School ALOS NATIONAL HIGH Grade Level 8

GRADE 8
SCHOOL
Teacher MONICA V. BAUTISTA Learning MATHEMATICS
Area
Teaching March 4, 2024(11:00-12:00 Quarter Quarter 3
DETAILED LESSON
Dates and am, 1:00-2:00 pm, 3:00-4:00
PLAN
Time pm)

I. OBJECTIVES
The learners should be able to demonstrate an understanding of key
A. Content standards concepts of axiomatic structure of geometry and triangle congruence.
The learners should be able to formulate an organized plan to handle a
real-life situation and to communicate mathematical thinking with
B. Performance Standards coherence and clarity in formulating, investigating, analyzing, and solving
real-life problems involving congruent triangles using appropriate and
accurate representations.

Focused skills
The learners should be able to prove two triangles are congruent.
(M8GE-IIIg-1)
C. Learning Competencies / Specific skills
Objectives At the end of the lesson, the learners should be able to:
a. determine which congruence postulate is used in proving triangle
congruence
b. prove congruent triangles using the Triangle Congruence
Postulates (SAS, SSS, ASA, and AAS)
Values Integration EQUALIZED OPPORTUNITIES

II. CONTENT Proves Two Triangles are Congruent.

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Math 8, Quarter 3 Teachers’ Guide pgs.
Math 8, Quarter 3 Learners’ Module 5 pgs. 5-29
2. Learner’s Material pages
3. Textbook pages Exploring Math 8 Textbook
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Laptop, Slide deck, TV
IV. PROCEDURE Teacher’s Activity
(Pre-Developmental)
A. Reviewing Previous Lesson or
Presenting the New Lesson Preliminaries

The teacher will ask a student to lead the prayer.

The teacher will ask the students to pick up the pieces of trash
under their chairs before they sit.

Greetings
The teacher will greet the students with a “Good morning”
and ask them how are they doing.

Checking of attendance
The teacher will ask the students who are absent for the
checking of attendance.
The teacher applauded the students for being all present for the
day.
 Reviewing the Previous lesson
The teacher will recall the previous lesson about the SSS, SAS,
ASA, and AAS postulates through a quiz bee.

After recalling the previous lesson, the new lesson will be

presented through a Slide deck.
The teacher will start the lesson and present the objectives to the class.
At the end of the lesson, the learners should be able to:
B. Establishing a purpose for the 1. determine which congruence postulate is used in proving triangle
lesson congruence
2. prove congruent triangles using the Triangle Congruence
Postulates (SAS, SSS, ASA, and AAS)
The teacher will ask the students to do an activity about the new lesson.
The students are only given 5 minutes to finish the activity.

Activity 1.
Direction: State the postulate that could be used to prove the triangles
congruent. If the triangles cannot be proven congruent, write not
possible.

1. _______________
C. Presenting
Examples/Instances of the New
Lesson

2. _______________

3. _______________

After the activity, the teacher will start to discuss the new lesson, which is
all about

Example 1

D. Discussing New Concepts and Given: AB ≅ DE ̅ ̅ ̅ ̅ ,

Practicing New Skills #1 BC ≅ EF ̅ ̅ ̅ ̅ , ∠𝐵 ≅ ∠𝐸
Prove: ∆𝐴𝐵𝐶 ≅ ∆𝐷𝐸
 STATEMENTS REASON
AB ≅ DE Given
BC ≅ EF Given
∠𝐵 ≅ ∠E Given
∆𝐴𝐵𝐶 ≅ ∆𝐷𝐸F SAS Congruence Postulate

If two sides and an included angle of a triangle are congruent

respectively to two sides and an included angle of another triangle, then
the triangles are congruent.

Example 2:

Given: AN ≅ SH , ND ≅ HE ∧AD ≅ SE
Prove that ∆∧≅ ∆ SHE

S
A

E
N H
D

STATEMENTS REASON
AN ≅ SH Given
ND ≅ HE Given
AD ≅ SE Given
∆AND ≅ ∆SHE SSS Congruence Postulate

If three sides of a triangle are congruent respectively to three sides of

another triangle, then the triangles are congruent
The teacher will discuss by giving more examples:

Example 3:

Given: ∠ A ≅ ∠ L , AD ≅ ln∧∠ D ≅ ∠ N
Prove that ∆ ADG ≅ ∆ LNJ

E. Discussing New Concepts and

Practicing New Skills #2
STATEMENTS REASON
∠ A ≅ ∠L Given
AD ≅ ln Given
∠ D≅∠ N Given
∆AND ≅ ∆SHE ASA Congruence Postulate

If two angles and an included side of a triangle are congruent

respectively to two angles and an included side of another triangle, then
the triangles are congruent.

