School SAN AGUSTIN Grade Level 8

INTEGRATED SCHOOL
Teacher ANGELA CAMILLE P. Learning Mathematics
CARIAGA Areas
DAILY LESSON Teaching March 20, 2023(1:00-200) 3rd
LOG Dates and (3:00-4:00)
Time
I.OBJECTIVES
A. Content The learner will be able to demonstrates understanding of key concepts of
Standard axiomatic structure of geometry and triangle congruence.
B. Performance The learner will be able to communicate mathematical thinking with coherence
Standard and clarity in formulating, investigating, analyzing and solving real-life problems
involving congruent triangles using appropriate and accurate representation.
C. Learning LEARNING COMPETENCY:
Competencies/ The learner proves statements on triangle congruence.
Objectives
At the end of this lesson, learners are expected to:
1. apply Corresponding Parts of Congruent Triangles are Congruent
(CPCTC) to prove statements on triangle congruence; and
2. solve real-life problems involving statements on triangle congruence.
II. CONTENT Prove Statements on Triangle Congruence
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Mathematics Quarter 3 – Week 6 Module 5
Material Pages
3. Textbook Pages
4. Additional
Material from
Learning
Resource (LR)
Portal
B. Other Learning Internet/ PowerPoint Presentation
Resources
IV. PROCEDURE Preparatory Activities
1. Prayer
2. Checking of attendance
3. Classroom management
4. Review of the previous lesson
A. Reviewing Given the markings, list the corresponding congruent parts. Then, write the
previous lesson or congruence statement for each pair of triangles.
presenting the
new lesson
(ELICIT)

B. Establishing a Tell the postulate or theorem applied for each pair of congruent triangles. Choose
purpose for the your answer from the box below.
 lesson
(ENGAGE)

C. Presenting Popoy and his friends went for a day tour hike in Doña Remedios Trinidad.
examples /instances Before they reach the peak of Tila Pilon Hills, they came across a river with small
of the new lesson waterfalls. Everyone is excited to experience the waterfalls, but they want to
(ENGAGE) know how wide the river first before they crossed it. To do this, they set-up two
congruent triangles as shown below. How wide is the river?

Do you think Popoy and his friends figured out the width of the river without
actually measuring it? If Yes, how did they arrive at the correct answer? Justify
your answer supported by a Postulate or Theorems on Triangle Congruence.
D. Discussing new
concepts and
practicing new
skills # 1
(EXPLORE)

E. Discussing new
concepts and
practicing new
skills #2
(EXPLORE)

F. Developing
mastery (Leads to
formative
assessment 3)
(EXPLAIN)
G. Finding practical You can use your knowledge in proving two congruent segments or angles to find
applications of the distance between two different places. Let us consider the map of Bulacan
concepts and below. Notice that the indicated distances are just an approximation and may not
skills in daily be an exact distance between these municipalities and a city.
living
(ELABORATE)

Situation:
The map of Bulacan above shows four nearby municipalities and city. The
municipality of Pandi is exactly half-way between San Jose del Monte City and
Calumpit. Also, it is exactly in between the municipalities of Obando and San
Rafael.

1. If it is known that the distance between Pandi and San Jose del Monte
City is approximately 17 kilometers, the distance between Pandi and San
Rafael is approximately 20 kilometers, and the distance between San Jose del
Monte City and San Rafael is approximately 28 kilometers. What is the
distance between the municipalities of Calumpit and Obando? Justify your
answer supported by a valid proof applying postulate or theorem on
congruent triangles.
H. Making
generalizations
Let the students summarize the lesson by answering the question below:
and abstractions
How can you prove that the two triangles are congruent? Explain.
about the lesson
(ELABORATE)
I. Evaluating
Learning
(EVALUATE)

J. Additional Discuss 3 things that you feel the need to further study in order for you to improve your
activities for skills in completing a two-column proof.
 application or
remediation
(EXTEND)
V. REMARKS
VI.REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of Learners
who require
additional
activities for
remediation
C. Did 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 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
use/discover
which I wish to
share with other
teachers?

