GRADES 8 8

DAILY Scho Grade

LESSON ol Level
LOG Teach Learning GRADE 8 MATHEMATICS
er Area
Teaching Dates and WEEK 2 Quart THIRD
Time er

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 The learner The learner The learner The learner
Standards demonstrates demonstrates demonstrates demonstrates
understanding of key understanding of key understanding of key understanding of key
concept of axiomatic concept of axiomatic concept of axiomatic concept of axiomatic
structure of geometry structure of geometry structure of geometry structure of geometry
and triangle and triangle and triangle and 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 formulate an organized formulate an organized formulate an organized
plan to handle a real life plan to handle a real life plan to handle a real life plan to 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,
Competencie the content can be tackled in a week or two.
s / Objectives The learner illustrates the The learner illustrates the The learner illustrates the The learner illustrates the
need for an axiomatic need for an axiomatic need for an axiomatic need for an axiomatic
structure of a structure of a structure of a structure of a
mathematical system in mathematical system in mathematical system in mathematical system in
general, and in Geometry general, and in Geometry general, and in Geometry general, and in Geometry
in particular: (a) defined in particular: (a) defined in particular: (a) defined in particular: (a) defined
terms; (b) undefined terms; (b) undefined terms; (b) undefined terms; (b) undefined
terms; (c) postulates; and terms; (c) postulates; and terms; (c) postulates; and terms; (c) postulates; and
(d) theorems. (M8GE-IIIa- (d) theorems. (M8GE-IIIa- (d) theorems. (M8GE- (d) theorems. (M8GE-IIIa-
c- 1) c- 1) IIIa-c-1) c- 1)

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II. CONTENT The Modern TheModern Axiomatic The Modern The Modern
Axiomatic System: System: Postulates Axiomatic System: Axiomatic System:
Postulates and and Theorems Postulates and Postulates and
Theorems Theorems Theorems
III. List the materials to be used in different days. Varied sources of materials sustain children’s interest in the
LEARNING lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
RESOURCE based materials. Hands-on learning promotes concept development.
S
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 Patterns and Patterns and Patterns and
Practicalities” pp. 334 – Practicalities” pp. 334 – Practicalities” pp. 334 – Practicalities” pp. 334 –
345 345 345 345
Glorial J., et. al (2013) Glorial J., et. al (2013) Glorial J., et. al (2013) Glorial J., et. al (2013)
“21st Century “21st Century “21st Century “21st Century
Mathematics, A vision for Mathematics, A vision for Mathematics, A vision for Mathematics, A vision for
a better future”Phoenix a better future”Phoenix a better future”Phoenix a better future”Phoenix
Publishing House, pp. Publishing House, pp. Publishing House, pp. Publishing House, pp.
308 – 316Francisco, M., 308 – 316 Francisco, M., 308 – 316 Francisco, M., 308 – 316 Francisco, M.,
et. al, “Conceptual Math et. al, “Conceptual Math et. al, “Conceptual Math et. al, “Conceptual Math
8 and Beyond 8” Brilliant 8 and Beyond 8” Brilliant 8 and Beyond 8” Brilliant 8 and 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. 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 “Round Trip Game”
lesson or (pairing activity) – review Review on Different Triangle-Sum-Theorem- Triangle Theorem
presenting the of Kinds Activity Activity
new lesson defined and undefined of Postulates
terms
B. Establishing a Presentation of the Presentation of the
purpose Presentation of Objectives Presentation of Objectives Objectives Objectives
for the lesson
C. Presenting examples/ Presentation of Presentation of Presentation of Presentation of
instances of the illustrative illustrative illustrative illustrative
lesson examples. examples. examples. examples.
D. Discussing new
concepts and Think-Pair-Share Think-Pair-Share Think-Pair-Share Activity Think-Pair-Share Activity
practicing Activity Activity
new skills #1
E. Discussing new
concepts and Guided Practice Guided Practice Guided Guided Practice
practicing new skills (Let’s Do This) (Think-Pair-Share) Practice (Let’s Do This)
#2 (Jigsaw
Puzzle)
F. Developing mastery
(Leads to Formative Independent Practice Independent Practice Independent Practice Independent Practice
Assessment 3) I Can Do This I Can Do This I Can Do This I Can Do This
G.Finding practical Application: Application:
applications of Application: Using the picture above, Using the diagram plane
concepts and skills Cite postulates that apply cite the properties or P,
Application:
in daily living in theorems that apply in its cite the properties or
Solve worded problems
justifying the given geometric theorems that apply in
 statement. designs then prove your justifying the given
answer/ statement. statement.
H. Making An Axiom An Axiom Theorem, on the other Theorem, on the other
generalizations or or hand are statements hand are statements
and abstractions Postulate is a statement Postulate is a proved to be true using proved to be true using
about or rule that are accepted true postulates, postulates,
or statement which do
not

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