SCHOOL: GRADE LEVEL: EIGHT (8)

GRADES 1 TO 12
TEACHER: LEARNING AREA: MATHEMATICS 8
DAILY LESSON TEACHING DATES & QUARTER: THIRD QUARTER-WEEK1
LOG TIME:

Day 1 Day2 Day3 Day4 Day 5

I. OBJECTIVES Objective 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 maybe done for developing content knowledge and competencies. These are using Formatives
Assessment Strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lesson. Weekly objectives shall be derived from the curriculum guide.
A. Content Standards: The learner demonstrates understanding of key concepts of axiomatic structure of geometry and triangle congruence.
B. Performance The learner is able to formulate an organized plan to handle a real-life situation.
Standards:
C. Learning Competencies/ 41. illustrates the need for an axiomatic structure of a mathematical system in general, and in
Objectives: Write the LC Geometry in particular: (a) defined terms; (b) undefined terms; (c) postulates; and (d) theorems.
code for each 40. Describes a
M8GE-IIIa-c-1
mathematical system.
Subtask 41.1 Identify the parts of 41.2. Identify and illustrate 41.3. Identify and illustrate
M8GE-IIIa-1
a mathematical system the points, lines and planes. collinear points and
in geometry. coplanar points/lines.

II. CONTENT GEOMETRY GEOMETRY GEOMETRY GEOMETRY

III. LEARNING List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an in learning. Ensure that there is a mix
RESOURCES of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages Teachers Resource Material Teachers Resource Material
( TRM)pp.331-335 ( TRM)pp.337-340
2. Learner’s Materials
Pages
3. Text book Pages Elementary Algebra pp.27-28 GEOMETRY III NPSBE
pp. 3-4
4. Additional Materials from DLP Activity no. 1 third DLP Activity no.2 third DLP Activity no.3 DLP Activity no.4
Learning quarter quarter third quarter third quarter
resources(LR)Portal
5. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by
demonstration of learning the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the
IV PROCEDURES
students with multiple ways to learn new things, practice their learning, question their learning processes and draw conclusion about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A.Reviewing yesterday’s Stimulating activity on Review on mathematical Task1 A. Review on Review on the basic parts in
lesson or Presenting the mathematical system. system in algebraic sense. mathematical system in geometry
new lesson Instruction: geometry
Connect the lesson with learners’ prior
knowledge. Explicitly teach to the learners
Stand up if you think the Group activity:
 statement is true and sit down Instruction: Group . Task 2. Hot potato:
if otherwise: yourselves into 1.Group the class into 3.
1. You can count the 2(depending on the 2. A strip of paper will be
stars at night. number of students in a provided to each group with
2. Your height is equal to class) the following word written
12 inches. 1.Each group will form a (1. points, 2. line, 3. plane)
3. 3 can be written as circle while facing against 3 The group will write one
how the new lesson connects to previous 3/1. each other. description/word that
lessons. Review and present new lessons
4. Π is approximately 2. The teacher will say a describes the noun given, in a
in a systematic manner . 3.1416… number. specified time.
Call a student to guess the 3. If the number is rational 4.Once it reaches the allotted
objective of the lesson. the member will move time the potato becomes
closer to each other but if hotter so it needs to be passed
the number is irrational to the next group.
they will do otherwise.
4. The group who will get
the highest point will win
the contest.
Using the same group. Based on the activity what is The teacher presents to the
Task2. #Map me in! the goal of todays’ lesson? class the terms collinear and
1.Strips of cartolina will non-collinear
B.Establishing a purpose be provided to each group. What does the prefix” co”
for the lesson 2. Create a mapping means?
Motivate them to learn the new lesson.
Encourage them to ask questions about the diagram using the words Give other words that has
new topic. This will help establish a reason
for learning the new lessons.
on the strips. prefix “co” and give its
3.Mounting their outputs meaning.
What does collinear mean?
How about coplanar?
Present the set of real number Present the corrected Classify the following words .The teacher presents examples
system in a tree diagram form. mapping diagram on and write them in the / figure of collinear and non
mathematical system in appropriate column. collinear points.
C.Presenting examples/ geometry. -mole -strand of hair  Ask students to
instances of the new Let the students observe -sheet of paper -wire determine make their
lesson and determine whether or point lines plane own figure illustrating
Provide examples of the new lesson. Show
what the instances of the content and not their outputs are collinear points.
competencies. This is where the concepts
are clarified.
correct.  What if the points do
not lie on the same
line, how do you call
it?
D.Discussing new concepts A.Group the class into 4 and Discuss the different Ask the students to draw a d. Oral activity:
and practicing new skills ask them to describe the components of dot, more students must
#1(Leads to Formative following: mathematical system in participate and keep on
Assessment 1) I. Rational geometry. drawing until the dots
Discuss the concepts. Prepare good II. Irrational become closer to each other.
 III. Integers
IV. Non –integral
rational numbers
B. Presentation of students’
output.
questions for this. Listen to the answers
of learners to gauge if they understood
your presentation lesson. If not, then
reteach. If they have understood, then
proceed to deepening the lesson.
Provide example each a. What is formed when d. Oral activity:
component. the dots became
nearer and nearer to
each other? Given the figure, Name all
b. What composed a the collinear points
line?
c. What if we draw
infinite lines
connecting in
different directions,
what figure could be
formed?