Prepared by: Noted:

ANGELA CAMILLE P. CARIAGA VICTORIA P. ROMBO

Teacher I OIC/HT III
 School SAN AGUSTIN Grade Level 8
INTEGRATED SCHOOL
Teacher ANGELA CAMILLE P. Learning Mathematics
CARIAGA Areas
DAILY LESSON Teaching April 3, 2023(1:00-200) Quarter 3rd
LOG Dates and (3:00-4:00)
Time

I. OBJECTIV
ES
A. Content The learner demonstrates understanding of key concepts of axiomatic structure of
Standar geometry and triangle congruence.
d
B. Perform The learner is able to communicate mathematical thinking with coherence and clarity in
ance formulating, investigating, analyzing, and solving real-life problems involving triangle
Standar inequalities, and parallelism and perpendicularity of lines using appropriate and accurate
d representations.
C. LEARNING COMPETENCY:
Learning The learner applies triangle congruence to construct perpendicular lines and angle
Competenc bisectors.
ies/
Objectives After going through this lesson, you are expected to:
1. apply triangle congruence to construct perpendicular bisectors
2. apply theorems on perpendicular bisector in proving congruent angles
and segments in a triangle.
3. solve problems related to perpendicular bisector.
II. CONTENT Applying Triangle Congruence to Construct Perpendicular Bisector
III. LEARNIN
G
RESOURC
ES
A. Referenc
es
1. Teacher’s
Guide
Pages
2. Learner’s Mathematics 8 Quarter 3 – Week 7 Module 6
Material
Pages
3. Textbook
Pages
4. Addition
al
Material
from
Learning
Resource
(LR)
Portal
B. Other PowerPoint Presentation
Learning
Resource
 s
IV. PROCEDU Preparatory Activities
RE 1. Prayer
2. Checking of attendance
3. Classroom management
4. Passing of Assignment
1. Review of the previous lesson
A. Reviewin A. Identify at least 3 pairs of congruent triangles in the kite. 1._____________________
g 2. ____________________
previous 3. ____________________
lesson or
presentin
g the new
lesson
(ELICIT)

B. Establishi Directions: In each figure, congruent parts are marked. Give additional congruent parts
ng a to prove that the right tringles are congruent and state the congruence theorem.
purpose
for the
lesson
(ENGA
GE)

C. Presentin Directions: Supply the missing statement in the two-column proof.

g
examples
/instances
of the
new
lesson
(ENGA
GE)
 D. Discussing Discuss:
new Perpendicular Bisector Theorem: If a point is on the perpendicular bisector of a
concepts segment, then it is equidistant from the endpoints of the segment.
and
practicing 1. Converse of Perpendicular Bisector Theorem: If a point is equidistant from the
new skills endpoints of a segment, then the point is on the perpendicular bisector of the
#1 segment.
(EXPLO
RE)
E. Discussing
new
concepts
and
practicing
new skills
#2

(EXPLORE)

F. Developin
g mastery
(Leads to
formative
assessment
3)
(EXPLAI
N)

G. Finding How will you relate the lesson for today in real life situation? Cite an example.
practical
application
s of
concepts
and skills
in daily
living
(ELABO
RATE)
H. Making  What is perpendicular bisector theorem?
generalizat  What is converse of perpendicular bisector theorem?
ions and
abstraction
s about the
lesson
(ELABO
RATE)
 I. Evaluating
Learning

(EVALU
ATE)

J. Additional After going through the discussion and series of activities, check your realizations by
activities for completing the sentences below. Write your answers on a separate sheet of paper.
application First, I’ve learned that Perpendicular lines
or ___________________________________________________________
remediation ______________________________________________________________Second
(EXTEND) Perpendicular Bisector Theorem is
____________________________________________________________
______________________________________________________________Last,
Converse of Perpendicular Bisector Theorem is
_______________________________________________________________________
_______________________________
V. REMARKS
VI.REFLECTI
ON
A. No. of
learners
who
earned
80% on
the
formative
assessme
nt
B. No. of
Learners
who
require
additiona
l
activities
for
remediati
on
C. Did the
remedial
lessons
work? No.
of learners
who have
 caught up
with the
lesson.
D. No. of
learners
who
continue to
require
remediatio
n
E. Which of
my
teaching
strategies
worked
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
use/discov
er which I
wish to
share with
other
teachers?

