GRADES 8 School Grade Level 8

DAILY LESSON LOG Teacher Learning Area MATHEMATICS

Teaching Dates and Time Day 37- 40 Quarter FIRST

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of logic and reasoning.
2. Performance The learner is able to communicate mathematical thinking with coherence and clarity in formulating and analyzing
Standards arguments.

3. Learning Writes a proof (Direct and Writes a proof (Direct and Writes a proof (Direct and Writes a proof (Direct and
Competencies / Indirect Proof). Indirect Proof). Indirect Proof). Indirect Proof).
Objectives M8GE-IIi-j-1 M8GE-IIi-j-1 M8GE-IIi-j-1 M8GE-IIi-j-1

1. Identify the different 1. Identify the different 1. Determine the steps of 1. Prove statements using
properties of equality ways of writing proof. writing two-column proof. indirect proof.
and congruence use in 2. Prove statements using 2. Prove statements using 2. Appreciate the
writing proof. flowchart form. two-column form. importance of proving in
2. Differentiate postulate 3. Appreciate the 3. Appreciate the real-life situation.
and theorem. importance of proving in importance of proving in
3. Appreciate the real-life situation. real-life situation.
importance of properties
of equalities, properties
of congruence,
theorems, and
postulates in writing
proof.
II. CONTENT Writing Proofs Writing Proofs Writing Proofs Writing Proofs
III. LEARNING
RESOURCES
 A. References
1. Teacher’s 361-368 361-368 361-368 361-368
Guide pages
2. Learner’s 333-339 333-339 333-339 333-339
Materials pages
3. Textbook Orlando A. Oronce, et. al , E- Orlando A. Oronce, et. al , E- Orlando A. Oronce, et. al , E- Orlando A. Oronce, et. al , E-
pages Math III pages 78- 88 Math III pages 78- 88 Math III pages 78- 88 Math III pages 78- 88
4. Additional http://web.cerritos.edu/ http://web.cerritos.edu/ http://web.cerritos.edu/ http://web.cerritos.edu/
Materials from dford/SitePages/ dford/SitePages/ dford/SitePages/ dford/SitePages/
Learning Math_70_F13/ Math_70_F13/ Math_70_F13/ Math_70_F13/
Resource (LR) PostulatesandTheorems.pdf PostulatesandTheorems.pdf PostulatesandTheorems.pdf PostulatesandTheorems.pdf
portal
B. Other Learning Grade 8 LCTG DepEd Grade 8 LCTG DepEd Grade 8 LCTG DepEd Grade 8 LCTG DepEd
Resources Cavite Mathematics, 2016 Cavite Mathematics, 2016 Cavite Mathematics, 2016 Cavite Mathematics, 2016
Laptop, projector, activity Laptop, projector, activity Laptop, projector, activity Laptop, projector, activity
sheets sheets sheets sheets
IV. PROCEDURES
A. Reviewing previous Pair Me! Opposite Attract!
lesson or presenting Directions: Match the items Directions: Match the words
the new lesson in Column A to Column B. in Column A to its
antonyms in Column B.

Getting Ready!
The class will be divided
into four groups. Each
group will be given an
equation to be solved and
will present their solution in
front of the class. They
have to prove that their
answer is correct, by
justifying every step
undertaken.
Solve: 4x – 3 = 2x + 25