Example 4:
Given: ∠ L ≅ ∠ Y ,∠ A ≅ ∠ O∧LB ≅ YU
 Prove that ∆ LAB ≅ ∆YOU

A U
Y

L B O

STATEMENTS REASON
∠L≅ ∠ Y Given
∠ A ≅∠O Given
LA ≅YO Given
∆LAB ≅ ∆YOU AAS Congruence Postulate

If two angles and a non-included side of a triangle are congruent

respectively to two angles and a non-included side of another triangle,
then the triangles are congruent.
F. Values Integration EQUALIZED OPPORTUNITIES
The teacher will ask the students to analyze and answer the problem
below
G. Developing Mastery (Leads to
Formative Assessment 3)
PROBLEM: Miguel knows that in ∆𝑀𝐼𝐺 𝑎𝑛𝑑 ∆𝐽𝐴𝑁, 𝑀𝐼 ̅̅̅̅ ≅ 𝐽𝐴̅̅̅, 𝐼𝐺̅̅̅ ≅ 𝐴𝑁̅̅̅̅
and 𝑀𝐺 ̅̅̅̅̅ ≅ 𝐽𝑁̅̅̅̅. What postulate or theorem can he use to prove the
triangles are congruent?
H. Finding Practical Application The teacher will state real life situation where the students are able to
and Skills in Daily Living appreciate the real-life application of proving congruent triangles.
The teacher will ask the students the following questions for the summary
of the lesson.
I. Making Generalization and
1. When can you say that triangle can be prove by SSS postulate?
Abstraction About the Lessons
2. When can you say that triangle can be prove by SAS postulate?
3. When can you say that triangle can be prove by ASA postulate?
4. When can you say that triangle can be prove by AAS postulate?
The teacher will give a short quiz that will be done in 10minutes.

Direction: Complete the table to prove triangle congruency.

J. Evaluating Learning

STATEMENTS REASON

∠ D≅∠ L Given
Given
AAS Congruence Postulate

The teacher will give the students an assignment.

K. Additional Activities for
Application or Remediation
Instruction: Do research about theorems of congruent right triangles.
V. REMARKS
VI. REFLECTION

No. of learners who earned 80% in _____learners who earned 80%above

the evaluation

No. of learners who require ____ learners who require additional activities for remediation
 additional activities for remediation
who scored 80%below.
Did the remedial lessons work? ____YES ____NO
No. of learners who caught up with _____learners who caught up with the lesson
the lesson
No. of learners who continue to _____learners who continue to require remediation
require remediation
Strategies used that work well:

___Group collaboration
___Games
___Soling puzzles
___Answering preliminary activities/exercises
___Carousel
___Diads
___Think-Pair-Share
___Rereading of Paragraphs/Poems/Stories
Which of my teaching strategies
___Differentiated Instruction
worked well? Why did this work?
___Role Playing/Drama
___Discovery Method
___Lecture Method

Why?
___Complete IMs
___Availability of Materials
___Pupil’s eagerness to learn
___Group member’s cooperation in doing their tasks

___Bullying among pupils

___Pupil’s behavior/attitude
Which difficulties did I encounter ___Colorful IMs
which my principal or superior can ___Unavailable technology equipment
help me solve ___Science/Computer laboratory
___Additional Clerical works

___Making Big books from views of the locality

Which strategies I discover which I ___Recycling of plastics to be used as Instructional materials
wish to share with other teachers ___local poetical composition

Prepared by:

MONICA V. BAUTISTA Checked by:

Practice Teacher JOSEFINA V. NESPEROS
Teacher III
Noted:

AMADOR S. ABARRA
Master Teacher I

Recommending Approval:

JEFFRIES V. JIMENEZ
Head Teacher III

Approved:

RICARDO D. ADVIENTO
Principal IV