Republic of the Philippines

Department of Education
Region VIII (Eastern Visayas)
Division of Leyte
PALO NATIONAL HIGH SCHOOL

A SEMI-DETAILED LESSON PLAN

Teacher ANGELYN L. LLUVIOSO Grade Level VIII

Learning Area MATHEMATICS Quarter THIRD
Date and Time
Section

I. OBJECTIVE
A. Content Standard  The learner is able to demonstrates understanding of key
concepts of axiomatic structure of geometry and triangle
congruence.
B. Performance Standards  The Learner
1. Is able to formulate an organized plan to handle a real-life
situation.
2. Is able to communicate mathematical thinking with
coherence and clarity in formulating, investigating,
analyzing, and solving real-life problems involving congruent
triangles using appropriate and accurate representation.
C. MELC  Illustrates triangle congruent.
(Most Essential
Learning Competency) Subtask:
1. Comprehend triangle congruence
2. Determine the sides and corresponding angles of a triangle
3. Categorize corresponding parts of congruent triangle
II. CONTENT Corresponding Parts of Congruent Triangles are Congruent (CPCTC)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Page
2. Learner’s Material Pages Math Learning Module, Quarter 3: Module 3pp. 5-12.
3. Textbook Pages
4. Additional Material
from other learning
resources portal
B. Other learning resources
IV. PROCEDURES
A. Preliminary Preparatory Activities
Activities a. Prayer
b. Greetings
c. Classroom Management (State the class rules)
d. Checking of Attendance
B. Reviewing previous Drill: (5minutes)
lesson or presenting Perform the indicated operations.
 the new lesson z
1). -15+(-26)= 2). 68-(-2)= 3).(-23)+13=

Review:
Recall the previous topic that they have been discussed.
C. Establishing a Four Pics – Two Words:
purpose for the Consider the figure below and answer the questions that follow.
lesson

Questions:
1. What geometric figures were highlighted in the illustrations?
2. What have you observed with the size and shape of the geometric
figures? Explain your answer.
D. Presenting Illustrating Triangle Congruence
examples/instances
of the new lesson

Two triangles are congruent if their corresponding sides are equal in

length and their corresponding interior angles are equal in measure. We
use the symbol ≅ to show congruence. Corresponding sides and angles
mean that the side on one triangle and the side on the other triangle, in
the same position.

Present the objective of the lesson

E. Discussing new Discuss the three pairs of correspondence and illustrate the triangle
concepts and congruence. (Refer to Math Learning Module, pp 5-12)
practicing new skills
#1
F. Discussing new
concepts and
practicing new skills
#2

G. Developing mastery Find My Partner

In this activity, you will be pairing parts of one triangle to the parts
of another triangle.
Copy the table on your answer sheet and supply the missing part of
the triangle that will make each correspondence complete.

H. Finding practical Asking random student how they cope up the activity and how it will
applications of apply on their real-life situation.
concepts and skills
in daily living
I. Making 1. How can you illustrate a triangle congruence?
generalizations and 2. How can you identify the correspondence?
abstractions about
the lesson
J. Evaluating Learning Choose the letter of the correct answer.
1. Which of the following statement is not true about congruent
 triangle?
A. They are dissimilar
B. They are coinciding
C. They have the same size and shape
D. They have corresponding congruent parts
2. Which of the following is a symbol used for congruence?
A. ≠ B. ≡ C. ≈ D. ≅
3. Which of the following is true about the corresponding parts of
congruent triangle?
A. They are unequal
B. They are congruent
C. They are supplementary
D. They are complementary
4. Which symbols below is used to indicate correspondence?
A. ≅ B. C. D. <
K. Additional activities Advance study about the SAS, ASA and SSS congruence postulate
for application or
remediation
V. REMARKS
VI. REFLECTION
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 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:
ANGELYN L. LLUVIOSO
Student Teacher

Checked by:

RUBY JANE B. TOLENTINO

T-1