GRADES 8 SAN VICENTE NATIONAL HIGH

DAILY LESSON LOG School Grade Level 8

SCHOOL

Learning Area MATH

Teacher ROSE ANNE L. SIYANG
DAY 13-16
Teaching Days Quarter 4th

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content Standards The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of key understanding of key understanding of key understanding of key
concepts of inequalities in a concepts of inequalities in a concepts of inequalities in a concepts of inequalities in a
triangle, and parallel and triangle, and parallel and triangle, and parallel and triangle, and parallel and
perpendicular lines. perpendicular lines. perpendicular lines. perpendicular lines.
2. Performance The learner is able to The learner is able to The learner is able to The learner is able to
Standards communicate mathematical communicate mathematical communicate mathematical communicate mathematical
thinking with coherence and thinking with coherence and thinking with coherence and thinking with coherence and
clarity in formulating, clarity in formulating, clarity in formulating, clarity in formulating,
investigating, analyzing, and investigating, analyzing, and investigating, analyzing, and investigating, analyzing, and
solving real-life problems solving real-life problems solving real-life problems solving real-life problems
involving triangle involving triangle involving triangle involving triangle
inequalities, and parallelism inequalities, and parallelism inequalities, and parallelism inequalities, and parallelism
and perpendicularity of lines and perpendicularity of lines and perpendicularity of lines and perpendicularity of lines
using appropriate and using appropriate and using appropriate and using appropriate and
accurate representations. accurate representations. accurate representations. accurate representations.
3. Learning
Competencies /
The learner proves The learner proves The learner proves The learner proves
Objectives
properties of parallel lines properties of parallel lines properties of parallel lines properties of parallel lines
cut by a transversal. cut by a transversal. cut by a transversal. cut by a transversal.
(M8GE-IVd-1) (M8GE-IVd-1) (M8GE-IVd-1) (M8GE-IVd-1)
II. CONTENT Parallel and Perpendicular Parallel and Perpendicular Parallel and Perpendicular Parallel and Perpendicular
Lines Lines Lines Lines
III. LEARNING
RESOURCES
A. References
1. Teacher’s K to 12 Basic Curriculum K to 12 Basic Curriculum K to 12 Basic Curriculum K to 12 Basic Curriculum
Guide pages Guide page 144 Guide page 144 Guide page 144 Guide page 144

2. Learner’s Geometry III. 2009 p. 73 Geometry III. 2009 p. 73 Geometry III. 2009 p. 73 Geometry III. 2009 p. 73
Materials pages
3. Textbook 1. Geometry III. 2009. pp. 1. Geometry III. 2009. pp. 1. Geometry III. 2009. pp. 1. Geometry III. 2009. pp.
pages 73 73 73 73
3. Merle S. Alferez, Alvin E. 3. Merle S. Alferez, Alvin E. 3. Merle S. Alferez, Alvin E. 3. Merle S. Alferez, Alvin E.
Lambino “MSA Geometry, Lambino “MSA Geometry, Lambino “MSA Geometry, Lambino “MSA Geometry,
Academic Advance Academic Advance Academic Advance Academic Advance
Institute” p. 77 - 104 Institute” p. 77 - 104 Institute” p. 77 - 104 Institute” p. 77 - 104
4. Mark Paul G. Fulgencio, 4. Mark Paul G. Fulgencio, 4. Mark Paul G. Fulgencio, 4. Mark Paul G. Fulgencio,
Alexander G. Lopez, Alexander G. Lopez, Alexander G. Lopez, Alexander G. Lopez,
Estrellita L. Misa, Raymund Estrellita L. Misa, Raymund Estrellita L. Misa, Raymund Estrellita L. Misa, Raymund
Anthony M. Quan, Andrea Anthony M. Quan, Andrea Anthony M. Quan, Andrea Anthony M. Quan, Andrea
R. Rocio “K to 12 R. Rocio “K to 12 R. Rocio “K to 12 R. Rocio “K to 12
Conceptual Math & Beyond” Conceptual Math & Beyond” Conceptual Math & Beyond” Conceptual Math & Beyond”
pp.285 - 307 pp.285 - 307 pp.285 - 307 pp.285 - 307

4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous “Gear Up” activity Describe Me! Engage!
lesson or presenting Gear Up
 the new lesson
B. Establishing a
purpose for the Presentation of Objectives Presentation of Objectives Presentation of Objectives Presentation of Objectives
lesson
C. Presenting examples/
Presentation of illustrative Presentation of illustrative Presentation of illustrative Presentation of illustrative
instances of the
examples. examples. examples. examples.
lesson
D. Discussing new
concepts and Guided Practice
Solve Me! Solve Me! Solve Me!
practicing new skills Sagot Mo! Show Mo!
#1
E. Discussing new
concepts and Student Activity!
Check What You Know Prove Me! Complete Me!
practicing new skills
#2
F. Developing mastery
(Leads to Formative Name Me! Find Me!
Prove Me! Prove Me!
Assessment 3)
G. Finding practical
applications of Guided Practice (See attach Independent Practice (See
concepts and skills in Draw Me! Challenge Yourself!
LCTG) attach LCTG)
daily living
H. Making
generalizations and
abstractions about See attach DLP See attach DLP See attach DLP
See attach DLP
the lesson
I. Evaluating learning
Application (See Attach
Challenge Yourself! Assessment Find Me!
LCTG)
J. Additional activities Journal Writing Journal Writing Journal Writing Journal Writing
for application or
 remediation
V. REMARKS

VI. REFLECTION
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
localized materials did
I use/discover which I
wish to share with
other teachers?