GRADES 8 8

DAILY Scho Grade

LESSON ol Level
LOG Teach Learning GRADE 8 MATHEMATICS
er Area
Teaching Dates and WEEK 4 Quart THIRD
Time er

Session 1 Session 2 Session 3 Session 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 The learner The learner The learner The learner
Standards demonstrates demonstrates demonstrates demonstrates
understanding of key understanding of key understanding of key understanding of key
concept of axiomatic concept of axiomatic concept of axiomatic concept 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 with mathematical thinking with mathematical thinking with mathematical thinking with
coherence and clarity in coherence and clarity in coherence and clarity in coherence and clarity in
formulating, investigating, formulating, investigating, formulating, investigating, formulating, investigating,
analyzing, and solving analyzing, and solving analyzing, and solving analyzing, and solving
real-life problems real-life problems involving real-life problems involving real-life problems involving
involving congruent congruent triangles using congruent triangles using congruent triangles using
 triangles using appropriate appropriate and accurate appropriate and accurate appropriate and accurate
and 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
Competencie CG, the content can be tackled in a week or two.
s / Objectives The learner illustrates The learner illustrates The learner illustrates the
the SAS, ASA and SSS the SAS, ASA and SSS The learner illustrates the
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 congruence congruence SAS, ASA and SSS SAS, ASA and SSS
postulates. (M8GE- postulates. (M8GE- congruence congruence
IIId-e-1) IIId-e-1) postulates. (M8GE- postulates. (M8GE-
IIId-e-1) IIId-e-1)
a. Name corresponding a. Name corresponding
parts of congruent parts of congruent a. Name corresponding a. Name corresponding
triangles triangles parts of congruent parts of congruent
b. Illustrate SSS triangle b. Illustrate AAS or triangles triangles
congruence postulate SAA triangle
c. Show congruence in congruence Theorem b. Illustrate the HL and b. Illustrate the LL and LA
triangle through HA congruence Theorem
markings.
congruence Theorem
II. CONTENT SSS ( Side-Side-Side ) AAS ( Angle-Angle-Side ) HL ( Hypotenuse-Leg ) LL and LA
Congruence or SAA ( Side-Angle- and HA (Hypotenuse- Congruence Theorem
Angle) Congruence Acute Angle) Congruence
III. List the materials to be used in different days. Varied sources of materials sustain children’s interest in the
LEARNING lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
RESOURCE based materials. Hands-on learning promotes concept development.
S
A. References
1. Teacher’s Pages 382 - 384 Pages 382 - 384 Pages 382 - 384 Pages 382 - 384
Guide pages
2. Learner’s Learners’ Math Module, Learners’ Math Module, Learners’ Math Module, Learners’ Math Module,
Materials pp.354-355 pp.354-355 pp.354-355 pp.354-355
Moving Ahead With Moving Ahead With Moving Ahead With Moving Ahead With
Math II,1999, pp. 112- Math II,1999, pp. 112- Math II,1999, pp. 112- Math II,1999, pp. 112-
114 Geometry III,2009, 114 Geometry III,2009, 114 Geometry III,2009, 114 Geometry III,2009,
pp. 91- 97 pp. 91- 97 pp. 91- 97 pp. 91- 97
3. Textbook e-math by Oronce e-math by Oronce e-math by Oronce e-math by Oronce

4. Additional
Materials
from
Learning
Resource
(LR)

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 portal
B. Other Learning https:// http://study.com/ https:// https://
Resources www.google.com.ph/ academy/le www.google.com.ph/ www.google.com.ph/
webhp?sourceid=chrome- sson/the-aas- search? search?
instant&ion=1&espv=2&ie theorem.html q=HYL+AND+HA+T q=LA+AND+LL+CO
= UTF- RIANGLE+CONGRUENC NGRUENCE&oq=LA+AN
8#q=sss+congruence+pos https:// E D+
tu late www.google.com.ph/ &oq=H&aqs=chrome.5.69i LL+CONGRUENCE&aqs=
search? 5 c
q=aas+congruence 7j69i60l4j69i59.5712j0j1& hrome..69i57.14624j0j1&s
+theorem&source=lnms&t so o urceid=chrome&ie=UTF-
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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
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
lesson or presenting Picture Analysis Review: Activity 1
the new lesson Pair and Match Parts of Right Triangle
B. Establishing a purpose Presentation of the Presentation of the Presentation of the Presentation of the
for the lesson Objectives Objectives Objectives Objectives
C. Presenting examples/ Teaching /Modeling Teaching /Modeling
instances of the Teaching/ Teaching/
lesson Modeling Modeling
D. Discussing new
concepts Activity 1 Activity 1 Activity 1 Activity 2
 and practicing new
skills
#1
E. Discussing new Guided Practice Guided Practice
concepts Guided Practice Guided Practice
and practicing new
skills
#2

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 F. Developing
mastery Independent Practice Independent Practice Independent Practice Independent Practice
(Leads to Formative
Assessment 3)
G.Finding practical
applications of Activity 2 Activity 3
concepts and skills Activity 2 Activity 2
in
daily living
HL Congruence
Theorem LL Congruence
Theorem
If the hypotenuse and a
leg If the legs of one right
of one right triangle are triangle are congruent to
congruent to the the
SSS Congruence AAS or SAA corresponding legs of another right
Postulate Congruence hypotenuse triangle, then the
If three sides of one Theorem and a leg of another triangles
H. Making triangle, then the
triangle If two angles and a non are congruent.
generalizations triangles
are congruent to the –
and abstractions are congruent.
corresponding sides of included side of one LA ( Leg-Acute
about
another triangle, then triangle Angle) Congruence
the lesson
the are congruent to the HA Congruence Theorem
two triangles are corresponding parts of Theorem
congruent. another triangle, then If a leg and an acute
the If the hypotenuse and an angle
triangles are congruent. acute angle of one right of one right triangle are
triangle are congruent to congruent to a leg and
the an
corresponding acute angle of another
hypotenuse right
and an acute angle of triangle, then the
another right triangle, triangles
 then the triangles are are congruent.
congruent.
I. Evaluating learning Activity 3 Quiz Activity 3 Activity 4
J. Additional activities
for Journal Writing Journal Writing Journal Writing Journal Writing
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?

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 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.
1. No.of learners who
earned 80% on the
formative
assessment
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?

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