B. Establishing a Students are expected to The teacher will ask the The teacher will ask the The teacher will ask the
purpose for the answer the following following questions: following questions: following questions:
lesson questions:  How do you find the  How do you find the  How do you find the
1. What are the different activity? activity? activity?
properties of equality and  Is it hard for you to  Is it hard for you to  Is it hard for you to
properties of congruence justify your answer? look for the pair of look for the antonyms
commonly used in  What are the factors to the items from of the words from
proving theorems? be considered to prove column A to column column A to column
2. What is the difference that your answer is B? B?
between postulate and correct?  What type of direct  What is the meaning
theorem? proof comprises two of indirect proof?
 3. Why are properties of columns?  What are the steps of
equalities, properties of What are the steps of writing indirect proof?
congruence, theorems writing two-column
and postulates important proof?
in writing proof ?
C. Presenting examples In proving theorems, the Ways of Writing Proof: Two-Column Form Indirect Proof
instances of the properties of equality and 1. Paragraph Form/ Informal Prove that if AC ≅ DF
lesson congruence are the bases Proof: and if BC ≅ DE , then Example:
for reasoning. AB≅ EF . Given: ΔBEL is
Given: ∠LOE and ∠EOV Given: AC ≅ DF , isosceles
Properties of Equality are complementary BC ≅ DE . triangle with vertex ∠B
Addition Property of Prove: ∠B ≅ ∠L
Equality (APE) Prove: ⃗ OL ⊥ ⃗ OV Prove: AB≅ EF
For all real numbers a, b,
c and d, if a = b and
c = d, then a + c = b + d Proof: Assume that
Subtraction Property of ∠B ≅ ∠L.
Equality (SPE) Given that ΔBEL is
If a = b and c = d, then isosceles therefore BE ≅
a – c = b – d. BL by the definition of
Multiplication Property of isosceles triangle ∠B ≅ ∠L
Equality (MPE) because if two sides of a
If a = b, then ac = bc triangle are congruent then
Proof: the angles opposite these
Division Property of Since ∠LOE and ∠EOV are sides are congruent; thus,
Equality (DPE) complementary, then the assumption is false and
If a = b then a/c = b/c m∠LOE + m∠EOV = 90° by therefore ∠B ≅ ∠L.
Substitution Property of definition of complementary
Equality angles. Thus,
If m∠A = 60, m∠B = 60, m∠LOE + m∠EOV =
then m∠A = m∠B m∠LOV by angle addition
Distributive Property postulate and m∠LOV =
a (b + c) = ab + ac 90° by transitive property of
equality. So, ∠LOV is a
Properties of Congruence right angle by definition of

Reflexive Property
AB ≅ AB
Symmetric Property
If ∠A ≅ ∠B then ∠B ≅
∠A
Transitive Property
If ∠A ≅ ∠B and ∠B ≅ ∠C,
then ∠A ≅ ∠C
right angles; and therefore,
⃗
OL ⊥ ⃗ OV by definition of
perpendicularity.
2. Flowchart Form:
Given: BE = ST
Prove: BS = ET

Remember: B E S T
• Postulate is a statement
that is accepted without 3. Two-Column Form/
proof. Formal Proof:
• Theorem is a statement
accepted after it is proved Given: BE = ST
deductively. Prove: BS = ET

B E S T

Proof:

4. Indirect Proof

Example:
Given: ΔBEL is isosceles
 triangle with vertex ∠B
Prove:
∠B ≅ ∠L

Proof: Assume that ∠B ≅

∠L.
Given that ΔBEL is
isosceles therefore
BE ≅ BL by the definition
of isosceles triangle