How are the parts of the Teachers exposition on naming Use the figure above to
system related? a point, a line or a plane. answer the following:
E.Discussing new concepts and Follow-up discussion. Refer to DLP activity no. 3
practicing new skills #2 (Leads
to Formative Assessment 2)
Deepen the lesson with new ways to apply
the learning. Pair, group and team work
might be a good way to help learners discuss
the lesson among themselves. They can
present their work to the class and this
serves as the teachers’ way of assessing if the
concepts are solidifying and if their skills are
a.Name all the coplanar
developing. points.
b. Are points C and Q
coplanar? Why and why not?
F.Developing mastery A. Name all the sets of Task 3. Think it ! Fill it ! Given the figure, Group activity
(Leads to Formative the mathematical U_D_F_N _D T_R__S Draw and label each figure:
Assessment 3) system where each of 1. Terms that do not have I. three non-
Develop mastery through more individual the given number a formal definition like collinear points
work activities such as writing, creative
ways of representing learning, dramatizing,
belongs. point, line and plane. II. point X not in
etc. Let children demonstrate their learning 1.) 298 (undefined terms) plane PQR
through assessable activities such as quizzes,
worksheets, seat work, and games. When the
2.) √ 6 THE_R _M III. point A lies in
children demonstrate learning, then proceed 2. A statement that can be plane Y
to the next step. Add activities as needed
until formative assessment shows that the 3 proved to be true. Name: IV. coplanar points:
3.) (theorem) 1. All points L,M, N
learners are confident in their knowledge
4
and competencies. D_F_N_TIO_S 2. All lines
4.) 0.25
3. A statement of meaning 3. planes
of a word, term, or
phrase.

G. Finding practical Cite a real life application
applications of concepts where concept on
and skills in daily living mathematical system is
Develop appreciation and valuing for their applied.
learning by bridging the lesson to daily
living. This will establish relevance in the
( accept varied answers)
lesson.
H. Making generalizations How to describe
and abstractions about the mathematical system?
lesson ( through describing each
Conclude the lesson by asking children good component)
questions that will help them crystallize their
learning so they can declare the knowledge
and demonstrate their skills.
I. Evaluating Learning Describe each subset of the
Assess whether the learning objectives have number system.
been met. Evaluation should tap J.
Additional Activities for application 1. Natural Numbers
or remediation. 2. Whole Numbers
3. Integers
4. Real Numbers
Identify the set of
mathematical system where
the following numbers
belong:
1.) - 100
2.) - 4.82
(definitions)
PO_T_LA_E
4. A statement that is
assumed to be true.
(postulate)
LEM_ _
5. It is known to be the
“Helping Theorem”
(lemma)
C_RO_L_RY
6. A theorem that is easily
proved as the consequence
of another theorem.
(corollary)
Have you experienced List examples of physical Draw your favorite part of
assuming false statements models of points, lines and your house, label its locations.
to be true? ( like a guy planes in your: Determine the :
said he loves you but he 1. Classroom 1, collinear points
didn’t mean it) 2. homes 2.coplanar lines suggested by
How did you deal with it? your drawing.
Wrap-up:  Only one line maybe How to identify
Identify the parts of the drawn through two a. points that are
mathematical system in given points. collinear?
geometry.  There is an infinite b. Lines that are
number of points coplanar?
between two points on
a line
 There is an infinite
number of points in a
plane
 The intersection of two
planes is a line
Task 5.Write U if the Identify the term described as a Given the triangular pyramid
given statement describes point, a line or a plane: ABCD
an undefined terms, D if 1. Shows location
Defined, P if Postulate and 2. Has length only
T if Theorem. 3. Tip of a pencil
__1. A dot suggests a 4. Top of the table
point.
__2. An angle is a figure
formed by two rays with
common endpoints. 1.Give the sets of collinear
___3. The Right Triangle points.
Congruence Theorem
 3.) 1 states that all right angles 2.Give the sets of coplanar
4.) π are congruent. points
___4. The Plane
Postulates states that any
three points lie in at least
one plane and any three
non collinear points lie in
exactly one plane

J. Additional Activities
for Application or
Remediation
VI- REMARKS

VII - REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who required additional
activities for remediation
C. Did the remedial lessons work?

D. No. of learners who continue to require

remediation
E. Which of my teaching strategies work
well? Why did this work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I used/discover which I wish to share
with other teachers?

SCHOOL: GRADE LEVEL: EIGHT (8)

 TEACHER: LEARNING AREA: MATHEMATICS 8
GRADES 1 TO 12
TEACHING DATES & QUARTER: THIRD QUARTER-WEEK2
DAILY LESSON TIME:
LOG
Day1 Day2 Day3 Day4 Day5
I. OBJECTIVES Objective 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 maybe done for developing content knowledge and competencies. These are using Formatives
Assessment Strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lesson. Weekly objectives shall be derived from the curriculum guide.

