School Kananga NHS
GRADE 8 DAILY Teacher
LESSON PLAN
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials (sites)
B. Other Learning Resources
IV. PROCEDURES
A. Preliminaries and Activity
Grade Level 8
Cristito P. Denoy
Learning
Mathematics
Area
FEBRUARY 13-16, 2023
10:00 – 11:00 - Peal
Teaching
Dates and 11:00 – 12:00 - Garnet Quarter Third
Time 1:00 – 2:00 - Sapphire
2:00 – 3:00 - Aquamarine
Demonstrates understanding of key concepts of axiomatic structure of geometry
and triangle congruence.
a. Is able to formulate an organized plan to handle a real-life situation.
b. Is able to communicate mathematical thinking with coherence and clarity in
formulating, investigating, analyzing, and solving real-life problems involving
congruent triangles using appropriate and accurate representations.
Describes a mathematical system. M8GEIIIa-1
Mathematical System
Teacher’s Guide (TG) in Mathematics 8, pp. 32 – 34
Learner’s Module (LM) in Math 9, pp. 30 – 32
Our World of Math (Textbook) in math 8, pp. 10 – 13,
Moving Ahead with Mathematics 8, pp. 194 – 195
Elementary Algebra, pp. 182 - 184
Mathematical System
https://www.youtube.com/watch?v=kNlGDpTtNxE
Visual Aids, Laptop, TV
a. GREETINGS
Greet the students to start the class
b. REMINDERS
Give the students classroom advices
c. REVIEW
Make a recall on the past discussion.
d. MOTIVATION
A MATHEMATICAL SYSTEM is a set of rules and procedures for
manipulating mathematical objects and making logical deductions from
them. It usually consists of a collection of axioms, definitions, and theorems
that are used to prove or derive new mathematical results. There are many
different mathematical systems, each with its own set of rules and
procedures. Some examples include Euclidean geometry, Number systems,
Set theory, Logic. Each mathematical system is designed to capture certain
aspects of mathematical reasoning and can be used to prove theorems and
make deductions within its own domain. By combining different systems,
mathematicians can develop more powerful tools for solving mathematical
problems and discovering new results.
e. ACTIVITY
B. Analysis Motive Questions:

1. What are the things common to these pictures? (answers may vary)
2. Are there things that make them different?
3. What is/are the thing/s common to two pictures but not found on the other?
(answers may vary)
Note: The teacher must lead the students to the concept of
“Factoring with the common monomial factor”
(answers may vary)
C. Abstraction

D. Generalization Summary
Making or writing sound proofs both direct and indirect proof should follow some steps
to perform it properly. A very systematic way of proving theorems is THE TWO-COLUMN
PROOF. Being equipped with knowledge about undefined term’s, DEFINITIONS,
PROPERTIES, THEOREMS AND POSTULATES in geometry is necessary to successfully
support the statement of a proof.

E. Application
F. Evaluation

V. ASSIGNMENT/AGREEMENT
Make an advance study on the topic “Operation of Rational Algebraic
Expression” pages 83-86.

Prepared by:

CRISTITO P. DENOY
T-I/MENTEE

Checked by:

SEMIE B. CABIOC MARIVIC M. ORNOPIA DELFINA B.

LERON
MT-II/RATER MT-I/MENTOR/RATER MT-I/RATER