School Grade Level 8

Teacher Learning Area Mathematics

DAILY LESSON LOG
Teaching Dates and Time Week 8 Quarter Third
DATE Session 1 Session 2 Session 3 Session 4
I. OBJECTIVES
A. Content The learner demonstrates understanding of the key concepts of parallel and perpendicular lines.
Standards
B. Performance The learner is able to communicate mathematical thinking with coherence and clarity in solving real-life problems involving
Standards parallelism and perpendicularity using appropriate and accurate representations.
 Demonstrates
 Illustrates parallel and
knowledge and skills
perpendicular lines;
involving angles formed
C. Learning  Determines the
by parallel lines and
Competencies/ conditions under which
New Year’s Day Holiday transversals
Objectives w/ the LC lines and segments are
 Proves properties of
Code for Each parallel or
parallel lines cut by a
perpendicular.
transversal
M8GE-IVd-1
M8GE-IVe-1
II. CONTENT Geometry
III.LEARNING
PROCESS
A. References *
1. Teacher’s Guide pp. 481-482, 484-485, 487-
pp. 482, 485, 486, 496
pages 489
2. Learner’s pp. 449-450, 451-452, 455-
pp. 450, 453, 454, 464
Materials pages 457
Geometry in the Real World,
3. Textbook pages by Karl Freidrich Jose D. Romero
pp. 89, 93
4. Additional
Materials for
Learning
Resources (LR)portal
B. Other Learning
Resources
IV. PROCEDURES
Perform “Follow My Order”:
Direction: Do what is asks,
then answer the questions that
Localization: Use materials follow:
(pad paper, notebook, 1. Draw parallel lines, ⃡𝐴𝐵
graphing paper, rubiks cube,
edges of table) to illustrate and ⃡𝐶𝐷.
parallel and perpendicular 2. Then, draw a line t,
lines. ⃡ and 𝐶𝐷
cutting 𝐴𝐵 ⃡ .
Then the teacher will pose the
A. Reviewing following questions:
previous lesson or  Can you see straight
presenting the new lines in the materials
lesson. shown?
 What can you say
about the paper,
notebook, graphing a. What do you call the
paper, edges of the line that cuts through
table? Rubiks cube? the parallel lines?
 Do these lines b. How many angles are
meet/intersect? formed?
c. Is there a relationship
between and among
the angles formed?
B. Establishing a
Cite the objectives of the Day Cite the objectives of the Day
purpose for the lesson.
Students will be ask to
C. Presenting Students will be ask to perform
complete the Before-Lesson
examples/ instances of Activity 4 – Name It! A
Response on Activity 3 –
the new lesson. Recall…
Agree or Disagree!
 Students will be ask to Definition:
D. Discussing new
answer Activity 5 – Transversal is a line that
concepts and
Let’s Investigate! intersects two or more
practicing new skills #1.
coplanar lines at distinct points
  The teacher will give a
 Students will be ask to
E. Discussing new
concepts and
practicing new skills #2.  The teacher will give a
 Angles and angle pairs
discussion on are given names when
parallelism a transversal intersects
two or more coplanar
lines:
 Interior Angles
 Exterior Angles
 Corresponding Angles
 Alternate Interior
Angles
 Alternate Exterior
Angles
 Interior Angles on the
Same Side of the
Transversal
 Exterior Angles on the
Same Side of the
Transversal
The generalizations of the
Proofs on Parallel Lines are
formalized below:
 PCA Postulate
If parallel lines are cut by
transversal, then the
corresponding angles are
answer Activity 8 - Am congruent.
I Perpendicular? Let’s  PAI Theorem
find out! If parallel lines are cut by a
transversal, then the alternate
discussion on interior angles are congruent.
perpendicularity.
 PAE Theorem
If parallel lines are cut by a
transversal, then the alternate
exterior angles are congruent.
  PIAST Theorem
If parallel lines are cut by a
transversal, then the interior
angles on the same side of the
transversal are
supplementary.
 PEAST Theorem
If parallel lines are cut by a
transversal, then the exterior
angles on the same side of the
transversal are
supplementary.

Decide whether each

statement is true or false. If
false, present a
counterexample in the form of
a drawing or give an
explanation:

1. If two lines are

perpendicular to each other,
then they form four right
F. Developing
angles
Mastery Students will perform
2. If two lines are non-
( Leads to Formative Activity 7 – Lines and Angles
intersecting, then they are
Assessment 3)
parallel.
3. If a line intersects one of
two parallel lines, then it also
intersects the other.
4. If a line is parallel to one of
two parallel lines, then it is
also parallel to the other.
5. If there is a line and a point
not on the line, then one and
only one line can pass
through the point and that is
 parallel to the given line in the
plane.