A. Content Standards: The learner demonstrates understanding of key concepts of axiomatic structure of geometry and triangle congruence.
B. Performance The learner is able to formulate an organized plan to handle a real-life situation.
Standards:
C. Learning Competencies/ 41. illustrates the need for an axiomatic structure of a mathematical system in general, and in Geometry in particular: (a) defined terms; (b)
Objectives: Write the LC undefined terms; (c) postulates; and (d) theorems. M8GE-IIIa-c-1
code for each 41.3.Determine the postulates 41.4.Identify and illustrate the 41.5.Determine the distance 41.6.Determine the
At the end of the period, at and theorems related to defined terms in geometry. between two points of the midpoint between two
least 75% of the students will points, lines and planes. given line segment. points of the given line
to: segment.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content in a week or two.
II. CONTENT GEOMETRY GEOMETRY GEOMETRY GEOMETRY
III. LEARNING List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an in learning. Ensure that there is a mix
RESOURCES of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
Teacher’s Guide Pages
Learner’s Materials Pages
Text book Pages GEOMETRY NPSBE p.4 GEOMETRY NPSBE PP62-63 GEOMETRY NPSBE
Additional Materials from PP62-63
Learning resources(LR)Portal Math Digest Quarter 1
p.106-107
B. Other Learning DLP Q3-No.5/ Math digest DLP Q3-No.6 DLP Q3-No.7 DLP Q3-No.8
Resources Quarter1 pp.7-10
These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by demonstration of learning the by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing the students with multiple ways to learn new things, practice their learning, question their
IV PROCEDURES learning processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

A.Reviewing yesterday’s Simple Recall Simple Recall Recall Recall- Group contest
lesson or Presenting the  Collinear  Undefined terms in  Show a number line  Illustrate the
new lesson  coplanar geometry -10 -5 0 5 10 situation
Connect the lesson with learners’ prior
knowledge. Explicitly teach to the learners  Awareness of the “H, G, and K are 3 points
how the new lesson connects to previous importance of the A B C D E on a line with coordinates -
lessons. Review and present new lessons in
undefined terms in Name all the rays 3, -8 2 respectively.
a systematic manner . geometry? Give the lengths of :
HG, GK , HK
What are the different Why should we be aware of the Ask the students to give the 1.Identify the point
B.Establishing a purpose postulates related to points , importance of defined terms? length of CD , CE , BC. between HG and HK.
for the lesson lines and planes? 2.Identify Congruent
Motivate them to learn the new lesson. segments
Encourage them to ask questions about the
new topic. This will help establish a reason 3.What is the relationship
for learning the new lessons. between HG and HK ?
between HK and GK ?
Present the figure found in Introduce ray through a beam Verify if the following Present example:
C.Presenting examples/ DLP of light from a source like statements are true based on the
instances of the new lesson lighted candles. This will figure above. P Q R
Provide examples of the new lesson. Show clearly show that a ray has a /AB/ +/BC/= /AC/ If Q is on PR and PQ≅ QR ,
what the instances of the content and
competencies. This is where the concepts point of origin. /CD/ + /DE/=/CE/ Q is the midpoint of PR, and
are clarified. Do the same for the rest of the /BC/+ /CE/ = /BE/ 2PQ =PR PQ = ½ PR
defined terms in geometry. /BC/ + /CD/ = /BD/ 2QR = PR QR =1/2 PR
D.Discussing new concepts Fill the blanks to complete a Discuss the concepts in DLP Discuss the concepts of the Discuss illustrative
and practicing new skills true statement: no.6 distance between two points examples on page 106-107
#1(Leads to Formative 1.A line _______contains Define each term in geometry through the idea Segment Math digest
Assessment 1) points. Illustrate each. addition Postulate
Discuss the concepts. Prepare good 2. Three _______ points
questions for this. Listen to the answers
of learners to gauge if they understood determine a line.
your presentation lesson. If not, then (Refer to math digest p.8,
reteach. If they have understood, then
proceed to deepening the lesson. exercise 1.2A)
E.Discussing new concepts and
practicing new skills #2 (Leads Deepen the lesson through the Deepen learnings
to Formative Assessment 2) DLP activity no. 7 DLP activity no. 8
Deepen the lesson with new ways to apply
the learning. Pair, group and team work
might be a good way to help learners discuss
the lesson among themselves. They can
present their work to the class and this serves
as the teachers’ way of assessing if the
concepts are solidifying and if their skills are
developing.
F.Developing mastery State the postulate or Answer the exercises on DLP. Answer the exercises Answer the exercises:
(Leads to Formative theorem that makes each A. nos. 1-4
Assessment 3) statement true: B. 1&2
Develop mastery through more individual Given: three nonlinear
work activities such as writing, creative
ways of representing learning, dramatizing,
points, P,Q and R.
etc. Let children demonstrate their learning (Refer to math digest p.8,
through assessable activities such as quizzes,
worksheets, seat work, and games. When the
exercise 1.B)
children demonstrate learning, then proceed
to the next step. Add activities as needed
until formative assessment shows that the
learners are confident in their knowledge
and competencies.

