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 February 21-23, 2024 Mathematics
Area
Time 7:30 AM – 3:30 AM Quarter Third, Week 2

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 Competencies/ At the end of the session, at least 80% of the students should be able to:
Objectives  Determine the concept of Included side and included angle of a triangle
(Write the LC Code for  Illustrate SAS, ASA, and SSS congruence postulate.
each)  Illustrate SAA triangle congruence theorem
(M8GE-IIIa-e-1)
II. CONTENT Triangle Congruence Postulates and theorem
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials Mathematics 8 Learner’s Module, pp. 353-357
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
A. Reviewing previous
lesson or presenting The teacher will review about the previous lesson.
the new lesson -TRIANGLE CONGRUENCE

B. Establishing a The teacher will present an activity.

purpose for the
lesson Activity: “ACT ME!”
Directions: The class will be grouped into 4. Every Group will choose 1 actor to act the
given word and the member of the group will guess what the word is.

WORDS: SIDE, ANGLE, TRIANGLE, POSTULATE,

The teacher will give trivia about the triangle.

 Banisil National High School
MATHEMATICS DEPARTMENT

C. Presenting examples/ The teacher will discuss the lesson and present an example.
instances of the new
lesson Concept Examples
INCLUDED SIDE
-In a triangle, the side of a triangle that falls
between two given angles is called the
INCLUDED SIDE of the Angles.
INCLUDED ANGLE
-In a triangle, the angle formed by the two
given sides of a triangle is called the
INCLUDED ANGLE OF THE sides.

D. Discussing the new The teacher will let the class identify what triangle congruence postulate and theorem is
concepts and being illustrated in the activity.
practicing new skills
#1

Question:
1. How can you say that the given two triangle congruence is proven or justified as
congruent by S-A-S, A-S-A, S-S-S, A-A-S?
 Banisil National High School
MATHEMATICS DEPARTMENT

E. Discussing new The teacher will present an activity.

concepts and
practicing new skills Activity: “DRAW ME”
#2 Direction: The class will be grouped into 4. Each group are task to illustrate a triangle
congruence postulate and determine what Triangle congruence postulate is being
illustrated. Each group will select one representative to present in class.

1. If ∆ABD ≅ ∆EFG, Then AB ≅ EF , A D ≅ E G and ∠A ≅ ∠E

2. If ∆TAG ≅ ∆FOX, then TA ≅ FO and ∠T ≅ ∠F and ∠A ≅ ∠O
3. If ∆TAG ≅ ∆FOX, then TA ≅ FO , AG ≅ OX and T G ≅ F X
4. If ∆ABD ≅ ∆EFG, then AB ≅ EF , ∠D ≅ ∠G and ∠A ≅ ∠E

Rubrics for presentation:

If the oral presentation includes many details the group will receive 5 points.
If the oral presentation includes some details the group will receive 3 points.
If the oral presentation includes few details the group will receive 2 points.
If the oral presentation includes few or no details the group will receive 1 points.
F. Developing Mastery
(Leads to Formative
Assessment)

Mathematics

The teacher will present a group activity.

Activity: “YELL AND GUESS!”

Direction: The class will be grouped into 4, each group will prepare a short yell. The
teacher will flash a two triangle and every group will shout their yell if they knew the
answer then state what Triangle congruence postulate is illustrated.

G. Finding practical Can you cite an example where can we apply the idea of triangle congruences in a real-
applications of life context?
concepts and skills
in daily living
H. Making The Teacher shall ask question.
generalizations and
abstractions about 1. 1) How can you determine if two triangles are congruent based on their
the lesson included sides and angles?
2) Explain the significance of using pattern blocks in understanding triangle
 Banisil National High School
MATHEMATICS DEPARTMENT

congruence.
3) Compare and contrast the process of identifying congruent triangles using
SAS, ASA, and SSS criteria.
I. Evaluating Learning The teacher will present a quiz.

Activity: “QUIZ TIME!”

Direction: Identify what TRIANGLE POSTULATE illustrated in the given figure.

J. Addition activities Assignment:

for application or
remediation 1) Assignment Overview: Students are tasked to find real-world examples of triangles in
their environment and explain how included sides and angles contribute to their
congruence.
V. REMARKS

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:
 Banisil National High School
MATHEMATICS DEPARTMENT

KEVIN JORDAN B. RAMOS

Mathematics Department Head