Instructional

(The process of systematically Planning

planning, developing, evaluating
and managing the instructional process by using principles of
teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format

Learning Area:
Grade
DLP No.: Level: Quarter: Duration: Date:

18 Math 8 3rd 1 hour December 4, 2017

Learning Competency/ies: Illustrates the SAS, ASA, SSS and Code:
(Taken from the Curriculum AAS Congruence Postulates
Key Concepts / M8GE-IIId-e-1
Guide)
Understandings to be Shows ability to apply the idea of congruence triangle in real life.
Adapted Cognitive
Developed
Domain Process Dimensions OBJECTIVES:
knowing (D.O. No. 8, s. 2015)
Remembering Review and use the different geometrical terms that are
something with essential in proving.
familiarity gained Understanding Write a complete proof on SAA Congruence Postulate.

systematic, and Applying

sustained effort to Apply SAA Congruence in solving real life problems.
smoothly and Analyzing Use the different theorems to prove SAA Congruence Postulate.
adaptively Evaluating Prove that two triangles are congruent using the SAA Congruence Postulate.
carryout complex
activities or the Creating State and illustrate the SSS and SAA Congruence Postulate.

Attitude Valuing Shows positive attitude in proving and illustrating the SSS and
SAA Congruence Postulate.

Values Valuing Shows patience and accuracy in proving the congruence of the
triangles.
2. Content SAA Triangle Congruence Postulate

MATHEMATICS LEARNERS MATERIALS GRADE 8, GEOMETRY

TEXTBOOK FOR THIRD YEAR REVISED EDITION 2009,
3. Learning Resources GEOMETRY TEXTBOOK FOR THIRD YEAR REPRINT FIRST
EDITION 1978

4. Procedures
4.1 Introductory
Activity
Review the theorem and its proof of SSS Congruence Postulate.
5 minutes
4.2 Activity Use a ruler, a compass, and a protractor to construct ∆LEX whose two
angles and a nonincluded side have the following measures: m<L = 65, m<E
= 55, EX = 10cm.
Cut out the triangle and compare it with
10 minutes those of your classmates. What seems to be true about the triangles? Name
the parts of the triangle that have specific measures. Are these parts enough
to show that two trianngles are congruent?

4.3 Analysis
Questions from the Activity:
1. What seems to be true about the triangles?
2. Name the parts of the
triangles that have specific measures.
3. Are these parts enough to show that two triangles are congruent?
 Questions from the Activity:
1. What seems to be true about the triangles?
2. Name the parts of the
10 minutes
triangles that have specific measures.
3. Are these parts enough to show that two triangles are congruent?
4.4 Abstraction

SAA Postulate…
If two angles and a nonincluded side
of one triangle are congruent to two angles and a nonincluded side of
another triangle, then the two triangles are congruent.
Illustrative Examples: (See Figure in Attachment 2)

Given: <P and <N are right angles.

<1 ≡ <3
10 minutes Prove: ∆MNO ≡ ∆OPM
Statement
Reason 1. <P
and <N are right triangles. 1. Given
2. <P ≡ <N 2. All right angles
are congruent. 3. <1 ≡ <3
3. Given 4. MO ≡ MO
4. Reflexivity 5.
∆MNO < ∆OPM 5. SAA Congruence Postulate

4.5 Application Prove that the triangles are congruent. ( See the figure in Attachment 2
) 1. Given <1 ≡ <2, <3 ≡
<4
Prove: ∆DEF ≡ ∆KFE
10 minutes
2. Given: <1 ≡ <2, DC ≡ BC
Prove: ∆ADC ≡ ∆ABC

4.6 Assessment
A sheet metal mechanic was told to cut out a piece of
steel in the shape shown. When he started to make his
Anlysis of Learners'
layout, he found he needed more information. What is
10 minutes Products
the least amount of additional information he needs to
make his layout?

4.7 Assignment Enhancing /

Copy and answer Exercise no. 6 page 360 in your
improving the day’s
3 minutes module.
lesson
4.8 Concluding Activity
When learner is involved, he can learrn more.
2 minutes

5.      Remarks The second set of the problem will be proved on the next meeting.
 Now that you learned factoring polynomials with common monomial factor
6.      Reflections
we can move to the next type of factoring to be discussed tom.
A.  No. of learners who work? No. of learners who
earned 80%
B.   No. in the who
of learners D.  No. of learners who
have caught up with the
evaluation.
require additional activities continue to require
E.   Which of my learning
for remediation.
strategies worked well? Why remediation.
encounter which my
did these work?
principal or supervisor
localized materials did can
I
use/discover which I wish to
Prepared by:
Name: MARVELO B. PERATER School: SANTIAGO NHS
Position/
Designati Division:
on: T-1 DepEd CEBU PROVINCE
Contact Email
Number: 9974330262 address: mc_pp6@yahoo.com

Quality Assurance Committee of San Francisco District

Submitted by: Reviewed by:

MARY JEAN M. MURILLO NILO I. ALCARAZ
Member Member

ROMER R. RANOCO
LRMDS Focal Person

Approved:
TONY T. APLACADOR
District Supervisor