTundefined.html

D. Discussing new concepts

The teacher discusses with the students’ answer in the activity.
and practicing new skills #1

E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (leads
to formative assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating Learning
J. Additional activities or
remediation
V. REMARKS
The teacher discusses and illustrates the definitions and some of the examples of
the three undefined terms. Furthermore, the teacher discusses on how to name
the different undefined terms.
Working with pairs, the teacher lets the student do the following activity. Let them
write it on a manila paper.
I. Given the illustration at the right, give what is
asked.
1. Name all the points
2. Name the 3 lines according to their points.
3. Name the 3 lines according to one letter.
4. Name the plane given.
II. Illustrate the following:
Answer key:
I. 1. Points P,M,T,Q,R,N 2.
3. Line j, line g, line h 3. Plane S
II.The answer varies accordingly.
Note: An Evaluation sheet is provided after the DLL.
The teacher lets the students look around the classroom and determine the
different things in which the idea of the three undefined terms can be found.
The teacher let the students summarize the learning that they have.
The teacher lets the students answer individually the formative assessment.
Directions: Give what is asked.
I. Classify the following as POINT, LINE, OR PLANE.
__________1. A speck of dust
__________2. Corner of a room
__________3. Basketball court
__________4. Chinese garter
__________5.Monitor Screen
II. Name the following, given the illustration at
the right.
1. Name a line that contains point e.
2. Name a line that contains line n.
3. Name a plane that contains lines n and p.
Answer Key:
I. Point = 1,2 LIne = 4 Plane = 3,5
II. 1. Point B 2. Line AB 3. plane G
Note: An Evaluation sheet is provided after the DLL.
 Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who
earned 80% of the
evaluation
B. No. of learners who
require additional
activities for
remediation who scored
below 80%
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 these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
The teacher contextualized and localized the topic in “finding practical application”
use/ discover which I
part of the DLL.
wish to share with other
teachers

Prepared by:

GERALDINE M. BETONIO
Tabok NHS SST-1
 Activity Sheet 8.3.___
Points, Lines, Planes

Objectives: The students are able to collaboratively determine the different points, lines,
planes, given an illustration.
Directions: Give what is asked.

I. Given the illustration at the right, give what is asked.

1. Name all the points

2. Name the 3 lines according to their points.

3. Name the 3 lines according to one letter.

4. Name the plane given.

III. Illustrate the following:

 Evaluation Sheet 8.3.___
Points, Lines, Planes

Objectives: The students are able to determine the different points, lines, planes, given an
illustration and in real life.
Directions: Give what is asked.

I. Classify the following. Write POINT, LINE, or PLANE on the line provide before each item.

__________1. A speck of dust

__________2. Corner of a room
__________3. Basketball court
__________4. Railing
__________5.Monitor Screen

II. Name the following, given the illustration at the right.

1. Name a line that contains point e.

2. Name a line that contains line n.

3. Name a plane that contains lines n and p.