GRADE 8 School Balite NHS Grade Level 8

DAILY
LESSON Teacher Mrs. Glenda A. Eludo Learning Area MATHEMATICS
LOG
Teaching Dates and Time WEEK 2 Quarter THIRD

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 Standards The learner The learner The learner The learner
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 formulate an organized formulate an organized formulate an organized formulate an organized
plan to handle a real life plan to handle a real life plan to handle a real life plan to handle a real life
situation. situation. situation. situation.

3. Learning Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the
Competencies / CG, the content can be tackled in a week or two.
Objectives
The learner illustrates the The learner illustrates the The learner illustrates the The learner illustrates the
need for an axiomatic need for an axiomatic need for an axiomatic need for an axiomatic
structure of a structure of a structure of a structure of a
mathematical system in mathematical system in mathematical system in mathematical system in
general, and in Geometry general, and in Geometry general, and in general, and in Geometry
 in particular: (a) defined in particular: (a) defined Geometry in particular: in particular: (a) defined
terms; (b) undefined terms; (b) undefined (a) defined terms; (b) terms; (b) undefined
terms; (c) postulates; and terms; (c) postulates; and undefined terms; (c) terms; (c) postulates; and
(d) theorems. (M8GE-IIIa- (d) theorems. (M8GE-IIIa- postulates; and (d) (d) theorems. (M8GE-IIIa-
c 1) c 1) theorems. (M8GE-IIIa-c-1) c 1)

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II. CONTENT The Modern The Modern The Modern The Modern
Axiomatic System: Axiomatic System: Axiomatic System: Axiomatic System:
Postulates and Postulates and Postulates and Postulates and
Theorems Theorems Theorems Theorems

III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the
RESOURCES lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
based materials. Hands-on learning promotes concept development.

A. References

1. Teacher’s CG pp 191 CG pp. 192 CG, pp 192 CG pp 193

Guide pages

2. Learner’s pp. 329 pp. 330 pp. 331 pp. 324

Materials pages
 3. Textbook Geometry pp.___ Geometry pp ____ Geometry, pp ____ Geometry, pp ____
pages Intermediate algebra, pp Intermediate Algebra, pp Intermediate Algebra, pp Intermediate Algebra, pp
____ ______ _____ ___

4. Additional
Materials from
Learning
Resource (LR)
portal

B. Other Learning

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Resources

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 “Round Trip Game” Review on Different Triangle-Sum- Triangle Theorem Activity
lesson or (pairing activity) – review Kinds of Postulates Theorem Activity
presenting of defined and undefined
the new lesson terms
 B. Establishing a Presentation of Objectives Presentation of Objectives Presentation of the Presentation of the
purpose for the lesson Objectives Objectives

C. Presenting examples/ Presentation of Presentation of Presentation of Presentation of

instances of the illustrative examples. illustrative examples. illustrative examples. illustrative examples.
lesson

D. Discussing new Think-Pair-Share Activity Think-Pair-Share Activity Think-Pair-Share Activity Think-Pair-Share Activity
concepts and
practicing new skills
#1

E. Discussing new Guided Practice Guided Practice Guided Practice Guided Practice
concepts and (Let’s Do This) (Think-Pair-Share) (Jigsaw Puzzle) (Let’s Do This)
practicing new skills
#2

F. Developing Independent Practice Independent Practice Independent Practice Independent Practice

mastery (Leads to I Can Do This I Can Do This I Can Do This I Can Do This
Formative
Assessment 3)

G.Finding practical Application: Application: Application: Application:

applications of Cite postulates that apply Solve worded problems Using the picture above, Using the diagram plane
concepts and skills in in justifying the given cite the properties or P, cite the properties or
daily living statement. theorems that apply in its theorems that apply
geometric in justifying the
designs then prove given
your answer/ statement.
statement.

H. Making An Axiom or An Axiom or Theorem, on the other Theorem, on the other

generalizations and Postulate is a statement Postulate is a true hand are statements hand are statements
abstractions about or rule that are accepted statement which do not proved to be proved to be
or true using postulates, true using postulates,
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the lesson considered to be true require to be proved.. definitions, other definitions, other
without proof or validation. 1.)If Q is between P and established theorems, and established theorems, and
Some of the fundamental R, logic. logic.
postulates used in then PQ + QR = PR. If PQ
geometry. +
1.Two points determines QR = PR, then Q is
exactly one line between P and R.
2.Three non collinear 2.)If M is the midpoint of
points are contained in at line
least one plane and three segment AB, then line
non collinear points are segment AM is congruent
contained in exactly one to
plane. line segment MB.
3.If two distinct planes
intersect, then their 3.) If three sides of one
intersection is a line triangle are congruent
4.If two points of a line are respectively to the three
in a plane, then the line is sides of another triangle,
in the plane. then the two triangles are
5.If D is in the interior of congruent.
∡ABC, then m∡ABC = m
∡ABD + m ∡CBD 4.)If two sides and an
included angle of on
triangle
are congruent respectively
to the sides and an
included angle of another
triangle,
then the two triangles are
congruent.
5.)If two angles and the
included side of one
triangle are congruent
respectively to the two
angles and the included
side of another triangle,
then the two triangles are
 congruent.

I. Evaluating learning Challenge Yourself! Challenge Yourself! Challenge Yourself! Challenge Yourself!
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J. Additional activities Journal Writing Journal Writing Journal Writing Journal Writing
for 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?
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

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localized materials
did I use/discover
which I
wish to share with
other teachers?
Prepared by:
GLENDA A. ELUDO
SST- II Checked by:
JEMALYN S. JACQUEZ
SSHT- V