GRADES 8 School DIANAWAN NATIONA HIGH Grade Level 8

DAILY SCHOOL
LESSON Teacher JESSA C. BALMORES Learning Area GRADE 8 MATHEMATICS
LOG Teaching Dates and Time February 20-23, 2023 (WEEK 2) Quarter THIRD

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES Objectives must be met 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 may be done for developing
content knowledge and competencies. These are assessed using Formative Assessment
strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and
joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides
1. Content Standards The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of key understanding of key concept understanding of key concept understanding of key concept
concept of axiomatic of axiomatic structure of of axiomatic structure of of axiomatic structure of
structure of geometry and geometry and triangle geometry and triangle geometry and triangle
triangle congruence. congruence. congruence. congruence.
2. Performance The learner is able to The learner is able to The learner is able to The learner is able to
Standards formulate an organized plan to formulate an organized plan to formulate an organized plan to formulate an organized plan to
handle a real life handle a real life handle a real life handle a real life
situation. situation. situation. situation.
3. Learning 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
Competencies / can be tackled in a week or two.
Objectives The learner illustrates the need The learner illustrates the need The learner illustrates the need The learner illustrates the need
for an axiomatic structure of a for an axiomatic structure of a for an axiomatic structure of a for an axiomatic structure of a
mathematical system in mathematical system in mathematical system in mathematical system in
general, and in Geometry in general, and in Geometry in general, and in Geometry in general, and in Geometry in
particular: (a) defined terms; particular: (a) defined terms; particular: (a) defined terms; particular: (a) defined terms;
(b) undefined terms; (c) (b) undefined terms; (c) (b) undefined terms; (c) (b) undefined terms; (c)
postulates; and postulates; and postulates; and (d) theorems. postulates; and
(d) theorems. (M8GE-IIIa-c- (d) theorems. (M8GE-IIIa-c- (M8GE-IIIa-c-1) (d) theorems. (M8GE-IIIa-c-
1) 1) 1)
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II. CONTENT The Modern Axiomatic The Modern Axiomatic The Modern Axiomatic The Modern Axiomatic
System: Postulates and System: Postulates and System: Postulates and System: Postulates and
Theorems Theorems Theorems Theorems
III. List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in
LEARNING learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
RESOURCES learning promotes concept development.
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials pages
3. Textbook Nivera, Gladys C.(2013) Nivera, Gladys C.(2013) Nivera, Gladys C.(2013) Nivera, Gladys C.(2013)
pages “Grade 8 Mathematics “Grade 8 Mathematics “Grade 8 Mathematics “Grade 8 Mathematics
Patterns and Practicalities” Patterns and Practicalities” Patterns and Practicalities” Patterns and Practicalities”
pp. 334 – 345 pp. 334 – 345 pp. 334 – 345 pp. 334 – 345
Glorial J., et. al (2013) “21st Glorial J., et. al (2013) “21st Glorial J., et. al (2013) “21st Glorial J., et. al (2013) “21st
Century Mathematics, A Century Mathematics, A Century Mathematics, A Century Mathematics, A
vision for a better vision for a better vision for a better vision for a better
future”Phoenix Publishing future”Phoenix Publishing future”Phoenix Publishing future”Phoenix Publishing
House, pp. 308 – House, pp. 308 – 316 House, pp. 308 – 316 House, pp. 308 – 316
316Francisco, M., et. al, Francisco, M., et. al, Francisco, M., et. al, Francisco, M., et. al,
“Conceptual Math 8 and “Conceptual Math 8 and “Conceptual Math 8 and “Conceptual Math 8 and
Beyond 8” Brilliant Beyond 8” Brilliant Beyond 8” Brilliant Beyond 8” Brilliant
Creations Publishing, Inc. Creations Publishing, Inc. Creations Publishing, Inc. Creations Publishing, Inc.
pp. 237 - 240 pp. 237 - 240 pp. 237 - 240 pp. 237 - 240
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
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 Resources
IV. These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always
PROCEDURES be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain
learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous “Round Trip Game”
Review on Different Kinds Triangle-Sum-Theorem-
lesson or presenting (pairing activity) – review of Triangle Theorem Activity
of Postulates Activity
the new lesson defined and undefined terms
B. Establishing a purpose for Presentation of the Presentation of the
Presentation of Objectives Presentation of Objectives
the lesson Objectives Objectives
C. Presenting examples/ Presentation of illustrative Presentation of illustrative Presentation of illustrative Presentation of illustrative
instances of the lesson examples. examples. examples. examples.
D. Discussing new
concepts and practicing Think-Pair-Share Activity Think-Pair-Share Activity Think-Pair-Share Activity Think-Pair-Share Activity
new skills #1
E. Discussing new concepts
Guided Practice Guided Practice Guided Practice Guided Practice
and practicing new skills
(Let’s Do This) (Think-Pair-Share) (Jigsaw Puzzle) (Let’s Do This)
#2
F. Developing mastery
Independent Practice I Independent Practice I Independent Practice I Independent Practice I
(Leads to Formative
Can Do This Can Do This Can Do This Can Do This
Assessment 3)
G.Finding practical Application: Application:
Application:
applications of Using the picture above, cite Using the diagram plane P,
Cite postulates that apply in
concepts and skills in Application: Solve the properties or theorems that cite the properties or
justifying the given statement.
daily living worded problems apply in its geometric designs theorems that apply in
then prove your answer/ justifying the given
statement. statement.
H. Making An Axiom or An Axiom orTheorem, on the other hand Theorem, on the other hand
generalizations and Postulate is a statement or Postulate is a true statement are statements proved to be are statements proved to be
abstractions about rule that are accepted or which do not true using postulates, true using postulates,

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 the lesson considered to be true without require to be proved.. definitions, other definitions, other
proof or validation. Some of 1.)If Q is between P and R, established theorems, and established theorems, and
the fundamental postulates then PQ + QR = PR. If PQ + logic. logic.
used in geometry. QR = PR, then Q is between P
1. Two points determines and R.
exactly one line 2.)If M is the midpoint of line
2. Three non collinear points segment AB, then line segment
are contained in at least one AM is congruent to line
plane and three non collinear segment MB.
points are contained in exactly 3.) If three sides of one
one plane. triangle are congruent
3. If two distinct planes respectively to the three sides
intersect, then their intersection of another triangle, then the
is a line two triangles are congruent.
4. If two points of a line are in 4.)If two sides and an included
a plane, then the line is in the angle of on triangle are
plane. congruent respectively to the
5. If D is in the interior of sides and an included angle of
∡ABC, then m∡ABC = m another triangle, then the two
∡ABD + m ∡CBD triangles are congruent.
5.)If two angles and the
included side of one triangle
are congruent respectively to
the two angles and the
included side of another
triangle, then the two triangles
are congruent.

I. Evaluating learning Challenge Yourself! Challenge Yourself! Challenge Yourself! Challenge Yourself!

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 J. Additional activities for
application or Journal Writing Journal Writing Journal Writing Journal Writing
remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works?
What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you
meet them, you can ask them relevant questions.
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

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 localized materials did I
use/discover which I
wish to share with other
teachers?

Prepared by:
JESSA C. BALMORES
Teacher I

Checked by:
VILMA L. EUGENIO
Secondary School Principal I