G. Finding practical Points A, B, and C are The coordinate of the

applications of concepts collinear. If AB= 7cm and midpoint of MR is 7 cm.
and skills in daily living BC=13cm,what is AC ? find the possible
Develop appreciation and valuing for their coordinate of Rif the
learning by bridging the lesson to daily
living. This will establish relevance in the
coordinate of M is 3 cm.
lesson.

H. Making generalizations Summarize the days lesson What are the different defined How will you describe a
and abstractions about the terms in geometry? Wrap-up the lesson midpoint of a segment?
lesson Why are they called defined
Conclude the lesson by asking children good terms? How to find the coordinate
questions that will help them crystallize their
learning so they can declare the knowledge
How do they differ to of the midpoint of a
and demonstrate their skills. undefined terms? segment?
I. Evaluating Learning Use the exercises on DLP A. Given the figure below, Using the given number line, Answer the exercises:
Assess whether the learning objectives have activity no. 5 name as many as you can: find: A.nos. 5-8
been met. Evaluation should tap J.
Additional Activities for application 1. Ray B.3-4
or remediation.
2. angles

B. Illustrate and label the

diagram. 1. AB
1. LO 2. BC
3. DE
4. AD
J. Additional Activities for
Application or Remediation
VI- REMARKS

VII - REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who required
additional activities for remediation
C. Did the remedial lessons work?
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I used/discover which I
wish to share with other teachers?

SCHOOL: GRADE LEVEL: EIGHT (8)

GRADES 1 TO 12
TEACHER: LEARNING AREA: MATHEMATICS 8
DAILY LESSON TEACHING DATES & QUARTER: Third –Week3
 TIME:
LOG
Day1 Day2 Day3 Day4
I. OBJECTIVES Objective 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 maybe done for developing content knowledge and competencies. These are using Formatives
Assessment Strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lesson. Weekly objectives shall be derived from the curriculum guide.

A. Content Standards: The learner demonstrates understanding of key concepts of axiomatic structure of geometry and triangle congruence.
B.Performance The learner is able to formulate an organized plan to handle a real-life situation.
Standards:
C. Learning Competencies/ 41. illustrates the need for an axiomatic structure of a mathematical system in general, and in Geometry in particular: (a) defined terms; (b)
Objectives: Write the LC undefined terms; (c) postulates; and (d) theorems. M8GE-IIIa-c-1
code for each 41.7.1. Identify the different 41.8.1Name congruent angles. 41.9.1. Identify the different 41. illustrates the need for an axiomatic
At the end of the period, at classification of angles. 41.8.2. Apply the Angle terms related to angle pairs. structure of a mathematical system in general,
least 75% of the students will 41.7.2. Find the measure of Addition Postulate in finding 41.9.2. Find the measure of and in Geometry in particular: (a) defined
to: the given angles using a the measure of the given the unknown quantities. terms; (b) undefined terms; (c) postulates; and
protractor. angles. (d) theorems. (mother competency)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content in a week or two.
II. CONTENT GEOMETRY GEOMETRY GEOMETRY GEOMETRY
III. LEARNING List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an in learning. Ensure that there is a mix
RESOURCES of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
6. Teacher’s Guide Pages
7. Learner’s Materials
Pages
8. Text book Pages MATH III-GEOMETRY
NPSBE pp.65-72
9. Additional Materials from
Learning
resources(LR)Portal
B. Other Learning TRM pp.347-354 SEDP TRM pp.363-366 SEDP TRM pp.377-388 SEDP
Resources
These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by
demonstration of learning the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the
IV PROCEDURES
students with multiple ways to learn new things, practice their learning, question their learning processes and draw conclusion about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A.Reviewing yesterday’s Simple Recall on: Simple Recall Creative way reviewing of Let us check your retention on
lesson or Presenting the Definition of angle previous lesson the discussions we made for
new lesson the last three weeks.
Connect the lesson with learners’ prior
knowledge. Explicitly teach to the learners
how the new lesson connects to previous
lessons. Review and present new lessons
in a systematic manner .

The teacher gives different The teacher presents the Unscramble me! Create a mapping diagram on
figures. geoboard with illustrations of (letters are given to group, the mathematical structure in
B.Establishing a purpose Ask: Which of the following angles. let them arrange the letters geometry.
for the lesson is/are angles? Ask: measure each angle using a to form a word or words)
Motivate them to learn the new lesson. Of those angles, classify protractor. Hint: words are related to Why is there a need for the
Encourage them to ask questions about the
new topic. This will help establish a them as acute, right or Which angle have the same angles axiomatic structure in
reason for learning the new lessons. obtuse. measure? geometry?
Can we say that they are
congruent? Why?
Group activity: Suppose mLABC =120 (show Same grouping: Describe each components of
Creative demonstration of the figure) , divide the angle into Present the concept notes the mathematical system in
C.Presenting examples/ the different angles using two equal angles. on the board. geometry.
instances of the new their body language.  What is the measure of  Give them time to
lesson each angles formed? study the examples.
Provide examples of the new lesson.  Are the two angles  Describe the terms
Show what the instances of the content
and competencies. This is where the congruent? given
concepts are clarified.  Call a
representative per
group to explain.
D.Discussing new concepts  Using the activity in Using the activity above, Follow-up through guide How are theorems and
and practicing new skills part B. When can we  Name the congruent questions and more postulates differing with each
#1(Leads to Formative say that a figure is an angles examples. other?
Assessment 1) angle?  What do you call the ray Give examples for each
Discuss the concepts. Prepare good  How can we classify that divides the angle components.
questions for this. Listen to the answers
of learners to gauge if they understood angles? into two congruent
your presentation lesson. If not, then angles?
reteach. If they have understood, then
proceed to deepening the lesson.

