Republic of the Philippines

Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS

BUNDUCAN NATIONAL HIGH

School Grade Level 8
SCHOOL
Teacher MARLYN S. TENORIO Learning Area MATHEMATICS
Teaching Dates and Time Quarter 3RD

I. OBJECTIVES
The learner demonstrates understanding of key concepts of axiomatic
A. Content Standards
structure of geometry and triangle congruence.
The learner is able to communicate mathematical thinking with
B. Performance Standards coherence and clarity, in formulating, investigating, analyzing and solving
real life problems involving triangle congruence.
At the end of the lesson, students must be able to:
a. define congruent triangles;
C. Learning Competencies b. identify corresponding congruent parts between two congruent
triangles; and
c. appreciate the importance of triangle congruence in real life.
D. Most Essential Learning Competencies
Illustrates triangle congruence. (M8GE-IIIf-1)
(MELC)
E. Subject Integration Health / Science
II. CONTENT Triangle Congruence
III. LEARNING RESOURCES
A. References
1. Curriculum Guide & pages pp. 380 - 383
2. Learner’s Materials pages pp. 349 – 352
3. Textbook pages pp. 349 - 352
4. Additional Materials from Learning
Resource (LR) Portal
Mathematics 8 Learner’s Packet (LeaP)
B. Other Learning Resources
PIVOT 4A Learner’s Material Mathematics Grade 8
IV. PROCEDURES
Preparatory Activities
1. a. Prayer
b. Greetings
A. Preliminary Activities
c. Classroom Management (State the class rules)
d. Checking of Attendance

Recap ( Activating Prior Knowledge)

Complete Me!
Direction: Supply the missing word to complete each statement.
B. Reviewing previous lesson/presenting the
new lesson 1. In every triangle, the sum of the measures of the three interior angle
is _______º.
2. If two angles are vertical angles, then they are_______________.
3. If two triangles form a linear pair, then they are ________________.

Game-Based Approach
C. Establishing a purpose for the lesson
LET’S PLAY JIGSAW

Address: Bunducan, Nasugbu, Batangas

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 Direction: Complete the jigsaw puzzle. Choose the reactions that
correspond to the jigsaw pieces that fit in the given space in the puzzle.

(The teacher will act as a facilitator)

A player chooses the jigsaw piece that is exactly similar to the space on
the screen, or, that is congruent to it

The teacher will ask this question:

So, what’s the main idea of this game?

Constructivism Approach

PICTURE ANALYSIS
The teacher will show the following pictures to the students and give
them time to think.

Direction: Observe the pictures shown. Then, answer each question

comprehensively.

D. Presenting examples/instances of the

new lesson

Guided Questions

What have you seen in the picture? What do they have in

common?
Why are there triangles in the structures? Are the triangles
congruent?
When do we say that two triangles are congruent?

E. Discussing new concepts and practicing Lecture Method

new skills#1
The teacher will show figures of triangle congruence and discuss
examples.

Questioning:
What can you say about the shape and size of the first figure?
And second figure?
Among the given figures, which pair of triangles are congruent?
Can we consider figure 2 as congruent triangles?
How can we ensure that the triangles are of the same shape
and size?

In figure 2, if triangles ABC and TSR can match up their vertices by

flipping and rotating the figures until they overlap exactly then you will
notice the corresponding sides and the corresponding angles that
overlapped are congruent.
 Let the students state the definition of congruent triangles based on the
given examples.

F. Discussing new concepts and practicing

new skills#2 Collaborative Approach

Ask the students to group into 3. A representative from each group shall
be asked to report their output (maximum of 2 minutes each).

There are 3 kinds of cut-out triangles, they are Scalene, Equilateral, and
Isosceles triangles. Each of the student will get one triangle inside the
box and that will be the group that he/she will belong with. So there will
have Scalene Group, Equilateral Group, and Isosceles Group.

The task will be done for only 8 minutes. If the group is done, just CLAP
your hands 3x then they will say their group name.

ACTIVITY: MARK ME !

Direction: Mark the angles and sides each of pair of triangles to indicate
that they are congruent.

Processing Questions
Can you name the corresponding sides? Corresponding angles?
How many pairs of corresponding parts are congruent if two
triangles are congruent?
 The teacher will show the statement of Dr. Caoili about the on how to
achieve a TB-free Philippines. The teacher also give information about
Tuberculosis. Then relate the Tuberculosis Center in the lesson.

Suppose the City

Government of Malabon is planning to
G. Developing mastery put up a Tuberculosis (TB) Center in a
triangular lot located at gulayan St.,
Brgy. Catmon. The city Mayor wants to
divide it into two triangular lot with the
same shape and size. As a city
engineer, your task is to estimate the
fencing cost of two triangular lots. List
all the congruent sides and angles
based on the given figure. How much
will be the total estimated cost of the
project if the City Government will
have to spend
₱ 1,200 per meter of fencing?

H. Finding practical applications of concepts We can assume theLet’s Reflect

triangle !
as symbolism for foreign policy or
and skills in daily living
perhaps globalization effort. If two triangles are congruent, two countries
may have the same foreign policy/ globalization effort. On the larger scale,
if congruent triangles exist, several nations share the same policies
/globalization efforts.
In the recent situation, since nations only share the same vision,
caring for each other, worldwide production of vaccines are shared. The
SARS-COVID are defeated, and all things go back normally. The economy
are back to stability, and peace among nations is achievable, “NO WAR,
NO VIOLENCE, and NO HUNGER.”
 Wrapping Out !
Two figures or objects are congruent if they have the same shape and
I. Making generalizations and abstractions
size.
about the lesson
Two triangles are congruent if and only if all their corresponding parts
are congruent.

I Can Do More !

1. Which of the following is true about the corresponding parts of

congruent triangles?
A. They are unequal. B. They are congruent.
C. They are supplementary. D. They are complementary

2. How many pairs of corresponding congruent parts are there in two

congruent triangles?
A. 2 B. 4 C. 5 D. 6

3. In the figure, 𝛥𝐶𝑅𝑌 ≅ 𝛥𝑂𝐵𝑆, what is the side corresponding to ̅𝑆𝐵̅̅ ?

J. Evaluating learning

4. If 𝛥𝐹𝑅𝑌 ≅ 𝛥𝐻𝑂𝑇, which segment is congruent to 𝑅𝑌̅̅?

̅
A. 𝐻𝑇̅̅̅ B. 𝑂𝑇̅̅̅ C. 𝐹𝑌̅̅̅ D. 𝑅𝐹̅̅̅

5. Which of the following figures show congruent triangles?

K. Additional activities for application or Draw two congruent triangles and identify their congruent corresponding
remediation parts.
___Lesson carried. Move on to ___Lesson carried. Move on to the
V. REMARKS the next objective. next objective.
___Lesson not carried. ___Lesson not carried.
VI. REFLECTION

A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%.
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
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation

E. Which of my teaching strategies worked

well? Why did these 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 by:

MARLYN S. TENORIO JOEL D. ABREU

Teacher I Head Teacher II