Indigenization:
Classroom/Community
G. Finding practical
structures (buildings, houses, Decide on a situation given on
applications of
bridges, malls, schools) that Activity 6 involving a zip line.
concepts and skills in
illustrate parallelism and
daily living.
perpendicularity
The students will be ask:
H. Making What do you think are the
generalizations and factors being considered by
abstractions about the carpenters, architects and
lesson. engineers in making their
designs?
Students will answer #1 of
Let’s Apply:
Activity 13 Prove It
Answer:
Give situations modelling
I. Evaluating Given
parallel and perpendicular
Learning ∠1 ≅ ∠3
lines.
Converse of Alternate Interior
(Answers may Vary)
Angles Theorem

J. Additional
activities for application
or remediation.

V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% in the
evaluation.
B. No. of learners
who require additional
activities for
remediation who
scored below 80%.
C. Do the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners
who continue to require
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?
 School Grade Level 8
Teacher Learning Area Mathematics
DAILY LESSON LOG
Teaching Dates and Time Week 9 Quarter Third
DATE Session 1 Session 2 Session 3 Session 4
I. OBJECTIVES
A. Content The learner demonstrates understanding of the key concepts of parallel and perpendicular lines.
Standards
B. Performance The learner is able to communicate mathematical thinking with coherence and clarity in solving real-life problems involving
Standards parallelism and perpendicularity using appropriate and accurate representations.
 Determines the  Students will follow the
 Uses properties to find standard operating
conditions that make a
C. Learning measures of angles, procedure in taking
quadrilateral a
Competencies/ sides, and other test. Third Quarter
parallelogram and prove
Objectives w/ the LC quantities involving Examination
that a quadrilateral is a
Code for Each parallelograms  Students will be able to
parallelogram.
M8GE-IVe-1 answer the summative
M8GE-IVe-1 test
II. CONTENT Geometry
III.LEARNING
PROCESS
A. References *

1. Teacher’s Guide
pp. 492, 498, 500 pp. 473, 493
pages
2. Learner’s
pp. 460, 464, 468 pp. 461, 470
Materials pages
https://www.mathplanet.com/e
ducation/geometry/quadrilater
https://www.wyzant.com/resour als/properties of
ces/lessons/math/geometry/qu parallelograms
3. Textbook pages
adrilaterals/proving_parallelogr https://www.wyzant.com/resou
ams rces/lessons/math/geometry/q
uadrilaterals/properties_of
_parallelograms
4. Additional
Materials for
 Learning
Resources (LR)portal
B. Other Learning
Resources
IV. PROCEDURES
Localization: Use
A. Reviewing
pictures/materials (chalkboard,
previous lesson or
envelope, folder, etc.) to
presenting the new
illustrate various forms of
lesson.
quadrilaterals
B. Establishing a
Cite the objectives of the Day
purpose for the lesson.
C. Presenting Students will be ask to perform
examples/ instances of Activity 11 - Special
the new lesson. Quadrilaterals
Definition:
A quadrilateral is a polygon
with four sides. The symbol
is used to indicate
quadrilateral.
 Classification of
Quadrilaterals:
D. Discussing new 1. Trapezium
concepts and 2. Trapezoid
practicing new skills #1. 3. Parallelogram
Recall the standard operating
procedure in taking
summative test
Students will be ask to recall
*Distribute the test papers.
what transpired in the previous
*Start the test.
meeting.
*Collect the test papers
*Let them check their
answers
Cite the objectives of the Day
Students will be ask to perform
Activity 12 – Hide and Seek
Consider
A B
D C
Properties of Parallelograms:
1. Opposite sides are
congruent (AB = CD).
2. Opposite angles are
congruent (D=B).
3. Consecutive angles are
supplementary (A+D =
180)
4. If one angle is right,
then all angles are right.
 5. The diagonals of a
parallelogram bisect
each other.
6. Each diagonal of a
parallelogram
separates it into two
congruent triangles.
Definition: A parallelogram is a
type of quadrilateral whose
pairs of opposite sides are
parallel.
 If a quadrilateral is a
parallelogram, then
…its pairs of
Sidesopposite sides are
congruent

…its pairs of
opposite angles are
congruent
E. Discussing new
Angles

concepts and
…its consecutive
practicing new skills #2.
angles are
supplementary
Diagonals

…its diagonals
bisect each other
…its diagonals
form two congruent
triangles
 Determine if each quadrilateral
is a parallelogram. Explain why
or why it does not work:

Refer to Attachment 1
Exercises on Properties
involving Parallelograms
F. Developing
Mastery
( Leads to Formative
Assessment 3)

G. Finding practical Create a design that would

Students will be ask to
applications of apply the use of parallelogram
execute Activity 20 – Design It
concepts and skills in in construction.
daily living.

H. Making The students will be ask to cite their Most Important Learning of
generalizations and the Day
abstractions about the
lesson.
 Solve:
1. Given that QRST is a
parallelogram, find the
values of x and y in the
figure below:

Students will be ask to perform

Activity 16 – part 1 on
Answer: x = 7, y=8
I. Evaluating Parallelograms
Learning Answers:
2. Given that EDYF is a
1. x = 75
parallelogram,
2. x = 6
determine the values of
x and y:

Answer: x = 10, y=13

J. Additional
activities for application
or remediation.

V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% in the
evaluation.
B. No. of learners
who require additional
activities for
remediation who
scored below 80%.
 C. Do the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners
who continue to require
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?