GRADES 8 School Grade Level 8

DAILY
Teacher Learning Area GRADE 8 MATHEMATICS
LESSON
LOG Teaching Dates and Time WEEK 7 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 understanding of key understanding of key
concept of axiomatic concept of axiomatic concepts of axiomatic concept of axiomatic
structure of geometry and structure of geometry and structure of geometry and structure of geometry and
triangle congruence. triangle congruence. triangle congruence. triangle congruence.
2. Performance The learner is able to The learner is able to The learner is able to The learner is able to
Standards communicate mathematical communicate mathematical formulate an organized plan formulate an organized plan
thinking wtih coherence and thinking wtih coherence and to handle a real life to handle a real life
clarity in formulating, clarity in formulating, situation. situation.
investigating, analyzing, and investigating, analyzing, and
solving real-life problems solving real-life problems
involving congruent involving congruent
triangles using appropriate triangles using appropriate
and accurate and accurate
representations. representations.
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,
Competencies / the content can be tackled in a week or two.
Objectives The learner illustrates The learner illustrates The learner proves The learner proves
triangle congruence. triangle congruence. statements on triangle statements on triangle

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 (M8GE-IIIg-1) (M8GE-IIIg-1) congruence congruence
a. Identify the parts of a a. Name the (M8GE-IIIh-1) (M8GE-IIIh-1)
right triangle from corresponding
the given video. conguent parts of the
b. Prove using the given congruent right a.Define congruent triangles a. Define congruent
following theorem: triangle. triangles
1. LL ( Leg – Leg b. Prove using the b.Identify the corresponding b. Identify the corresponding
Congruence following theorem: parts of congruent triangles. parts of congruent triangles.
theorem. 3. HyL (
2. LA ( Leg – Hypothenuse- c. Apply the properties of c. Apply the properties of
Acute angle ) Leg ) equality to prove that equality to prove that
Congruence 4. HyA ( corresponding parts of corresponding parts of
Theorem Hypothenuse congruent triangles are congruent triangles are
c. Develop the value of – Angle ) congruent (CPCTC). congruent (CPCTC).
doing what is right. c. Develop the value of
doing what is right. d. Apply different properties d. Apply different properties
of triangles to prove that of triangles to prove that
corresponding parts of corresponding parts of
congruent triangles are congruent triangles are
congruent (CPCTC) congruent (CPCTC)
II. CONTENT Right Triangle Congruence Right Triangle Congruence
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson
RESOURCES and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based
materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Pages 395 - 398 Pages 395 - 398 pages 386-392 pages 386-392
Guide pages
2. Learner’s Mathematics Learner’s Mathematics Learner’s Mathematics Learner’s Mathematics Learner’s
Materials pages Module for Grade 8, pages Module for Grade 8, pages Module for Grade 8, pages Module for Grade 8, pages
361-364 361-364 349 – 361 349 – 361

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 3. Textbook 1. Geometry by Eunice Ato-
pages Lopez and Virgilio L. Lopez
pp. 48-52
2. Making Connections in
Mathematics ,Worktext for
Third Year High School by
Gladys C. Nivera et al., pp
124-133
3. Geometry III by Jose-
Dilao et al, pp 92-100
1. Geometry by Eunice Ato-
Lopez and Virgilio L. Lopez
pp. 48-52
2. Making Connections in
Mathematics ,Worktext for
Third Year High School by
Gladys C. Nivera et al., pp
124-133
3. Geometry III by Jose-
Dilao et al, pp 92-100

4. Additional https://www.ixl.com https://www.ixl.com

Materials from
Learning
Resource (LR)
portal
B. Other Learning https://www.youtube.com/w https://www.youtube.com/w
Resources atch?v=NqnH8lDjL5o atch?v=NqnH8lDjL5o
http://cdn.kutasoftware.com/
Worksheets/Geo/4-
RighTriangleCongruence.pd
f
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn
well. Always 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 ACTIVITY #1
Video presentation on Think-Pair Share
lesson or presenting “4PICS 1 WORD” activity “Word Twist” Activity
Anatomy of a right triangle
the new lesson
B. Establishing a Presentation of Objectives Presentation of Objectives ACTIVITY # 2 The MAP Activity

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 purpose for the
lesson
C.Presenting examples/
Group Activity Presentation of illustrative Presentation of illustrative
instances of the “KEEP RIGHT”
Illustrative Example examples. examples.
lesson
D.Discussing new
concepts and Think-Pair-Share Activity “Give Me A Reason Activity”
practicing new skills Think-Pair-Share Activity Think-Pair-Share Activity
#1
E. Discussing new Guided Practice Guided Practice
concepts and Complete the following two- Complete the table using Guided Practice
Guided Practice
practicing new skills column proof. the congruence Let’s Do This
Let’s Do This
#2
F. Developing mastery
(Leads to Formative Independent Practice Independent Practice Independent Practice Independent Practice
Assessment 3) I Can Do This I Can Do This

G.Finding practical
Complete the following two- Complete the following two- “How to Cook Tamales
applications of “Proving Activity”
column proof. column proof. Activity”
concepts and skills in Let’s Do This
Let’s Do This
daily living
H. Making Right Triangle Congruence To prove corresponding To prove that two triangles
Right Triangle Congruence
generalizations and Leg-Leg Congruence parts of congruent triangles are congruent using
abstractions about If the legs of a right triangle Hypotenuse-Angle are congruent: CPCTC, we have to
the lesson are congruent to the Congruence * Consider all properties of consider the following:
corresponding legs of If the hypotenuse and an congruency that will serve *analyze the given figure
another right triangle, then acute angle of a right as a proof in a given/ and statements
the triangles are congruent. triangle are congruent to the formulated statements. * use some congruency
Hypotenuse-Angle hypotenuse and property as a proof
Congruence corresponding acute angle * use some congruency

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 If the hypotenuse and an
acute angle of a right
triangle are congruent to the congruent.
hypotenuse and
corresponding acute angle
of another right triangle,
then the triangles are
congruent.
I. Evaluating learning
Challenge Yourself!
of another right triangle, postulates as a proof
then the triangles are * end it by CPCTC.
Hypotenuse-Leg
Congruence
If the hypotenuse and a leg
of a right triangle are
congruent to the
hypotenuse and
corresponding leg of
another right triangle, then
the triangles are congruent.
Challenge Yourself! Challenge Yourself! Challenge Yourself!

J. Additional activities for

application or Follow-Up Journal Writing Journal Writing Follow-Up
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.

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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?

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