Prepared by: Noted:

ANGELA CAMILLE P. CARIAGA VICTORIA P. ROMBO

Teacher I OIC/HT III
 School SAN AGUSTIN Grade Level 9
INTEGRATED SCHOOL
Teacher ANGELA CAMILLE P. Learning Mathematics
CARIAGA Areas
DAILY LESSON Teaching February 27, 2023(1:00-200) Quarter 3rd
LOG Dates and (3:00-4:00)
Time

I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of axiomatic structure
Standard of geometry and triangle congruence.
B. Performance The learner is able to formulate an organized plan to handle a real-life
Standard situation and communicate mathematical thinking with coherence and clarity
in formulating, investigating, analyzing, and solving real-life problems
involving congruent triangles using appropriate and accurate representations.
C. Learning After going through this module, you are expected to:
Competencies/ 1. illustrate congruent triangles;
Objectives 2. identify corresponding parts of congruent triangles; and
solve corresponding parts of congruent triangles.
II. CONTENT Solving Corresponding Parts of Congruent Triangles(PART 1)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Mathematics Quarter 3 – Week 3 Module 3
Material Pages
3. Textbook Pages
4. Additional
Material from
Learning
Resource (LR)
Portal
B. Other Learning Internet/ PowerPoint Presentation/Flashcards
Resources
IV. PROCEDURE Preparatory Activities
1. Prayer
2. Checking of attendance
3. Classroom management
4. Review of the previous lesson
A. Reviewing Let us recall the different triangle congruency postulates and theorems.
previous lesson
or presenting the
new lesson
(ELICIT)
B. Establishing a Activity 1: Matchy – matchy
purpose for the Identify the postulate/theorem that states the congruency of the given pair of
lesson triangles. Choose your answer from the second column. The answer for
 (ENGAGE) number 1 is already given for you.

C. Presenting Activity 2: Twinny Triangle

examples Follow the procedures carefully.
/instances of the
new lesson
(ENGAGE)

Questions:
1. Compare the length of the sides of the two triangles.
2. Relate the measure of the angles of the first triangle with the measure of the
angles of the second triangle.
3. In one word, describe the two triangles.
D. Discussing new Discuss:
concepts and  CPTC- Corresponding Parts of Congruent Triangles are Congruent
practicing new Congruence
skills # 1
(EXPLORE)

E. Discussing new
concepts and
practicing new
skills #2
(EXPLORE)
 F. Developing
mastery (Leads to
formative
assessment 3)
(EXPLAIN)
G. Finding practical How will you relate the lesson for today in real life situation? Cite an example.
applications of
concepts and
skills in daily
living
(ELABORATE)
H. Making  What is CPCTC?
generalizations
and abstractions
about the lesson
(ELABORATE)
I. Evaluating Activity 3: Easy Peasy
Learning Given: ∆𝐸𝑁𝐺 ≅ ∆𝐹𝐼𝐿. Answer each of the following.
(EVALUATE) 1.Illustrate ∆𝐸𝑁𝐺 and ∆𝐹𝐼𝐿.
2.Identify their corresponding parts.
3.If 𝐸𝑁 = 24𝑖𝑛 and 𝑁𝐺 = 17𝑖𝑛, what is the length of IL?
4.If 𝑚∠𝑁 = 59 and 𝑚∠𝐺 = 90, what is 𝑚∠𝐹?
J. Additional Read the situation below, then answer the questions that follow. Mary and
activities for Mark are planning to make a triangular prism for the roof of their doll house.
application or They have decided that they will start by doing first the triangular bases. Mary
remediation will make one of the triangular bases, while Mark will do the remaining
(EXTEND) triangular base.
Looking around the house, Mary found two sticks that are both 8 inches
long, while Mark found a longer stick that is 38 inches long. To form two
triangles, Mark has to cut his stick into four smaller pieces, and give one of the
sticks to Mary. In cutting his stick, Mark has to consider the length of Mary’s
sticks and the length of the sides of the triangles that they will make.