∠B ≅ ∠L because if two
sides of a triangle are
congruent then the angles
opposite these sides are
congruent; thus, the
assumption is false and
therefore ∠B ≅ ∠L.
D. Discussing new Identify what kind of Prove using flowchart form. Write the missing reasons Prove using indirect proof.
concepts and property is being stated. Supply the missing part of for this two-column proof.
practicing new skills 1. For all real numbers a, b, the proving.
 #1 c and d, if a = b and c = d,
then a + c = b + d.
2. If a = b then a/c = b/c.
3. a (b + c) = ab + ac
4. If ∠A ≅ ∠B and ∠B ≅ ∠C
then
∠A ≅ ∠C.
5. AB ≅ AB
E. Discussing new Analysis
concepts and practicing new 1. What are the different
skills #2 Properties of Equality and
Properties of Congruence
commonly used in
proving theorems?
2. What are the difference
between postulate and
theorem?
3. What are the importance
of properties of equalities,
properties of congruence,
theorems and postulates
in writing proof?
Given: m∠SEP = m∠TER
Prove: m∠1 = m∠3
Proof:
Analysis
Study carefully the parts of
the flowchart proof in the
activity. How do we derive
the statements and the
reasons?
Guided Practice
Group Activity
Prove using the flowchart
form.
Given: á || b́ with
transversal t
cutting á and b́ .
Given: m∠SEP = m∠TER
Prove: m∠1 = m∠3
Analysis
Study carefully the parts of
the two-column proof in the
activity. How do we derive
the statements and the
reasons?
Guided Practice
Group Activity
Prove using the two-
column proof.
Given: Given: á || b́ with
transversal t
cutting á and b́ .
Given: m∠SEP = m∠TER
Prove: m∠1 = m∠3
Proof: Assume that m∠1 =
m∠3.
Analysis
Study carefully the process
of writing indirect proof.
How do we derive the
statements and the
reasons?
Guided Practice
Group Activity
Prove using the indirect
proof.
Given: Given: á || b́ with
transversal t
cutting á and b́ .
Prove: ∠2 ≅ ∠6.
 Guided Practice Prove: ∠2 ≅ ∠6
Justify each statement by Prove: ∠2 ≅ ∠6.
giving the Property of
Equality or Property of
Congruence used.
1. If TX = BK, then BK = TX
2. 8(m + n) = 8m + 8n
3. If CT = 12 and PR + CT
= 20, then
PR + 12 = 20.
4. m∠HIT = m∠HIT
5. If ∠S ≅ ∠P, ∠B ≅ ∠S,
then ∠P ≅ ∠B
F. Developing mastery Classify whether the Prove using the flowchart Prove using the two- Prove using the indirect
(Leads to Formative following statements are form. column proof. proof.
Assessment 3) postulates or theorem. Given: á || b́ with á
Given: Given: || b́ with Given: Given: á || b́ with
1. If two angles form a linear transversal t transversal t transversal t
pair, then the measures cutting á and b́ cutting á and b́ . cutting á and b́ .
of the angles add up to Prove: ∠3 ≅ ∠7 Prove: ∠3 ≅ ∠7 Prove: ∠3 ≅ ∠7
180°.
2. If two parallel lines are
cut by a transversal, then
alternate exterior angles
are congruent.
3. If two parallel lines are
cut by a transversal, then
corresponding angles are
congruent, alternate
interior angles are
congruent, and alternate
exterior angles are
congruent.
4. If X is a point on AB and
A-X-B (X is between A
and B), then AX + XB =
 AB.
5. If two lines intersect,
then they intersect in
exactly one point.
G. Finding practical Lucia wanted to prove that Write the missing reason Lolita wanted to prove that Zabrina wants to prove that
applications of concepts and AB + CD =BD if B is the for the flowchart form AB + BD = AC + CD if AB + CD = BD if B is the
skills in daily living midpoint of segment AC. below. B is between A and D. Her midpoint of AC .
Her proof is shown below. Given: ∠ 1 and ∠ 2 are proof is shown below.
supplementary A B C D
angles
A B C D ∠ 3 and ∠ 4 are A B C D Proof: Assume that AB +
supplementary Help Lolita by completing CD ≠ BD.
Help Lucia by completing angles the proof below.
the proof below. ∠2≅∠3
Prove: ∠ 1 ≅ ∠ 4 Given:
Given: B is the midpoint of B is between A and D.
segment AC C is between A and D.
Prove: AB + CD =BD Prove: AB + BD = AC + CD

Proof:

