GRADE 1 to 12 School HINAPLANON NATIONAL HIGH SCHOOL Grade Level 8

DAILY LESSON LOG Teacher RAQUEL B. DISOMIMBA Learning Area Mathematics 8

Teaching Dates and Time MARCH 12 – 18, 2024 Quarter Third

TUESDAY WEDNESDAY THURSDAY MONDAY

MARCH 12, 2024 MARCH 13, 2024 MARCH 14, 2024 MARCH 18, 2024

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency
45. proves two triangles are
congruent
M8GE-IIIg-1
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 communicate mathematical thinking with coherence and clarity in formulating, investigating, analysing, and solving real-life
problems involving congruent triangles using appropriate and accurate representations.
At the end of the session, learners
are expected to: M8GE-IIIg-1 M8GE-IIIg-1 M8GE-IIIg-1
3. Prove two triangles are 5. Prove two triangles are 8. Apply the SAS and ASA
M8GE-IIIg-1 congruent by using the congruent by using the congruence postulates.
1. Prove two triangles are ASA Postulate. SAA Theorem. 9. Apply the SAA
congruent by using the SAS 4. Illustrate the ASA 6. Illustrate the SAA congruence theorem
Postulate. congruence postulate congruence theorem.
2. Illustrate the SAS congruence 7. Participate actively in
postulate. class discussion.

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a
week or two.
GEOMETRY
The SAS Congruence Postulates
E-Math Worktext in Mathematics 8
By Orlando A. Oronce and Marilyn
O. Mendoza
Mathematics Learner’s Module 8
page 355
MTAP review materials
Grade 8 Mathematics (Patterns &
GEOMETRY
The ASA Congruence Postulates
E-Math Worktext in
Mathematics 8
By Orlando A. Oronce and
Marilyn O. Mendoza
Mathematics Learner’s Module
8 page 357
MTAP review materials
Grade 8 Mathematics (Patterns
GEOMETRY
The SAA Congruence Theorem
E-Math Worktext in Mathematics
8 Mathematics 8
By Orlando A. Oronce and
Marilyn O. Mendoza
Mathematics Learner’s Module 8
page 360
MTAP review materials
Grade 8 Mathematics (Patterns &
GEOMETRY
Proving Triangles Congruence
(The SAS, ASA Postulate
and SAA Theorem)
E-Math Worktext in
By Orlando A. Oronce and
Marilyn O. Mendoza page 415
MTAP review materials

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 Practicalities) & Practicalities) Practicalities)
By Gladys C. Nivera, Ph.D. By Gladys C. Nivera, Ph.D. By Gladys C. Nivera, Ph.D.
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 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 lesson or Review *Working Independently, use a Study the example.
presenting the new lesson Can a triangle be constructed with ruler and protractor to draw R Review the students about
sides congruent to any three given ∆ BOY with two angles and - The SAS Postulate
segments? Give examples. included side having the - The ASA Postulate
following measures: - The SAA Postulate
m ∠ B=50 , m∠ O=70 ,∧BO=18 cm.
at least 5 minutes for the
1. Compare the triangle you quiz or seatwork.
have drawn with the triangles E V
drawn by four of your N
classmates.
2. What can you say about the Given: ∠ NER ≅ ∠ NVR
triangles? Justify your answer. RN bisects∠ ERV
Prove: ∆ ENR ≅ ∆ VNR
Ans.
Statements Reasons
1. 1. Given
∠ NER ≅ ∠ NVR
2. 2. Given
RN bisects∠ ERV
3. ∠ NER ≅ ∠ NVR
3. Definition of angle
bisector
4. RN ≅ RN 4. Reflexive Property

5. 5. AAS Congruence
∆ ENR ≅ ∆ VNRTheorem

B. Establishing a purpose for the lesson
C. Presenting examples/Instances of the
new lesson
Proving Triangle Congruence (The
SAS Postulate)
*If two sides and the included
angle of one triangle are congruent
to two sides and the included angle
of another, must the two triangles
be congruent?
Proving Triangle Congruence
(The ASA Postulate)
*If two angles and the included
side of one triangle are
congruent to the corresponding
two angles and the included
side of another triangle, then
the two triangles are congruent.
Proving Triangle Congruence Continuation of the lesson
(The SAA Postulate) (ASA, SAS, and SAA)
*Quiz/Seatwork Proper
*If two angles and a non-included I.
side of one triangle are congruent D 1 2 R
to the corresponding parts of 5
another triangle, then the
triangles are congruent. 3 4 6
S 8 7E
12

