Bayugan National

Grade
School Comprehensive High Grade 8
Level
School

Learning
Teacher Christine Palacio Ostos Mathematics
Area

Teaching Date
February 27, 2024 Quarter 3
and Time

MY DAILY LESSON
DAY: TUESDAY
PLAN

I. OBJECTIVES

A. Content The learner demonstrates the key concepts of axiomatic structure of

Standards geometry and triangle congruence.
The learner is able to communicate mathematical thinking with
B. Performance coherence and clarity in formulating, investigating, analyzing, and
Standards solving real-life problems involving congruent triangles using
appropriate and accurate representations.
C. Learning
Competencie Illustrate (ASA) triangle congruence postulate
s
D. Write the LC
code for M8GE IIId-e-1
each

II. CONTENT ASA Triangle Congruence Postulate

III. LEARNING
RESOURCES

A. References

1. Textbook
Mathematics Learner’s Module Pages 353-355
pages
2. Additional
Materials from
Learning Grade 8 Self-Learning Module in Mathematics – Quarter 3 Module 4
Resource (LR)
portal
B. Other Learning Laptop, Instructional Materials, Marker and Chalk
Resources

IV. PROCEDURE

Teacher’s Activity
Students’ Activity

Preliminary Activities

Prayer

Before we start our discussion, let us all

stand for our prayer.

The first person in the row will lead the (The student starts praying)
prayer.

Greetings
 Good Day, class! Good Day, ma’am!

Please be seated. Thank you, ma’am.

Checking of Attendance

Who is absent today?

_____, _____, and ______ ma’am!
Setting of Standards

Before we start the class, please arrange

your chairs and pick up pieces of trash.

For our class today, I will be expecting (the students start reading)
MATH rules throughout the class session.

Make yourself comfortable in class.

Always show respect.  Make yourself comfortable in
Team up and cooperate with your group class.
Hands up if you want to be recognized  Always show respect.
 Team up and cooperate with
your group
 Hands up if you want to be
recognized

Will these rules be observable during our Yes, ma’am.

class?

A. Reviewing or Presenting New Lesson

Activity 1:
Directions: Refer to the pair of triangles below.
Answer the questions that follow. Given ∆ECA
∆ROD. Write your answer on a separate sheet of
paper.

E R

C O
A D Answer:

1. How many pairs of corresponding 1. 3

congruent sides are there? 2. 3
2. How many pairs of corresponding 3. 6
congruent angles are there?
3. How many pairs of corresponding
congruent parts are there?

B. Establishing a purpose for the lesson

These are the things that we need to accomplish

at the end of the lesson. Kindly read our At the end of the lesson, the students are
objectives. expected to:
 angle;
 determine the minimum
requirements needed for congruent
triangles;
 illustrate the Angle-Side-Angle (ASA)

Discussing new concepts and practicing

new skills #1

ASA (Angle-Side-Angle) Congruence

Postulate

If two angles and the included side of one

triangle are congruent to the corresponding two
angles and an included side of another triangle,
then the triangles are congruent.

Example 1.

If ∠B ≅ ∠E, ̅𝐴𝐵̅̅̅ ≅ ̅𝐷𝐸̅̅̅, ∠A ≅ ∠D, then ∆ABC ≅

∆DEF by ASA Congruence Postulate

C F

A B D E

Example 2.
If ∠A ≅ ∠E, ̅JA ≅ ̅M𝐸̅̅̅, ∠J ≅ ∠M, then ∆JAY ≅
∆MEL by ASA Congruence Postulate.

Y L

J A M E

Example 3.

Triangle 1 Triangle 2
 o
o o 54
o 54 36
36
5 cm
5 cm

o
o 54
o 36
o 54
36
5 cm
5 cm

Possible Results
Triangle 1 Triangle 2

o
o 90
90
o
o o 54
o 54 36
36
5 cm
5 cm

In the activity above, given only two

angles with included side in Triangle 1 with the
same measure to the two angles and included
side of Triangle 2, notice that the measures of
the third angles of the triangles are equal and
the lengths of the two remaining corresponding
sides are also equal. With this, all the six
corresponding parts are congruent. Thus, it can
be concluded that two triangles are congruent
although there are only three corresponding
congruent parts (two angles and their included
side).

None, ma’am.

Class, do you have any questions?

Developing Mastery

Activity 2: You complete me!

Directions: Complete the congruence

statement using the indicated congruence
postulate. Answer this in a ¼ sheet of paper.

1.

2.

3. What are the three corresponding congruent

parts in item 1? in item 2? Name them.
V
C P

Answers:

L
M
L P S

M O
N

4. When can you say that two triangles are

congruent by ASA congruence postulate?

Exchange your papers to your seatmate.

Count the score and pass your papers forwards.

If two angles and the included side of

one triangle are congruent to the
Generalizing and abstractions about the corresponding two angles and an included
lesson side of another triangle, then the triangles
are congruent.
Alright class, what are ASA Congruence
Postulate ?

Finding practical applications of concepts

and skills in daily living

Activity 3
Direction: Using a ruler and a protractor, draw
pairs of congruent triangles whose names are
given below and put identical markings on the
corresponding congruent parts considering the
specified congruence postulate. Use a separate (Answer may vary)
sheet of paper for your answer.

𝛥𝐾𝑅𝐼 ≅ 𝛥𝐽𝑈𝑁, by ASA (Angle-Side-Angle)

congruence postulate
Goodbye and thank you, teacher!

That’s all for today. See you next meeting.

Goodbye, class!

V. REMARKS
Reflect on your teaching and assess
yourself as a teacher. Think about your
student's progress this week. What works?
What else needs to be done to help the
VI. REFLECTION
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% on the
formative assessment
B. No of learners who require additional
activities for remediation
Did the remedial lessons work?

C. No. of learners who caught up with the

lesson
D. No. of learners who continue to require
remediation.

Prepared by:

CHRISTINE PALACIO OSTOS

Practice Teacher

Checked by:

MRS. LONEL ESCOBIDO

Cooperating Teacher