E.Discussing new concepts  Performance task  Discuss the concepts on Discuss the different postulates
and practicing new skills #2 on: angular measure DLP activity no.11 and theorems related to lines
(Leads to Formative using protractor and angles.
Assessment 2)
Deepen the lesson with new ways to apply
the learning. Pair, group and team work
might be a good way to help learners
discuss the lesson among themselves. They
can present their work to the class and this
serves as the teachers’ way of assessing if
the concepts are solidifying and if their
skills are developing.
F.Developing mastery Use the exercises part A in  Use the exercises on Refer to DLP activity no. Determine whether the
(Leads to Formative DLP activity no. 10 DLP activity 11 A-B to 12 exercises following describes:
Assessment 3) facilitate learning. a. Definition
Develop mastery through more individual b. Undefined terms
work activities such as writing, creative c. Postulates
ways of representing learning, dramatizing,
etc. Let children demonstrate their d. Theorems
learning through assessable activities such Example: If point M is
as quizzes, worksheets, seat work, and
games. When the children demonstrate between points A and B, then
learning, then proceed to the next step. AM+MB =AB
Add activities as needed until formative
assessment shows that the learners are
confident in their knowledge and
competencies.

G. Finding practical What is the importance of

applications of concepts being structured or organized?
and skills in daily living
Develop appreciation and valuing for their What if you don’t arrange your
learning by bridging the lesson to daily
living. This will establish relevance in the
stuff in your house, what
lesson. temperament of your mother
could be foreseen?

H. Making generalizations Wrap-up: Wrap-up: Wrap-up:

and abstractions about the How can we,
lesson 1. Identify the different
Conclude the lesson by asking children good classification of angles.
questions that will help them crystallize their
learning so they can declare the knowledge
2.Find the measure of the
and demonstrate their skills. given angles .
I. Evaluating Learning B. Use the figure to answer
Assess whether the learning objectives have
each of the questions below.
been met. Evaluation should tap J.
Additional Activities for application (Use your own protractor.)
or remediation.
1.What is the measure of each
angle?
a. ∠ 1
b. ∠ 3
c.
∠ AOD
d.
Given an angle bisector of the 1.Identify the different
given angle, name the congruent terms related to angle pairs.
angles formed.  Complementary
Apply the addition postulates in  Supplementary
finding the measures of the  Linear pairs
given angle.  Adjacent
 Vertical angles
 Perpendicular lines
2. Find the measure of the
unknown quantities.
A. Find the value of x A.Use the figure to
using the given complete each
information. Find also
the measure of angles 1,
2 and 3.
statement:
1.∠ BAG and ∠ FAG are
________________.
2. .∠ BAG and ∠ FAG
m∠ AOD = 96o are ________________.
m∠1 = 3x + 5
m∠2 = 4x + 3 B. Give the complement
m∠3 = 6x + 10
What is the importance of
organizing the components
in geometry?
Tell whether the following
illustrates defined terms,
undefined terms, postulates
or theorems. If theorems,
specify whether corollary
or lemma:
1.A line and a plane contain
an infinite number of
points.
2.Two lines intersect at one
point
3.An angle is a union of
two non collinear rays with
a common endpoint.
4.A point has no
dimension.
 and supplement of:
2. What kind of angle is each? 3. 15⁰
a. ∠ 2 4. 83.5⁰
b. ∠ 3 + ∠ 4
c. ∠ BOE
d. ∠ AOE
J. Additional Activities for Study all the lessons taken Study : Triangle
Application or Remediation from day 1 up to the last Congruence.
topic .

VI- REMARKS

VII - REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who required
additional activities for remediation
C. Did the remedial lessons work?
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I used/discover which
I wish to share with other teachers?

