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    LeaP Math G8 Week 8 Q3

    Uploaded by

    Alexs Villaflores
    This lesson teaches students about triangle congruence and how to apply it to construct perpendicular lines and angle bisectors (MELC). It provides learning phases such as an introduction, developing skills through guided examples of constructing triangles and their angle bisectors and perpendicular bisectors, student engagement activities, assimilation of concepts, and an assessment.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    LeaP Math G8 Week 8 Q3

    Uploaded by

    Alexs Villaflores
    267 views4 pages
    This lesson teaches students about triangle congruence and how to apply it to construct perpendicular lines and angle bisectors (MELC). It provides learning phases such as an introduction, developing skills through guided examples of constructing triangles and their angle bisectors and perpendicular bisectors, student engagement activities, assimilation of concepts, and an assessment.

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    © © All Rights Reserved

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    PDF, TXT or read online from Scribd

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    This lesson teaches students about triangle congruence and how to apply it to construct perpendicular lines and angle bisectors (MELC). It provides learning phases such as an introduction, developing skills through guided examples of constructing triangles and their angle bisectors and perpendicular bisectors, student engagement activities, assimilation of concepts, and an assessment.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    267 views4 pages

    LeaP Math G8 Week 8 Q3

    Uploaded by

    Alexs Villaflores
    This lesson teaches students about triangle congruence and how to apply it to construct perpendicular lines and angle bisectors (MELC). It provides learning phases such as an introduction, developing skills through guided examples of constructing triangles and their angle bisectors and perpendicular bisectors, student engagement activities, assimilation of concepts, and an assessment.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 4

    Learning Area Mathematics Grade Level Eight

    W8 Quarter Third Date

    I. LESSON TITLE Triangle Congruence


    II. MOST ESSENTIAL LEARNING Applies triangle congruence to construct perpendicular lines and angle
    COMPETENCIES (MELCs) bisectors (M8GE-IIII-J-1)

    III. CONTENT/CORE CONTENT


    Suggested
    IV. LEARNING PHASES Learning Activities
    Time Frame
    A. Introduction In this lesson we are going to apply triangle congruence to construct
    perpendicular lines and angle bisectors. You will need a ruler, a protractor,
    and a compass for the construction of figures.
    B. Development For this activity we need a compass, pencil and straight edge or ruler. We
    are going to construct an equilateral triangle. After constructing the triangle,
    we are going to construct the angle bisector and at the same time
    perpendicular bisector of one of its angles.

    Please see the following steps below.


    Steps:
    1. Construct a line segment of desired length.

    2. Get a compass and open it pointing one end on point A and the
    other end on point B.
    Without changing the compass opening, make a mark above
    the segment using point A as the radius.

    A B
    3. Without changing the opening of the compass, make a mark
    intersecting the first mark above the segment using point B as the radius.
    Mark the intersection as point C.

    A
    B AB
    Suggested
    IV. LEARNING PHASES Learning Activities
    Time Frame

    4. Construct line segment 𝐴𝐶̅̅̅̅ and ̅̅̅̅


    𝐵𝐶 by connecting the points A and C,
    and points B and C. This is the equilateral triangle ABC: 𝐴𝐵 ≅ 𝐵𝐶 ≅ 𝐴𝐵 .

    A
    B AB

    5. By using your ruler, measure 𝐴𝐵 and locate its midpoint. Name it as


    point D. Then connect point D and point C.

    A
    B AB
    D
    What can you say about the two triangles that were formed?
    By SSS Postulate, ΔACD ≅ ΔBCD. Therefore by CPCTC, ACD ≅ BCD.
    By using your protractor measure the two angles ADC and BDC. What
    can you say about their measures? What type of angles are ADC and
    BDC?

    Since ADC and BDC are right angles, then we can say that . 𝐶𝐷 is
    perpendicular to 𝐴𝐵. At the same time 𝐶𝐷 bisects 𝐴𝐵 so 𝐶𝐷 is also called
    perpendicular bisector.
    Moreover, since ACD ≅ BCD then we can say that 𝐶𝐷 is an angle
    bisector of ACB.

    C. Engagement Given: ΔJUG is an equilateral and UN is one of its medians.

    A. Using your protractor, find the measure of the following:


    1. mJUN
    2. mGUN
    3. mUNJ
    4. mUNG
    Suggested
    IV. LEARNING PHASES Learning Activities
    Time Frame
    B. 1. Name the triangles that are congruent.
    2. What postulate support your answer?
    3. Name all other angles and segments that are congruent.
    4. What can you say about ̅̅̅̅
    𝑈𝑁 in relation to JUG and ̅̅̅
    𝐽𝐺 ?

    D. Assimilation Using the same triangle, ΔJUG an equilateral and UN is one of its medians.

    A. Construct one of the other two medians from vertices J or G.


    B. Name the congruent triangles.
    C. Name the angle bisector and perpendicular bisector formed

    V. ASSESSMENT Learning Tasks


    (Learning Activity Sheets for
    Enrichment, Remediation or 1. Equilateral ΔBIG and construct the angle bisector of angle BIG
    Assessment to be given on Weeks
    3 and 6)
    I

    B G
    Suggested
    IV. LEARNING PHASES Learning Activities
    Time Frame
    Rubric A:
    Score Figure/ Illustrations
    5 Show all the figures step by step.
    4 Lack one figure for all the steps.
    3 Lack two figures for all the steps.
    2 Only the 1st and last figure are shown.
    1 Only the 1st or the last figure are shown.
    0 No figure shown
    Rubric B:
    Score Written/ Steps
    5 All steps are conveyed clearly and are in order.
    4 All steps are conveyed clearly but are in NOT in order.
    3 Not all steps are given but are in order.
    2 Not all steps are given and are NOT in order.
    1 Only one step is given.
    0 No step given.

    VI. REFLECTION  The learners communicate the explanation of their personal


    assessment as indicated in the Learner’s Assessment Card.
     The learners will write their personal insights about the lesson in their
    notebook using the prompts below:
    I understand that ___________________.
    I realize that ________________________.
    I need to learn more about __________.
    Prepared by: Elmon P. Cornista Checked by: MA. FILIPINA M. DRIO

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