Banisil National High School

MATHEMATICS DEPARTMENT

SEMI-DETAILED DAILY LESSON PLAN IN MATHEMATICS 8

Grade
School Banisil National High School 10
Level
SANTOL, AVOCADO,
Pre-Service
EMELY LIBRADILLA Section LANSONES, CAIMITO,
DAILY SEMI- Teacher
MANGGA
DETAILED
Learning
LESSON PLAN Teaching Date March 4-5, 2024 Mathematics
Area
Time 7:30 AM – 3:30 AM Quarter Third

I. OBJECTIVES
A. Content Standards The learner demonstrates an understanding of the key concepts of axiomatic structure of
geometry and triangle congruence.
B. Performance Standards The learner 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 representations.
C. Learning At the end of the session, at least 80% of the students should be able to:
Competencies/  Solve problems involving corresponding parts of congruent triangles;
Objectives and
(Write the LC Code for  Appreciate the essence of equality in real-life context by citing
each) examples.
(M8GE-IIIa-f-1)
II. CONTENT SOLVING CORRESPONDING PARTS OF CONGRUENT TRIANGLE
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials Mathematics 8 Learner’s Module, pp. 365-371
pages
3. Textbook pages
4. Additional Materials PowerPoint Presentation
from Learning Resources White Board Markers and chalk
(LR) Portal
B. Other Learning Canva for PowerPoint Presentation
Resources
IV. PROCEDURES
PRELIMINARIES 1. Prayer
The teacher will request the class to stand up be silent as the prayer leader
for that day starts to pray in front.
2. Checking of classroom cleanliness
The teacher will request the class to arrange their seats, go back to their
proper seats, pick up some trashes under their chairs or around near their
seats.
3. Checking of attendance
The teacher will request the secretary to list the names of absents for that
day in a ¼ sheet of paper.
4. Energizer
The teacher will request the class to stand up and follow the Zumba dance
for energizer.
5. Addressing Learners Special Needs.
The teacher will encourage learners who are near sighted to sit in front and
to those who are far sighted to sit at the back. Also, the teacher will
encourage learners who have difficulty in hearing to sit where they can
comfortably listen and learned.
A. Reviewing previous Review
lesson or presenting
the new lesson The teacher will be having a short review about the corresponding parts of congruent.

Activity 1: “FILL ME!”

Direction: You learned that when two triangles are congruent, there are 3 corresponding
angles and 3 corresponding sides, which are also congruent. This time, your task is to
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MATHEMATICS DEPARTMENT

complete the table below by providing the missing triangle congruence statement or the
missing congruent corresponding parts. The first one has been done for you.

Expected Answer:

Questions:
1. How did you able to find the missing corresponding parts?
2. When can we say that the two given triangles are congruent?

B. Establishing a The teacher will present an activity.

purpose for the
lesson Activity 2: “PAIR ME” Group Activity
Directions: Consider the two triangles ∆NIM and ∆ZER to be congruent. We have the
following 6 pairs of corresponding parts:

Questions to ponder:
1. What can you infer to the given activity?
2. How will you able to find your answer?
C. Presenting The students shall arrange the steps on how to solve problems involving corresponding
examples/ instances parts of congruent triangles.
of the new lesson
Activity 3: “Arrange Me”
Directions: Arrange the correct or right sequence of the following steps.

_________1. List corresponding sides and angles.

_________2. Identify congruent triangles.
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MATHEMATICS DEPARTMENT

_________3. Present solution clearly.

_________4. Use congruence properties (equal sides, equal angles).
_________5. Solve for unknowns.
_________6. Check solution against given conditions.
_________7. Set up equations or relationships between corresponding parts.
_________8. Verify solution if possible.

The teacher will present the lesson and give an example.

D. Discussing the new

concepts and Activity 4: “SOLVE ME” – Group Activity
practicing new skills
#1 1. Given that ∆LAB ≅ ∆JOR, ∠L = 50 ° and ∠A = 70 ° , find ∠X
2. Directions: Given ∆ ABC ≅ ∆ XYZ find the value of X

1 point- Tries, but the answer isn't right.

5 points- Makes some mistakes in solving, but mostly right.
10 points- All the solving is complete and right.
E. Discussing new The teacher will CONTINUE the lesson, this time solving the unknown value of the
concepts and sides given the two congruent triangle and let the pair answer Activity 5.
practicing new skills
#2

Activity 5: “SOLVE ME!” By Pair

Directions: Solve for x.

1. ΔBEL is congruent to ΔDON. Solve for x.

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MATHEMATICS DEPARTMENT

F. Developing Mastery The teacher will give a seatwork individually.

(Leads to Formative
Assessment) Activity 6: “LET’S TRY!”

G. Finding practical The teacher will give word problem to the class.
applications of
concepts and skills Activity 7: “Problem Solving” By Group
in daily living
1. Desiree and Fiona are cutting congruent triangles out of paper to be used as
decorations for Amor’s birthday. Figure below shows some of the measurements
of the triangles. Find the value of x.

Rubrics for checking:

1 point- Tries, but the answer isn't right.

5 points- Makes some mistakes in solving, but mostly right.
10 points- All the solving is complete and right.

H. Making The teacher will ask question to the class.

generalizations and
abstractions about 1. When can you say that the two given triangles are congruence?
the lesson 2. In solving the corresponding parts of a triangle why do we need to identify first
its corresponding sides and angles?
3. What are the steps in solving the corresponding parts of a triangle?
4. Given ΔBEL is congruent to ΔDON, if the length of the side AB is 12cm what is
the length of side DO? Why?
I. Evaluating Learning Built-in Activity 5, 6 and 7
J. Addition activities STUDY THE FOLLOWING:
for application or
remediation 1. Properties of congruence and Equality
2. Triangle Congruences
3. Corresponding parts of a triangle
4. Triangle Congruence postulate and theorem

V. REMARKS
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MATHEMATICS DEPARTMENT

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation
C. C. Did the remedial lessons
work? No. of learners who
have caught up the lesson

D. 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 which my
principal and supervisor
help me solve?
G. What innovation or
localized I used/discover
which I wish to share with
other teacher?

Prepared by: Checked and Reviewed:

EMELY Y. LIBRADILLA LOUIEBE B. SISON

Pre-Service Teacher Cooperating Teacher

Approved by:

KEVIN JORDAN B. RAMOS

Mathematics Department Head