School Cayucay National High Grade Level 8

School
Teacher Rosemarie T. Bernal Learning Area MATHEMATICS
Teaching Dates APRIL 4, 2023 Quarter Third Quarter
DETAILED LESSON and Time 7:45-8:45 am and 1:00-
PLAN 2:00 pm

Quarter 3, Week 8
I. OBJECTIVES
The learner demonstrates understanding of key concepts of axiomatic structure of
A. Content standards
geometry and triangle congruence
The learner is able to
a. Formulate and organized plan to handle a real-life situation
b. Communicate mathematical thinking with coherence and clarity in
B. Performance Standards
formulating, investigating, analyzing, and solving real-life problems
involving congruent triangles using appropriate and accurate
representations.
Most Essential Learning Competency: Applies triangle congruence to construct
perpendicular lines and angle bisector. (M8GE-IIIi-j-1)

C. Learning Competencies / At the end of the discussion the learner should be able to:
Objectives a. Illustrate perpendicular lines.
b. Identify perpendicular lines of a triangle.
c. Recognize the importance of perpendicular lines in real life situation.

II. CONTENT Application of Triangle Congruence

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from https://www.cuemath.com/geometry/perpendicular/
Learning Resource (LR) portal

B. Other Learning Resources

PowerPoint Presentation and Chalk and Board

C. Materials

IV. PROCEDURE

Review

(Pre-Developmental) Let’s have a review of what we had last meeting, the illustration of Angle Bisector.
A. Reviewing Previous Lesson
or Presenting the New Lesson Now that you already have an in-depth knowledge in the concept and in
recognizing the importance of angle bisector in real life situation, let’s have
another topic to cover.

B. Establishing a purpose for

the lesson Drill: IDENTIFY ME!
Direction: Identify whether the images/ objects flashed has an angle.
 What do you notice on the presented objects?
What do you think will happen when there is no angle? No right angles or
no corners?

Today, our topic is about Perpendicular Lines. You will illustrate perpendicular
lines, identify perpendicular lines of a triangle and recognize the importance of
perpendicular lines in real life situation.

Below is the definition and illustration of Perpendicular Lines.

(Developmental)
C. Presenting The students will read and illustrate the definition of Perpendicular Lines.
Examples/Instances of the New
Lesson (Literacy and Arts
Integration) PERPENDICULAR LINES
A

Perpendicular lines are the two distinct

lines that intersect each other at 90° .
They are straight lines that meet each
90°
C D
other at a specific angle-the right
angle. B

Determining the Perpendicular lines and the right angles formed by the
perpendicular lines.

D. Discussing New Concepts AB shown in red is perpendicular line to ⃗

Given the figure below, ⃗ CDand it formed
and Practicing New Skills #1 ∠ABD as right angle.
A

90°
C D
B

In ∆ ABC shown below, BD is perpendicular to AC .

B

A C
D

Hence, ∠ ADB∧∠ CDB are¿ angles. Therefore, ∠ ADB∧∠CDB are right

triangles

Example 1: Given the ∆ RQT below, QT is perpendicular to RT . Determine the

two right angles formed by the perpendicular line.

E. Discussing New Concepts

T

and Practicing New Skills #2

Q S

Example 2: A ∆ is named TOY. OS ⊥ TY . Illustrate the triangle and the

perpendicular line and name the right angles formed by the perpendicular line.
O

T Y
S

Example 3: Given that SR ⊥ RN and ET ⊥ TN . Mark and name the two right
angles formed by the perpendicular lines.
 S

N T
R E

Example 4: A triangle is named ∆ HIJ , IK ⊥ HJ . Illustrate the triangle and name

the two right angles formed by the perpendicular line.
I

H J
K

Example 5: ∠Y and ∠O are right angles. Name the Perpendicular lines.

P O

Y N

Activity: Identify ME!

a. ∠A and ∠D are right angles. Name the Perpendicular lines.

B E

A D
C

b. Given that LM ⊥ MP and ln ⊥ NP . Mark and name the two right angles
formed by the perpendicular lines.

F. Developing Mastery N
M

c. A triangle is named ∆≝¿ , EF ⊥ DF . Illustrate the triangle and name the

two right angles formed by the perpendicular line.

D F
G

d. Given the ∆ YXZ below, XW is perpendicular to YZ . Determine the two

right angles formed by the perpendicular line.

X Z
 Perpendicular lines in Kite

The two lines inside the kite intersect each other at right angles are
perpendicular. List the total number of right angles formed at the intersection.
(Post-Developmental)
G. Finding Practical
Application and Skills in Daily
Living

The teacher will ask the following questions

H. Making Generalization and

Abstraction About the Lessons 1. How can we illustrate perpendicular lines?
2. How can we identify perpendicular lines?

I. Evaluating Learning
Direction: Illustrate the triangle, its perpendicular lines and name the right angles
formed by the perpendicular lines.

1. Given that TW ⊥ WV and WT ⊥ TU . Mark and name the two right

angles formed by the perpendicular lines.

T U

V W

2. Given the ∆ DGE and ∆ HFE below, DG is perpendicular to ¿ and HF is

perpendicular to FE Determine the two right angles formed by the
perpendicular line.
D

G E F

3. Given the two triangles below and ∠Z is right angles. Name the
Perpendicular lines and the two right angles formed by the perpendicular
line.
A

Z E
M

4. A triangle is named ∆ KLM , LP ⊥ KM .

L

Illustrate the triangle and name the two right

angles formed by the perpendicular line.
K M
P
 J. Additional Activities for
Application or List things or examples of perpendicular lines in your home or community.
Remediation

V. REMARKS

VI. REFLECTION
No. of learners who earned 80%
in the evaluation

No. of learners who require

additional activities for
remediation who scored 80%
below
Did the remedial lessons work?
No. of learners who have caught
up with the lesson
No. of learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did this work?
What difficulties did I encounter
which my principal or supervisor
can help me solve?

Prepared by: Checked by: Noted by:

ROSEMARIE T. BERNAL JHEREMY R. GARCIA REY B. PASCUA

Practice Teacher Cooperating Teacher Principal I