SCHOOL: GRADE LEVEL: EIGHT (8)

GRADES 1 TO 12
TEACHER: LEARNING AREA: MATHEMATICS 8
DAILY LESSON TEACHING DATES & QUARTER: THIRD QUARTER-WEEK4
LOG TIME:
I.Objectives Day1 Day2 Day3 Day4 Day5
Objective 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 maybe done for developing content knowledge and competencies. These are using Formatives Assessment Strategies.
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lesson. Weekly objectives
shall be derived from the curriculum guide.
A. Content The learner demonstrates understanding of key concepts of axiomatic structure of geometry and triangle congruence.
Standards:
B.Performance The learner is able to communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and
Standards: solving real-life problems involving congruent triangles using appropriate and accurate representations.
C. Learning 42. Illustrates triangle congruence.*** M8GE-IIId-1 43. illustrates the SAS, ASA and SSS
Competencies/ congruence postulates.*** M8GE-IIId-e-1
Objectives: 42.1. Define and illustrate 42.2. Identify the properties of 42. illustrates triangle 43.1. Identify included side/
Write the LC code for each triangle congruence. congruence. congruence.*** included angle of a triangle.
At the end of the period, at ( mother competency)
least 75% of the students will :
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content in a week or two.
II. CONTENT GEOMETRY GEOMETRY GEOMETRY GEOMETRY
III. LEARNING List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an in learning. Ensure that there is a mix of
RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
Teacher’s Guide Pages
Learner’s Materials Pages
Text book Pages GEOMETRY NPSBE p.89-90 Teachers Resource Material Learners Module pp.353-354
pp.424-426
Additional Materials from
Learning resources(LR)Portal
B. Other Learning DLP Q3-No.13 DLP Q3-No.14 DLP Q3-No. DLP Q3-No.15
Resources
These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by demonstration of learning the by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing the students with multiple ways to learn new things, practice their learning, question their learning
IV PROCEDURES processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Stimulating Activity: Review the definition of Routinely activities: Provide pairs of triangles:
A.Reviewing yesterday’s Prepare three congruent sticks, In congruent triangles by placing Tell whether the
lesson or Presenting the how many ways can these sticks two physical models of Review the different correspondence between two
new lesson form a plane? congruent triangles on the equivalence relation. triangles is congruence or not
Connect the lesson with learners’ prior
knowledge. Explicitly teach to the Call somebody to illustrate before board. Call on the students to Suggested activity: congruence.
learners how the new lesson connects to
previous lessons. Review and present
the class. label the vertices. Using these Peel the cabbage Support your answer.
new lessons in a systematic manner . figures let the students list
down the corresponding
congruent parts.
B.Establishing a purpose Prepare 3 pairs of congruent Can you recall the properties of Prepare materials for the Look closely to triangle SON
for the lesson triangles. These will be posted on real numbers? List down on the activity. S
Motivate them to learn the new lesson.
Encourage them to ask questions about
the board. Label the triangles. board.
the new topic. This will help establish a
reason for learning the new lessons.
O N
The pairs of triangles above are State that since measurements Let us recall, when can two In ΔSON,
congruent? of lengths and angles are also triangles be congruent? ∠S is included between SN
What have you understood about positive real numbers , then the and SO.
congruent triangles? properties for real numbers ∠O is included between OS
( Accept varied ideas) apply to them. and ON .
C.Presenting examples/
instances of the new ∠N is included between NS
lesson and NO .
Provide examples of the new lesson. SO is included between ∠S
Show what the instances of the content
and competencies. This is where the and ∠O.
concepts are clarified.
ON is included between ∠O
and ∠N.
SN is included between ∠S
and ∠N.

Discuss the notation for
congruent triangles.
B Q
D.Discussing new
concepts and practicing A C P R
new skills #1(Leads to In the fig.
Formative Assessment 1) ∆ ABC ≅ PQR
Discuss the concepts. Prepare good Can this be written as
questions for this. Listen to the
answers of learners to gauge if they
∆ ABC ≅ RQP
understood your presentation lesson. Emphasize correct
If not, then reteach. If they have
understood, then proceed to deepening
correspondence.
the lesson. This will lead to the formal
definition of congruent triangles.
Discuss the properties of
congruence/ equivalence
relation:
1. Reflexive property
m∠ A=m∠ A
AB =AB
2. Symmetric Property
If
∠ A=m∠ B ,then ∠B=m∠ A
If AB =PQ then, PQ =AB
3. Transitive Property
If
∠ A=m∠ B ,then ∠B=m∠ C
Then∠ A=m∠ C
If AB =PQ then, PQ =XY
then, AB=XY
Using the materials  Identify the parts of a
provided, make a creative triangle in terms of
presentation on how you their relative
will illustrate the positions.
congruency between two
triangles in a manner that it  What is an included
would be easy for us to side?
understand .
 How about included
angle?

