GRADE 1 to 12 School BIALONG HIGH SCHOOL Grade Level 8

DAILY
Teacher NEIANE JOY D. TAMSE Learning Area MATHEMATICS
LESSON
PLAN Teaching Dates
Quarter THIRD
and Time

I. OBJECTIVES
The learner demonstrates understanding of key concepts of axiomatic structure of geometry and
A. Content Standard
triangle congruence.
The learner is able to:
1. formulate an organized plan to handle a real-life situation, and
B. Performance Standard 2.communicate mathematical thinking with coherence and clarity in formulating, investigating,
analyzing, and solving real-life problems involving congruent triangles using appropriate and accurate
representations.
At the end of the lesson the students will be able to:
1. Define the different terms in the mathematical system;
C. Learning 2. Construct the axiomatic structure; and
Competencies/Objectives 3. Demonstrate appreciation of mathematical system through active participation and coordination
with varied activities.

D. Code: M8GE-IIIa-1
II. CONTENT/ SUBJECT/
MATTER : Axiomatic Structure of Mathematical system
III. LEARNING RESOURCES Learner’s Module, Math 8 Alternative Delivery Mode, etc.
A. References Math 8 Alternative Delivery Mode
1. Teacher’s Guide Pages Pages 1 – 23
2. Learner’s Materials pages PageS 1 – 23
3. Textbook pages
4. Additional Materials from
learning Resource (LR) Portal Mathematics 8 Learner’s Module
B. Other Learning Resource Visual Aids, Manila Paper , Pentle Pen
IV. PROCEDURES
The teacher shows the following pictures and then ask the students the questions that follow:

A. Reviewing previous lesson

or presenting the new lesson

Questions:
1. What do you see on the picture?
2. What branch of mathematics do we cover these topics?

B. Establishing a purpose for

the lesson The teacher lets the students realize that determining the mathematical system is important in
Geometry.

Working in groups, the teacher lets the students define and make a schematic diagram given the
following geometric terms according to their prior knowledge. Write it on a manila paper. One
representative of each group presents their output.

C. Presenting
examples/Instances of the
new lesson

D. Discussing new concepts The teacher processes the answers of the students by identifying the similarities and dissimilarities of
and practicing new skills # 1
each groups’ works. (Comparing of outputs.)
 The teacher discusses and illustrates thoroughly the definitions of the different mathematical terms
following terms:
 AXIOM / POSTULATE = is a statement that is taken to be true, to serve as a premise or starting
point for further reasoning and arguments.
 AXIOM = is any mathematical statement that serves as a starting point from which other
statemetns are logically derived.
 AXIOMATIC SYSTEM = is any set of axioms from which some or all axioms can be used in
E. Discussing new concepts
and practicing new skills # 2 conjunction to logically derive theorems.
 THEOREM = is a statement proven based on axioms, other theorems, and some set of logical
connectives.
 COROLLARY = is a theorem that is usually considered an easy consequence/results of another
theorem.
 LEMMA = is generally used to describe an auxiliary fact that is used in the proof of a more
significant result.

Working by pair, the teacher lets the students remake a diagram of Mathematical System filling in the
box.

F. Developing mastery
(leads to Formative
Assessment 3)

Use the following terms:

Axiom, Postulate, Axiomatic System, Theorem, Corollary, Defined Terms, Three Undefined
Terms, Point, Plane, Five Postulates, Line, Lemma.

Read the situation below and answer the questions that follow.
A sari – sari store owner bought five different brands of detergent powder namely 𝐴, 𝐵, 𝐶,𝐷, and 𝐸. He
bought 20 pieces for each brand. Even at a glance, he can easily state which brand of detergent powder
is the best seller. Now, each powder claims that it would not irritate the skin after using it. In this case,
G. Finding practical
application of concepts and
the store owner wants to test each brand to prove if the claim is true.
skills in daily living Questions:
1. What represents or describes the undefined terms in the situation?
2. What statement represents an axiom? Why?
3. What statement represents a theorem? Justify your answer.

The teacher lets the students summarizes the lesson. The following questions are asked:
H. Making generalizations 1. What is axiomatic system?
and abstractions about the 2. What are the parts of axiomatic system?
lesson 3. How are each related to each other?

The teacher lets the students make the axiomatic structure individually.

I. Evaluating learning

J. Additional activities for Answer the following questions:

application or remediation
 1. What is a mathematical system?
2. What are the four parts of mathematical system?
3. What are the characteristics of the defined terms?

V. REMARKS
VI. REFLECTION
A. No. of learners who
A. ___ No. of learners who earned 80% in the evaluation
earned 80% in the evaluation
B. No. of learners who
require additional activities for
B. ___ No. of learners who require additional activities for remediation
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
Did the remedial lessons work? ___ No. of learners who have caught up the lesson
have caught up with the
lesson
D. No. of learners who
continue to require D. ___ No. of learners who continue to require remediation
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
Checked/ observed by:
Date checked/observed:

SAMMY G. DESLATE___
PRINCIPAL I