H. Making generalizations A proof is a logical Ways of Writing Proof: Two-Column Form/ Formal Indirect Proof
and abstractions about the argument in which each 1. Paragraph Form/ Informal Proof An indirect proof usually is
lesson statement you make is Proof: A two-column proof is one paragraph form, the
supported/ justified by given The paragraph or informal common way to organize a opposite of the statement to
information, definitions, proof is the type of proof proof in geometry. Two- be proven is assumed true
axioms, postulates, where you write a column proofs always have until the assumption leads
theorems, and previously paragraph to explain why a two columns- statements to contradiction.
proven statements. conjecture for a given and reasons.
situation is true. Different parts of a two-
Properties of Equality 2. Two-Column Form/ column proof:
 Addition Property of Formal Proof: 1. The statement of the
Equality (APE) A two-column proof is one problem if it is already
 Subtraction Property of common way to organize a stated in the if-then
Equality (SPE) proof in geometry. Two- form or a restatement
 Multiplication Property column proofs always have if not.
of Equality (MPE) two columns- statements 2. The drawing or the
 Division Property of and reasons. figure which will be
Equality (DPE) 3. Flowchart Form: considered in the
 Substitution Property of A flowchart-proof organizes proof.
Equality a series of statements in a 3. The given or the
 Distributive Property logical order, starting with hypothesis which is
the given statements. Each the second part in the
Properties of Congruence statement together with its general form of the
 Reflexive Property justification is written in a deductive structure.
 Symmetric Property box. Arrows are used to 4. The terms to be
 Transitive Property show how each statement proven or the
• Postulate is a statement leads to another. It can conclusion which is
that is accepted as true make ones logic visible and the third part in the
without proof. help others follow the general form of
• Theorem is a statement reasoning. deductive structure.
accepted as true after it is 4. Indirect Proof 5. The formal proof
proved deductively. An indirect proof usually is which is made up of
paragraph form, the two columns, one for
opposite of the statement to the statements and
be proven is assumed true the others for reason.
until the assumption leads
to contradiction.
I. Evaluating learning Multiple Choices: Write the A. Multiple Choices: Write
letter the correct answer
on your answer sheet.
1. A statement that is
accepted without proof. 1. It is a paragraph form of
a. theorem
b. postulate
c. axioms
2. A statement that is
accepted after it is
proved deductively.
a. theorem
b. postulate
c. axioms
3. What property is being
stated:
If m∠A = 80, m∠B = 80 then
m∠A = m∠B.
a. Addition Property of Equality
b. Multiplication Property
of Equality
c. Substitution Property
of Equality
4. XY ≅ XY is an example of
___________ property.
a. Reflexive
b. Symmetric
c. Transitive
5. If ∠X ≅ ∠Y then ∠Y ≅ ∠X
is an example of
_________ property.
a. Reflexive
b. Symmetric
Supply the missing Prove using the indirect
the letter the correct statements/reasons in the proof.
answer on your answer following proof. Given: Given: á || b́ with
sheet. transversal t
1. m∠1 = m∠3, m∠2 = m∠3 cutting á and b́ .
proof and the opposite of Prove: ∠1 ≅ ∠3.
the statement to be
proven is assumed true
until the assumption
leads to contradiction
a. Paragraph Form
b. Two-Column Form Statement Reason
c. Indirect Proof
2. It is one common way to
1. m∠1 = m∠3, 1.______
organize a proof in m∠2 = m∠3
geometry.
a. Paragraph Form
2. m∠2 = m∠3 2._______
b. Two-Column Form
c. Flowchart Form 2. Given: m∠1 + m∠2 =
3. Organizes a series of
m∠2 + m∠3
statements in a logical
Prove: m∠1 = m∠3
order, starting with the
given statements Statement Reason
a. Paragraph Form
b. Two-Column Form 1. ________ 1. Given
c. Flowchart Form 2._________ 2. Reflexive
4. A type of proof where you Property
write a paragraph to
explain why a conjecture
3. m∠1 = m∠3 3. _______
for a given situation is
true.
a. Paragraph Form
b. Two-Column Form
 c. Transitive c. Flowchart Form
5. A logical argument in
which each statement
you make is supported/
justified by given
information, definitions,
axioms, postulates,
theorems, and previously
proven statements.
a. postulates
b. proof
c. theorem

B. Prove using the flowchart

form.
Given: Given: á || b́ with
transversal t
cutting á and b́ .

Prove: ∠1 ≅ ∠3.

J.Additional activities for 1. List down 5 postulates 1. Prove using paragraph 1. Prove using two-column 1. Prove using indirect
application or remediation and 5 theorems form: proof. proof:
commonly used in Given: Given: OP ⊥ PE; Given: m∠SEP =
proving. m∠SEP = m∠TER EB ⊥ PE m∠TER
2. What are the different Prove: m∠1 = m∠3 T is the midpoint Prove: m∠1 = m∠3
ways of writing proofs? of PE
 Prove: OP ≅ BE

2. In your own opinion,

which form of writing
direct proof is most
2. Study two-column proof. convenient to use?
Justify your answer.

2. Which is more
convenient to use, direct
proof or indirect proof?
Justify your answer.
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?