E.Discussing new concepts Group activity: Provide a group Board work: Presentation of outputs
and practicing new skills #2 activity that could deepen their
(Leads to Formative knowledge and skills. DLP No. 14 Exercises ( Provision of rubric before
Assessment 2) Example :∆ DOG ≅ CAT the group activity)
Deepen the lesson with new ways to
apply the learning. Pair, group and team What are the 3 pairs of
work might be a good way to help
learners discuss the lesson among corresponding parts that are
themselves. They can present their work congruent?
to the class and this serves as the
teachers’ way of assessing if the concepts
are solidifying and if their skills are
developing.
F.Developing mastery
(Leads to Formative
Assessment 3)
Develop mastery through more
individual work activities such as
writing, creative ways of representing
learning, dramatizing, etc. Let children
demonstrate their learning through
assessable activities such as quizzes,
worksheets, seat work, and games. When
the children demonstrate learning, then
proceed to the next step. Add activities
as needed until formative assessment
shows that the learners are confident in
their knowledge and competencies.
G. Finding practical
applications of concepts
and skills in daily living
Develop appreciation and valuing for
their learning by bridging the lesson to
daily living. This will establish relevance
in the lesson.
H. Making
generalizations and
abstractions about the
lesson
Conclude the lesson by asking children
good questions that will help them
crystallize their learning so they can
declare the knowledge and demonstrate
their skills.
I. Evaluating Learning
Assess whether the learning objectives
have been met. Evaluation should tap J.
Additional Activities for
application or remediation.
J. Additional Activities for
Application or
Remediation
VI- REMARKS
Given the figure below:
∆ WDE ≅ ¿
During the group activity or
cooperative learning, tap the
visual or spatial intelligence of
the students by using colored
crayons to outline the triangle
when presenting congruency.
Wrap-up:
Two triangles are congruent iff:
1. The three pairs of
corresponding sides are
congruent, and
2. Three pairs of
corresponding angles are
congruent.
Answer exercises from DLP
activity no.13
Determine the equivalence Provision of guided Answer exercises 2 pp. 354
relation shown in each of the questions based on their
following: output/ presentation
1. m AB = m AB
2. If a=b and b=c then,
a=c
3. If x=y then y=x
4. If m RT= m AM and
m AM=m CD, then
m RT=m CD
How are congruence property What value can we draw in
relate with our daily living? relation to relative positions?
What can we conclude about If corresponding parts Summarize the days lesson.
the properties of congruence? ( sides and angles ) of two
triangles are congruent,
What can you say about
these two triangles?
Is it possible that if two
triangles are congruent,
corresponding parts are also
congruent?
A. Use the property stated to Determine the Answer the exercises on DLP
complete each statement. corresponding parts of the
1. Reflexive Property: following congruent
JK ≅ _______ triangles:
2. Symmetric Property: ( Provide your own figure)
If ∠ P ≅ ∠ Q , then
______________.
3. Transitive Property:
4. If HT ≅ GP and GP
≅ AD , then _______.
Study how triangle congruence
can be presented in a clear and
creative way for our group
performance tomorrow.
VII - REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who required
additional activities for remediation
C. Did the remedial lessons work?
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I used/discover which I
wish to share with other teachers?

SCHOOL: GRADE LEVEL: EIGHT (8)

GRADES 1 TO 12
TEACHER: LEARNING AREA: MATHEMATICS 8
 TEACHING DATES & QUARTER: THIRD QUARTER-WEEK5
DAILY LESSON LOG TIME:
I. Objectives Day1 Day2 Day3 Day4 Day5
Objective 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 maybe done for developing content knowledge and competencies. These are using Formatives Assessment Strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lesson. Weekly objectives shall be derived from the curriculum guide.
A. Content Standards: The learner demonstrates understanding of key concepts of axiomatic structure of geometry and triangle congruence.
B.Performance The learner is able to communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and
Standards: solving real-life problems involving congruent triangles using appropriate and accurate representations.
C. Learning 43. Illustrates the SAS, ASA and SSS congruence postulates.***
Competencies/ 43.2. State and illustrate the 43.3. State and illustrate the 43.4. State and illustrate the 43. Illustrates the SAS, ASA
Objectives: SAS Postulate. ASA Postulate. SSS Postulate. and SSS congruence
Write the LC code for each postulates.***
At the end of the period, at ( mother competency)
least 75% of the students will :
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content in a week or two.
II. CONTENT GEOMETRY GEOMETRY GEOMETRY GEOMETRY
III. LEARNING List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an 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.
RESOURCES
A. References
Teacher’s Guide Pages TRM pp.444-446
Learner’s Materials Pages LM pp.354-355 pp357-
Text book Pages GEOMETRY NPSBE pp.92- GEOMETRY NPSBE PP62-63
93
Additional Materials from
Learning resources(LR)Portal
B. Other Learning DLP Q3-No.16 DLP Q3-No.17 DLP Q3-No.18/
Resources
These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by demonstration of learning the by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing the students with multiple ways to learn new things, practice their learning, question their
IV PROCEDURES learning processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A.Reviewing yesterday’s Simple recall Checking of assignment Simple Recall: Simple Recall:
lesson or Presenting the On relative positions among ASA Congruence Postulate ASA Congruence Postulate
new lesson parts of a triangle SAS Congruence Postulate SAS Congruence Postulate
Connect the lesson with learners’ prior
knowledge. Explicitly teach to the
SSS Congruence Postulate
learners how the new lesson connects to
previous lessons. Review and present
new lessons in a systematic manner .
B.Establishing a purpose Can we verify two triangles to Is it possible to draw a Can you think of another Are you ready for a test?
for the lesson be congruent given fewer pairs triangle congruent to a given way to show that two
Motivate them to learn the new lesson. of corresponding parts? triangle with only its two triangles are congruent aside
Encourage them to ask questions about
the new topic. This will help establish a angles and included sides from ASA and SAS
reason for learning the new lessons. considered? Congruence Postulate?
C.Presenting examples/ Dyad: Guided activity:Pair Guided Activity: ------