11 10 9
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D. Discussing new concepts and
practicing new skills # 1
B B
C A
Q Q
R P
The SAS Postulate
B B
C A
Q Q
R P
Included angle is the angle
formed by two given sides.
In the diagram, ∠ B is the
included angle of sides BA and
BC . ∠ Q is the included angle of
sides QP∧QR .
In order to use the side-angle-
side postulate, we must be able to
identify the appropriate sides and
angles.
C A
R P
The ASA Postulate
C A
R P
Included side is the side
whose end points are the
vertices of the two given angles.
In the diagram, BC is the
included side of ∠ B∧∠ C .
QR is the included side of
∠ Q∧∠ R .
M A
B Refer to the figure above to
answer the following:
1. Name the included side of
∠ 1∧∠2.
C A 2. Name the included side of
Q ∠ 4∧∠ 6.
3. Name the non-included side
of ∠ 5∧∠ 6.
R P 4. Name the non-included side
of ∠ 1∧∠3.
5. RS is included by two angles.
Name them.
The SAA or AAS Theorem 6. AE is included by two
B angles. Name them.
7. In ∆ DRS , DS is not
included
by a pair of angles. Name
C A them.
E 8. In ∆ SEA , SE is not included
by a pair of angles. Name
them.
F D
9. If ∠ 3 ≅ ∠ 5 , ∠ 2 ≅ ∠ 4 ,∧¿
Given: ∠ A ≅ ∠ D , ∠ B ≅ ∠ E,
DR ≅ ES , then ∆ DRS ≅ ¿
by the ____ Postulate/Theorem.
and BC ≅ EF .
10. If ∠ 1 ≅ ∠ 11, DR ≅ MA ,
Prove: ∆ ABC ≅ ∆≝¿
and
Plan for proof:
DS ≅ MS , then ∆ DRS ≅ ¿
by the ____ Postulate/Theorem
We can prove that triangles
are congruent if we can apply the
Ans.
SSS, SAS, or ASA Postulate.
Here, we can use the ASA 1. DR∨RD
Postulate by first showing that 2. SE∨ES
∠ C ≅ ∠ F . To do this, we can 3. SR by AAS
have ∠ C ≅ ∠ F by using the fact 4. DR by AAS
that if two angles of one triangle 5. ∠ 3∨∠ DSR∨∠ RSD
are congruent to the two ∠ 2∨∠ DRS ∨∠ SRD
corresponding angles of another 6. ∠ 7∨∠ AES∨∠SEA
triangle, then, their third angles ∠ 9∨∠ EAS∨∠ SAE
are congruent. 7.∠ 3∧∠ 2 by AAS
8. ∠ 7∧∠ 9 by AAS
9. ∆ SER ; ASA
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E. Discussing new concepts and
practicing new skills # 2
Example 1 Example 1
Determine if the SAS Postulate can Using the marked figures,
be used to prove that the triangles are can the ASA Postulate be used
congruent. If it is not possible, explain. to show that the triangles are
A congruent? Explain.
A B Q P
10. ∆ MAS ; SAS
Example 1. II. Use the given information to
Fill in the missing statements complete each statement. If the
and reasons. triangles cannot be shown to be
R O congruent from the given
information, write not
congruent.
S 1. E

B C K C
D C R Given:
Sol. SR ≅ SC ; RO ∥ CK
From the diagram, you know Sol. L N A
Prove: ∆ ROS ≅ ∆ CKS
that BD ≅ CD and In the figure, ∠ A ≅ ∠ P ,
AD ≅ AD . The angle included ∠ C ≅ ∠ R ,∧ AC ≅ PR . Proof: ∆ LEN ≅ ¿. Why?
between CD∧ AD is ∠ CDA . The ASA Postulate can be used Statements Reasons
Because any two right triangles to show that ∆ ABC ≅ ∆ PQR 1. SR ≅ SC 1. ______________ Ans. ∆ AEN ; SAS
are congruent, ∠ BDA ≅ ∠CDA . because AC∧PR are included 2. ___________ 2. Given
You can use the SAS Postulate between the congruent angles. 3. ∠ R ≅ ∠ C 3. _______________ 2. B L
to conclude that 4. ___________ 4. VAT
∆ ADB ≅ ∆ ADC . (Vertical Angles
Theorem)
5. ∆ ROS ≅ ∆ CKS 5.
______________