Questions:
1. What should be the length of Mark’s sticks after cutting it into four?
2. Give the length of the sides of each triangle.
3. Describe the two triangles in a single word.
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 this 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?

Prepared by: Noted:

ANGELA CAMILLE P. CARIAGA VICTORIA P. ROMBO

Teacher I OIC/HT III
 School SAN AGUSTIN Grade Level 8
INTEGRATED SCHOOL
Teacher ANGELA CAMILLE P. Learning Mathematics
CARIAGA Areas
DAILY LESSON Teaching March 6, 2023(1:00-200) Quarter 3rd
LOG Dates and (3:00-4:00)
Time
I.OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of axiomatic
structure of geometry and triangle congruence.
B. Performance The learners will be able to:
Standard 1) formulate an organized plan to handle a real-life situation; and
2) communicate mathematical thinking with coherence and clarity in
formulating, investigating, analyzing, and solving real-life problems involving
congruent triangles using appropriate and accurate representations.
C. Learning At the end of the module, you are expected to:
Competencies/ 1. Recall the different postulates and theorems on triangle congruence;
Objectives 2. Use the different geometric properties in proving triangle congruence; and
3. Prove that two triangles are congruent.
II. CONTENT Proving Triangle Congruence
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Mathematics Quarter 3 – Week 4 Module 4
Pages
3. Textbook Pages
4. Additional Material
from Learning
Resource (LR) Portal
B. Other Learning Internet/ PowerPoint Presentation/Flashcards
Resources
IV. PROCEDURE Preparatory Activities
1. Prayer
2. Checking of attendance
3. Classroom management
4. Review of the previous lesson
A. Reviewing previous Activity 1: You Are the Reason
lesson or presenting the Directions: Write the congruence postulate or theorem that will make the two
new lesson triangles congruent based from the markings in the illustration. Note that
(ELICIT) similar markings denote congruency or equal measurement. The first one is
done for you to serve as an example.
B. Establishing a purpose
for the lesson Activity 2: The Missing Part of You
(ENGAGE) Directions: Supply the missing part for the two triangles to be congruent
based on the given postulate or theorem. Then, complete the congruence
statement. The first one is done for you as example

C. Presenting examples Game

/instances of the new
lesson (ENGAGE)

D. Discussing new concepts A two-column proof is one way to organize a proof in geometry. It is called
and practicing new skills proof table which consists of two columns. The first column contains the proof
# 1 (EXPLORE) statements and the second column contains the geometric reason for those
statements. Two-column proof is used in direct proof.
 E. Discussing new concepts
and practicing new skills
#2
(EXPLORE)

F. Developing mastery
(Leads to formative Allow them to make an example of statement and its reason.
assessment 3)
(EXPLAIN)
G. Finding practical How will you relate the lesson for today in real life situation? Cite an example.
applications of concepts
and skills in daily living
(ELABORATE)
H. Making generalizations  What is proof?
and abstractions about  What are the two parts of two-column proof?
the lesson
(ELABORATE)
I. Evaluating Learning No assessment this day.
(EVALUATE)
J. Additional activities for Study table of Geometric Properties.
application or
remediation (EXTEND)
5. 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 this 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?

Prepared by: Noted:

ANGELA CAMILLE P. CARIAGA VICTORIA P. ROMBO

Teacher I OIC/HT III