instances of the new
lesson
Provide examples of the new lesson.
Show what the instances of the content
and competencies. This is where the
concepts are clarified.
D.Discussing new concepts
and practicing new skills
#1(Leads to Formative
Assessment 1)
Discuss the concepts. Prepare good
questions for this. Listen to the
answers of learners to gauge if they
understood your presentation lesson. If
not, then reteach. If they have
understood, then proceed to deepening
the lesson.
E.Discussing new concepts
and practicing new skills #2
(Leads to Formative
Assessment 2)
Deepen the lesson with new ways to apply
the learning. Pair, group and team work
might be a good way to help learners
discuss the lesson among themselves.
They can present their work to the class
and this serves as the teachers’ way of
assessing if the concepts are solidifying
and if their skills are developing.
F.Developing mastery
(Leads to Formative
Assessment 3)
Develop mastery through more individual
work activities such as writing, creative
ways of representing learning,
dramatizing, etc. Let children
demonstrate their learning through
assessable activities such as quizzes,
worksheets, seat work, and games. When
the children demonstrate learning, then
proceed to the next step. Add activities
as needed until formative assessment
shows that the learners are confident in
their knowledge and competencies.
a. Draw a 7- inch segment.
b. Name it BE.
c. Using your protractor make
angle B equal to 70o degrees.
d. From the vertex B, draw BL
measuring 8 inches long.
e. How many triangles can be
formed?
f. Draw ΔBEL
g. Compare your triangle
(first)with the triangle made by
your partner(second).
How was the second triangle
drawn?
Are the two sides and included
angle of one triangle congruent to
the corresponding sides and
included angle of the other
triangle?
How do you compare the two
triangles?
At this point what general
statement can you make?
Game:
 Students will be
grouped into two.
 The teacher distributes
cut-outs of triangles
with marked parts.
 In 5 minutes, students
are expected to find
their partner triangle.
 The first to find his
partner will be
1.Draw any ∆ LET
¿ Ruler, pencil.
have different figures
of ∆ LET ¿
2.Construct ∆ COY
such that ∠ C ≅ ∠ L;
CY ≅ OY , ∠O ≅ ∠ E
3.Measure ∠T , ¿ , ET .
measure∠ Y , CY ,OY .
4. Cut the triangular region
and compare. Place
COY
∆ LET
∆
How many pairs of
corresponding parts are
equal?
How is LE related to
∠ L∧∠ E ? CO to
∠C∧∠O?
Are the triangles congruent?
Can you state another
condition for triangle
congruent?
Give examples which will
require the students to judge
whether two triangles are
congruent by ASA
Congruence Postulate.
Materials: graphing paper.
1.Using a 4x4 grid of the
graphing paper draw a
triangle.
2.Make another triangle
exactly the same as the given
triangle but shift it to the
right.
( Note: The teacher makes the first
triangle for the students to imitate)
What can you say about the
triangle you have just drawn?
What consideration did you take
so that the second triangle is
exactly the same as the given
triangle?
Can we say that these triangles
are congruent? Why?
What generalization can you
make upon doing the activity?
Which of these triangles
appear to be congruent?
( Show pairs of triangle)
 declared as winner.
G. Finding practical During the activity, visual or Cooperation must be What practical applications Valuing: Honesty
applications of concepts spatial intelligence is being observed in the activity can you relate from our
and skills in daily living observed. lesson?
Develop appreciation and valuing for their
learning by bridging the lesson to daily
living. This will establish relevance in the
lesson.

H. Making What condition would show Aside from SAS Congruence State again the SSS
generalizations and that two triangles are Postulate, What other Congruence Postulate.
abstractions about the congruent? condition would show that Ask for clarifications.
lesson two triangles are congruent?
Conclude the lesson by asking children
good questions that will help them
crystallize their learning so they can
declare the knowledge and demonstrate
their skills.

I. Evaluating Learning Answer exercises on DLP Formative: 1.Given :∆ PST is isosceles See attachment
Assess whether the learning objectives activity no. 16 Present congruent triangles. R is the midpoint of ST,
have been met. Evaluation should tap J. Have the students identify two mark congruent parts of
Additional Activities for
application or remediation. angles and the included side of triangles. P
the first triangle correspond to
the two angles and included side
of another triangle. Let them
make similar markings on the
congruent parts between two
triangles. S R T
J. Additional Activities If E is the midpoint of MR & PN, DLP no. 17 exercises Review the different Additional activities may be
for Application or What are the congruent parts of congruence postulates. given this time.
Remediation ∆ MEN ∧∆ REP ? Be ready for a test.
Show that the two triangles are
congruent by marking their
congruent parts.
M N

P R

VI- REMARKS

VII - REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who required
additional activities for remediation
C. Did the remedial lessons work?
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I used/discover which I
wish to share with other teachers?
 Suggested Assessment for Week5- Triangle Congruence Postulates

Set I.Instruction:

State whether each of the following pairs of triangles are definitely congruent and, for those that are,
state the reason. The drawings are not drawn to scale.
Set II. Refer to Exercises no. 4 LM