F. Developing mastery
(leads to Formative Assessment )
Sol. Y O A D
1. Given
2. RO ∥ CK ∆ BOY ≅ ¿ Why?
3. PAIC Theorem(Parts of
Alternate Interior are congruent) Ans. ∆ LAD ; ASA
4. ∠ OSR ≅ ∠ KSC
5. ASA Postulate
Seatwork: Seatwork: Seatwork: *Let the students answer on the
Determine if the SAS Postulate Using the marked figures, I board for the discussion of the
can be used to prove that the can the ASA Postulate be used answers.
triangles are congruent. If it is not to show that the triangles are
possible, explain. congruent? Explain.
E H D X

N S

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 F G J I F E Y Z M

Sol. Sol. Given: ∠ MNI ≅ ∠ MSI

You are given that EF ≅ HI In the figure, ∠ D ≅ ∠ X , ℑ bisects∠ NIS
and FG ≅ IJ . You know that ∠ E ≅ ∠ Y ,∧DF ≅ XZ . Prove: ∆ NMI ≅ ∆ SMI
∠ F ≅ ∠ I are included angles Since DF ∧XZ are not the
between the congruent sides. included sides between the Proof:
You can use the SAS Postulate to congruent angles, the ASA Statement Reasons
conclude that Postulate cannot be used to 1. ∠ MNI ≅ ∠ MSI 1. Given
∆ EFG ≅ ∆ HIJ . show that the two triangles are 2. ℑ bisects∠ NIS 2. _______
congruent. 3. ∠ MNI ≅ ∠ MSI 3. _______
4. ℑ ≅ ℑ 4. _______
5. ∆ NMI ≅ ∆ SMI 5. _______

Sol. 2) Given, 3)Def. of angle

G. Finding practical application of
concepts and skills in daily living
bisector, 4)Reflexive Property,
5)AAS Congruence Theorem
*Now that you know the important
ideas about SAS Postulate, let us go
deeper by applying what you have
learned in solving real – life
problems.

H. Making generalizations and
abstractions about the lesson
*The students will generalize the
concept of SAS Postulate by
a. defining; and
b. illustrating.
Ans.
a. If two sides and the included
angle of one triangle are congruent
to two sides and the included angle
of another, must the two triangles
be congruent?
b. B b.
*The students will generalize
the concept of ASA Postulate by
a. defining; and
b. illustrating.
Ans.
a. If two angles and the included
side of one triangle are
congruent to the corresponding
two angles and the included
side of another triangle, then
the two triangles are congruent.
B b.
*The students will generalize the Reflection based on the
concept of SAA Theorem by results of the output/quizzes
a. defining; and of the students.
b. illustrating.
Ans.
a. If two angles and a non-
included side of one triangle are
congruent to the corresponding
parts of another triangle, then the
triangles are congruent.
B

C A C A C A
Q Q Q

R P R P R P

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I. Evaluating learning Exercise *Give more examples for the * Fill in the missing statements *Give more examples for the
Complete the congruence students to solve, if necessary. and reasons. students to solve, if
statement using the SAS L O necessary.
congruence postulate. Example
1. ∆ BIG ≅ ∆ ¿ Use the given information to
I A complete each statement. If the
triangles cannot be proven V
congruent from the given
B G F T information, write “not
congruent.”
E U
G T Given:
VL ≅ VU ; LO ∥ UE
Prove: ∆ LOV ≅ ∆ UEV
2. ∆ PON ≅ ∆¿
N D I Proof:
Statements Reasons
1. VL ≅ VU 1. ______________
P O S S 2. ___________ 2. Given
N A
3. ∠ L ≅ ∠ U 3. _______________
3.∆ PAT ≅ ∆¿ 4. ___________ 4. VAT
A ∆ GIT ≅ ∆ ¿ (Vertical Angles
Why? Theorem)
5. ∆ LOV ≅ ∆ UEV 5. ______________
Ans. AIN ; ASA Postulate

P T S
J. Additional activities for application or Draw two triangles and mark the Corresponding congruent parts Assignment:
remediation congruent parts. are marked. Indicate the
additional corresponding parts Students will study for a
needed to make the triangles quiz/seatwork for the next day
congruent by using the specified about SAS, ASA, and AAS.
congruence postulates.
. B
If MA ≅ TI , ∠ M ≅ ∠ T ,
MR ≅ TN
Then ∆ MAR ≅ ∆ TIN by SAS
C A
Q

R P

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 By ASA

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.
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%

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 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 use/discover which I
wish to share with other teachers?
Prepared by: RAQUEL B. DISOMIMBA
MATH 8 TEACHER

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