GRADE 8 School Balite NHS Grade Level 8

DAILY
LESSON Teacher Mrs. Glenda A. Eludo Learning Area MATHEMATICS
LOG
Teaching Dates and Time WEEK 6 Quarter THIRD

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES 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

1. Content Standards The learner The learner The learner The learner
demonstrates demonstrates demonstrates demonstrates
understanding of key understanding of key understanding of key understanding of key
concepts of axiomatic concepts of axiomatic concepts of axiomatic concepts of axiomatic
structure of geometry structure of geometry structure of geometry structure of geometry
and triangle and triangle and triangle and triangle
congruence. congruence. congruence. congruence.

2. Performance The learner is able to The learner is able to The learner is able to The learner is able to
Standards communicate communicate communicate communicate
mathematical thinking mathematical thinking mathematical thinking mathematical thinking
with coherence and with coherence and with coherence and with coherence and clarity
clarity in formulating, clarity in formulating, clarity in formulating, in formulating,
investigating, analyzing, investigating, analyzing, investigating, analyzing, investigating, analyzing,
and solving real-life and solving real-life and solving real-life and solving real-life
problems involving problems involving problems involving problems involving
congruent congruent congruent congruent
triangles using triangles using triangles using triangles using
appropriate and appropriate and appropriate and appropriate and
accurate accurate accurate accurate
 representations. representations. representations. representations.

3. Learning Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the
Competencies / CG, the content can be tackled in a week or two.
Objectives
The learner proves The learner proves The learner proves The learner proves
two triangles are two triangles are two triangles are two triangles are
congruent. (M8GE- congruent. (M8GE- congruent. (M8GE- congruent. (M8GE-
IIIg-1) IIIg-1) IIIg-1) IIIg-1)

a. Recall the conditions
to show congruence of
triangles.
b. Prove that the two
triangles are congruent
by SAS and SSS
congruence postulates.
c. Show active
participation in class
discussion.
a. Identify postulates
and theorems needed
to prove that two
triangles are
congruent.
b. Prove that the two
triangles are congruent
by SAS and SSS
congruence postulates.
c. Participate actively
in class discussion.
a. Recall the conditions
to show congruence of
triangles.
b. Prove that the two
triangles are congruent
by ASA congruence
postulate. c. Show active
participation in class
discussion.
29
a. Recall the conditions
to show congruence of
triangles.
b. Prove that the two
triangles are congruent
by AAS congruence
theorem. c. Show active
participation in class
discussion.

II. CONTENT Proving Triangle Proving Triangle Proving Triangle Proving Triangle
Congruence Congruence Congruence Congruence

III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the
RESOURCES lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
based materials. Hands-on learning promotes concept development.

A. References

1. Teacher’s Teacher’s Guide pages Teacher’s Guide pages Teacher’s Guide pages Teacher’s Guide pages
Guide pages 386- 392 386- 392 386- 392 386- 392

2. Learner’s Mathematics Mathematics Mathematics Mathematics

Materials pages Learners Module Learners Module Learners Module Learners Module
 pages 358-361 pages 358-361 pages 358-361 pages 358-361

3. Textbook Geometry pages 98-100 Geometry pages 98-100 Geometry pages 98-100 Geometry pages 98-100
pages

4. Additional Geometry Geometry Geometry geometry

Materials from
Learning
Resource (LR)
portal

B. Other Learning
Resources

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

30
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 State the postulate Identify the postulate State the postulate Indicate the additional
lesson or or theorem. or theorem. or theorem. parts needed to make
presenting the
the new lesson triangles congruent.

B. Establishing a Presentation of Objectives Presentation of Objectives Presentation of Objectives Presentation of Objectives

purpose for the
lesson

C. Presenting Presentation of Presentation of Presentation of Presentation of

examples/ instances of illustrative examples. illustrative examples. illustrative examples. illustrative examples.
the
lesson
 D. Discussing new Work in Pairs Activity Fill-in-the-blanks Activity “Prove Me” Let’s try to prove a
concepts and theorem on congruence.
practicing new skills
#1

E. Discussing new Guided Practice Guided Practice Guided Practice Guided Practice
concepts and
practicing new skills
#2

F. Developing Independent Practice Independent Practice Independent Practice Independent Practice

mastery (Leads to
Formative
Assessment 3)

G. Finding practical The Mayon Volcano The 2-column Proof Complete the Complete the
applications of Congruence Statement Congruence Statement
concepts and skills in
daily living

H. Making Proving Triangle Proving Triangle Proving Triangle Proving Triangle

generalizations and Congruence Congruence Congruence Congruence
abstractions about
the lesson
To prove that any two To prove that any two To prove that any two To prove that any two

31
triangles are congruent triangles are congruent triangles are congruent triangles are congruent
we use the following: we use the following: we use the following: we use the following:
1. SSS Postulate 1. SSS Postulate 1. SSS Postulate 1. SSS Postulate
2. SAS Postulate 2. SAS Postulate 2. SAS Postulate 2. SAS Postulate
3. ASA Postulate 3. ASA Postulate 3. ASA Postulate 3. ASA Postulate
4. AAS Theorem 4. AAS Theorem 4. AAS Theorem 4. AAS Theorem
 To prove segments
congruent and angles are
congruent, find congruent
triangle of which they are
corresponding parts. Thus,
“corresponding parts of
congruent triangles are
congruent.”(CPCTC)
To prove segments
congruent and angles are
congruent, find congruent
triangle of which they are
corresponding parts. Thus,
“corresponding parts of
congruent triangles are
congruent.”(CPCTC)
To prove segments
congruent and angles are
congruent, find congruent
triangle of which they are
corresponding parts. Thus,
“corresponding parts of
congruent triangles are
congruent.”(CPCTC)
To prove segments
congruent and angles are
congruent, find congruent
triangle of which they are
corresponding parts. Thus,
“corresponding parts of
congruent triangles are
congruent.”(CPCTC)

I. Evaluating learning Show Your Proof! Create Your Own Proof! Proving triangle Create your own proof.
congruence.

J. Additional Journal Writing 3-2-1 Chart Fill-in-the-blanks. Proving triangle

activities for congruence.
application or
remediation

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. p

1. No.of learners who

earned 80% on
the
formative assessment
 32
2. No.of learners who
require additional
activities for
remediation.

3. Did the remedial

lessons work?
No.of
learners who have
caught up with the
lesson.
4. No.of learners who
continue to
require
remediation
 5. Which of my teaching
strategies worked
well? Why did these
work?

6. What difficulties did I

encounter which
my
principal or
supervisor can help
me solve?

7. What innovation or
localized materials did I
use/discover which I
wish to share with
other teachers?

33